When gestures and words speak differently
When gestures and words speak differently
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DOI：
10.1111/1467-8721.ep10772905
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发表时间：
1997-10-01
影响因子：
7.2
通讯作者：
Goldin-Meadow, S
中科院分区：
文献类型：
--
作者：
Goldin-Meadow, S
Emmorey，K.，& Reilly，J.（编）。（1995年）。语言、手势和空间。希尔斯代尔，新泽西州：埃尔鲍姆。Goldin-Meadow，S.，麦克尼尔，D，& Singleton，J.（1996），沉默是解放：解除手铐语法表达的手动模态。Psychological Review，103，34-55.，，J.J. Iverson，& Goldin-Meadow，S.（编）。(in按下）。《手势在儿童认知中的性质和功能》（《儿童发展新方向》，第80期）。San弗朗西斯科：Jossey-Bass.，Krauss，RM，Chen，Y.，& Chawla，P.非语言行为和非语言沟通：会话手势告诉我们什么？In MP，Zanna（Ed.），《实验社会心理学进展》（第28卷，第28页）。389-450）。北京：科学出版社.麦克尼尔，D.（1992年）。(See手势所传达的信息不同于手势所伴随的言语所传达的信息。在不匹配的情况下，孩子对同一个问题表达了两种截然不同的想法。如果在任务中给予指导，产生不匹配的孩子可能会从这种预防中受益--比没有产生不匹配的孩子更有可能。然而，手势-言语不匹配并不是6岁儿童所独有的。它们由幼儿、学龄前儿童、学龄儿童、青少年甚至成年人产生。不匹配也不限于水的困惑;他们可以发现在自发的谈话，叙述，推理数学和物理问题，道德困境，和许多其他”（）的fs，什么可能导致扬声器产生手势重新讲话不匹配，特别是，和手势一般？如果有的话，伴随着说话的手势有什么功能？在这篇综述中，我总结了一系列的研究表明，手势扮演着一个独特的索引学习者的想法，也许是一种机制，以及改变。
Emmorey, K., & Reilly, J.(Eds.).(1995). Language, gesture, and space. Hillsdale, NJ: Erlbaurn.-. Goldin-Meadow, S., McNeill, D, & Singleton, J.(1996), Silence is lib-erating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review, 103, 34-55.,, Iverson, JM, & Goldin-Meadow, S.(Eds.).(in press). The nature and functions of gesture in children's connurtication (New Directions for Child Development, No. 80). San Francisco: Jossey-Bass., Krauss, RM, Chen, Y., & Chawla, P.(1996), Nonverbal behavior and nonverbal communication: What do conversational hand gestures tell us? ln MP, Zanna (Ed.), Advances in experimental social psy-chology (Vol. 28, pp. 389–450). San Diego: Academic Press. McNeill, D.(1992).(See References) mation conveyed in gesture is dif-ferent from the information con-veyed in the speech the gesture accompanies. In a mismatch, the child conveys two distinct ideas about the very same problem. If given instruction in the task, children who produce mismatches are likely to profit from that instruction–more likely than children who do not produce mismatches. Gesture-speech mismatches are not unique to 6-year-olds, however. They are produced by toddlers, preschoolers, school-aged children, adolescents, and even adults. Nor are mismatches restricted to water puzzles; they can be found in spontaneous talk, narratives, reasoning about math and physics problems, moral dilemmas, and many other"() the fs, What might cause speakers to produce gestu re-speech mismatches in particular, and gestures in general? What functions, if any, do the gestures that accompany speech serve? In this review, I summarize a line of research suggesting that gesture plays a role as a unique index of learners" thoughts, and perhaps as a mechanism for change as well.