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2 results

  • 5 - From the Neck Up: Facial Gestures in Dialogue

  • from Part I - Gestural Types: Forms and Functions
  • Edited by Alan Cienki, Vrije Universiteit, Amsterdam
  • Book:
    The Cambridge Handbook of Gesture Studies
    Published online:
    01 May 2024
    Print publication:
    18 April 2024, pp 112-130

  • Summary

    Gestures of the face have a relatively limited presence in scholarly gesture discourses. The use of facial movements as intentional communication has been historically undermined in facial behavior research. The face has been primarily studied as expressions of emotion, traditionally theorized as involuntary signs of internal affective states. Emotion expressions are differentiated from facial movements that serve conversational functions in face-to-face dialogue. The facial gestures presented in this chapter illustrate the flexibility and diversity of meanings conveyed by facial communicative actions. Gestures can refer to affective events not present in the immediate here and now, communicate understanding of another individual’s affective experience, and convey information about a target referent. Other facial gestures have counterparts in hand gestures with similar pragmatic and semantic functions. The study of facial gestural components of linguistic communicative events is important to the construction of a comprehensive model of language.

  • Can gesture input support toddlers’ fast mapping?

  • Lori G. FORAN, Brenda L. BEVERLY, John SHELLEY-TREMBLAY, Julie M. ESTIS
  • Journal:
    Journal of Child Language / Volume 50 / Issue 3 / May 2023
    Published online by Cambridge University Press:
    07 April 2022, pp. 662-684
    • Article
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  • Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word pairs were tested in three conditions – with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year-old girls were six times more likely than two-year-old boys to correctly name items given point and shape gestures; whereas, boys named more items taught with the word only than with a point or shape gesture. The role of gesture input remains unclear, particularly for children under two years and for toddler boys.