Gesture and the process of speech production: We think, therefore we gesture

By Martha W. Alibali, Sotaro Kita, A. Young. 2000

481 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/3bc89272faacddf5392b874754c9f56e2413a90e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Human-Computer Interaction

Citations in the corpus

Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment (2001, background): “One domain in which the relationship between gesture and verbal expression has been extensively studied in typically developing children is Piagetian conservation ( Alibali, Kita, & Young, 2000; Church & Goldin-Meadow, 1986).”
Probing the Mental Representation of Gesture: Is Handwaving Spatial?. (2004, result): “The findings therefore do not lend support to theories in which visuospatial representation is considered the key to gesture ( Alibali, Kita, & Young, 2000; De Ruiter, 2000; Hadar et al., 1998; Hadar & Butterworth, 1997; Kita, 2000; Rauscher, Krauss, & Chen, 1996).”
The Effects of Visual Beats on Prosodic Prominence: Acoustic Analyses, Auditory Perception and Visual Perception. (2007, background): “A number of studies have shown that speakers not only gesture for their own benefit, such as to enhance lexical access (e.g., Rauscher, Krauss, & Chen, 1996), or to support thinking (e.g., Alibali, Kita, & Young, 2000 ), but also for their hearers (e.g., Alibali et al., 2001; O ¨ zyu ¨ rek, 2002).”
Getting the point: Tracing worked examples enhances learning (2015, background): “Therefore, when images are more difficult to be conceptualized into verbalisable forms, people will gesture more (Alibali et al., 2000).”
Visible embodiment: Gestures as simulated action (2008, background): “As would be expected, speakers gesture more when a verbal description is more challenging to plan or produce (e.g., Alibali et al., 2000; Chawla & Krauss, 1994; Hostetter et al., 2007; Melinger & Kita, 2007; Morsella & Krauss, 2004).”
Explaining Math: Gesturing Lightens the Load (2001, background): “Finally, gesturing can help speakers organize information (particularly spatial information 5 ) for the act of speaking and thus facilitate conceptualization of the message (Alibali, Kita, & Young, 2000).”
Competing conceptual representations trigger co-speech representational gestures (2009, background): “For example, 5-year-old children produced more representational gestures that expressed physical features of task objects when they explained a solution to Piagetian conservation tasks than when they simply described the task objects (Alibali, Kita, & Young, 2000 ).”
Conceptualisation load triggers gesture production (2007, background): “The current findings are in line with results obtained by Alibali et al. (2000).”
I see it in my hands’ eye: Representational gestures reflect conceptual demands (2007, methodology): “The previous two paradigms (Alibali et al., 2000; Melinger & Kita, 2001, in press) held lexical output constant and compared gesture rates when conceptual demands differed.”