Language and Gesture 2000
DOI: 10.1017/cbo9780511620850.007
|View full text |Cite
|
Sign up to set email alerts
|

Gestural interaction between the instructor and the learner in origami instruction

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

0
36
0
1

Year Published

2002
2002
2017
2017

Publication Types

Select...
6
2

Relationship

1
7

Authors

Journals

citations
Cited by 37 publications
(37 citation statements)
references
References 0 publications
0
36
0
1
Order By: Relevance
“…For example, some studies have shown that speakers adapt their gestural representations depending on the spatial location of their addressee [14,15]. In addition, a range of experimental studies have manipulated the visibility between speakers and addressees and found, on the whole, that speakers gesture less when they know their addressee is unable to see their gestures [16][17][18]; that gestures locating referents in space become less spatially defined and differentiated [19]; and that speech and gesture encode more redundant information than when the gestures are visible to an addressee [17].…”
Section: Introductionmentioning
confidence: 99%
“…For example, some studies have shown that speakers adapt their gestural representations depending on the spatial location of their addressee [14,15]. In addition, a range of experimental studies have manipulated the visibility between speakers and addressees and found, on the whole, that speakers gesture less when they know their addressee is unable to see their gestures [16][17][18]; that gestures locating referents in space become less spatially defined and differentiated [19]; and that speech and gesture encode more redundant information than when the gestures are visible to an addressee [17].…”
Section: Introductionmentioning
confidence: 99%
“…This "sharing" of gesture features might mean that the conversants are sharing the same image associated the with the gesture, as pointed to by Kimbara [157]. Furyama [81] showed that learner can appropriate gestures of the tutor in a highly spatial task. Goldin-Meadow and Singer [100] found that children were more likely to repeat the strategies when these strategies appear in the teachers' gestures as well as in speech.…”
Section: Gesture Social Interaction Teaching and Learningmentioning
confidence: 96%
“…In the first, we will use McNeill and Quek's concepts of Growth point [190] pp [81][82] and Hyperphrase [217] to understand how the system effects gesture and speech synchrony and how it impacts the creation of learning opportunities for the SBVI. This first analysis is detailed on page 119.…”
Section: Discourse and Situated Analysismentioning
confidence: 99%
See 1 more Smart Citation
“…En consonancia con este planteo, en diversos trabajos se ha señalado que las instrucciones orales acompañadas de gestos promueven mejor el aprendizaje que las mismas instrucciones transmitidas sin gestos (Gaythwaite, 2005;Singer y GoldinMeadow, 2005;Migdalek y Rosemberg, 2012 Son menos numerosas las investigaciones que analizaron el papel de los gestos durante clases de Ciencias en la escuela primaria y secundaria (Crowder y Newman, 1993;Lemke, 1998;Newman y Crowder, 1991;Roth, 2000Roth, , 2002Roth y Welzel, 2001;Roth y Lawless, 2002;Menti y Alam, 2014) y en el nivel terciario y universitario (Lemke, 1999;Furuyama, 2000;Babad, Avni-Babad y Rosenthal, 2004;Edwards, 2009;Kelly, Özyürek y Maris, 2010).…”
Section: Introductionunclassified