Learner Articulation as Interactional Achievement: Studying the Conversation of Gesture

By Timothy Koschmann, Curtis LeBaron. 2002

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4a572331017185a8228053f41482b30a6d0aef85

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Gesturing on the telephone: Independent effects of dialogue and visibility. (2008, background): “Please cite this article in press as: Bavelas, J. et al., Gesturing on the telephone: Independent ..., Journal of Memory and Language (2007), doi:10.1016/j.jml.2007.02.004 of the [immediate] material environment, especially the speaker’s corporal form’’ ( Koschmann & LeBaron, 2002, p. 257 ).”
Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting (2006, unknown): “‖ For example, some students use deictic gestures, whereas others use iconic gestures to refer to the same medical discourse during a tutorial meeting between medical teachers and students (Koschmann & LeBaron, 2002).”
Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, background): “This article builds on McNeill’s (1992) theorization of gestures as “an integral part of language as much as are words, phrases, and sentences” (p.”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Such research exhibits (a) the situated and interactional nature of gestures in learners’ articulation of concepts ( Koschmann & LeBaron, 2002 ), (b) the impact and benefits of mismatches between speech and gesture on children’ sm athematics problem solving (Singer & Goldin-Meadow, 2005), (c) the na”
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “…Learning tend to be studied in the context of problem solving from the perspectives of cognitive theory (de Laat et al. 2007; Roschelle 1992; Suthers et al. 2007), intersubjective meaning-making (Koschmann and LeBaron 2002; Stahl 2006), or are dismissed as off-task behavior (Meier et al. 2007).”