examining-gesture-production-presence-communication

Examining Gesture Production in the Presence of Communication Challenges

Understanding why speakers modify their co-speech hand gestures when speaking to interlocutors provides valuable insight into how these gestures ...

University of Missouri

Editorial: Language embodiment, volume II: interdisciplinary methodological innovations.

This study employed the N400 event-related potential (ERP) to investigate how observing different types of gestures at learning affects the subsequent processing of L2 Mandarin words differing in lexical tone by L1 English speakers. The effects of pitch gestures conveying lexical tones (e.g., upwards diagonal movements for rising tone), semantic gestures conveying word meanings (e.g., waving goodbye for to wave), and no gesture were compared. In a lexical tone discrimination task, larger N400s for Mandarin target words mismatching vs. matching Mandarin prime words in lexical tone were observed for words learned with pitch gesture. In a meaning discrimination task, larger N400s for English target words mismatching vs. matching Mandarin prime words in meaning were observed for words learned with pitch and semantic gesture. These findings provide the first neural evidence that observing gestures during L2 word learning enhances subsequent phonological and semantic processing of learned L2 words.

Observing gesture at learning enhances subsequent phonological and semantic processing of L2 words: An N400 study.

Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD ( = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.

Preschool teachers' knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification.

Laura M. Morett

Department of Speech,
Language,
and Hearing Sciences,
Department of Speech, Language, and Hearing Sciences

University of Missouri

Examining Gesture Production in the Presence of Communication Challenges

Laura M. Morett

.css-o250i3{font-size:18px;font-family:Open Sans,sans-serif;line-height:21.6px;}Department of Speech,Language,and Hearing Sciences,Department of Speech, Language, and Hearing Sciences

University of Missouri

Examining Gesture Production in the Presence of Communication Challenges

Department of Speech,
Language,
and Hearing Sciences,
Department of Speech, Language, and Hearing Sciences