Pointing: Where language, culture, and cognition meet

By Sotaro Kita. 2003

899 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/decca8aa114b902a0df31aac4926e94247906f97

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Citations in the corpus

Multimodal transcription as academic practice: a social semiotic perspective (2011, background): “…notation as a mode of transcription showing the relative temporal locations of vocally stressed syllables in talk (e.g. Erickson, 2004), ‘laban’ script as a mode of transcription for movement (Duranti, 1997, p. 149) and geographical maps detailing the direction of gaze (e.g. Haviland, 2003).”
A new look at infant pointing. (2007, background): “, in some cultures the norm is lip- or chin-pointing), the basic interpersonal function of directing someone’s attention to something is very likely a human universal (Kita, 2003).”
Multimodal resources for turn-taking (2007, background): “Pointing gestures within talk have been mainly investigated in the literature in relationship with deictical reference (Hanks, 1992; Kita, 2003; Kendon, 2004) they are a pervasive resource for identifying and making recognizable an object (even if it is not visible for the participants, Haviland,…”
Perceiving the General: The Multisemiotic Dimension of Students' Algebraic Activity (2007, background): “We are also interested in understanding the impact of the way in which the particular is attended 6 There is a vast literature on deictics and gestures that has inspired our research, including GoldinMeadow (2003), Hanks (1992), Kendon, (2004), Kita (2003), Klein (1983), and McNeill (1992, 2000).”
Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, background): “Goodwin (2003a, 2003b) illustrates that common gestures can be environmentally coupled, indexing surrounding objects, attributes, and locations.”
What to Learn: The Embodied Structure of the Environment (2006, background): “Goodwin (2003a) called this practice of juxtaposing a gesture, talk, and the structure of the environment a “symbiotic gesture” (for this practice in various settings, see also Goodwin, 2000a; Hutchins & Palen, 1997; Nishizaka, 2003).”
Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom (2009, background): “Thus, the participants find themselves within a complex activity system (C. Goodwin & Goodwin, 1987) of talk, bodies and physical objects, which shape the participation and the context in which the participants’ action emerge (e.g., see also C. Goodwin, 2001, 2003b).”
Gestures and conceptual integration in mathematical talk (2009, background): “…and construction of meaning, including linguists, anthropologists, cognitive scientists and psychologists, have in recent years turned their attention to the phenomenon of spontaneous gesture associated with speech (e.g., GoldinMeadow 2003; Kendon 1997; Kita 2003; McNeill 1992, 2000, 2005).”
The Achievement of Intersubjectivity through Embodied Completions: A Study of Interactions Between First and Second Language Speakers (2006, background): “…coordinated with, and situated in, the development of talk in talk-in-interaction (e.g. Goodwin 1981, 1995, 2000; Schegloff 1984, 1998; Heath 1986; Kendon 1990; McNeill 1992, 2000; Streeck 1993, 1994; Ford et al. 1996; Lerner 2002; Hayashi et al. 2002; Kita 2003; Hayashi 2003, 2005; among others).”
Cross-cultural variation of speech-accompanying gesture: A review (2009, background): “These gestures are also more expansive than the gestures that are not absolutely anchored (i.e., relatively anchored) (Kita, 2003b).”