GESTURE'S ROLE IN CREATING AND LEARNING LANGUAGE

Development of Self-made Gestures as an Adaptive Strategy for Communication in an Individual With Childhood Apraxia of Speech

Individuals with childhood apraxia of speech often exhibit greater difficulty with expressive language than with receptive language. As a result, they may benefit from alternative modes of communication. Here, we present a patient with childhood apraxia of speech who used pointing as a means of communication at age 2 ¼ years and self-made gestures at age 3½, when he had severe difficulties speaking in spite of probable normal comprehension abilities. His original gestures included not only word-level expressions, but also sentence-length ones. For example, when expressing "I am going to bed," he pointed his index finger at himself (meaning I ) and then put both his hands together near his ear ( sleep ). When trying to convey the meaning of "I enjoyed the meal and am leaving," he covered his mouth with his right hand ( delicious ), then joined both of his hands in front of himself ( finish ) and finally waved his hands ( goodbye ). These original gestures and pointing peaked at the age of 4 and then subsided and completely disappeared by the age of 7, when he was able to make himself understood to some extent with spoken words. The present case demonstrates an adaptive strategy for communication that might be an inherent competence for human beings.

Analyzing Self-Explanations in Mathematics: Gestures and Written Notes Do Matter

When learners self-explain, they try to make sense of new information. Although research has shown that bodily actions and written notes are an important part of learning, previous analyses of self-explanations rarely take into account written and non-verbal data produced spontaneously. In this paper, the extent to which interpretations of self-explanations are influenced by the systematic consideration of such data is investigated. The video recordings of 33 undergraduate students, who learned with worked-out examples dealing with complex numbers, were categorized successively including three different data bases: (a) verbal data, (b) verbal and written data, and (c) verbal, written and non-verbal data. Results reveal that including written data (notes) and non-verbal data (gestures and actions) leads to a more accurate analysis of self-explanations than an analysis solely based on verbal data. This influence is even stronger for the categorization of self-explanations as adequate or inadequate.

Influences of motor contexts on the semantic processing of action-related language

The contribution of the sensory-motor system to the semantic processing of language stimuli is still controversial. To address the issue, the present article focuses on the impact of motor contexts (i.e., comprehenders' motor behaviors, motor-training experiences, and motor expertise) on the semantic processing of action-related language and reviews the relevant behavioral and neuroimaging findings. The existing evidence shows that although motor contexts can influence the semantic processing of action-related concepts, the mechanism of the contextual influences is still far from clear. Future investigations will be needed to clarify (1) whether motor contexts only modulate activity in motor regions, (2) whether the contextual influences are specific to the semantic features of language stimuli, and (3) what factors can determine the facilitatory or inhibitory contextual influences on the semantic processing of action-related language.