How representational gestures help speaking

By Sotaro Kita. 2000

618 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/eaed8637217196b4d1ca06a466017a6f1cebecae

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Raise your hand if you’re spatial: Relations between verbal and spatial skills and gesture production (2007, background): “The finding can also be explained by theories that describe representational gestures as facilitating speech (Kita, 2000; Krauss et al., 1996).”
Semiosis as a multimodal process (2006, background): “Gesture “helps speakers organize rich spatio-motoric information into packages suitable for speaking [...] by providing an alternative informational organization that is not readily accessible to analytic thinking, the default way of organizing information in speaking” (Kita, 2000).”
Speech gesture generation from the trimodal context of text, audio, and speaker identity (2020, background): “Gestures are deeply related to verbalization according to the information packaging hypothesis (Kita 2000), so an integrated model generating speech and gestures together could deliver information more efficiently.”
Conceptualisation load triggers gesture production (2007, background): “It has been argued that gesture rates are tied to the retrievability of the co-expressive word, the lexical affiliate, and/or to the ease of the corresponding pre-linguistic conceptualisation processes, eg, thinking-for-speaking processes (Slobin, 1996 ) or information packaging (Kita, 2000a ).”
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).”
Gestures and conceptual integration in mathematical talk (2009, background): “For example, it has been found that gesture and speech can “package” complementary forms of information, and can be utilized by the speaker to support his or her thinking and problem-solving (Arzarello 2006, this issue; Goldin-Meadow 2003; Kita 2000; McNeill 2005; Radford 2003, this issue).”
Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion (2015, background): “This is not just true for young children, of course, as Kita (2000) has pointed out that the production of a gesture helps speakers organise rich spatio-motoric information, where spatio-motoric thinking organises information differently than analytic thinking (which is used for speech).”
Gesture in Spatial Cognition: Expressing, Communicating, and Thinking About Spatial Information (2005, background): “This view has been developed most fully by Kita (2000). The core idea is that speakers use gesture to explore possible ways of organizing information, and this exploration helps speakers find an effective way to express spatial information in the linear, segmented form of speech. Essentially, gestur”
Cross-cultural variation of speech-accompanying gesture: A review (2009, background): “…gestures reflect imagistic representations in the conceptual planning for speaking (Alibali, Kita, & Young, 2000; Hostetter, Alibali, & Kita, 2007; Kita, 2000; Kita, & Özyürek, 2003; Kita & Davies, in press; Melinger & Kita, 2007), then gestural representations of manner and path may also…”
Competing conceptual representations trigger co-speech representational gestures (2009, background): “lexical access in spontaneous connected speech (Kita, 2000).”
I see it in my hands’ eye: Representational gestures reflect conceptual demands (2007, background): “This idea that gestures aid conceptualisation for speaking was first proposed by Kita (2000) and termed the Information Packaging Hypothesis.”
Gestures: Their Role in Teaching and Learning (2001, background): “The first theory extends McNeill's (1992) claim that gesture is involved in the conceptual planning of an utterance by suggesting that gesture helps speakers " package " spatial information into units appropriate for speech expression (Kita, 2000).”
What does cross-linguistic variation in semantic coordination of speech and gesture reveal? Evidence for an interface representation of spatial thinking and speaking (2003, methodology): “This model builds upon Levelt s (1989) model of speech production with some modifications and it incorporates ideas from Kita (2000a) and €Ozy€urek (2002).”
Effects of Visibility between Speaker and Listener on Gesture Production: Some Gestures Are Meant to Be Seen (2001, result): “T finding is consistent with the view that represe tational gestures play a role in speech produc (Kita, 2000; Krauss, 1998; Rimé & Shiaratur 1991) as well as in communication.”
Do Speakers Design Their Cospeech Gestures for Their Addressees? The Effects of Addressee Location on Representational Gestures (2002, background): “Another possible internal function of gestur is to help speakers organize their thinking speaking (Alibali, Kita, & Young, 2000; Kita 2000; Özyürek & Kita, 1999).”