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Weerapol N, Leelakanok N. Communication between healthcare professionals and patients with hearing loss: A systematic review and meta-analysis. Am J Health Syst Pharm 2024; 81:521-530. [PMID: 38430534 DOI: 10.1093/ajhp/zxae045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Indexed: 03/04/2024] Open
Abstract
PURPOSE We aimed to systematically review and meta-analyze published evidence on modes of communication between healthcare professionals and patients with hearing loss. METHODS MEDLINE/PubMed, Scopus, CINAHL, ScienceDirect, and Thai Journals Online Complete databases were searched. A meta-analysis was performed using a random-effects model. Data on the prevalence and types of communication between healthcare professionals and patients with any extent of hearing loss were extracted. RESULTS Twenty studies were included. Using a hearing aid (pooled prevalence, 57.4%; 95% CI, 11.4%-103.4%, N = 3, I2 = 99.33) and gestures (pooled prevalence = 54.8%, 95%CI: 17.4% to 92.1%, N = 7, I2 = 99.68) were the most commonly reported modes of communication. Few healthcare professionals could use sign language, and limited access to qualified interpreters was common. CONCLUSION Communication barriers exist. Qualified sign language interpreters and assistive technology should be used to improve communication.
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Affiliation(s)
- Neeranun Weerapol
- Department of Pharmacy, Sawaengha Hospital, Ang Thong, Thailand
- Division of Clinical Pharmacy, Faculty of Pharmaceutical Sciences, Burapha University, Chonburi, Thailand
| | - Nattawut Leelakanok
- Division of Clinical Pharmacy, Faculty of Pharmaceutical Sciences, Burapha University, Chonburi, Thailand
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2
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Demir-Lira ÖE, Göksun T. Through Thick and Thin: Gesture and Speech Remain as an Integrated System in Atypical Development. Top Cogn Sci 2024. [PMID: 38855879 DOI: 10.1111/tops.12739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2021] [Revised: 05/10/2024] [Accepted: 05/10/2024] [Indexed: 06/11/2024]
Abstract
Gesture and speech are tightly linked and form a single system in typical development. In this review, we ask whether and how the role of gesture and relations between speech and gesture vary in atypical development by focusing on two groups of children: those with peri- or prenatal unilateral brain injury (children with BI) and preterm born (PT) children. We describe the gestures of children with BI and PT children and the relations between gesture and speech, as well as highlight various cognitive and motor antecedents of the speech-gesture link observed in these populations. We then examine possible factors contributing to the variability in gesture production of these atypically developing children. Last, we discuss the potential role of seeing others' gestures, particularly those of parents, in mediating the predictive relationships between early gestures and upcoming changes in speech. We end the review by charting new areas for future research that will help us better understand the robust roles of gestures for typical and atypically-developing child populations.
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Affiliation(s)
- Ö Ece Demir-Lira
- Department of Psychological and Brain Sciences, University of Iowa
- DeLTA Center
- Iowa Neuroscience Institute, University of Iowa
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3
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Hutchison A, D'Cruz K, Ross P, Anderson S. Exploring the barriers and facilitators to community reintegration for adults following traumatic upper limb amputation: a mixed methods systematic review. Disabil Rehabil 2024; 46:1471-1484. [PMID: 37042419 DOI: 10.1080/09638288.2023.2200038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 04/01/2023] [Indexed: 04/13/2023]
Abstract
PURPOSE Traumatic upper limb amputation (ULA) is a profound injury impacting participation in activities of daily living, including those within the community setting. The objective of this work was to review literature exploring barriers, facilitators, and experiences of community reintegration in adults following traumatic ULA. METHODS Databases were searched using terms synonymous with the amputee population and community participation. Study methodology and reporting were evaluated using McMaster Critical Review Forms, with a convergent segregated approach to synthesis and configuration of the evidence. RESULTS A total of 21 studies met the inclusion criteria, including quantitative, qualitative and mixed-method study designs. Restoring function and cosmesis with prostheses facilitated work participation, driving and socialisation. Positive work participation was predicted by male gender, younger age, medium-high education level and good general health. Work role and environmental modifications were common, as were vehicle modifications. Qualitative findings provided insight into social reintegration from a psychosocial perspective, particularly negotiating social situations, adjusting to ULA and re-establishing identity. The review findings are limited by the absence of valid outcome measures and clinical heterogeneity across the studies. CONCLUSION There is a dearth of literature on community reintegration following traumatic upper limb amputation, indicating a need for further research with strong methodological rigour.Implications for RehabilitationUpper limb amputation can restrict participation in activities in the community including work, socialisation, driving, leisure, and recreation.Clinicians can support community reintegration by addressing personal and environmental factors that both facilitate or inhibit participation in community activities.Prosthetics can be a facilitator for participation in community activities through the restoration of function and cosmesis.Clinicians can facilitate return to work through work modification recommendations or supported transitions to more suitable roles.
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Affiliation(s)
- Abby Hutchison
- La Trobe University, Melbourne, Victoria, Australia
- Epworth Healthcare, Melbourne, Victoria, Australia
| | - Kate D'Cruz
- La Trobe University, Melbourne, Victoria, Australia
| | - Pamela Ross
- Epworth Healthcare, Melbourne, Victoria, Australia
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Wu D, Wolff JJ, Ravi S, Elison JT, Estes A, Paterson S, St John T, Abdi H, Moraglia LE, Piven J, Swanson MR. Infants who develop autism show smaller inventories of deictic and symbolic gestures at 12 months of age. Autism Res 2024; 17:838-851. [PMID: 38204321 PMCID: PMC11014769 DOI: 10.1002/aur.3092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 12/19/2023] [Indexed: 01/12/2024]
Abstract
Gestures are an important social communication skill that infants and toddlers use to convey their thoughts, ideas, and intentions. Research suggests that early gesture use has important downstream impacts on developmental processes, such as language learning. However, autistic children are more likely to have challenges in their gestural development. The current study expands upon previous literature on the differences in gesture use between young autistic and non-autistic toddlers by collecting data using a parent-report questionnaire called the MCDI-Words and Gestures at three time points, 12, 18, and 24 months of age. Results (N = 467) showed that high-likelihood infants who later met diagnostic criteria for ASD (n = 73 HL-ASD) have attenuated gesture growth from 12 to 24 months for both deictic gestures and symbolic gestures when compared to high-likelihood infants who later did not meet criteria for ASD (n = 249 HL-Neg) and low-likelihood infants who did not meet criteria for ASD (n = 145 LL-Neg). Other social communicative skills, like play behaviors and imitation, were also found to be impacted in young autistic children when compared to their non-autistic peers. Understanding early differences in social communication growth before a formal autism diagnosis can provide important insights for early intervention.
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Affiliation(s)
- Dennis Wu
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Jason J Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Shruthi Ravi
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Jed T Elison
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA
| | - Sarah Paterson
- James S. McDonnell Foundation, Saint Louis, Missouri, USA
| | - Tanya St John
- Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA
| | - Hervé Abdi
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Luke E Moraglia
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Joseph Piven
- Department of Psychiatry, University of North Carolina - Chapel Hill, Chapel Hill, North Carolina, USA
| | - Meghan R Swanson
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
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5
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Cook SW, Wernette EMD, Valentine M, Aldugom M, Pruner T, Fenn KM. How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence. Cogn Sci 2024; 48:e13412. [PMID: 38402447 DOI: 10.1111/cogs.13412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 01/18/2024] [Accepted: 01/21/2024] [Indexed: 02/26/2024]
Abstract
Although children learn more when teachers gesture, it is not clear how gesture supports learning. Here, we sought to investigate the nature of the memory processes that underlie the observed benefits of gesture on lasting learning. We hypothesized that instruction with gesture might create memory representations that are particularly resistant to interference. We investigated this possibility in a classroom study with 402 second- and third-grade children. Participants received classroom-level instruction in mathematical equivalence using videos with or without accompanying gesture. After instruction, children solved problems that were either visually similar to the problems that were taught, and consistent with an operational interpretation of the equal sign (interference), or visually distinct from equivalence problems and without an equal sign (control) in order to assess the role of gesture in resisting interference after learning. Gesture facilitated learning, but the effects of gesture and interference varied depending on type of problem being solved and the strategies that children used to solve problems prior to instruction. Some children benefitted from gesture, while others did not. These findings have implications for understanding the mechanisms underlying the beneficial effect of gesture on mathematical learning, revealing that gesture does not work via a general mechanism like enhancing attention or engagement that would apply to children with all forms of prior knowledge.
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Affiliation(s)
| | | | | | - Mary Aldugom
- Department of Psychological and Brain Sciences, University of Iowa
| | - Todd Pruner
- Department of Psychological and Brain Sciences, University of Iowa
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García-Gámez AB, Macizo P. Gestures as Scaffolding to Learn Vocabulary in a Foreign Language. Brain Sci 2023; 13:1712. [PMID: 38137160 PMCID: PMC10741801 DOI: 10.3390/brainsci13121712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 12/04/2023] [Accepted: 12/06/2023] [Indexed: 12/24/2023] Open
Abstract
This paper investigates the influence of gestures on foreign language (FL) vocabulary learning. In this work, we first address the state of the art in the field and then delve into the research conducted in our lab (three experiments already published) in order to finally offer a unified theoretical interpretation of the role of gestures in FL vocabulary learning. In Experiments 1 and 2, we examined the impact of gestures on noun and verb learning. The results revealed that participants exhibited better learning outcomes when FL words were accompanied by congruent gestures compared to those from the no-gesture condition. Conversely, when meaningless or incongruent gestures were presented alongside new FL words, gestures had a detrimental effect on the learning process. Secondly, we addressed the question of whether or not individuals need to physically perform the gestures themselves to observe the effects of gestures on vocabulary learning (Experiment 3). Results indicated that congruent gestures improved FL word recall when learners only observed the instructor's gestures ("see" group) and when they mimicked them ("do" group). Importantly, the adverse effect associated with incongruent gestures was reduced in the "do" compared to that in the "see" experimental group. These findings suggest that iconic gestures can serve as an effective tool for learning vocabulary in an FL, particularly when the gestures align with the meaning of the words. Furthermore, the active performance of gestures helps counteract the negative effects associated with inconsistencies between gestures and word meanings. Consequently, if a choice must be made, an FL learning strategy in which learners acquire words while making gestures congruent with their meaning would be highly desirable.
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Affiliation(s)
- Ana Belén García-Gámez
- Mind, Brain and Behavior Research Center (CIMCYC), 18071 Granada, Spain;
- Departamento de Psicología Experimental, Facultad de Psicología, Campus de Cartuja, University of Granada, 18071 Granada, Spain
| | - Pedro Macizo
- Mind, Brain and Behavior Research Center (CIMCYC), 18071 Granada, Spain;
- Departamento de Psicología Experimental, Facultad de Psicología, Campus de Cartuja, University of Granada, 18071 Granada, Spain
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7
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Patterson ML, Fridlund AJ, Crivelli C. Four Misconceptions About Nonverbal Communication. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023; 18:1388-1411. [PMID: 36791676 PMCID: PMC10623623 DOI: 10.1177/17456916221148142] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Abstract
Research and theory in nonverbal communication have made great advances toward understanding the patterns and functions of nonverbal behavior in social settings. Progress has been hindered, we argue, by presumptions about nonverbal behavior that follow from both received wisdom and faulty evidence. In this article, we document four persistent misconceptions about nonverbal communication-namely, that people communicate using decodable body language; that they have a stable personal space by which they regulate contact with others; that they express emotion using universal, evolved, iconic, categorical facial expressions; and that they can deceive and detect deception, using dependable telltale clues. We show how these misconceptions permeate research as well as the practices of popular behavior experts, with consequences that extend from intimate relationships to the boardroom and courtroom and even to the arena of international security. Notwithstanding these misconceptions, existing frameworks of nonverbal communication are being challenged by more comprehensive systems approaches and by virtual technologies that ambiguate the roles and identities of interactants and the contexts of interaction.
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Affiliation(s)
| | - Alan J. Fridlund
- Department of Psychological and Brain Sciences, University of California, Santa Barbara
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8
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Hutchison A, D'Cruz K, Keeves J, Ross P, Anderson S. Barriers and facilitators to community reintegration in adults following traumatic upper limb amputation: an exploratory study. Disabil Rehabil 2023:1-11. [PMID: 37723859 DOI: 10.1080/09638288.2023.2256667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 09/04/2023] [Indexed: 09/20/2023]
Abstract
PURPOSE To explore barriers and facilitators to community reintegration experienced by people following traumatic upper limb amputation (ULA). METHODS An exploratory qualitative study was conducted with ten adults with major ULA due to trauma. Data from individual, semi-structured interviews was analysed using Braun and Clarke's reflexive thematic analysis. RESULTS Underlying and influencing community reintegration for participants, was a process of adjustment to the impacts of amputation on everyday function and re-establishing their identity. Participants felt social networks and peer support facilitated the return to social and community activities, as did drawing on personal attributes such as positivity, resilience and self-belief. Prosthetic devices were facilitative for community reintegration by minimising visible differences and unwanted attention through restored cosmesis and in the performance of functional tasks to fulfil social norms and meaningful roles despite issues with comfort and function. Despite the adaptation and evolution of abilities, perspectives and identities, the functional impact of ULA on everyday community activities was an ongoing challenge for all participants. CONCLUSION ULA has a significant and lifelong impact on an individual's ability to complete tasks and fulfil meaningful roles in the community. Recommendations based on the study's findings will inform clinicians to support community reintegration for people following traumatic ULA.
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Affiliation(s)
- Abby Hutchison
- La Trobe University, Melbourne, Victoria, Australia
- Epworth Healthcare, Melbourne, Victoria, Australia
| | - Kate D'Cruz
- La Trobe University, Melbourne, Victoria, Australia
| | - Jemma Keeves
- Epworth Healthcare, Melbourne, Victoria, Australia
- Perron Institute for Neurological and Translational Science, Nedlands, Western Australia, Australia
- Curtin Health Innovation Research Institute, Curtin University, Bentley, Western Australia, Australia
| | - Pamela Ross
- Epworth Healthcare, Melbourne, Victoria, Australia
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9
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Asalıoğlu EN, Göksun T. The role of hand gestures in emotion communication: Do type and size of gestures matter? PSYCHOLOGICAL RESEARCH 2023; 87:1880-1898. [PMID: 36436110 DOI: 10.1007/s00426-022-01774-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2022] [Accepted: 11/17/2022] [Indexed: 11/28/2022]
Abstract
We communicate emotions in a multimodal way, yet non-verbal emotion communication is a relatively understudied area of research. In three experiments, we investigated the role of gesture characteristics (e.g., type, size in space) on individuals' processing of emotional content. In Experiment 1, participants were asked to rate the emotional intensity of emotional narratives from the videoclips either with iconic or beat gestures. Participants in the iconic gesture condition rated the emotional intensity higher than participants in the beat gesture condition. In Experiment 2, the size of gestures and its interaction with gesture type were investigated in a within-subjects design. Participants again rated the emotional intensity of emotional narratives from the videoclips. Although individuals overall rated narrow gestures more emotionally intense than wider gestures, no effects of gesture type, or gesture size and type interaction were found. Experiment 3 was conducted to check whether findings of Experiment 2 were due to viewing gestures in all videoclips. We compared the gesture and no gesture (i.e., speech only) conditions and showed that there was not a difference between them on emotional ratings. However, we could not replicate the findings related to gesture size of Experiment 2. Overall, these findings indicate the importance of examining gesture's role in emotional contexts and that different gesture characteristics such as size of gestures can be considered in nonverbal communication.
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Affiliation(s)
- Esma Nur Asalıoğlu
- Department of Psychology, Koç University, Rumelifeneri Yolu, Sariyer, 34450, Istanbul, Turkey
| | - Tilbe Göksun
- Department of Psychology, Koç University, Rumelifeneri Yolu, Sariyer, 34450, Istanbul, Turkey.
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10
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Khatin-Zadeh O, Farina M, Yazdani-Fazlabadi B, Hu J, Trumpower D, Marmolejo-Ramos F, Farsani D. The Roles of Gestural and Symbolic Schematizations in Inhibition as a Component of Executive Functions. Integr Psychol Behav Sci 2023; 57:950-959. [PMID: 36526878 DOI: 10.1007/s12124-022-09742-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2022] [Indexed: 12/23/2022]
Abstract
The role of gestural schematization in enhancing thinking processes has been the subject of a large body of works. In this process, contextually unimportant or irrelevant information related to a concept (or a system of concepts) is deleted or ignored, while relevant spatial information is maintained. This process is a special type of inhibition, which is one of the key components of executive functions. In this short paper, it is suggested that gestural schematization is a special type of symbolic schematization, a much more general process through which irrelevant information related to features of a concept (or a system of concepts) is suppressed, while relevant information (spatial and non-spatial) is maintained. Through symbolic schematization, abstract structural similarity between two concepts or between two systems of concepts can be discovered. In this way, an individual's knowledge about the first situation can be generalized to the second situation. Symbolic schematization is the basis of abstraction, knowledge generalization, and knowledge development. This is particularly the case with abstract mathematical thinking. This proposal offers a picture of cognitive mechanisms through which knowledge of abstract mathematical concepts is created and developed in the mind.
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Affiliation(s)
- Omid Khatin-Zadeh
- School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China.
| | - Mirko Farina
- Human Machine Interaction Lab, Faculty of Humanities and Social Sciences, Innopolis University, Innopolis, Russian Federation
| | | | - Jiehui Hu
- School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China
| | | | - Fernando Marmolejo-Ramos
- Center for Change and Complexity in Learning, The University of South Australia, Adelaide, Australia
| | - Danyal Farsani
- Facultad de Educación, Psicología y Familia, Universidad Finis Terrae, Santiago, Chile
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11
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Luchkina E, Waxman S. Talking About the Absent and the Abstract: Referential Communication in Language and Gesture. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023:17456916231180589. [PMID: 37603076 PMCID: PMC10879458 DOI: 10.1177/17456916231180589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/22/2023]
Abstract
Human language permits us to call to mind objects, events, and ideas that we cannot witness directly, either because they are absent or because they have no physical form (e.g., people we have not met, concepts like justice). What enables language to transmit such knowledge? We propose that a referential link between words, referents, and mental representations of those referents is key. This link enables us to form, access, and modify mental representations even when the referents themselves are absent ("absent reference"). In this review we consider the developmental and evolutionary origins of absent reference, integrating previously disparate literatures on absent reference in language and gesture in very young humans and gesture in nonhuman primates. We first evaluate when and how infants acquire absent reference during the process of language acquisition. With this as a foundation, we consider the evidence for absent reference in gesture in infants and in nonhuman primates. Finally, having woven these literatures together, we highlight new lines of research that promise to sharpen our understanding of the development of reference and its role in learning about the absent and the abstract.
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Affiliation(s)
- Elena Luchkina
- Department of Psychology, Northwestern University, Evanston, IL, United States of America
- Institute of Policy Research, Northwestern University, Evanston, IL, United States of America
| | - Sandra Waxman
- Department of Psychology, Northwestern University, Evanston, IL, United States of America
- Institute of Policy Research, Northwestern University, Evanston, IL, United States of America
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12
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Moura N, Vidal M, Aguilera AM, Vilas-Boas JP, Serra S, Leman M. Knee flexion of saxophone players anticipates tonal context of music. NPJ SCIENCE OF LEARNING 2023; 8:22. [PMID: 37369691 DOI: 10.1038/s41539-023-00172-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 06/14/2023] [Indexed: 06/29/2023]
Abstract
Music performance requires high levels of motor control. Professional musicians use body movements not only to accomplish and help technical efficiency, but to shape expressive interpretation. Here, we recorded motion and audio data of twenty participants performing four musical fragments varying in the degree of technical difficulty to analyze how knee flexion is employed by expert saxophone players. Using a computational model of the auditory periphery, we extracted emergent acoustical properties of sound to inference critical cognitive patterns of music processing and relate them to motion data. Results showed that knee flexion is causally linked to tone expectations and correlated to rhythmical density, suggesting that this gesture is associated with expressive and facilitative purposes. Furthermore, when instructed to play immobile, participants tended to microflex (>1 Hz) more frequently compared to when playing expressively, possibly indicating a natural urge to move to the music. These results underline the robustness of body movement in musical performance, providing valuable insights for the understanding of communicative processes, and development of motor learning cues.
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Affiliation(s)
- Nádia Moura
- Research Centre for Science and Technology of the Arts, School of Arts, Universidade Católica Portuguesa, Rua de Diogo Botelho 1327, 4169-005, Porto, Portugal.
| | - Marc Vidal
- Institute for Psychoacoustics and Electronic Music, Ghent University, Miriam Makebaplein 1, 9000, Ghent, Belgium.
- Department of Statistics and Institute of Mathematics, Universidad de Granada, Campus de Fuentenueva, 18071, Granada, Spain.
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103, Leipzig, Germany.
| | - Ana M Aguilera
- Department of Statistics and Institute of Mathematics, Universidad de Granada, Campus de Fuentenueva, 18071, Granada, Spain
| | - João Paulo Vilas-Boas
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Porto Biomechanics Laboratory (LABIOMEP-UP), Faculty of Sport, University of Porto, 4099-002, Porto, Portugal
| | - Sofia Serra
- Research Centre for Science and Technology of the Arts, School of Arts, Universidade Católica Portuguesa, Rua de Diogo Botelho 1327, 4169-005, Porto, Portugal
| | - Marc Leman
- Institute for Psychoacoustics and Electronic Music, Ghent University, Miriam Makebaplein 1, 9000, Ghent, Belgium.
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13
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Pavlidou A, Gorisse G, Banakou D, Walther S. Using virtual reality to assess gesture performance deficits in schizophrenia patients. Front Psychiatry 2023; 14:1191601. [PMID: 37363173 PMCID: PMC10288366 DOI: 10.3389/fpsyt.2023.1191601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 05/22/2023] [Indexed: 06/28/2023] Open
Abstract
Introduction Gesture performance deficits are prevalent in schizophrenia patients and are strongly associated with poor social communication skills and community functioning, affecting their overall quality of life. Currently, video-recording technology is widely used in clinical settings to assess gesture production deficits in schizophrenia patients. Nevertheless, the subjective evaluation of video-recordings can encumber task assessment. The present study will aim to use virtual reality to examine its potential use as an alternative tool to objectively measure gesture performance accuracy in schizophrenia patients and healthy controls. Methods Gesture performance in the virtual reality setting will be based on the well-established Test of Upper Limb Apraxia. Participants will be immersed in a virtual environment where they will experience themselves being embodied in a collocated virtual body seen from a first-person perspective. Motion trackers will be placed on participants' hands and elbows to track upper body movements in real-time, and to record gesture movement for later analysis. Participants will see a virtual agent sitting across from them, with a virtual table in between. The agent will perform various types of gestures and the participants' task will be to imitate those gestures as accurately as possible. Measurements from the tracking devices will be stored and analyzed to address gesture performance accuracy across groups. Discussion This study aims to provide objective measurements of gesture performance accuracy in schizophrenia patients. If successful, the results will provide new knowledge to the gesture literature and offer the potential for novel therapeutic interventions using virtual reality technologies. Such interventions can improve gesturing and thus advance social communication skills in schizophrenia patients.
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Affiliation(s)
- Anastasia Pavlidou
- University of Bern, University Hospital of Psychiatry and Psychotherapy, Translation Research Centre, Bern, Switzerland
| | | | - Domna Banakou
- Arts and Humanities Division, New York University Abu Dhabi, Abu Dhabi, United Arab Emirates
| | - Sebastian Walther
- University of Bern, University Hospital of Psychiatry and Psychotherapy, Translation Research Centre, Bern, Switzerland
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14
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Establishing conversational engagement and being effective: The role of body movement in mediated communication. Acta Psychol (Amst) 2023; 233:103840. [PMID: 36681014 DOI: 10.1016/j.actpsy.2023.103840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 10/28/2022] [Accepted: 01/16/2023] [Indexed: 01/21/2023] Open
Abstract
A model for investigating the effects of body movement on conversational effectiveness in computer-mediated communication (CMC) is developed based on theories of motor cognition and embodiment. Movement is relevant to a wide range of CMC settings, including remote interviews, court testimonials, instructing, medical consultation, and socializing. The present work allows for a consideration of different forms of motoric activation, including gesturing and full-body motion, in mediated conversational settings and the derivation of a range of testable hypothesis. Motor cognition and embodiment provide an account of how speaker and listener become subject to the consequences of the muscular activation patterns that come with body movement. While movement supports internal elaboration, thus helping the speaker in formulating messages, it also has direct effects on the listener through behavioral synchrony and motor contagion. The effects of movement in CMC environments depend on two general characteristics: the level of visibility of movement and the extent to which the technology facilitates or inhibits movement. Available channels, set-up of technology, and further customization therefore determine whether movement can fulfil its internal functions (relevant to cognitive-affective elaboration of what is being said by the speaker) and its external functions (relevant to what is being perceived by and activated within the listener). Several indicators of conversational effectiveness are identified that serve as outcome variables. This MCEE model is intended to help users, developers and service provides to make CMC more engaging and more meaningful.
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Kasuya J, Nonaka T. When do toddlers point during mealtime?: Pointing in the second year of life in everyday situations. Front Psychol 2023; 14:1050975. [PMID: 36777198 PMCID: PMC9909215 DOI: 10.3389/fpsyg.2023.1050975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 01/09/2023] [Indexed: 01/27/2023] Open
Abstract
The present study aimed to gain insight into the development of the infant's awareness of others' attention that takes place in everyday contexts. We examined the relation between the toddler's pointing, the toddler's visual attention to the caregiver, and the context of the action of the caregiver in the same child-caregiver dyads at two time points (13 and 17 months of age) during lunchtime at a Japanese daycare center, in which toddlers ate lunch with the help of caregivers. Specifically, we focused on the question of whether the timing of the toddler's pointing reflected the ongoing context of the action of the caregiver, based on the analysis of what the caregiver was doing when a toddler exhibited pointing behavior. Our analysis revealed several interrelated results. First, the toddler's pointing behavior was related to the visual exploration of the face of the caregiver at 17 months of age, which was not obvious at 13 months of age. Second, toddlers were more likely to point when the caregivers were just looking at them without being engaged in other salient goal-directed activities. Third, toddlers were less likely to exhibit pointing behavior when the caregivers were manipulating objects or feeding the toddlers. Taken together, the results suggested that toddlers were increasingly aware of the dynamic context of social partner's engagement, differentiating the right time to modulate the attention of others by pointing in everyday situations. The present study supplemented the existing knowledge about pointing and the development of shared intentionality based on controlled experiments by providing a description of the context in which toddlers tend to point in the naturalistic situation of lunchtime within a specific cultural setting during the second year of life.
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Meyer KR, Blades M, Krähenbühl S. The Gestural Misinformation Effect in Child Interviews in Switzerland. JOURNAL OF NONVERBAL BEHAVIOR 2023. [DOI: 10.1007/s10919-022-00419-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
AbstractGestures embody concepts in the form of universal representations. Researchers have highlighted that social communication often embodies nonverbal behavior. A forensic interviewer’s nonverbal behavior, such as gesturing during an interview, could communicate misleading information and may cause inaccuracies in the interviewees’ testimonies. The current study was conducted in Switzerland and included 108 child participants, in three age groups (a younger sample aged 6–9 years, n = 32) (a middle sample aged 10–11 years, n = 40) and an older sample aged 12–13 years, n = 36). Participants viewed a video and completed an interview about the video, individually, immediately after. During the questioning, the interviewer deliberately misled the interviewees with nonverbal gestures. The results showed that 95 children were misled by at least one gesture and that gestures led to a significant decrease in accuracy. Children also incorporated misleading gestures and reported false information; adding to existing evidence that misinformation can also be communicated through nonverbal gestures. Our findings demonstrate the negative influence of misleading gestures in child eyewitness interviews and provide more evidence for the robustness of the gestural misinformation effect, reported in previous research.
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Giovannelli F, Borgheresi A, Lucidi G, Squitieri M, Gavazzi G, Suppa A, Berardelli A, Viggiano MP, Cincotta M. Language-related motor facilitation in Italian Sign Language signers. Cereb Cortex 2023:6988100. [PMID: 36646456 DOI: 10.1093/cercor/bhac536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 12/23/2022] [Accepted: 12/24/2022] [Indexed: 01/18/2023] Open
Abstract
Linguistic tasks facilitate corticospinal excitability as revealed by increased motor evoked potential (MEP) induced by transcranial magnetic stimulation (TMS) in the dominant hand. This modulation of the primary motor cortex (M1) excitability may reflect the relationship between speech and gestures. It is conceivable that in healthy individuals who use a sign language this cortical excitability modulation could be rearranged. The aim of this study was to evaluate the effect of spoken language tasks on M1 excitability in a group of hearing signers. Ten hearing Italian Sign Language (LIS) signers and 16 non-signer healthy controls participated. Single-pulse TMS was applied to either M1 hand area at the baseline and during different tasks: (i) reading aloud, (ii) silent reading, (iii) oral movements, (iv) syllabic phonation and (v) looking at meaningless non-letter strings. Overall, M1 excitability during the linguistic and non-linguistic tasks was higher in LIS group compared to the control group. In LIS group, MEPs were significantly larger during reading aloud, silent reading and non-verbal oral movements, regardless the hemisphere. These results suggest that in hearing signers there is a different modulation of the functional connectivity between the speech-related brain network and the motor system.
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Affiliation(s)
- Fabio Giovannelli
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), Section of Psychology, University of Florence, Florence 50135, Italy
| | - Alessandra Borgheresi
- Unit of Neurology of Florence, Central Tuscany Local Health Authority, Florence 50143, Italy
| | - Giulia Lucidi
- Unit of Neurology of Florence, Central Tuscany Local Health Authority, Florence 50143, Italy
| | - Martina Squitieri
- Unit of Neurology of Florence, Central Tuscany Local Health Authority, Florence 50143, Italy
| | - Gioele Gavazzi
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), Section of Psychology, University of Florence, Florence 50135, Italy
| | - Antonio Suppa
- Department of Human Neurosciences, Sapienza University of Rome, Rome 00185, Italy.,IRCCS Neuromed, Pozzilli (IS) 86077, Italy
| | - Alfredo Berardelli
- Department of Human Neurosciences, Sapienza University of Rome, Rome 00185, Italy.,IRCCS Neuromed, Pozzilli (IS) 86077, Italy
| | - Maria Pia Viggiano
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), Section of Psychology, University of Florence, Florence 50135, Italy
| | - Massimo Cincotta
- Unit of Neurology of Florence, Central Tuscany Local Health Authority, Florence 50143, Italy
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Murnikov V. Limitations of Variable-Oriented Methodologies: Challenges in Gesture Research and Recommendations for Future Improvements. Integr Psychol Behav Sci 2022; 56:930-953. [PMID: 35567748 DOI: 10.1007/s12124-022-09697-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2022] [Indexed: 11/05/2022]
Abstract
One critical aspect of modern psychology involves limitations to the currently dominant variable-oriented methodological approach. In this paper, I address those limitations using gesture studies as an example. I first discuss the theoretical and methodological problems of this approach, which prevent a full understanding of the nature of gestures. Specifically, I explain how variable-oriented approaches do not allow researchers to understand initial behavior; how causal relationships do not demonstrate the mechanisms of the relationship between gestures and other psychological processes; and how the analysis of individual differences does not allow researchers to make conclusions on an individual level. I argue that an alternative approach could benefit researchers' understanding of the nature of gestures, both from a theoretical and methodological point of view. Based on Vygotskian principles and Luria's framework, I offer an example of how to establish the nature of gestures. Finally, I provide an example of alternative study designs and discuss possible further direction in gesture use studies.
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Affiliation(s)
- Valeri Murnikov
- Laboratory of Experimental Psychology, School of Natural Sciences and Health, Tallinn University, Narva mnt 25, 10120, Tallinn, Estonia.
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Bharadwaj A, Dargue N, Sweller N. A Hands-On Approach to Learning: Gesture Production During Encoding and its Effect on Narrative Recall. Cogn Sci 2022; 46:e13214. [PMID: 36478281 PMCID: PMC10078368 DOI: 10.1111/cogs.13214] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 08/25/2022] [Accepted: 10/06/2022] [Indexed: 12/13/2022]
Abstract
Research has shown that gesture production supports learning across a number of tasks. It is unclear, however, whether gesture production during encoding can support narrative recall, who gesture production benefits most, and whether certain types of gestures are more beneficial than others. This study, therefore, investigated the effect of gesture production during the encoding of a narrative on subsequent narrative recall, and whether individuals' levels of verbal and nonverbal memory moderated this effect. Additionally, this study investigated whether producing certain types of gestures during encoding was more beneficial than others. Participants (N = 90, Mage = 20.43) read aloud a narrative while under instruction to produce gestures, under no specific instruction to produce gestures, or were required to keep their hands behind their back to prevent them from gesturing. Participants completed measures assessing verbal and nonverbal memory. While gesture production during encoding benefitted narrative recall (as measured through specific questions), verbal memory moderated the effect, such that gesture production was more beneficial for individuals with higher than lower verbal memory. Furthermore, producing representational gestures during encoding benefitted recall of points in the narrative at which those gestures were produced, while beat gestures had no effect. Findings have implications for understanding the mechanisms underlying the links between gesture and learning, as well as practical implications in instructional settings.
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Affiliation(s)
| | - Nicole Dargue
- Autism Centre of Excellence, School of Education and Professional Studies, Griffith University
| | - Naomi Sweller
- School of Psychological Sciences, Macquarie University
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20
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Montiegel K. Teachers’ gestures for building listening and spoken language skills. DISCOURSE PROCESSES 2022. [DOI: 10.1080/0163853x.2022.2140556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Kristella Montiegel
- Department of Communication, University of Colorado Boulder, Boulder, CO, USA
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21
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De Marco D, De Stefani E, Vecchiato G. Embodying Language through Gestures: Residuals of Motor Memories Modulate Motor Cortex Excitability during Abstract Words Comprehension. SENSORS (BASEL, SWITZERLAND) 2022; 22:7734. [PMID: 36298083 PMCID: PMC9610064 DOI: 10.3390/s22207734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 10/04/2022] [Accepted: 10/10/2022] [Indexed: 06/16/2023]
Abstract
There is a debate about whether abstract semantics could be represented in a motor domain as concrete language. A contextual association with a motor schema (action or gesture) seems crucial to highlighting the motor system involvement. The present study with transcranial magnetic stimulation aimed to assess motor cortex excitability changes during abstract word comprehension after conditioning word reading to a gesture execution with congruent or incongruent meaning. Twelve healthy volunteers were engaged in a lexical-decision task responding to abstract words or meaningless verbal stimuli. Motor cortex (M1) excitability was measured at different after-stimulus intervals (100, 250, or 500 ms) before and after an associative-learning training where the execution of the gesture followed word processing. Results showed a significant post-training decrease in hand motor evoked potentials at an early processing stage (100 ms) in correspondence to words congruent with the gestures presented during the training. We hypothesized that traces of individual semantic memory, combined with training effects, induced M1 inhibition due to the redundancy of evoked motor representation. No modulation of cortical excitability was found for meaningless or incongruent words. We discuss data considering the possible implications in research to understand the neural basis of language development and language rehabilitation protocols.
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Affiliation(s)
- Doriana De Marco
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche, 43125 Parma, Italy
- Dipartimento di Medicina e Chirurgia, Università degli Studi di Parma, 43125 Parma, Italy
| | - Elisa De Stefani
- Child and Adolescent Neuropsychiatry-NPIA District of Scandiano, AUSL of Reggio Emilia, 42019 Reggio Emilia, Italy
| | - Giovanni Vecchiato
- Istituto di Neuroscienze, Consiglio Nazionale delle Ricerche, 43125 Parma, Italy
- Dipartimento di Medicina e Chirurgia, Università degli Studi di Parma, 43125 Parma, Italy
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22
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Huang Y, Wong MKY, Lam WY, Cheng CH, So WC. What affects gestural learning in children with and without Autism? The role of prior knowledge and imitation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 129:104305. [PMID: 35868200 DOI: 10.1016/j.ridd.2022.104305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 06/26/2022] [Accepted: 07/04/2022] [Indexed: 06/15/2023]
Abstract
The present study examined whether prior knowledge to the learning target and imitation during learning affected learning outcomes in preschool children with autism spectrum disorder (ASD, N = 22) compared to their typically developing (TD, N = 15) peers. Children's gestural skills in recognizing and producing the target gestures before and after the training, as well as their imitative behavior during the training were coded. Results showed that consistent prior knowledge benefited gestural learning in both groups. Besides, only children with ASD were hindered by inconsistent prior knowledge. Notably, the effect of imitation was not significant in the ASD group. In conclusion, the learning process in children with ASD may differ from those with typical development, suggesting special-designed interventions are required.
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Affiliation(s)
- Ying Huang
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China.
| | - Miranda Kit-Yi Wong
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
| | - Wan-Yi Lam
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
| | - Chun-Ho Cheng
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
| | - Wing-Chee So
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
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Hills PD, Clavin MVQ, Tufft MRA, Gobel MS, Richardson DC. Video meeting signals: Experimental evidence for a technique to improve the experience of video conferencing. PLoS One 2022; 17:e0270399. [PMID: 35921281 PMCID: PMC9348663 DOI: 10.1371/journal.pone.0270399] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 06/09/2022] [Indexed: 11/20/2022] Open
Abstract
We found evidence from two experiments that a simple set of gestural techniques can improve the experience of online meetings. Video conferencing technology has practical benefits, but psychological costs. It has allowed industry, education and social interactions to continue in some form during the covid-19 lockdowns. But it has left many users feeling fatigued and socially isolated, perhaps because the limitations of video conferencing disrupt users’ ability to coordinate interactions and foster social affiliation. Video Meeting Signals (VMS™) is a simple technique that uses gestures to overcome some of these limitations. First, we carried out a randomised controlled trial with over 100 students, in which half underwent a short training session in VMS. All participants rated their subjective experience of two weekly seminars, and transcripts were objectively coded for the valence of language used. Compared to controls, students with VMS training rated their personal experience, their feelings toward their seminar group, and their perceived learning outcomes as significantly higher. Also, they were more likely to use positive language and less likely to use negative language. A second, larger experiment replicated the first, and added a condition where groups were given a version of the VMS training but taught to use emoji response buttons rather than gestures to signal the same information. The emoji-trained groups did not experience the same improvement as the VMS groups. By exploiting the specific benefits of gestural communication, VMS has great potential to overcome the psychological problems of group video meetings.
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Affiliation(s)
- Paul D. Hills
- Department of Experimental Psychology, University College London, London, United Kingdom
| | - Mackenzie V. Q. Clavin
- Department of Experimental Psychology, University College London, London, United Kingdom
| | - Miles R. A. Tufft
- Department of Experimental Psychology, University College London, London, United Kingdom
| | - Matthias S. Gobel
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Daniel C. Richardson
- Department of Experimental Psychology, University College London, London, United Kingdom
- * E-mail:
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24
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Guan CQ, Meng W. Facilitative Effects of Embodied English Instruction in Chinese Children. Front Psychol 2022; 13:915952. [PMID: 35911001 PMCID: PMC9331189 DOI: 10.3389/fpsyg.2022.915952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 06/16/2022] [Indexed: 11/13/2022] Open
Abstract
Research into the lexical quality of word representations suggests that building a strong sound, form, and meaning association is a crucial first step for vocabulary learning. For children who are learning a second language (L2), explicit instruction on word morphology is generally more focused on whole word, rather than sub-lexical, meaning. Though morphological training is emphasized in first language (L1) vocabulary instruction, it is unknown whether this training facilitates L2 word learning through sub-lexical support. To test this, we designed three experimental learning conditions investigating embodied morphological instruction [i.e., hand writing roots (HR), dragging roots (DR), gesturing roots (GR)] to compare against a control condition. One hundred students were randomly assigned to the four experimental groups. Pre- and post-tests examining knowledge of word meanings, forms, and sounds were administered. Results of mixed linear modeling revealed that three embodied morphological instruction on roots enhanced L2 vocabulary learning. Hand writing roots facilitated sound-meaning integration in all category-tasks for accessibility to word form and one task for word sound-form association. By contrast, GR facilitated meaning-based learning integration in two out of three category tasks for word form-meaning association. Chunking and DR facilitated meaning-based integration in one out of three category tasks for word form-meaning association. These results provide evidence that the underlying embodied morphological training mechanism contributes to L2 vocabulary learning during direct instruction. Future directions and implications are discussed.
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Affiliation(s)
- Connie Qun Guan
- School of Foreign Studies, Beijing Language and Culture University, Beijing, China
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
- *Correspondence: Connie Qun Guan,
| | - Wanjin Meng
- Department of Moral, Psychological and Special Education, China National Institute of Education Sciences, Beijing, China
- Wanjin Meng,
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25
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Huang Y, Cheng CH, Law WW, Wong T, Leung OK, So WC. Gesture Development in Chinese-Speaking Preschool Children With Autism and the Roles of Parental Input and Child-Based Factors. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2309-2326. [PMID: 35617450 DOI: 10.1044/2022_jslhr-21-00494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Children with autism are found to have delayed and heterogeneous gesture abilities. It is important to understand the growth of gesture abilities and the underlying factors affecting its growth. Addressing these issues can help to design effective intervention programs. METHOD Thirty-five Chinese-speaking preschoolers with autism spectrum disorder (M age = 4.89 years, SD = 0.91; four girls) participated in four play sessions with their parents over 9 months. Their child-based factors including autism severity, intellectual functioning, and expressive language abilities were assessed. The gestures (deictic, iconic, and conventional) of the children and their parents were coded. Growth curve analyses were conducted to examine individual growth trajectories and the roles of child-based factors and parental input in shaping the children's gesture development. RESULTS Child-based factors and parental input predicted gesture development differently. Parents' gestures positively predicted their children's gestures of the same type. Autism severity negatively predicted iconic and conventional gestures. Overall growth was found in deictic rather than iconic and conventional gestures. Subgroup variation was also found. Specifically, children with better expressive language ability showed a decrease in deictic gestures. An increase in iconic and conventional gestures was found in children with more severe autism and those with poorer expressive language ability and intellectual functioning, respectively. CONCLUSIONS Different types of gestures may have different growth trajectories and be predicted by different child-based factors. Particular attention should be given to children who never produced iconic gestures, which is more challenging and may not develop over a short period, and hence require direct instruction.
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Affiliation(s)
- Ying Huang
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
| | - Chun-Ho Cheng
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
| | - Wing-Wun Law
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
| | - Tiffany Wong
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
| | - Oi-Ki Leung
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
| | - Wing-Chee So
- Department of Educational Psychology, The Chinese University of Hong Kong, Shatin
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26
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Nicoladis E, Aneja A, Sidhu J, Dhanoa A. Is There a Correlation Between the Use of Representational Gestures and Self-adaptors? JOURNAL OF NONVERBAL BEHAVIOR 2022. [DOI: 10.1007/s10919-022-00401-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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27
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Bayat N, Ashtari A, Vahedi M. The development and psychometric assessment of communication skills checklist for 6- to 24-month-old Persian children. APPLIED NEUROPSYCHOLOGY: CHILD 2022; 12:122-130. [PMID: 35416735 DOI: 10.1080/21622965.2022.2039654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Prelinguistic skills play an important role in children's communication development. These skills are considered as significant bases for language acquisition and function conductive to later social development. Means of communication, communicative functions, skills with cognitive bases, and language comprehension are important prelinguistic skills. There is a critical period for acquiring prelinguistic skills and early identification of communication deficits is an important issue to be considered. The present study aimed to develop a communication skills checklist for Persian children aged 6- to 24-month-old and evaluate its psychometric properties. Parents of 277 Persian children aged 6- to 24-month-old participated in the current study. A checklist was first developed after an extensive literature review and various psychometric analyses in addition to regression analyses were carried out to determine its validity and reliability. The final checklist contained 36 items with high face validity and content validity (CVI > 0.62, CVR > 0.79). Also, the checklist demonstrated a high association with the CNCS (Pearson's correlation coefficient = 0.85, p < 0.001), and the construct validity showed significant differences between the four age groups (F-test = 197.881, p < 0.001). The results of the internal consistency measurement (Cronbach's alpha coefficient = 0.952) and the test-retest reliability test (ICC = 0.933, p < 0.001) revealed excellent reliability of the checklist. In conclusion, based on the psychometric assessment, this checklist is a promising tool for assessing communication skills in Persian children aged 6 to 24 months.
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Affiliation(s)
- Narges Bayat
- Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Atieh Ashtari
- Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Mohsen Vahedi
- Department of Biostatistics and Epidemiology, Paediatric Neurorehabilitation Research Centre, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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28
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Foran LG, Beverly BL, Shelley-Tremblay J, Estis JM. Can gesture input support toddlers' fast mapping? JOURNAL OF CHILD LANGUAGE 2022; 50:1-23. [PMID: 35388778 DOI: 10.1017/s0305000922000149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word pairs were tested in three conditions - with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year-old girls were six times more likely than two-year-old boys to correctly name items given point and shape gestures; whereas, boys named more items taught with the word only than with a point or shape gesture. The role of gesture input remains unclear, particularly for children under two years and for toddler boys.
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29
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Chapellier V, Pavlidou A, Maderthaner L, von Känel S, Walther S. The Impact of Poor Nonverbal Social Perception on Functional Capacity in Schizophrenia. Front Psychol 2022; 13:804093. [PMID: 35282219 PMCID: PMC8904900 DOI: 10.3389/fpsyg.2022.804093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 01/07/2022] [Indexed: 12/03/2022] Open
Abstract
Background Nonverbal social perception is the ability to interpret the intentions and dispositions of others by evaluating cues such as facial expressions, body movements, and emotional prosody. Nonverbal social perception plays a key role in social cognition and is fundamental for successful social interactions. Patients with schizophrenia have severe impairments in nonverbal social perception leading to social isolation and withdrawal. Collectively, these aforementioned deficits affect patients’ quality of life. Here, we compare nonverbal social perception in patients with schizophrenia and controls and examine how nonverbal social perception relates to daily functioning. Methods We compared nonverbal social perception in 41 stable outpatients with schizophrenia and 30 healthy controls using the Mini Profile of Nonverbal Sensitivity (Mini-PONS). The participants evaluated 64 video clips showing a female actor demonstrating various nonverbal social cues. Participants were asked to choose one of two options that best described the observed scenario. We correlated clinical ratings (Positive and Negative Syndrome Scale, Brief Negative Syndrome Scale), Self-report of Negative Symptoms, and functional assessments (functional capacity and functional outcome) with Mini-PONS scores. Results Patients performed significantly poorer in the Mini-PONS compared to controls, suggesting deficits in nonverbal social perception. These deficits were not associated with either positive symptoms or negative symptoms (including self-report). However, impaired nonverbal social perception correlated with distinctive domains of BNSS (mainly avolition and blunted affect), as well as functional capacity and functional outcome in patients. Conclusion We demonstrate that nonverbal social perception is impaired in stable outpatients with schizophrenia. Nonverbal social perception is directly related to specific negative symptom domains, functional capacity and functional outcome. These findings underline the importance of nonverbal social perception for patients’ everyday life and call for novel therapeutic approaches to alleviate nonverbal social perception deficits.
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Affiliation(s)
- Victoria Chapellier
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Anastasia Pavlidou
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Lydia Maderthaner
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Sofie von Känel
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Sebastian Walther
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
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30
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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020143] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5–6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children’s understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education.
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Stark BC, Cofoid C. Task-Specific Iconic Gesturing During Spoken Discourse in Aphasia. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:30-47. [PMID: 34033493 PMCID: PMC9135014 DOI: 10.1044/2021_ajslp-20-00271] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 11/30/2020] [Accepted: 02/11/2021] [Indexed: 05/26/2023]
Abstract
PURPOSE In persons living with aphasia, we will explore the relationship between iconic gesture production during spontaneous speech and discourse task, spoken language, and demographic information. METHOD Employing the AphasiaBank database, we coded iconic gestures in 75 speakers with aphasia during two spoken discourse tasks: a procedural narrative, which involved participants telling the experimenter how to make a sandwich ("Sandwich"), and a picture sequence narrative, which had participants describe the picture sequence to the experimenter ("Window"). Forty-three produced a gesture during both tasks, and we further evaluate data from this subgroup as a more direct comparison between tasks. RESULTS More iconic gestures, at a higher rate, were produced during the procedural narrative. For both tasks, there was a relationship between iconic gesture rate, modeled as iconic gestures per word, and metrics of language dysfluency extracted from the discourse task as well as a metric of fluency extracted from a standardized battery. Iconic gesture production was correlated with aphasia duration, which was driven by performance during only a single task (Window), but not with other demographic metrics, such as aphasia severity or age. We also provide preliminary evidence for task differences shown through the lens of two types of iconic gestures. CONCLUSIONS While speech-language pathologists have utilized gesture in therapy for poststroke aphasia, due to its possible facilitatory role in spoken language, there has been considerably less work in understanding how gesture differs across naturalistic tasks and how we can best utilize this information to better assess gesture in aphasia and improve multimodal treatment for aphasia. Furthermore, our results contribute to gesture theory, particularly, about the role of gesture across naturalistic tasks and its relationship with spoken language. Supplemental Material https://doi.org/10.23641/asha.14614941.
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Affiliation(s)
- Brielle C. Stark
- Department of Speech, Language and Hearing Sciences, Indiana University Bloomington
| | - Caroline Cofoid
- Department of Speech, Language and Hearing Sciences, Indiana University Bloomington
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Chapellier V, Pavlidou A, Mueller DR, Walther S. Brain Stimulation and Group Therapy to Improve Gesture and Social Skills in Schizophrenia-The Study Protocol of a Randomized, Sham-Controlled, Three-Arm, Double-Blind Trial. Front Psychiatry 2022; 13:909703. [PMID: 35873264 PMCID: PMC9301234 DOI: 10.3389/fpsyt.2022.909703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 06/13/2022] [Indexed: 11/13/2022] Open
Abstract
UNLABELLED An important component of nonverbal communication is gesture performance, which is strongly impaired in 2/3 of patients with schizophrenia. Gesture deficits in schizophrenia are linked to poor social functioning and reduced quality of life. Therefore, interventions that can help alleviate these deficits in schizophrenia are crucial. Here, we describe an ongoing randomized, double-blind 3-arm, sham-controlled trial that combines two interventions to reduce gesture deficits in schizophrenia patients. The combined interventions are continuous theta burst stimulation (cTBS) and social cognitive remediation therapy (SCRT). We will randomize 72 patients with schizophrenia spectrum disorders in three different groups of 24 patients. The first group will receive real cTBS and real SCRT, the second group will receive sham cTBS and real SCRT, and finally the third group will receive sham SCRT. Here, the sham treatments are, as per definition, inactive interventions that mimic as closely as possible the real treatments (similar to placebo). In addition, 24 age- and gender-matched controls with no interventions will be added for comparison. Measures of nonverbal communication, social cognition, and multimodal brain imaging will be applied at baseline and after intervention. The main research aim of this project will be to test whether the combination of cTBS and SCRT improves gesture performance and social functioning in schizophrenia patients more than standalone cTBS, SCRT or sham psychotherapy. We hypothesize that the patient group receiving the combined interventions will be superior in improving gesture performance. CLINICAL TRIAL REGISTRATION [www.ClinicalTrials.gov], identifier [NCT04106427].
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Affiliation(s)
- Victoria Chapellier
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Anastasia Pavlidou
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Daniel R Mueller
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - Sebastian Walther
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
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Hord C, Koenig K, Zydney JM, DeJarnette AF, Gibboney DP, McMillan LA. Students with mild intellectual disability engaging in proportions word problems. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 25:680-694. [PMID: 32691658 DOI: 10.1177/1744629520937834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The researchers conducted a qualitative case study to describe the experiences of two seventh grade students with mild intellectual disability as they engaged in mathematics word problems involving proportions. The researchers analyzed student performance in large group settings and with individualized instruction to gain perspective on the students' tendencies with challenging mathematics content. During the teaching sessions in this study, one of the participants initially struggled with the proportions word problems, but demonstrated success after teachers connected new information in the tasks to students' long-term memory and utilized gestures and diagrams to facilitate the students' processing of information. Another participant succeeded more easily with proportions word problems which, along with the success of the other participant, provides support that students with a mild intellectual disability can succeed with challenging topics, such as proportions word problems.
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Fischer MH, Glenberg AM, Moeller K, Shaki S. Grounding (fairly) complex numerical knowledge: an educational example. PSYCHOLOGICAL RESEARCH 2021; 86:2389-2397. [PMID: 34757438 DOI: 10.1007/s00426-021-01577-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
In this article, we contextualize and discuss an on-line contribution to this special issue in which a video-recorded lecture demonstrates the teaching of an abstract mathematical concept, namely regression to the mean. We first motivate the pertinence of this example from the perspective of embodied cognition. Then, we identify mechanisms of teaching that reflect embodied cognitive practices, such as the concreteness fading approach. Rather than a comprehensive review of multiple extensive literatures, this article provides the interested reader with several sources or entries into those literatures.
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Affiliation(s)
| | - Arthur M Glenberg
- Department of Psychology, Arizona State University, Tempe, AZ, 85287-1104, USA.
- University of Wisconsin-Madison, Madison, WI, USA.
- Universidad de Salamanca, INICO, Salamanca, Spain.
| | - Korbinian Moeller
- Loughborough University, Loughborough, UK
- Leibniz-Institut Für Wissensmedien, Tübingen, Germany
- LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany
- Individual Development and Adaptive Education for Children at Risk Center, Frankfurt am Main, Germany
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Pereira M, Meng H, Hone K. Prediction of Communication Effectiveness During Media Skills Training Using Commercial Automatic Non-verbal Recognition Systems. Front Psychol 2021; 12:675721. [PMID: 34659000 PMCID: PMC8511452 DOI: 10.3389/fpsyg.2021.675721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 07/08/2021] [Indexed: 11/13/2022] Open
Abstract
It is well recognised that social signals play an important role in communication effectiveness. Observation of videos to understand non-verbal behaviour is time-consuming and limits the potential to incorporate detailed and accurate feedback of this behaviour in practical applications such as communication skills training or performance evaluation. The aim of the current research is twofold: (1) to investigate whether off-the-shelf emotion recognition technology can detect social signals in media interviews and (2) to identify which combinations of social signals are most promising for evaluating trainees' performance in a media interview. To investigate this, non-verbal signals were automatically recognised from practice on-camera media interviews conducted within a media training setting with a sample size of 34. Automated non-verbal signal detection consists of multimodal features including facial expression, hand gestures, vocal behaviour and 'honest' signals. The on-camera interviews were categorised into effective and poor communication exemplars based on communication skills ratings provided by trainers and neutral observers which served as a ground truth. A correlation-based feature selection method was used to select signals associated with performance. To assess the accuracy of the selected features, a number of machine learning classification techniques were used. Naive Bayes analysis produced the best results with an F-measure of 0.76 and prediction accuracy of 78%. Results revealed that a combination of body movements, hand movements and facial expression are relevant for establishing communication effectiveness in the context of media interviews. The results of the current study have implications for the automatic evaluation of media interviews with a number of potential application areas including enhancing communication training including current media skills training.
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Affiliation(s)
- Monica Pereira
- Department of Psychology, School of Social Sciences, London Metropolitan University, London, United Kingdom
| | - Hongying Meng
- Department of Electronic and Computer Engineering, College of Engineering, Design and Physical Sciences, Brunel University London, London, United Kingdom
| | - Kate Hone
- Department of Computer Science, College of Engineering, Design and Physical Sciences, Brunel University London, London, United Kingdom
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36
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Stark BC, Clough S, Duff M. Suggestions for Improving the Investigation of Gesture in Aphasia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4004-4013. [PMID: 34525306 PMCID: PMC9132025 DOI: 10.1044/2021_jslhr-21-00125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Purpose When we speak, we gesture, and indeed, persons with aphasia gesture more frequently. The reason(s) for this is still being investigated, spurring an increase in the number of studies of gesture in persons with aphasia. As the number of studies increases, so too does the need for a shared set of best practices for gesture research in aphasia. After briefly reviewing the importance and use of gesture in persons with aphasia, this viewpoint puts forth methodological and design considerations when evaluating gesture in persons with aphasia. Method & Results We explore several different design and methodological considerations for gesture research specific to persons with aphasia, such as video angle specifications, data collection techniques, and analysis considerations. The goal of these suggestions is to develop transparent and reproducible methods for evaluating gesture in aphasia to build a solid foundation for continued work in this area. Conclusions We have proposed that it is critical to evaluate multimodal communication in a methodologically robust way to facilitate increased knowledge about the relationship of gesture to spoken language, cognition, and to other aspects of living with aphasia and recovery from aphasia. We conclude by postulating future directions for gesture research in aphasia.
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Affiliation(s)
- Brielle C. Stark
- Department of Speech, Language and Hearing Sciences, Indiana University Bloomington
| | - Sharice Clough
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| | - Melissa Duff
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
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37
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Diaz CM, Linden K, Solyali V. Novel and Innovative Approaches to Teaching Human Anatomy Classes in an Online Environment During a Pandemic. MEDICAL SCIENCE EDUCATOR 2021; 31:1703-1713. [PMID: 34422452 PMCID: PMC8370460 DOI: 10.1007/s40670-021-01363-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/23/2021] [Indexed: 05/22/2023]
Abstract
In view of the current situation with a worldwide pandemic, the use of online teaching has become critical. This is difficult in the context of human anatomy, a subject contingent primarily on the use of human cadaveric tissues for learning through face-to-face practical laboratory sessions. Although anatomy has been taught using online resources including 3D models and anatomy applications, feedback from students and academic staff does not support the replacement of face-to-face teaching. At Charles Sturt University, we were obligated to cancel all classes on-campus in 2020 due to the COVID-19 pandemic. We ran exclusive online anatomy practical classes replacing classes usually run on campus. We designed an alternative program that consisted of twenty pre-recorded videos that were prepared in the anatomy laboratory using cadaveric tissues, and then discussed in live (and interactive) tutorials. Furthermore, innovative approaches to learning were shown and encouraged by the lecturer. Student survey responses indicated a positive response to both the anatomical videos and the innovative learning approaches. The results obtained by students showed a statistically significant increase in high distinctions and marked decrease in the amount of fail grades, compared with the previous three years (not online). The use of these videos and the encouragement of innovative learning approaches was a novel experience that will add valuable experiences for improved practice in online anatomy teaching. We propose that online anatomy videos of cadavers combined with innovative approaches are an efficient and engaging approach to replace face-to-face anatomy teaching under the current contexts.
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Affiliation(s)
- Claudia M. Diaz
- Faculty of Science, Charles Sturt University, Albury, N.S.W Australia
| | - Kelly Linden
- Faculty of Science, Charles Sturt University, Albury, N.S.W Australia
| | - Veli Solyali
- Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, VIC Australia
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38
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Florkiewicz B, Campbell M. Chimpanzee facial gestures and the implications for the evolution of language. PeerJ 2021. [DOI: 10.7717/peerj.12237] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Great ape manual gestures are described as communicative, flexible, intentional, and goal-oriented. These gestures are thought to be an evolutionary pre-cursor to human language. Conversely, facial expressions are thought to be inflexible, automatic, and derived from emotion. However, great apes can make a wide range of movements with their faces, and they may possess the control needed to gesture with their faces as well as their hands. We examined whether chimpanzee facial expressions possess the four important gesture properties and how they compare to manual gestures. To do this, we quantified variables that have been previously described through largely qualitative means. Chimpanzee facial expressions met all four gesture criteria and performed remarkably similar to manual gestures. Facial gestures have implications for the evolution of language. If other mammals also show facial gestures, then the gestural origins of language may be much older than the human/great ape lineage.
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Affiliation(s)
- Brittany Florkiewicz
- Department of Anthropology, University of California, Los Angeles, Los Angeles, CA, United States of America
| | - Matthew Campbell
- Department of Psychology, California State University, Channel Islands, Camarillo, CA, United States of America
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39
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Sun J, Wang Z, Tian X. Manual Gestures Modulate Early Neural Responses in Loudness Perception. Front Neurosci 2021; 15:634967. [PMID: 34539324 PMCID: PMC8440995 DOI: 10.3389/fnins.2021.634967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 08/06/2021] [Indexed: 12/02/2022] Open
Abstract
How different sensory modalities interact to shape perception is a fundamental question in cognitive neuroscience. Previous studies in audiovisual interaction have focused on abstract levels such as categorical representation (e.g., McGurk effect). It is unclear whether the cross-modal modulation can extend to low-level perceptual attributes. This study used motional manual gestures to test whether and how the loudness perception can be modulated by visual-motion information. Specifically, we implemented a novel paradigm in which participants compared the loudness of two consecutive sounds whose intensity changes around the just noticeable difference (JND), with manual gestures concurrently presented with the second sound. In two behavioral experiments and two EEG experiments, we investigated our hypothesis that the visual-motor information in gestures would modulate loudness perception. Behavioral results showed that the gestural information biased the judgment of loudness. More importantly, the EEG results demonstrated that early auditory responses around 100 ms after sound onset (N100) were modulated by the gestures. These consistent results in four behavioral and EEG experiments suggest that visual-motor processing can integrate with auditory processing at an early perceptual stage to shape the perception of a low-level perceptual attribute such as loudness, at least under challenging listening conditions.
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Affiliation(s)
- Jiaqiu Sun
- Division of Arts and Sciences, New York University Shanghai, Shanghai, China.,NYU-ECNU Institute of Brain and Cognitive Science, New York University Shanghai, Shanghai, China
| | - Ziqing Wang
- NYU-ECNU Institute of Brain and Cognitive Science, New York University Shanghai, Shanghai, China.,Shanghai Key Laboratory of Brain Functional Genomics, Ministry of Education, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xing Tian
- Division of Arts and Sciences, New York University Shanghai, Shanghai, China.,NYU-ECNU Institute of Brain and Cognitive Science, New York University Shanghai, Shanghai, China.,Shanghai Key Laboratory of Brain Functional Genomics, Ministry of Education, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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40
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Pavlidou A, Viher PV, Bachofner H, Weiss F, Stegmayer K, Shankman SA, Mittal VA, Walther S. Hand gesture performance is impaired in major depressive disorder: A matter of working memory performance? J Affect Disord 2021; 292:81-88. [PMID: 34107424 PMCID: PMC8797922 DOI: 10.1016/j.jad.2021.05.055] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 05/11/2021] [Accepted: 05/23/2021] [Indexed: 11/18/2022]
Abstract
OBJECTIVE Individuals with depression exhibit numerous interpersonal deficits. As effective use of gestures is critical for social communication, it is possible that depressed individuals' interpersonal deficits may be due to deficits in gesture performance. The present study thus compared gesture performance of depressed patients and controls and examined whether these deficits relate to cognitive and other domains of dysfunction. METHODS Gesture performance was evaluated in 30 depressed patients and 30 controls using the Test of Upper Limb Apraxia (TULIA). Clinical rating scales were assessed to determine if gesture deficits were associated with motor, cognitive or functional outcomes. RESULTS Compared to controls, depressed patients exhibited impaired gesture performance with 2/3 of the patients demonstrating gesture deficits. Within depressed patients, gesture performance was highly correlated with working memory abilities. In contrast, no association between gesture performance and gestural knowledge, psychomotor retardation, depression severity, or frontal dysfunction was observed in patients. LIMITATIONS This is a cross-sectional study and a larger size would have allowed for confident detection of more subtle, but potentially relevant effects. CONCLUSION Gesture performance is impaired in depressed patients, and appears to be related to poor working memory abilities, suggesting a disruption in the retrieval of gestural cues indicative of a distinct clinical phenomenon that might be related to social functioning.
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Affiliation(s)
- Anastasia Pavlidou
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland.
| | - Petra V Viher
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland
| | - Hanta Bachofner
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland
| | - Florian Weiss
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland
| | - Katharina Stegmayer
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland
| | - Stewart A Shankman
- Northwestern University, Department of Psychology, Evanston, IL, USA; Northwestern University, Department of Psychiatry and Behavioral Sciences, Chicago, IL, USA
| | - Vijay A Mittal
- Northwestern University, Department of Psychology, Evanston, IL, USA; Northwestern University, Department of Psychiatry and Behavioral Sciences, Chicago, IL, USA; Northwestern University, Department of Psychiatry, Institute for Policy Research, Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Evanston, Chicago, IL, USA
| | - Sebastian Walther
- University of Bern, University Hospital of Psychiatry, Translation Research Center, Bern, Switzerland
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41
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Pilegard C, Fiorella L. Using gestures to signal lesson structure and foster meaningful learning. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3866] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Celeste Pilegard
- Department of Psychology University of California San Diego California USA
| | - Logan Fiorella
- Department of Educational Psychology University of Georgia Athens Georgia USA
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42
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Choi B, Wei R, Rowe ML. Show, give, and point gestures across infancy differentially predict language development. Dev Psychol 2021; 57:851-862. [PMID: 34424004 DOI: 10.1037/dev0001195] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
It is well established that deictic gestures, especially pointing, play an important role in children's language development. However, recent evidence suggests that other types of deictic gestures, specifically show and give gestures, emerge before pointing and are associated with later pointing. In the present study, we examined the development of show, give, and point gestures in a sample of 47 infants followed longitudinally from 10 to 16 months of age and asked whether there are certain ages during which different gestures are more or less predictive of language skills at 18 months. We also explored whether parents' responses vary as a function of child gesture types. Child gestures and parent responses were reliably coded from videotaped sessions of parent-child interactions. Language skills were measured at 18 months using standardized (Mullen Scales of Early Learning) and parent report (MacArthur-Bates Communicative Development Inventory) measures. We found that at 10 months, show+give gestures were a better predictor of 18-month language skills than pointing gestures were, yet at 14 months, pointing gestures were a better predictor of 18-month language skills than show+give gestures. By 16 months, children's use of speech in the interaction, not gesture, best predicted 18-month language skills. Parents responded to a higher proportion of shows+gives than to points at 10 months. These results demonstrate that different types of deictic gestures provide a window into language development at different points across infancy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Boin Choi
- Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School
| | - Ran Wei
- Harvard Graduate School of Education
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43
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Weber AM, Diop Y, Gillespie D, Ratsifandrihamanana L, Darmstadt GL. Africa is not a museum: the ethics of encouraging new parenting practices in rural communities in low-income and middle-income countries. BMJ Glob Health 2021; 6:e006218. [PMID: 34266849 PMCID: PMC8286753 DOI: 10.1136/bmjgh-2021-006218] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 06/29/2021] [Indexed: 01/11/2023] Open
Abstract
The Nurturing Care Framework for Early Childhood Development urges stakeholders to implement strategies that help children worldwide achieve their developmental potential. Related programmes range from the WHO's and UNICEF's Care for Child Development intervention, implemented in 19 countries, to locally developed programmes, such as non-governmental organisation Tostan's Reinforcement of Parental Practices in Senegal. However, some researchers argue that these programmes are unethical as they impose caregiving practices and values from high-income countries (HICs) on low-income communities, failing to consider local culture, communities' goals for their children and generalisability of scientific findings from HICs. We explore these criticisms within a public health framework, applying principles of beneficence, autonomy and justice to the arguments. To facilitate the change communities themselves desire for their children, we recommend that practitioners codevelop programmes and cooperate with communities in implementation to harness local beliefs and customs and promote evidence-based and locally adapted practices.
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Affiliation(s)
- Ann M Weber
- School of Public Health, University of Nevada, Reno, Nevada, USA
| | - Yatma Diop
- Human Development and Family Studies, Michigan State University, East Lansing, Michigan, USA
| | - Diane Gillespie
- Emeritus, Community Psychology, University of Washington, Bothell, Washington, USA
| | | | - Gary L Darmstadt
- Global Center for Gender Equality, Department of Pediatrics, Stanford University School of Medicine, Stanford, California, USA
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Choudhury M, Steines M, Nagels A, Riedl L, Kircher T, Straube B. Neural Basis of Speech-Gesture Mismatch Detection in Schizophrenia Spectrum Disorders. Schizophr Bull 2021; 47:1761-1771. [PMID: 34050672 PMCID: PMC8530401 DOI: 10.1093/schbul/sbab059] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Patients with schizophrenia spectrum disorders (SSD) exhibit an aberrant perception and comprehension of abstract speech-gesture combinations associated with dysfunctional activation of the left inferior frontal gyrus (IFG). Recently, a significant deficit of speech-gesture mismatch detection was identified in SSD, but the underlying neural mechanisms have not yet been examined. A novel mismatch-detection fMRI paradigm was implemented manipulating speech-gesture abstractness (abstract/concrete) and relatedness (related/unrelated). During fMRI data acquisition, 42 SSD patients (schizophrenia, schizoaffective disorder, or other non-organic psychotic disorder [ICD-10: F20, F25, F28; DSM-IV: 295.X]) and 36 healthy controls were presented with short video clips of an actor reciting abstract or concrete sentences accompanied by either a semantically related or unrelated gesture. Participants indicated via button press whether they perceived each gesture as matching the speech content or not. Speech-gesture mismatch detection performance was significantly impaired in patients compared to controls. fMRI data analysis revealed that patients showed lower activation in bilateral frontal areas, including the IFG for all abstract > concrete speech-gesture pairs. In addition, they exhibited reduced engagement of the right supplementary motor area (SMA) and bilateral anterior cingulate cortices (ACC) for unrelated > related stimuli. We provide first evidence that impaired speech-gesture mismatch detection in SSD could be the result of dysfunctional activation of the SMA and ACC. Failure to activate the left IFG disrupts the integration of abstract speech-gesture combinations in particular. Future investigations should focus on brain stimulation of the SMA, ACC, and the IFG to improve communication and social functioning in SSD.
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Affiliation(s)
- Momoko Choudhury
- Translational Neuroimaging Marburg (TNM), Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Marburg, Germany
| | - Miriam Steines
- Translational Neuroimaging Marburg (TNM), Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Marburg, Germany,Center for Mind, Brain and Behavior (CMBB), Philipps-University Marburg and Justus Liebig University Giessen, Marburg, Germany
| | - Arne Nagels
- Department of English and Linguistics, Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Lydia Riedl
- Translational Neuroimaging Marburg (TNM), Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Marburg, Germany
| | - Tilo Kircher
- Center for Mind, Brain and Behavior (CMBB), Philipps-University Marburg and Justus Liebig University Giessen, Marburg, Germany,Systems Neuroscience, Department of Psychiatry and Psychotherapy, University of Marburg, Marburg, Germany
| | - Benjamin Straube
- Translational Neuroimaging Marburg (TNM), Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Marburg, Germany,Center for Mind, Brain and Behavior (CMBB), Philipps-University Marburg and Justus Liebig University Giessen, Marburg, Germany,To whom correspondence should be addressed; Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann-Str. 8, D-35039 Marburg, Germany; tel: +49-(0)6421-58-66429, fax: +49-3212-75-86605, e-mail:
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45
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Vilà-Giménez I, Dowling N, Demir-Lira ÖE, Prieto P, Goldin-Meadow S. The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent-Child Interactions Predicts Narrative Abilities at 5 Years of Age. Child Dev 2021; 92:2335-2355. [PMID: 34018614 DOI: 10.1111/cdev.13583] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent-child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the children's speech that accompany these gestures were also analyzed in a representative sample of 18 parent-child dyads, revealing that beats were typically associated with biased assertions or questions. These findings show that the early use of beats predicts narrative abilities later in development, and suggest that this relation is likely due to the pragmatic-structuring function that beats reflect in early discourse.
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Affiliation(s)
| | | | - Ö Ece Demir-Lira
- University of Iowa, DeLTA Center and Iowa Neuroscience Institute
| | - Pilar Prieto
- Institució Catalana de Recerca i Estudis Avançats (ICREA) and Universitat Pompeu Fabra
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Bourjade M, Cochet H, Molesti S, Guidetti M. Is Conceptual Diversity an Advantage for Scientific Inquiry? A Case Study on the Concept of 'Gesture' in Comparative Psychology. Integr Psychol Behav Sci 2021; 54:805-832. [PMID: 32207081 DOI: 10.1007/s12124-020-09516-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Growing scientific fields often involve multidisciplinary investigations in which the same concepts may have different meanings. Here, we examine the case of 'gesture' in comparative research to depict how conceptual diversity hidden by the label 'gesture' can lead to consistently divergent interpretations in humans and nonhuman primates. We show that definitions of 'gesture' drastically differ regarding the forms of a gesture and the cognitive processes inferred from it, and that these differences emerge from implicit assumptions which have pervasive consequences on the interpretations claimed by researchers. We then demonstrate that implicit assumptions about scientific concepts can be made explicit using a finite set of operational criteria. We argue that developing theoretical definitions systematically associated with operational conceptual boundaries would allow to tackle both the challenges of maintaining high internal coherence within studies and of improving comparability and replicability of scientific results. We thus offer an easy-to-implement conceptual tool that should help ground valid comparisons between studies and serve scientific inquiry.
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Affiliation(s)
- Marie Bourjade
- CLLE - Cognition, Langues, Langage, Ergonomie, Université de Toulouse, CNRS, Toulouse, 31058, France.
| | - Hélène Cochet
- CLLE - Cognition, Langues, Langage, Ergonomie, Université de Toulouse, CNRS, Toulouse, 31058, France
| | - Sandra Molesti
- CLLE - Cognition, Langues, Langage, Ergonomie, Université de Toulouse, CNRS, Toulouse, 31058, France
- PSYCLE EA3273, Aix-Marseille Université, Aix-en-Provence, France
| | - Michèle Guidetti
- CLLE - Cognition, Langues, Langage, Ergonomie, Université de Toulouse, CNRS, Toulouse, 31058, France
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Wearable-Sensors-Based Platform for Gesture Recognition of Autism Spectrum Disorder Children Using Machine Learning Algorithms. SENSORS 2021; 21:s21103319. [PMID: 34064750 PMCID: PMC8150794 DOI: 10.3390/s21103319] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 05/04/2021] [Accepted: 05/07/2021] [Indexed: 11/16/2022]
Abstract
Autistic people face many challenges in various aspects of daily life such as social skills, repetitive behaviors, speech, and verbal communication. They feel hesitant to talk with others. The signs of autism vary from one individual to another, with a range from mild to severe. Autistic children use fewer communicative gestures compared with typically developing children (TD). With time, the parents may learn their gestures and understand what is occurring in their child's mind. However, it is difficult for other people to understand their gestures. In this paper, we propose a wearable-sensors-based platform to recognize autistic gestures using various classification techniques. The proposed system defines, monitors, and classifies the gestures of the individuals. We propose using wearable sensors that transmit their data using a Bluetooth interface to a data acquisition and classification server. A dataset of 24 gestures is created by 10 autistic children performing each gesture about 10 times. Time- and frequency-domain features are extracted from the sensors' data, which are classified using k-nearest neighbor (KNN), decision tree, neural network, and random forest models. The main objective of this work is to develop a wearable-sensor-based IoT platform for gesture recognition in children with autism spectrum disorder (ASD). We achieve an accuracy of about 91% with most of the classifiers using dataset cross-validation and leave-one-person-out cross-validation.
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Abstract
Individuals diagnosed with psychotic disorders exhibit abnormalities in the perception of expressive behaviors, which are linked to symptoms and visual information processing domains. Specifically, literature suggests these groups have difficulties perceiving gestures that accompany speech. While our understanding of gesture perception in psychotic disorders is growing, gesture perception abnormalities and clues about potential causes and consequences among individuals meeting criteria for a clinical high-risk (CHR) syndrome is limited. Presently, 29 individuals with a CHR syndrome and 32 healthy controls completed an eye-tracking gesture perception paradigm. In this task, participants viewed an actor using abstract and literal gestures while presenting a story and eye gaze data (eg, fixation counts and total fixation time) was collected. Furthermore, relationships between fixation variables and both symptoms (positive, negative, anxiety, and depression) and measures of visual information processing (working memory and attention) were examined. Findings revealed that the CHR group gazed at abstract gestures fewer times than the control group. When individuals in the CHR group did gaze at abstract gestures, on average, they spent significantly less time fixating compared to controls. Furthermore, reduced fixation (ie, count and time) was related to depression and slower response time on an attentional task. While a similar pattern of group differences in the same direction appeared for literal gestures, the effect was not significant. These data highlight the importance of integrating gesture perception abnormalities into vulnerability models of psychosis and inform the development of targeted treatments for social communicative deficits.
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Affiliation(s)
- Tina Gupta
- Department of Psychology, Northwestern University, Evanston, IL,To whom correspondence should be addressed; Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, US; tel: 847-467-5907, fax: 847-467-5707, e-mail:
| | | | - Vijay A Mittal
- Department of Psychology, Northwestern University, Evanston, IL
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Hord C, Duppstadt M, Marita S, Pescatrice S. Access to seventh grade mathematics: A case study of two students with mild intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2021; 25:31-49. [PMID: 31262217 DOI: 10.1177/1744629519858561] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In the United States, students with mild intellectual disability (MID) are expected to access the general education curriculum and some of these students are required to pass the same high-stakes exams as students without disabilities. Research supports that students with MID can demonstrate success with mathematics after receiving interventions that emphasize the strategic use of visual representations. In this qualitative case study, the researchers describe the teaching methods of a seventh grade, special education teacher who heavily emphasized visuals, such as diagrams and gestures, in her instructional approach. In her classroom, two students with MID demonstrated the ability to solve and discuss algebra problems that required use of the distributive property and to solve word problems of the same structure.
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Vilà-Giménez I, Prieto P. The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children's Language Development. CHILDREN (BASEL, SWITZERLAND) 2021; 8:148. [PMID: 33671119 PMCID: PMC7922730 DOI: 10.3390/children8020148] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Revised: 02/10/2021] [Accepted: 02/11/2021] [Indexed: 12/04/2022]
Abstract
Speakers produce both referential gestures, which depict properties of a referent, and non-referential gestures, which lack semantic content. While a large number of studies have demonstrated the cognitive and linguistic benefits of referential gestures as well as their precursor and predictive role in both typically developing (TD) and non-TD children, less is known about non-referential gestures in cognitive and complex linguistic domains, such as narrative development. This paper is a systematic review and narrative synthesis of the research concerned with assessing the effects of non-referential gestures in such domains. A search of the literature turned up 11 studies, collectively involving 898 2- to 8-year-old TD children. Although they yielded contradictory evidence, pointing to the need for further investigations, the results of the six studies-in which experimental tasks and materials were pragmatically based-revealed that non-referential gestures not only enhance information recall and narrative comprehension but also act as predictors and causal mechanisms for narrative performance. This suggests that their bootstrapping role in language development is due to the fact that they have important discourse-pragmatic functions that help frame discourse. These findings should be of particular interest to teachers and future studies could extend their impact to non-TD children.
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Affiliation(s)
- Ingrid Vilà-Giménez
- Department of Translation and Language Sciences, Universitat Pompeu Fabra, 08018 Barcelona, Spain;
- Department of Subject-Specific Education, Universitat de Girona, 17004 Girona, Spain
| | - Pilar Prieto
- Department of Translation and Language Sciences, Universitat Pompeu Fabra, 08018 Barcelona, Spain;
- Institució Catalana de Recerca i Estudis Avançats (ICREA), 08010 Barcelona, Spain
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