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At least 19 recordsLinked to original sources
PubMed2001

Cortical correlates of gesture processing: clues to the cerebral mechanisms underlying apraxia during the imitation of meaningless gestures.

The clinical test of imitation of meaningless gestures is highly sensitive in revealing limb apraxia after dominant left brain damage. To relate lesion locations in apraxic patients to functional brain activation and to reveal the neuronal network subserving gesture representation, repeated H2(15O)-PET measurements were made in seven healthy subjects during a gesture discrimination task. Observing paired images of either meaningless hand or meaningless finger gestures, subjects had to indicate whether they were identical or different. As a control condition subjects simply had to indicate whether two portrayed persons were identical or not. Brain activity during the discrimination of hand gestures was strongly lateralized to the left hemisphere, a prominent peak activation being localized within the inferior parietal cortex (BA40). The discrimination of finger gestures induced a more symmetrical activation and rCBF peaks in the right intraparietal sulcus and in medial visual association areas (BA18/19). Two additional foci of prominent rCBF increase were found. One focus was located at the left lateral occipitotemporal junction (BA 19/37) and was related to both tasks; the other in the pre-SMA was particularly related to hand gestures. The pattern of task-dependent activation corresponds closely to the predictions made from the clinical findings, and underlines the left brain dominance for meaningless hand gestures and the critical involvement of the parietal cortex. The lateral visual association areas appear to support first stages of gesture representation, and the parietal cortex is part of the dorsal action stream. Finger gestures may require in addition precise visual analysis and spatial attention enabled by occipital and right intraparietal activity. Pre-SMA activity during the perception of hand gestures may reflect engagement of a network that is intimately related to gesture execution.

Adult↗
PubMed2003

Gestural communication in young gorillas (Gorilla gorilla): gestural repertoire, learning, and use.

In the present study we investigated the gestural communication of gorillas (Gorilla gorilla). The subjects were 13 gorillas (1-6 years old) living in two different groups in captivity. Our goal was to compile the gestural repertoire of subadult gorillas, with a special focus on processes of social cognition, including attention to individual and developmental variability, group variability, and flexibility of use. Thirty-three different gestures (six auditory, 11 tactile, and 16 visual gestures) were recorded. We found idiosyncratic gestures, individual differences, and similar degrees of concordance between and within groups, as well as some group-specific gestures. These results provide evidence that ontogenetic ritualization is the main learning process involved, but some form of social learning may also be responsible for the acquisition of special gestures. The present study establishes that gorillas have a multifaceted gestural repertoire, characterized by a great deal of flexibility with accommodations to various communicative circumstances, including the attentional state of the recipient. The possibility of assigning Seyfarth and Cheney's [1997] model for nonhuman primate vocal development to the development of nonhuman primate gestural communication is discussed.

Aging↗
PubMed2005

Meaningful gestures: electrophysiological indices of iconic gesture comprehension.

To assess semantic processing of iconic gestures, EEG (29 scalp sites) was recorded as adults watched cartoon segments paired with soundless videos of congruous and incongruous gestures followed by probe words. Event-related potentials time-locked to the onset of gestures and probe words were measured in two experiments. In Experiment 1, participants judged the congruency between gestures and cartoons. Gestures elicited an N400-like component (gesture N450) that was larger for incongruent than congruent items, as well as a late positivity that was larger for congruent items. In Experiment 2, participants assessed the relatedness between probe words and preceding cartoon-gesture pairs. N450 effects to gestures were observed without overlapping positivity. These findings suggest that iconic gestures are subject to semantic processes analogous to those evoked by other meaningful representations, such as pictures and words.

Adult↗
PubMed2003

The content of the message influences the hand choice in co-speech gestures and in gesturing without speaking.

The present study investigates the hand choice in iconic gestures that accompany speech. In 10 right-handed subjects gestures were elicited by verbal narration and by silent gestural demonstrations of animations with two moving objects. In both conditions, the left-hand was used as often as the right-hand to display iconic gestures. The choice of the right- or left-hands was determined by semantic aspects of the message. The influence of hemispheric language lateralization on the hand choice in co-speech gestures appeared to be minor. Instead, speaking seemed to induce a sequential organization of the iconic gestures.

Adult↗
PubMed2002

Gestural communication in chimpanzees (Pan troglodytes): the influence of experimenter position on gesture type and hand preference.

This study examined the influence of experimenter position on hand use in gestural communication in a sample of 127 captive chimpanzees. Hand use in gestural communication was recorded while an experimenter was positioned either left, right, or directly in front of the subject. The type of gesture was also recorded as either a food beg or whole hand point. Both hand use and gesture were consistent across experimenter positions. Overall, a significant population-level right hand bias was found, particularly for food beg gestures. These results are consistent with previous findings in chimpanzees and suggest that lateralisation in gestural communication is left hemisphere dominant.

Journal Article↗
PubMed1987

[Gestural forms of communication in primates. I. Development of gestural forms of communication in ontogenesis and phylogenesis].

The gestural and tactile forms of communication using arms among the young and adult specimen of lower monkeys of subfamily Cercopithecoidea and higher monkeys of subfamily Hominioidea have been investigated. It has been concluded that gestures are the new form of phylogenesis in comparison with the contact patterns, their development is generally connected with the aggressive behaviour. The growing differentiation of gestures connected with the transition from participation of the whole arm to the leading role of the hand and finger gestures has been determined. The frequency of gestures is closely connected with the species structural organization and ecology.

Animal Communication↗
PubMed2006

How children make language out of gesture: morphological structure in gesture systems developed by American and Chinese deaf children.

When children learn language, they apply their language-learning skills to the linguistic input they receive. But what happens if children are not exposed to input from a conventional language? Do they engage their language-learning skills nonetheless, applying them to whatever unconventional input they have? We address this question by examining gesture systems created by four American and four Chinese deaf children. The children's profound hearing losses prevented them from learning spoken language, and their hearing parents had not exposed them to sign language. Nevertheless, the children in both cultures invented gesture systems that were structured at the morphological/word level. Interestingly, the differences between the children's systems were no bigger across cultures than within cultures. The children's morphemes could not be traced to their hearing mothers' gestures; however, they were built out of forms and meanings shared with their mothers. The findings suggest that children construct morphological structure out of the input that is handed to them, even if that input is not linguistic in form.

Asian People↗
PubMed2005

Comparing action gestures and classifier verbs of motion: evidence from Australian Sign Language, Taiwan Sign Language, and nonsigners' gestures without speech.

Recent research into signed languages indicates that signs may share some properties with gesture, especially in the use of space in classifier constructions. A prediction of this proposal is that there will be similarities in the representation of motion events by sign-naive gesturers and by native signers of unrelated signed languages. This prediction is tested for deaf native signers of Australian Sign Language (Auslan), deaf signers of Taiwan Sign Language (TSL), and hearing nonsigners using the Verbs of Motion Production task from the Test Battery for American Sign Language (ASL) Morphology and Syntax. Results indicate that differences between the responses of nonsigners, Auslan signers, and TSL signers and the expected ASL responses are greatest with handshape units; movement and location units appear to be very similar. Although not definitive, these data are consistent with the claim that classifier constructions are blends of linguistic and gestural elements.

Adolescent↗
PubMed1987

[Gestural forms of communication in primates. II. The relation of gestures to acoustic signals and tool activities in primate phylogeny].

The connection between the frequency of acoustic signals application, contact and gestural communication and the manipulation activity of Cercopithecidea and Anthropoidea have been examined. A scheme reflecting the changes of correlational behavioural systems at different periods of primate phylogenesis is proposed. The behavioural changes in the connections of gestures, vocalisation and manipulation activity during the process of their transition into the language and labour on the way to hominization are shown. On the basis of the exact data a possible role of gestural an acoustic signals in the origin of language is given.

Animal Communication↗
PubMed1998

The development of gesture and speech as an integrated system.

Children, even at the one-word stage of language development, spontaneously produce gestures along with their speech, just as adults do. Although there appears to be a brief period prior to the onset of two-word speech during which gesture and speech do not form a well-integrated system, the ability to coordinate gesture and speech to convey a single message--and to "read" others' gestures with their speech to comprehend a message--develops early and is maintained throughout life. Gesture-speech combinations deliver a coherent message to the listener despite the fact that they consist of two different modalities of expression. According to McNeill (1992; Chapter One), this coherence is possible because gesture and speech share a common cognitive representation; that is, before the communication unfolds, gesture and speech are part of a single idea. As expression proceeds the message is parsed, with most information channeled into speech but some information channeled into gesture. Speech conveys information in a segmented, combinatorial format, whereas gesture conveys information in a global, mimetic format (see Goldin-Meadow, McNeill, and Singleton, 1996). Thus gesture and speech need not, and in fact often do not, convey the same information within a single utterance. Because gesture and speech form a unified system, mismatches between them can be a source of insight into the cognitive state of the speaker. And, indeed, it turns out that in both the young, one-word speaker and the older child (and possibly adults as well; Perry and Elder, 1996), a difference--or mismatch--between the information conveyed in gesture and the information conveyed in speech can signal readiness for cognitive growth. Whether the actual production of gesture-speech mismatches contributes to cognitive growth is an open question. That is, does the act of expressing two different pieces of information across modalities but within a single communicative act improve a child's ability to transpose that knowledge to a new level and thus express those pieces of information within a single modality? More work is needed to investigate whether the act of producing gesture-speech mismatches itself facilitates transition. Even if it turns out that the production of gesture-speech mismatches has little role to play in facilitating cognitive change, mismatch remains a reliable marker of the speaker's potential for cognitive growth. As such, an understanding of the relationship between gesture and speech may prove useful in clinical settings. For example, there is some evidence that children with delayed onset of two-word speech fall naturally into two groups: children who eventually achieve two-word speech, albeit later than the norm (that is, late bloomers), and children who continue to have serious difficulties with spoken language and may never be able to combine words into a single string (Feldman, Holland, Kemp, and Janosky, 1992; Thal, Tobias, and Morrison, 1991). Observation of combinations in which gesture and speech convey different information may prove a useful clinical tool for distinguishing, at a relatively young age, children who will be late bloomers from those who will have great difficulty mastering spoken language without intervention (see Stare, 1996, for preliminary evidence that the relationship between gesture and speech in children with unilateral brain damage correlates with early versus late onset of two-word combinations. In sum, for both speakers and listeners, gesture and speech are two aspects of a single process, with each modality contributing its own unique level of representation. Gesture conveys information in the global, imagistic form for which it is well suited, and speech conveys information in the segmented, combinatorial fashion that characterizes linguistic structures. The total representation of any message is therefore a synthesis of the analog gestural mode and the discrete speech mode. (ABSTRACT TRUNCATED)

Child Development↗
PubMedDate not supplied

Relationship between gestures and words in children with Down's syndrome and typically developing children in the early stages of communicative development.

BACKGROUND: Previous research has emphasized the importance of gesture in early communicative development. These studies have reported that gestures are used frequently during the first two years of life and may play a transitional role in the language acquisition process. Although there are now numerous descriptions of the relationship between gesture and the developing language system in typically-developing (TD) children, relatively little is known about the nature and early development of the gesture-language system in children with developmental disorders involving specific profiles of language delay and/or impairment. PRIMARY OBJECTIVE: The aim of this study is to compare early word and gesture use in children with DS and in typically-developing children to investigate potential differences in the relationship between gestural and verbal communication in early language development. METHODS AND PROCEDURES: Ten children from upper-middle class families participated in the study. The five children with DS (3 boys and 2 girls) had an average chronological age of 47.6 months, an average mental age of 22.4 months, and an average language age of 18 months. Each child with DS was matched to a typically developing child on the basis of gender, language age, and observed expressive vocabulary size. Children were videotaped for 30 minutes as they interacted spontaneously with their mothers. All communicative and intelligible gestures and words produced by the children were transcribed from the videotapes. Data analyses focused on: a) overall production of gestures and words (i.e., gesture and word tokens); b) the size of children's gestural and verbal repertoires (i.e., gesture and word types); and c) production and informational content of gesture-word combinations. MAIN OUTCOMES AND RESULTS: Although children with DS had significantly smaller gestural repertoires than their language age-matched peers, there was no reliable difference between the two groups in the overall use of gesture. In addition, with DS produced two-element combinations (primarily gesture-word combinations) and did so at a rate comparable to that observed among their TD counterparts. However, no two-word combinations were observed among children with DS, and there were also group differences in the information contained in children's gesture-word combinations. CONCLUSIONS: Taken together, these findings suggest that in addition to the well-documented global delays in early communicative development, children with DS may exhibit additional pockets of delay, specifically in making the transition from one- to two-word speech. Results are further discussed in terms of their implications for understanding the organization of the developing gesture-language system and for the assessment of gesture in young children with communicative delays and disorders.

Child, Preschool↗
PubMed2003

The effect of gesture on speech production and comprehension.

Hand gestures are ubiquitous in communication. However, there is considerable debate regarding the fundamental role that gesture plays in communication and, subsequently, regarding the value of gesture for telecommunications. Controversy exists regarding whether gesture has a primarily communicative function (enhancing listener comprehension) or a primarily noncommunicative function (enhancing speech production). Moreover, some have argued that gesture seems to enhance listener comprehension only because of the effect gesture has on speech production. The purpose of this study was to examine the extent to which gesture enhances listener comprehension and the extent to which the effect of gesture on listener comprehension is mediated by the effects of gesture on speech production. Results indicated that gesture enhanced both listener comprehension and speech production. When the effects of gesture on speech production were controlled, the relationship between gesture and listener comprehension was reduced but still remained significant. These results suggest that gesture aids the listener as well as the speaker and that gesture has a direct effect on listener comprehension, independent of the effects gesture has on speech production. Implications for understanding the value of gestural information in telecommunications are discussed. Potential applications of this research include the design of computer-mediated communication systems and displays in which the visibility of gestures may be beneficial.

Communication↗
PubMed2004

Use of gesture sequences in chimpanzees.

Gestural communication in a group of 19 captive chimpanzees (Pan troglodytes) was observed, with particular attention paid to gesture sequences (combinations). A complete inventory of gesture sequences is reported. The majority of these sequences were repetitions of the same gestures, which were often tactile gestures and often occurred in play contexts. Other sequences combined gestures within a modality (visual, auditory, or tactile) or across modalities. The emergence of gesture sequences was ascribed to a recipient's lack of responsiveness rather than a premeditated combination of gestures to increase the efficiency of particular gestures. In terms of audience effects, the chimpanzees were sensitive to the attentional state of the recipient, and therefore used visually-based gestures mostly when others were already attending, as opposed to tactile gestures, which were used regardless of whether the recipient was attending or not. However, the chimpanzees did not use gesture sequences in which the first gesture served to attract the recipient's visual attention before they produced a second gesture that was visually-based. Instead, they used other strategies, such as locomoting in front of the recipient, before they produced a visually-based gesture.

Animals↗
PubMedDate not supplied

Gesture and speech in maternal input to children with Down's syndrome.

BACKGROUND: Despite recent interest in relationships between maternal gesture and speech and communicative development in typically developing (TD) children, little work has examined either speech or gesture in mothers of children with Down's syndrome (DS). AIMS: To compare aspects of speech and gesture production by mothers of children with DS with that of mothers of TD children. METHODS & PROCEDURES: Participants were five mothers of children with DS (mean chronological age (CA) = 47.6 months; mean mental age (MA) = 22.4 months) and five mothers of TD children. To equate for expressive language ability, children in the TD and DS groups were individually matched on the basis of: (1) gender; (2) correspondence between the TD child's chronological age and the DS child's language age; and (3) observed expressive vocabulary size. Each mother-child dyad was videotaped for approximately 30 min during free play. Data analyses focused on: (1) the number and types (speech only, gesture only, mixed) of maternal utterances; (2) the gesture types (deictic, iconic, conventional, emphatic); and (3) for mixed utterances, the structure and the temporal patterning of spoken and gestured components. OUTCOMES & RESULTS: Relative to mothers of TD children, mothers of children with DS produced significantly fewer utterances overall, but the distribution of utterance types did not differ between the two groups. Relative to mothers of TD children, mothers of children with DS used proportionately more deictic gestures and made more frequent use of showing. Mothers of TD children produced more pointing gestures. Finally, mothers of children with DS produced a significantly higher proportion of utterances consisting of a single gesture and a single verbal utterance; in contrast to mothers of TD children, more complex structures (one gesture with multiple verbal utterances, one verbal utterance with multiple gestures) were never observed. Within the category of utterances consisting of a gesture and a single verbal utterance, mothers of children with DS tended to produce gestures that were held throughout the complete verbal utterance, while the gestures of mothers of TD children tended to co-occur with only a portion of the utterance. CONCLUSIONS: The findings suggest that mothers of children with DS adjust their communication to the developmental status of their child. Results are discussed in terms of the role of gesture in maternal communication and in the regulation of mother-child interaction.

Child, Preschool↗