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Imaging a cognitive model of apraxia: the neural substrate of gesture-specific cognitive processes.

The present study aimed to ascertain the neuroanatomical basis of an influential neuropsychological model for upper limb apraxia [Rothi LJ, et al. The Neuropsychology of Action. 1997. Hove, UK: Psychology Press]. Regional cerebral blood flow was measured in healthy volunteers using H2 15O PET during performance of four tasks commonly used for testing upper limb apraxia, i.e., pantomime of familiar gestures on verbal command, imitation of familiar gestures, imitation of novel gestures, and an action-semantic task that consisted in matching objects for functional use. We also re-analysed data from a previous PET study in which we investigated the neural basis of the visual analysis of gestures. First, we found that two sets of discrete brain areas are predominantly engaged in the imitation of familiar and novel gestures, respectively. Segregated brain activation for novel gesture imitation concur with neuropsychological reports to support the hypothesis that knowledge about the organization of the human body mediates the transition from visual perception to motor execution when imitating novel gestures [Goldenberg Neuropsychologia 1995;33:63-72]. Second, conjunction analyses revealed distinctive neural bases for most of the gesture-specific cognitive processes proposed in this cognitive model of upper limb apraxia. However, a functional analysis of brain imaging data suggested that one single memory store may be used for "to-be-perceived" and "to-be-produced" gestural representations, departing from Rothi et al.'s proposal. Based on the above considerations, we suggest and discuss a revised model for upper limb apraxia that might best account for both brain imaging findings and neuropsychological dissociations reported in the apraxia literature.

Adult↗

Gesture and the processing of speech: neuropsychological evidence.

Patterns of speech-related ('coverbal') gestures were investigated in three groups of right-handed, brain-damaged patients and in matched controls. One group had anomic aphasia with a primarily semantic impairment ('semantic'); one group had a primarily phonological impairment, reflected in both repetition and naming ('phonologic'); a third group had a primarily conceptual impairment, with relatively good naming ('conceptual'). Coverbal gestures were video recorded during the description of complex pictures and analyzed for physical properties, timing in relation to speech and ideational content. The semantic and phonologic subjects produced a large number of ideational gestures relative to their lexical production, while the related production of the conceptual subjects was similar to that of the unimpaired controls. The composition of ideational gestures in the semantic and phonologic groups was similar to that of the control groups, while conceptual subjects produced fewer iconic gestures (i.e., gestures that show in their form the content of a word or phrase). The iconic gestures of the conceptual patients tended to start further from their lexical affiliates than those of all other subjects. We conclude that ideational gestures probably facilitate word retrieval, as well as reflect the transfer of information between propositional and non-propositional (visual and motoric) representations during message construction. We suggest that conceptual and lexical processes differ in the way they constrain ideational gestures.

Adult↗

Evaluation and integration of speech and pointing gestures during referential understanding.

Two experiments investigated the relative influence of speech and pointing gesture information in the interpretation of referential acts. Children averaging 3 and 5 years of age and adults viewed a videotape containing the independent manipulation of speech and gestural forms of reference. A man instructed the subjects to choose a ball or a doll by vocally labeling the referent and/or pointing to it. A synthetic speech continuum between two alternatives was crossed with the pointing gesture in a factorial design. Based on research in other domains, it was predicted that all age groups would utilize gestural information, although both speech and gestures were predicted to influence children less than adults. The main effects and interactions of speech and gesture in combination with quantitative models of performance showed the following similarities in information processing between preschoolers and adults: (1) referential evaluation of gestures occurs independently of the evaluation of linguistic reference; (2) speech and gesture are continuous, rather than discrete, sources of information; (3) 5-year-olds and adults combine the two types of information in such a way that the least ambiguous source has the most impact on the judgment. Greater discriminability of both speech and gesture information for adults compared to preschoolers indicated small quantitative progressions with development in the ability to extract and utilize referential signals.

Adult↗

Bottlenosed dolphin and human recognition of veridical and degraded video displays of an artificial gestural language.

2 bottlenosed dolphins proficient in interpreting gesture language signs viewed veridical and degraded gestures via TV without explicit training. In Exp. 1, dolphins immediately understood most gestures: Performance was high throughout degradations successively obscuring the head, torso, arms, and fingers, though deficits occurred for gestures degraded to a point-light display (PLD) of the signer's hands. In Exp. 2, humans of varying gestural fluency saw the PLD and veridical gestures from Exp. 1. Again, performance declined in the PLD condition. Though the dolphin recognized gestures as accurately as fluent humans, effects of the gesture's formational properties were not identical for humans and dolphin. Results suggest that the dolphin uses a network of semantic and gestural representations, that bottom-up processing predominates when the dolphin's short-term memory is taxed, and that recognition is affected by variables germane to grammatical category, short-term memory, and visual perception.

Animal Communication↗

The intersection of the development of gestures and intentionality.

This study examined the development of deictic and representational gestures in 12 typically developing children from 6 to 24 months of age. Gestures were categorized into J. Bruner's (1981) 3 broad (and 8 specific) communicative functions: behavior regulation (i.e., requesting objects, requesting actions, protesting), joint attention (i.e., commenting, requesting information), and social interaction (i.e., representational gestures, attention seeking, social games). Ongoing parental completion of researcher-created gesture recording forms and monthly researcher observational confirmation were used to capture the emergence and consistent use of targeted gestures. Within each specific functional category, a hierarchy of development was documented for the gestures and behaviors used to signal that intent. This study provides rich detail as to the order of emergence of common deictic and representational gestures and their relationship to other preceding and concomitant behaviors that children use to signal their intentions. Furthermore, the results document younger ages of emergence, in comparison with previous studies, for most of the targeted gestures and provide insight into the controversy in the literature regarding the relative emergence of declarative and imperative gestures.

Adult↗

Children learn when their teacher's gestures and speech differ.

Teachers gesture when they teach, and those gestures do not always convey the same information as their speech. Gesture thus offers learners a second message. To determine whether learners take advantage of this offer, we gave 160 children in the third and fourth grades instruction in mathematical equivalence. Children were taught either one or two problem-solving strategies in speech accompanied by no gesture, gesture conveying the same strategy, or gesture conveying a different strategy. The children were likely to profit from instruction with gesture, but only when it conveyed a different strategy than speech did. Moreover, two strategies were effective in promoting learning only when the second strategy was taught in gesture, not speech. Gesture thus has an active hand in learning.

Attention↗

Maternal gestures with 20-month-old infants in two contexts.

Speech directed towards young children ("motherese") is subject to consistent systematic modifications. Recent research suggests that gesture directed towards young children is similarly modified (gesturese). It has been suggested that gesturese supports speech, therefore scaffolding communicative development (the facilitative interactional theory). Alternatively, maternal gestural modification may be a consequence of the semantic simplicity of interaction with infants (the interactional artefact theory). The gesture patterns of 12 English mothers were observed with their 20-month-old infants while engaged in two tasks, free play and a counting task, designed to differentially tap into scaffolding. Gestures accounted for 29% of total maternal communicative behaviour. English mothers employed mainly concrete deictic gestures (e.g. pointing) that supported speech by disambiguating and emphasizing the verbal utterance. Maternal gesture rate and informational gesture-speech relationship were consistent across tasks, supporting the interactional artefact theory. This distinctive pattern of gesture use for the English mothers was similar to that reported for American and Italian mothers, providing support for universality. Child-directed gestures are not redundant in relation to child-directed speech but rather both are used by mothers to support their communicative acts with infants.

Child Development↗

What properties of talk are associated with the generation of spontaneous iconic hand gestures?

When people talk, they frequently make movements of their arms and hands, some of which appear connected with the content of the speech and are termed iconic gestures. Critical to our understanding of the relationship between speech and iconic gesture is an analysis of what properties of talk might give rise to these gestures. This paper focuses on two such properties, namely the familiarity and the imageability of the core propositional units that the gestures accompany. The study revealed that imageability had a significant effect overall on the probability of the core propositional unit being accompanied by a gesture, but that familiarity did not. Familiarity did, however, have a significant effect on the probability of a gesture in the case of high imageability units and in the case of units associated with frequent gesture use. Those iconic gestures accompanying core propositional units variously defined by the properties of imageability and familiarity were found to differ in their level of idiosyncrasy, the viewpoint from which they were generated and their overall communicative effect. This research thus uncovered a number of quite distinct relationships between gestures and speech in everyday talk, with important implications for future theories in this area.

Humans↗

Spontaneous gestures following right hemisphere infarct.

Neurobehavioral studies of gesturing have been largely limited to left hemisphere damaged (LHD) patients. We compared spontaneous gesturing in seven right hemisphere damaged (RHD) patients, seven LHD patients, and seven normal controls (NHD) during videotaped interviews. Two judges coded symbolic, expressive, grooming, and fidgeting gestures in 120 10-sec intervals of videotape per patient. We found that RHD patients made significantly more total gestures and grooming gestures with the hand ipsilateral to their lesion than did LHD patients. Furthermore, RHD patients made more total and grooming gestures with their right hand than NHD subjects did with either hand. There were no differences in gesture production between the right and left hands of NHD patients. These results suggest that RHD produces enhanced gesturing, particularly involving grooming behavior.

Aged↗

Gestural recovery and the role of forward and reversed syllabic repetitions as stuttering inhibitors in adults.

Instead of being the core stuttering 'problem', syllabic repetitions may be a biological mechanism, or 'solution', to the central involuntary stuttering block. Simply put, stuttering is an endogenous transitory state of 'shadowed speech', a choral speech derivative that allows for a neural release of the central block. To investigate this possibility, 14 adults who stutter read while listening to forward fluent speech, reversed fluent speech, forward stuttered speech, and reversed stuttered speech. All conditions induced significant degrees of stuttering inhibition when compared to a control condition. However, the reversed fluent condition was less powerful than the other three conditions ( approximately 42% vs. approximately 65%) for inhibiting stuttering. Stuttering inhibition appears to proceed by 'gestural recovery', made possible by the presence of an exogenous or 'second' set of speech gestures and engagement of mirror neurons. When reversed fluent speech was used, violations in normal gesture-time relationships (i.e., normal speech entropy) resulted in gestural configurations that apparently were inadequately recovered, and therefore, were not as conducive to high levels of stuttering inhibition. In contrast, high levels of encoding found in the simple syllabic structures of stuttered speech allowed its forward and reversed forms to be equally effective for gestural recovery and stuttering inhibition. The reversal of repeated syllables did not appear to significantly degrade the natural gesture-time relationships (i.e., they were perceptually recognizable). Thus, exogenous speech gestures that displayed near normal gestural relationships allowed for easy recovery and fluent productions via mirror systems, suggesting a more choral-like nature. The importance of syllabic repetitions is highlighted: both their perceived (exogenous) and produced (endogenous) forms appear to be fundamental, surface acoustic manifestations for central stuttering inhibition via the engagement of mirror neurons.

Adult↗

Defective reproduction of passive meaningless gestures in right brain damage: a perceptual disorder of one's own body knowledge?

Right Hemisphere Damaged Patients (RHDP) with left hemiparesis are known to experience motor programming difficulties and to have poorer functional outcome when compared with Left Hemisphere Damaged Patients (LHDP). The role played by body-related cognitive disorders remains unclear. In this study we investigate whether reproduction of passive meaningless gestures may contribute to a further development of this question. Ten RHDP with neglect, 10 RHDP without neglect, 10 LHDP, and 10 controls were given a battery of tasks requiring reproduction of passive meaningless gestures. The gestures were passively applied by the examiner on either the ipsilesional or the contralesional upper limb of the subject who was asked to reproduce them with his ipsilesional- non-paretic -limb. LHDP performed virtually as well as controls when the influence of deafferentation was controlled. The performance of RHDP with and without neglect did not differ from each other but both groups were significantly impaired when compared with either controls or LHDP, whether the gestures were applied on the contralesional or ipsilesional limb. RHDP performed defectively whether they had closed or open eyes, which tends to indicate a perceptual multimodal integration disorder rather than a modality-related sensory disorder. The left hemisphere is generally considered dominant for deliberate motor control of both sides of the body, not only for symbolic gestures but also for (visual) imitation of meaningless gestures. The results of this study raise the question of why reproduction of meaningless gestures is more impaired for LHDP than RHDP when stimulus presentation is visual and vice versa when stimulation is passively applied upon the subject's body. One reason may be that in visual imitation, the model is given by another person's body, whereas passive gestures, directly applied upon one's body, place demands on perceptual analysis of one's own body experience. These results might give evidence for a disorder of bilateral, perceptual, multimodal integration of knowledge about one's own body in RHDP.

Adult↗

Patterns of spontaneous production of novel words and gestures within an experimental setting in children ages 1;6 and 2;2.

This study presents an analysis of children's spontaneous production of words and gestures during an experimental symbol learning task. Namy & Waxman (1998) previously reported that children aged 1;6 interpreted novel arbitrary words (e.g., blicket) and manual gestures (e.g., a dropping motion) as names for object categories (e.g., fruit) but that at 2;2, children interpreted words as names more readily than gestures. Based on this finding and other observational evidence of gesture use, it has been suggested that the younger infants have an initial general symbolic capacity that encompasses both words and gestures. Over time, as infants acquire greater experience with language, words begin to take on a greater priority in the infant's communicative repertoire. The current study examines this hypothesis by analyzing children's spontaneous production of the novel symbols in Namy & Waxman's original task. At 1;6, children rarely produced either the novel words or gestures. At 2;2, children frequently produced both symbolic forms; however, words were produced in a referential manner while gestures were produced in a non-referential manner. These findings are consistent with the argument that over time, words supplant gestures as a symbolic medium.

Child Language↗

Gesture and early bilingual development.

The relationship between speech and gestural proficiency was investigated longitudinally (from 2 years to 3 years 6 months, at 6-month intervals) in 5 French-English bilingual boys with varying proficiency in their 2 languages. Because of their different levels of proficiency in the 2 languages at the same age, these children's data were used to examine the relative contribution of language and cognitive development to gestural development. In terms of rate of gesture production, rate of gesture production with speech, and meaning of gesture and speech, the children used gestures much like adults from 2 years on. In contrast, the use of iconic and beat gestures showed differential development in the children's 2 languages as a function of mean length of utterance. These data suggest that the development of these kinds of gestures may be more closely linked to language development than other kinds (such as points). Reasons why this might be so are discussed.

Age Factors↗

How to get to the cafeteria: gesture and speech in blind and sighted children's spatial descriptions.

This study evaluated the production and informational content of gesture and speech in congenitally blind and sighted children to assess hypothesized variations in children's representations of spatial tasks. Twelve congenitally blind participants (ages 9-18 years) and 24 sighted participants (ages 9-17 years: 12 of whom wore blindfolds) engaged in route directions and small-scale path description tasks. Whereas sighted and blindfolded participants gestured extensively in both tasks, a majority of blind children gestured only in the small-scale path description task. Absence of gesture among blind participants was related to use of a "segmenting strategy" in speech that was rarely observed among sighted children. There was also evidence that among blind and sighted children who gestured, information about direction and location was more likely to be conveyed in gesture than in speech. Results are discussed in terms of the link between gesture production and spatial task representations and factors affecting gesture production.

Adolescent↗

Communicative gestures in children with delayed onset of oral expressive vocabulary.

Use of communicative gestures in a group of children with delayed onset of expressive oral vocabulary (late talkers) was compared with such use among normal-language-matched controls and age-matched controls. Analyses revealed that late talkers used significantly more communicative gestures and for a greater variety of communicative functions than did language-matched controls. However, a 1-year follow-up revealed that 4 of the late talkers remained delayed (truly delayed late talkers) and 6 caught up (late bloomers). Reanalyses of Year 1 data based on these follow-up outcomes demonstrated that only late bloomers used more communicative gestures than did language-matched controls. Truly delayed late talkers did not differ from language-matched controls either for number of gestures, type of gestures (symbolic vs. nonsymbolic), or number of different functions for which gestures were used. Late bloomers also used more communicative gestures than did age-matched controls, suggesting that they (the late bloomers) were using gestures to compensate for their small oral expressive vocabulary. Results are discussed in the context of early predictors of risk for language impairment and relationships between language and cognition.

Child Language↗

Analysis of social interaction gestures in infants with autism.

This study analyzes the emergent use of gestures used among 9-12-month-old infants with autism and typical development using retrospective video analysis. The purpose of the present investigation was to examine the frequency, initiation, prompting, and diversity of types of gestures used for social interaction purposes. It was hypothesized that a restricted variety in type(s) of gestures as well as fewer child-initiated gestures and more prompted gestures would be associated with later diagnosis of autism. Logistic regression analysis found that decreased variety in type of gestures used was significantly associated with autism status. Neither number of total gestures nor initiation of gestures (child-initiated vs. prompted) was significantly associated with autism status.

Autistic Disorder↗

Bimanual gestures: expressions of spatial representations that accompany speech processes.

The present study investigated a possible relationship between gestures and spatial processes underlying speech, with a focus on both unimanual and bimanual gestures. The amount, form, and type of gestures accompanying spontaneous verbal responses were quantified in five conditions that manipulated the degree to which the verbal description required spatial elaboration. Two conditions that required spatial elaboration included describing one's present house or lounge. To assess gestures accompanying temporally ordered events, a third condition required description of one's daily routine. The two remaining conditions assessed time periods associated with the past (describe the house you lived in as a child) and future (describe the house you would like to live in 15-20 years from now). Higher levels of gesture were found in spatial conditions compared to the temporally ordered routine condition for bimanual gestures, and the reverse was found for unimanual gestures. These results are described in terms of a hypothesised link between bimanual gestures and spatial cognition.

Activities of Daily Living↗

The distribution and development of handedness for manual gestures in captive chimpanzees (Pan troglodytes).

This article describes the distribution and development of handedness for manual gestures in captive chimpanzees. Data on handedness for unimanual gestures were collected in a sample of 227 captive chimpanzees. Handedness for these gestures was compared with handedness for three other measures of hand use: tool use, reaching, and coordinated bimanual actions. Chimpanzees were significantly more right-handed for gestures than for all other measures of hand use. Hand use for simple reaching at 3 to 4 years of age predicted hand use for gestures 10 years later. Use of the right hand for gestures was significantly higher when gestures were accompanied by a vocalization than when they were not. The collective results suggest that left-hemisphere specialization for language may have evolved initially from asymmetries in manual gestures in the common ancestor of chimpanzees and humans, rather than from hand use associated with other, non-communicative motor actions, including tool use and coordinated bimanual actions, as has been previously suggested in the literature.

Age Factors↗