Not All Gestures are Created Equal: The Effects of Typical and Atypical Iconic Gestures on Narrative Comprehension

Dargue, Nicole; Sweller, Naomi

doi:10.1007/s10919-018-0278-3

Cited by 30 publications

(62 citation statements)

References 28 publications

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“…Our findings show that the type of gestures affected instructors' teaching performance and stress level. In our daily communications, different types of gestures have different effects (Alibali & Nathan, ; Dargue & Sweller, ). Specifically, pointing gestures index an object's spatial position, whereas representational gestures describe the shape or characteristics of objects, as well as abstract concepts that convey rich semantic information (Pi, Zhang, &Yang, ).…”

Section: Discussionmentioning

confidence: 99%

Instructors' gestures enhance their teaching experience and performance while recording video lectures

Yang

Zhu

Guo

et al. 2019

Computer Assisted Learning

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An instructor's gestures have an effect not only on students' learning but also on teaching itself. In two experiments, this study tested whether instructors' use of gestures while recording video lectures affected their teaching performance, stress, and cognitive load. In Experiment 1, participants recorded video lectures with gestures or without gestures. As hypothesized, t tests showed that participants in the gestures condition had better teaching performance and lower cognitive load than participants in the no‐gestures condition, whereas there was no effect on stress level. In Experiment 2, participants recorded video lectures with either pointing gestures or representational gestures. The t tests indicated that participants in the pointing gestures condition showed better teaching performance and experienced lower stress than those in the representational gestures condition, but there was no difference in cognitive load. Overall, our findings suggest that in the new educational environment of video lectures, instructors should consider using gestures, especially pointing gestures, to improve their teaching and their experience of teaching.

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Section: Discussionmentioning

confidence: 99%

Instructors' gestures enhance their teaching experience and performance while recording video lectures

Yang

Zhu

Guo

et al. 2019

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…However, the absence of a “Gesture + Speech in the absence of directive words” condition makes it difficult to draw a definitive conclusion. Finally, among iconic gestures, just as for adults ( Dargue and Sweller, 2018b ), Dargue and Sweller (2020) highlighted that typical iconic gestures benefited comprehension compared to atypical iconic gestures for children.…”

Section: Investigating the Relationship Between Iconic Gestures And Languagementioning

confidence: 91%

“…As has been mentioned above, iconic gestures can represent actions, manner of movement or physical attributes ( McNeill, 1992 ). More recently, Dargue and Sweller (2018b) also distinguished between typical and atypical iconic gestures.…”

Section: Investigating the Relationship Between Iconic Gestures And Languagementioning

confidence: 99%

“… Beattie and Shovelton (2001) and Holler et al (2009) showed that iconic gestures depicting physical attributes such as relative position, size or shape conveyed more information than other types. More recently, Dargue and Sweller (2018b) distinguished between typical and atypical iconic gestures, the former appearing to be more beneficial to speech comprehension.…”

Section: Investigating the Relationship Between Iconic Gestures And Languagementioning

confidence: 99%

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The Role of Iconic Gestures in Speech Comprehension: An Overview of Various Methodologies

et al. 2021

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Iconic gesture-speech integration is a relatively recent field of investigation with numerous researchers studying its various aspects. The results obtained are just as diverse. The definition of iconic gestures is often overlooked in the interpretations of results. Furthermore, while most behavioral studies have demonstrated an advantage of bimodal presentation, brain activity studies show a diversity of results regarding the brain regions involved in the processing of this integration. Clinical studies also yield mixed results, some suggesting parallel processing channels, others a unique and integrated channel. This review aims to draw attention to the methodological variations in research on iconic gesture-speech integration and how they impact conclusions regarding the underlying phenomena. It will also attempt to draw together the findings from other relevant research and suggest potential areas for further investigation in order to better understand processes at play during speech integration process.

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“…For example, one could gesture by outlining the physical shape of an object, such as the handle and bristle of a toothbrush, or by performing the act of using or interacting with the object: brushing our teeth. Although many concepts appear to have a default mode of representation (Dargue & Sweller, 2018 ; Masson-Carro et al 2017 ; van Nispen et al 2014 , 2017 ; Ortega & Özyürek 2016 , 2020 ), this is known to vary based on aspects such as the cultural background (Kita, 2009 ) or age of the performer (Jain et al, 2016 ; Masson-Carro et al, 2015 ; Sekine et al, 2018 ; Stites & Özçalışkan, 2017 ). The study by Sekine et al, ( 2018 ) showed that 3-year-old children had a tendency towards using their entire body to represent the protagonist when retelling a story (character viewpoint), and they used a larger gesture space compared to adults.…”

Section: Introductionmentioning

confidence: 99%

Introducing the NEMO-Lowlands iconic gesture dataset, collected through a gameful human–robot interaction

2020

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This paper describes a novel dataset of iconic gestures, together with a publicly available robot-based elicitation method to record these gestures, which consists of playing a game of charades with a humanoid robot. The game was deployed at a science museum (NEMO) and a large popular music festival (Lowlands) in the Netherlands. This resulted in recordings of 428 participants, both adults and children, performing 3715 silent iconic gestures for 35 different objects in a naturalistic setting. Our dataset adds to existing collections of iconic gesture recordings in two important ways. First, participants were free to choose how they represented the broad concepts using gestures, and they were asked to perform a second attempt if the robot did not recognize their gesture the first time. This provides insight into potential repair strategies that might be used. Second, by making the interactive game available we enable other researchers to collect additional recordings, for different concepts, and in diverse cultures or contexts. This can be done in a consistent manner because a robot is used as a confederate in the elicitation procedure, which ensures that every data collection session plays out in the same way. The current dataset can be used for research into human gesturing behavior, and as input for the gesture recognition and production capabilities of robots and virtual agents.

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Not All Gestures are Created Equal: The Effects of Typical and Atypical Iconic Gestures on Narrative Comprehension

Cited by 30 publications

References 28 publications

Instructors' gestures enhance their teaching experience and performance while recording video lectures

Instructors' gestures enhance their teaching experience and performance while recording video lectures

The Role of Iconic Gestures in Speech Comprehension: An Overview of Various Methodologies

Introducing the NEMO-Lowlands iconic gesture dataset, collected through a gameful human–robot interaction

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