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UA COMM 415 - Encoding; Decoding Gestures
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COMM 415 1st Edition Lecture 3 Outline of Last Lecture I. Gesture, Movement & PostureOutline of Current Lecture I. Encodinga. why do we gesture?b. speech and gesturec. illustrators and conditionsd. gesture aids performancei. gestures and recallii. grounding thoughts in actioniii. gesture and word retrievaliv. gesture and computational taskII. Decoding GesturesCurrent LectureVII. Encoding A. why do we use gesture?a) when communication is difficult or impossibleb) to substitute for speech when speech might be regarded as too explicit or delicate c) when the spoken utterance itself is not completed) to add an additional component to the utterance that is not represented by the words (to be redundant)B. speech and gesturee) body movements tend to bunch up at the beginning of phonetic clauses-gesturesgo with spoken words concurrently f) there are fewer body movements during fluent phonetic clauses g) there are more body movements during dysfluent clauses h) body movements bunch up at the beginning of clauses(1) leads scientists to believe that our brain plans our words and body motions atthe same time i) gestures that occur at the beginning of clauses often carry information about the word choices (talk, word & gestures come out together) C. illustrators and conditions 1. most commonly used in face to face situations (increase)(a) subjects describes drawing of an image face-to-face or over the telephone (b) not completely absent in non face-to-face communication (c) illustrators still gestured when person cannot see them (d) idea that gesture helps the encoder become more fluent in their speech 2. complicated (increase) 3. familiarity (decrease) D. gesture aids performance 1. gesture and recall (a) 6-7 year old children(b) pirate game (c) interviewed 14-17 days later(d) some allowed gesture, some instructed to gesture (use your hands and body)(e) some could not gesture (memory apron with pockets restricting children from gesture)(f) children instructed to gesture provided more correction information than other two conditions (g) no gesture=least information (h) gesture reduces mental processing demands (offloading) (i) offloading allows for more allocation retrieval 2. grounding thoughts in action (a) tower of Hanoi task (b) then describe how they solved the problem (c) researchers switched smallest disk so that it was to heavy to lift with one hand (making it necessary to use two hands) (d) task performed again (e) the more the switch group’s gestures depicted moving the smallest disk one-handed, the worse they performed (f) when the gesture is no longer compatible with the action constraints of a task, problem solving suffers 3. gesture and word retrieval (a) degraded images (airplane, microwave)(b) while viewing them, subjects make gestures that are congruent with the image (flat hand with airplane)(c) the wrong gesture screws us up more than no gesture at all 4. gesture and computational task performance(a) children age 7-10 viewed video taped math lessons(b) speech only(c) speech & gesture (sweeping motion from one side of the problem to the other)(d) performance best in speech & gesture condition VIII. Decoding GesturesA. emblems: very well shared; agreement between encoders and decoders B. illustrators: degree to which there is shared meaning is unclear (the more iconic they are the easier they are to understand)C. adaptors: the most difficult to decode; interpretation is probably


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UA COMM 415 - Encoding; Decoding Gestures

Type: Lecture Note
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