The framework of depicting put forward byClark (2016)offers a schematic vantage point from which to examine iconic language use. Confronting the framework with empirical data, we consider some of its key theoretical notions. Crucially, by reconceptualizing the typology of depictions, we identify an overlooked domain in the literature: “speech-embedded nonverbal depictions,” namely cases where meaning is communicated iconically, nonverbally, and without simultaneously co-occurring speech. In addition to contextualizing the phenomenon in relation to existing research, we demonstrate, with examples from American (...) TV talk shows, how such depictions function in real-life language use, offering a brief sketch of their complexities and arguing also for their theoretical significance. (shrink)

Past research has suggested that those spontaneous movements of the human hand made during talk convey significant semantic information over and above the speech, at least when the unit of speech analyzed is the individual clause. However, no previous research has tested whether this information is represented linguistically elsewhere in the narrative . The first study, reported here, uses an experimental procedure to identify which specific imagistic gestures add semantic information to the speech. The second study analyzes whether the specific (...) gestures still do this when respondents hear the whole narrative. It was found that two thirds of the semantic information, thought to be carried by the gestures, is, in fact, represented in the linguistic discourse, or is inferable from it. However, one third of the additional semantic information contained in the gestures is not represented linguistically in the narrative nor is it inferable from it. In other words, a proportion of the imagistic gestures that accompany speech are absolutely critical to semantic communication. (shrink)

When people talk, they gesture. Gesture is a fundamental component of language that contributes meaningful and unique information to a spoken message and reflects the speaker’s underlying knowledge and experiences. Theoretical perspectives of speech and gesture propose that they share a common conceptual origin and have a tightly integrated relationship, overlapping in time, meaning, and function to enrich the communicative context. We review a robust literature from the field of psychology documenting the benefits of gesture for communication for both speakers (...) and listeners, as well as its important cognitive functions for organizing spoken language, and facilitating problem-solving, learning, and memory. Despite this evidence, gesture has been relatively understudied in populations with neurogenic communication disorders. While few studies have examined the rehabilitative potential of gesture in these populations, others have ignored gesture entirely or even discouraged its use. We review the literature characterizing gesture production and its role in intervention for people with aphasia, as well as describe the much sparser literature on gesture in cognitive communication disorders including right hemisphere damage, traumatic brain injury, and Alzheimer’s disease. The neuroanatomical and behavioral profiles of these patient populations provide a unique opportunity to test theories of the relationship of speech and gesture and advance our understanding of their neural correlates. This review highlights several gaps in the field of communication disorders which may serve as a bridge for applying the psychological literature of gesture to the study of language disorders. Such future work would benefit from considering theoretical perspectives of gesture and using more rigorous and quantitative empirical methods in its approaches. We discuss implications for leveraging gesture to explore its untapped potential in understanding and rehabilitating neurogenic communication disorders. (shrink)

Cognitive Science, Volume 46, Issue 2, February 2022.

In this article, we propose that gestures play an important role in the connection between sensorimotor experience and language. Gestures may be the link between bodily experience and verbal expression that advocates of embodied cognition have postulated. In a developmental sequence of communicative action, gestures, which are initially similar to action sequences, substantially shorten and represent actions in metonymic form. In another process, action sequences are based on kinesthetic schemata that themselves find their metaphoric expression in language. Again, gestures enact (...) kinesthetic schemata that are correlated with verbal expressions. Examples from a large database are used to illustrate the various processes by means of which language arises when students conduct school science investigations. (shrink)

When young children learn to use language, they start to use their hands in co‐verbal gesturing. There are, however, considerable differences between children, and it is not completely understood what these individual differences are due to. We studied how children at 4 years of age employ speech and iconic gestures to convey meaning in different kinds of spatial event descriptions, and how this relates to their cognitive abilities. Focusing on spontaneous illustrations of actions, we applied a semantic feature (SF) analysis (...) to characterize combinations of speech and gesture meaning and related them to the child's visual‐spatial abilities or abstract/concrete reasoning abilities (measured using the standardized SON‐R test). Results show that children with higher cognitive abilities convey significantly more meaning via gesture and less solely via speech. These findings suggest that young children's use of cospeech representational gesturing is positively related to their mental representation and reasoning abilities. (shrink)