effects of group size on gestural viewpoint in children.nunez/cogs155_w17/4 group size... · 2017....
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Effects of Group Size on Gestural Viewpoint in Children.
Chris BallingerDan Liu (Michelle)Naomi JasaZuleima Avalos
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Do differences in group size have an effect on the frequency of Character vs. Observer viewpoint gestures produced by a single speaker?
Research Question
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A change in group size will affect the ratio of character to observer gestures produced by an individual.
In the bigger groups, we expect children to use a higher frequency of character gestures in order to convey more detailed information--increasing the likelihood of group understanding.
Hypothesis
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Three complementary aspects (Parrill, 2012)● Conceptual viewpoint, mental representation based on visual perception of
the real or imagined physical location ● Linguistic viewpoint, indicated by the various linguistic devices (lexical
choice, tense, etc)● Gestural viewpoint, indicated by the use of the body to encode different
perspectives
Single/ multiple viewpoint gestures● Example of Dual viewpoint Gestures (McNeill 1992; Parrill, 2009)
What do we know about Viewpoint?
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Dialogues is opportunistic (Bavelas & Chovil, 2000)
● Interlocutors “use whatever works in the moment”● “Meaningful shift” in co-speech gesture viewpoint (Stec, 2012)
● What are the elements that affect this shift? ● Social context?
Theoretical Backgrounds
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Group size ● Increasing the number of listeners changes gesture space and orientation
(Özyürek, 2000)● Gesture more frequently when speakers knew audiences
could see them (Mol, Krahmer, Maes, & Swerts, 2011)
Character viewpoint, more “communicative”?● Cognitive preferences: children are taught to first produce
character viewpoint gesture and next produce observer viewpoint (Godlin-Meadow, 2010)
● Multimodal expression: facial expression, vocal gestures in a face-to-face conversation
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● Big Group: ○ 6 Individuals (5 listeners and 1 speaker)
● Small Group: ○ 4 Individuals (3 listeners and 1 speaker)
● Character Viewpoint Gestures: ○ the speaker as the actor/ performing (McNeill)
● Observer Viewpoint Gestures: ○ the speaker shows the scene as if from afar (McNeill)
● Key moments: ○ events with noticeable actions or results from the video clips
Operational Definitions
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-Within Subjects Design1. Observational period2. Show a child (storyteller) a video clip 3. Have the child retell the story to a group of listeners (other
children) of varying group sizea. one-on-oneb. small groupc. big group
4. Record the interactions5. Code
Procedure
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Example of the types of cartoon clips that the storytellers would see:
https://youtu.be/X-MrExwBuY4 (0:00-1:26)
Procedure
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● Camera ● Laptop
○ on which to show the cartoon clips● Location
○ the school’s library● Round table
○ more conducive to conversations ○ simulates the “natural” shape that people take when talking in
groups (Nuñez lecture 6)
Materials
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Step 1: Transcribe all speech and gesturesStep 2: Code gestures used during key moments
transcribe all gesture units, gesture phases, gesture phrases, metaphorical gestures, iconic gestures, non gestures during key moments
Coding
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Step 3: Split gestures during key moments according to the three group sizes one on onesmall grouplarge group
Step 4: Code point of view of gestures in each group size Character viewpoint, observer viewpoint, other or none
form and meaning
Coding
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Character Viewpoint Gestures https://youtu.be/ufbElVZF-4g?t=1342:14 - 2:28
Observer Viewpoint GesturesEx. Car Crash
Coding Examples
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● Children’s previous stories could influence the way the current storyteller gestures
● They may tell their story again while at home or throughout the week● Having the child perform the story several times could influence how well they
know the story which could in turn influence the way they gesture● Children’s relationship with the listeners● Children could gesture or interrupt during the storytellers presentation● Content of Story● How the child is feeling on any given day● Kids just tend to use first person gestures more● Keeping up child’s motivation● Short attention spans● Potential gender differences● Degree of introversion, extroversion
Considerations
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Practical uses● teaching children more effectively ● an additional method to learn/ teach for people with stage anxiety
Theoretical uses● better understanding of human interactions● help see if different types of interactions affect the way people
conceptualize scenarios● evolutionary implications
Why study group size and point of view?
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● Depending on the findings, we could …○ get permission to use gesture databases to find additional support for
aspects of our study○ perform a similar experiment with adults○ focus more on group size alone and less on point of view○ find additional information on introversion and extroversion○ see to what extent content of gesture is important○ see if the type of audience has an effect on point of view gestures○ explore different types of gestures besides point of view
The future of this topic
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Cartoon Clip: https://youtu.be/X-MrExwBuY4
First Person Gesture Example: https://www.youtube.com/watch?v=ufbElVZF-4g
-Bavelas, Janet Beavin & Nicole Chovil (2000). Visible acts of meaning: An integrated message model of language in face-to-face dialogue. Journal of Language and Social Psychology, 19 (2), 163–194.
-Goldin-Meadow, S., & Beilock, S. (2010). Action’s influence on thought: The case of gesture. Perspectives on Psychological Science, 5, 664–674.
-Mol, L., Krahmer, E., Maes, A. and Swerts, M. (2011), Seeing and Being Seen: The Effects on Gesture Production. Journal of Computer-Mediated Communication, 17: 77–100. doi: 10.1111/j.1083-6101.2011.01558.x
-Ozyurek, A. (2000). The influence of addressee location on spatial language and representational gestures of direction. In D. McNeill (Ed.), Language and gesture (pp. 64-83). Cambridge: Cambridge University Press.
-Parrill, Fey (2009). Dual viewpoint gestures. Gesture, 9 (3), 271–289.
-Parrill, F. (2012). Interactions between discourse status and viewpoint in co-speech gesture. In B. Dancygier & E. Sweetser (Eds.), Viewpoint in Language: A Multimodal Perspective (pp. 97-112). Cambridge: Cambridge University Press.
-Stec, Kashmiri (2012). Meaningful shifts: A review of viewpoint markers in co-speech gesture and sign language. Gesture, 12(3), 327-360.
References
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Questions?