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GESTURE (OTHER-ORIENTED FUNCTION (PEDAGOGICAL VALUE: 1) reveals attitudes…

- - - - Alibali & Nathan (2007): pointing gestures are adept at highlighting correspondences between representations
      - simultaneous presentation of related but non-redundant information across modalities is particularly valuable for learning and transfer (Cogndon et al. 2017)
        
        simultaneous presentation of distinct information in speech and gesture encourages learners to actively integrate information across modalities; such integration is not necessary when information in the two modalities is redundant.
        
        redundant information can evoke extraneous processing and thereby tax learners’ working memory capacity = Mayer's "redundancy principle" (Mayer, Reiser & Lonn 2001)
    - - GROUND abstract concepts in the concrete, physical environment (Valenzeno, Alibali & Klatzky 2003)
        
        Glenberg & Robertson (1999, 2000): INDEXING = people comprehend speech by indexing, or by referring words and phrases to objects in the environment or to analog representations of objects (e.g., mental images of objects, or more formally, perceptual symbols as described by Barsalou, 1999)
        
        Highlights connections (e.g. Nathan & Alibali 2011)
        
        Best if gestured simultaneously (e.e. pointing with one hand to one representation and with other to another representation (see Alibali et al. 2013 e; Christie & Gentner 2010)
    - - Goldin-Meadow, Kim & Singer (1999) children were significantly more likely to uptake the strategy presented in speech if it was accompanied by matching gesture
    - - allows for presenting visual information synchronised with words (Kendon, 1980; McNeill 1992)
- - - - however, optimal image quality is achieved only in direct fixations (Gullberg & Kita, 2009)
- - - - HOW? gesture can convey the same basic idea as speech; however, it does so using a visuospatial rather than a verbal representational format; distinct representational format can enrich the way information is encoded and might allow gesture to facilitate information processing and reduce effort
    - - McNeill: gesture and speech together form a single, unified system and that within this system, gestures and speech are coexpressive
  - - - EMBODIED COGNITION perspective/theories = diverse set of theories based on the idea that human cognitive and linguistic processes are rooted in per- ceptual and physical interactions of the human body with the world (Barsalou, 2008; Wilson, 2002). According to this perspective, cognitive and linguistic structures and processes—including basic ways of thinking, representations of knowledge, and methods of organizing and expressing information—are influenced and constrained by the particularities of human perceptual systems and human bodies.
        
        most important claim: cognition is based on perception and action (Wilson 2002)
        
        related claims: cognition occurs in rea-world environments and is used for practical ends and exploits the possibility of interacting with external props(Anderson 2003)
        
        grounding = describes a mapping between an abstraction and a more concrete, familiar referent, such as an object or event, that facilitates meaning making (Koedinger, Alibali, & Nathan, 2008
        
        may support transfer of knowledge in new situations = learners' perceptions become tuned to encode deep structure in objects and events which are in turn carried forward into future interactions of the same sort (Goldstone, Landy & Son 2008, 2010)
        
        Acknowledging embodiment as acts of sense-making (Kristensen 2018) opens up a view of the body as communicative
        
        embodied acts communicate how a person makes sense and relates to the world
  - - - Seeing a speaker's depictive gestures may help listeners generate action and perception simulations that correspond with those of the speaker (Alibali et al. 2014 corpus)
- - - - two modalities have unequal representational status: explicit knowledge expressed in speech, implicit knowledge expressed in gestures (Alibali, Flevares, Goldin-Meadow 1997)
      - Children are in a state of cognitive uncertainty, possessing knowledge about the task that they are unable to organise into a coherent whole (Goldin-Meadow, Kim & Singer 1999)