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• Preface
• 1. The universe of gesture
• 2. The nature of gesture
• 3. Are signed and spoken languages differently organized?
• 4. Is language modular?
• 5. Do we have a genetically programmed drive to acquire language?
• 6. Language from the body politic
• 7. The origin of syntax: gesture as name and relation
• 8. Language from the body: an evolutionary perspective
• References
• Index.
• (source: Nielsen Book Data)

This book proposes a radical alternative to dominant views of the evolution of language, and in particular the origins of syntax. The authors argue that manual and vocal communication developed in parallel, and that the basic elements of syntax are intrinsic to gesture. They draw on evidence from areas such as primatology, anthropology, and linguistics, to present a groundbreaking account of the notion that language emerged through visible bodily action. They go on to examine the implications of their findings for linguistic theory and theories of the biological evolution of the capacity for language. Written in a clear and accessible style, Gesture and the Nature of Language will be indispensable reading for all those interested in the origins of language.
(source: Nielsen Book Data)

• 1. Introduction, p1-10
• 2. Section one. Evolutionary precursors, p11-12
• 3. Chapter 1. Monkeys' mirror neurons, p13-36
• 4. Chapter 2. Chimpanzees and the visual field of the conspecific, p37-46
• 5. Section two. The basic human ability, p47-48
• 6. Chapter 3. The three modes of processing the eyes of others, p49-60
• 7. Chapter 4. Pointing gestures, p61-78
• 8. Chapter 5. Four-hand co-operative actions and children's interpersonal co-ordination games, p79-88
• 9. Section three. Specifying some necessary requisites of language, p89-90
• 10. Chapter 6. Saussurean parity and the perception of a radically not-own self, p91-104
• 11. Chapter 7. About evocation, p105-112
• 12. Chapter 8. Symbolic play: Developments in the simulatory centre, p113-136
• 13. Chapter 9. From symbolic play to linguistic symbol, p137-158
• 14. Section four. The origin of predication and syntax, p159-160
• 15. Chapter 10. From the general exposition to the crucial requisite achieved by the protodeclarative, p161-176
• 16. Chapter 11. Toward the original perception of false beliefs of others: The importance of the learned sign, p177-188
• 17. Chapter 12. Between motor learning and the perception of beliefs of others: The crucial role of the protodeclarative, p189-202
• 18. Section five. Pregrammatical, theme-rheme syntax: Revisiting Frege and Vygotsky, p203-204
• 19. Chapter 13. From beliefs of others to communicative predication, p205-218
• 20. Chapter 14. Revisiting Frege: How can a predication be at one and the same time true and not redundant?, p219-228
• 21. Chapter 15. Communicative functions, Vygotskian 'pure predicate' and conceptual semantics: Various questions about predication, p229-238
• 22. Chapter 16. Connecting with the concepts of theme (or topic) and rheme (or comment), p239-254
• 23. Section six. From original to present-day predication: Links and grammatical syntax, p255-256
• 24. Chapter 17. Meaning and the different types of link, p257-270
• 25. Chapter 18. Expressive speech and syntactic links: A hypothesis on the historic origins of those links, and on some other questions, along the way, p271-302
• 26. Chapter 19. Historical grammaticalisation: The answers are lacking, but the questions are good, p303-314
• 27. Section seven. Syntax beyond predication, p315-316
• 28. Chapter 20. Interrogative communication, p317-336
• 29. Chapter 21. Toward complex syntax: The crucial role of reported speech, p337-358
• 30. Preliminary conclusion and the main thesis recapitulated, p359-362
• 31. References, p363-390
• 32. Glossary, p391-394
• 33. Author index, p395-400
• 34. Subject index, p401-402.
• (source: Nielsen Book Data)

• 1. Introduction
• 2. Section one. Evolutionary precursors
• 3. Chapter 1. Monkeys' mirror neurons
• 4. Chapter 2. Chimpanzees and the visual field of the conspecific
• 5. Section two. The basic human ability
• 6. Chapter 3. The three modes of processing the eyes of others
• 7. Chapter 4. Pointing gestures
• 8. Chapter 5. Four-hand co-operative actions and children's interpersonal co-ordination games
• 9. Section three. Specifying some necessary requisites of language
• 10. Chapter 6. Saussurean parity and the perception of a radically not-own self
• 11. Chapter 7. About evocation
• 12. Chapter 8. Symbolic play: Developments in the simulatory centre
• 13. Chapter 9. From symbolic play to linguistic symbol
• 14. Section four. The origin of predication and syntax
• 15. Chapter 10. From the general exposition to the crucial requisite achieved by the protodeclarative
• 16. Chapter 11. Toward the original perception of false beliefs of others: The importance of the learned sign
• 17. Chapter 12. Between motor learning and the perception of beliefs of others: The crucial role of the protodeclarative
• 18. Section five. Pregrammatical, theme-rheme syntax: Revisiting Frege and Vygotsky
• 19. Chapter 13. From beliefs of others to communicative predication
• 20. Chapter 14. Revisiting Frege: How can a predication be at one and the same time true and not redundant?
• 21. Chapter 15. Communicative functions, Vygotskian 'pure predicate' and conceptual semantics: Various questions about predication
• 22. Chapter 16. Connecting with the concepts of theme (or topic) and rheme (or comment)
• 23. Section six. From original to present-day predication: Links and grammatical syntax
• 24. Chapter 17. Meaning and the different types of link
• 25. Chapter 18. Expressive speech and syntactic links: A hypothesis on the historic origins of those links, and on some other questions, along the way
• 26. Chapter 19. Historical grammaticalisation: The answers are lacking, but the questions are good
• 27. Section seven. Syntax beyond predication
• 28. Chapter 20. Interrogative communication
• 29. Chapter 21. Toward complex syntax: The crucial role of reported speech
• 30. Preliminary conclusion and the main thesis recapitulated
• 31. References
• 32. Glossary
• 33. Author index
• 34. Subject index.
• (source: Nielsen Book Data)

What do the pointing gesture, the imitation of new complex motor patterns, the evocation of absent objects and the grasping of others' false beliefs all have in common? Apart from being (one way or other) involved in the language, they all would share a demanding requirement - a second mental centre within the subject. This redefinition of the simulationism is extended in the present book in two directions. Firstly, mirror-neurons and, likewise, animal abilities connected with the visual field of their fellows, although they certainly constitute important landmarks, would not require this second mental centre. Secondly, others' beliefs would have given rise not only to predicative communicative function but also to pre-grammatical syntax. The inquiry about the evolutionary-historic origin of language focuses on the cognitive requirements on it as a faculty (but not to the indirect causes such as environmental changes or greater co-operation), pays attention to children, and covers other human peculiarities as well, e.g., symbolic play, protodeclaratives, self-conscious emotions, and interactional or four-hand tasks.
(source: Nielsen Book Data)

• 1. Foreword
• 2. Acknowledgements
• 3. Introduction
• 4. Chapter 1. The gestural sign and related key concepts
• 5. Chapter 2. The demarcative function of gesture
• 6. Chapter 3. Identifying the referential function of gesture
• 7. Chapter 4. Classification of referential gestures according to their priority components
• 8. Chapter 5. Systematic analysis to identify gestural signs
• 9. Chapter 6. Different gestures represent one notion: Variation
• 10. Chapter 7. One gesture represents different notions: Polysemy and Polysign
• 11. Chapter 8. The analogical links between gestures and notions
• 12. chapter 9. The gestural sign and speech
• 13. Chapter 10. Gesture, thought and speech
• 14. Conclusion
• 15. References
• 16. Appendix A
• 17. Appendix B
• 18. Postscript: A semiotic and linguistic perspective on gestures
• 19. Person index
• 20. Subject index.
• (source: Nielsen Book Data)

Summarizing her pioneering work on the semiotic analysis of gestures in conversational settings, Genevieve Calbris offers a comprehensive account of her unique perspective on the relationship between gesture, speech, and thought. She highlights the various functions of gesture and especially shows how various gestural signs can be created in the same gesture by analogical links between physical and semantic elements. Originating in our world experience via mimetic and metonymic processes, these analogical links are activated by contexts of use and thus lead to a diverse range of semantic constructions rather as, from the components of a Meccano kit, many different objects can be assembled. By (re)presenting perceptual schemata that mediate between the concrete and the abstract, gesture may frequently anticipate verbal formulation. Arguing for gesture as a symbolic system in its own right that interfaces with thought and speech production, Calbris' book brings a challenging new perspective to gesture studies and will be seminal for generations of gesture researchers.
(source: Nielsen Book Data)

• FOREWORD BY IVAN FONAGY PREFACE ACKNOWLEDGMENTS NOTATION I. Determining the Relevant Features of a Gestural Expression: An Intracultural Experimental Study II. The Iconic and Cultural Nature of Gesture: An Intercultural Experimental Study III. Physical Components of the Gestural Sign IV. Semantic Fields of the Gestural Sign V. Mimic Representation VI. The Relationship between Signifier and Signified: Motivation VII. An Application: The Motivation of Refusal VIII. Gesture and Speech CONCLUSION APPENDIXES REFERENCES INDEX.
• (source: Nielsen Book Data)

Everyone gestures while speaking, in a specific and generally unconscious manner. What are the functions of gestures? What relationship do they have to speech? How do gestures work to create meaning? In this valuable book, Genevieve Calbris undertakes to answer those questions. Based on the author's own extensive experimental research, The Semiotics of French Gestures presents a systematic description and a detailed semiotic analysis of French gestures. The book aims to establish a structual semantics of the set of gestures and facial expressions that accompany or replace spoken language. As this book demonstrates, the study of gesturing is indispensable to a full understanding of a foreign language and its use in real-life situations. The Semiotics of French Gestures will be a valuable source for scholars and students of communication, semiotics, linguistics, and languages.
(source: Nielsen Book Data)

• FOREWORD BY IVAN FONAGY PREFACE ACKNOWLEDGMENTS NOTATION I. Determining the Relevant Features of a Gestural Expression: An Intracultural Experimental Study II. The Iconic and Cultural Nature of Gesture: An Intercultural Experimental Study III. Physical Components of the Gestural Sign IV. Semantic Fields of the Gestural Sign V. Mimic Representation VI. The Relationship between Signifier and Signified: Motivation VII. An Application: The Motivation of Refusal VIII. Gesture and Speech CONCLUSION APPENDIXES REFERENCES INDEX.
• (source: Nielsen Book Data)

Everyone gestures while speaking, in a specific and generally unconscious manner. What are the functions of gestures? What relationship do they have to speech? How do gestures work to create meaning? In this valuable book, Genevieve Calbris undertakes to answer those questions. Based on the author's own extensive experimental research, The Semiotics of French Gestures presents a systematic description and a detailed semiotic analysis of French gestures. The book aims to establish a structual semantics of the set of gestures and facial expressions that accompany or replace spoken language. As this book demonstrates, the study of gesturing is indispensable to a full understanding of a foreign language and its use in real-life situations. The Semiotics of French Gestures will be a valuable source for scholars and students of communication, semiotics, linguistics, and languages.
(source: Nielsen Book Data)

• On the beauty of gestures
• The Head
• The Temples
• The Ear
• The Forehead
• The Eyebrows and Eyelashes
• The Eye
• The Nose
• The Mouth
• The Lips
• The Tongue
• The Teeth
• The Cheeks
• The Chin
• The Neck
• The Shoulders
• The Armpits
• The Arms
• The Forearm
• The Elbow
• The Wrist
• The Fingernails
• The Hand
• The Fist
• Both Hands
• Hand to Hand
• The Thumb
• The Index Finger
• The Middle Finger
• The Ring Finger
• The Little Finger (The Pinky)
• The Torso
• The Chest
• The Hips
• The Waist and the Stomach
• The Buttocks
• The Groin, the Genitals, the Thighs
• The Knees, the Legs
• The Foot.

An illustrated guide to more than 850 gestures and their meanings around the world, from a nod of the head to a click of the heels. Gestures convey meaning with a flourish. A vigorous nod of the head, a bold jut of the chin, an enthusiastic thumbs-up: all speak louder than words. Yet the same gesture may have different meanings in different parts of the world. What Americans understand as the "A-OK gesture, " for example, is an obscene insult in the Arab world. This volume is the reference book we didn't know we needed-an illustrated dictionary of 850 gestures and their meanings around the world. It catalogs voluntary gestures made to communicate openly-as distinct from sign language, dance moves, involuntary "tells, " or secret handshakes-and explains what the gesture conveys in a variety of locations. It is organized by body part, from top to bottom, from head (nodding, shaking, turning) to foot (scraping, kicking, playing footsie). We learn that "to oscillate the head while gently throwing it back" communicates approval in some countries even though it resembles the headshake of disapproval used in other countries; that "to tap a slightly inflated cheek" constitutes an erotic invitation when accompanied by a wink; that the middle finger pointed in the air signifies approval in South America. We may already know that it is a grave insult in the Middle East and Asia to display the sole of one's shoe, but perhaps not that motorcyclists sometimes greet each other by raising a foot. Illustrated with clever line drawings and documented with quotations from literature (the author, Francois Caradec, was a distinguished and prolific historian of literature, culture, and humorous oddities, as well as a novelist and poet), this dictionary offers readers unique lessons in polylingual meaning.
(source: Nielsen Book Data)

• 1. Introduction2. Emic and Etic Perspective on face3. An Interactional Pragmatics Approach to Investigate Face Practices4. Emic Concepts of Face5. Emic Practices of Face: Dyadic Business Interaction vs. Multiparty
• 6. Demystifying the Face in Chinese: Emerging Themes in Business
• interactions7. Conclusion.
• (source: Nielsen Book Data)

This book addresses the knowledge-gap in the field by focusing on the importance of emic conceptualizations (face1) in theorizing face. Existing research on face has tended to rely on the etic perspective (face2) in theorizing and conceptualizing face. Face and Face Practices in Chinese Talk-in-Interaction applies an interactional pragmatics approach drawing on folk notions and discourse instead of simply describing Chinese in a normative, and thus potentially stereotypical manner. It builds on an analysis of original face-to-face interactional data and employs a combination of methodological approaches to analyze face in business settings. It is the very first study to examine face and face practices in Chinese employing Face Constituting Theory (FCT) as the theoretical framework. In doing so it provides empirical support for the importance of examining the cognitive and the interactional aspects of face practices, as well as providing insightful perspectives on the complex interactional moves that participants employ in managing their interpersonal relationships within business interactions and mediations.In this way, the book addresses key current debates on how face should be conceptualized and theorized. It also demystifies Chinese communication and thereby illuminates some unidentified face practices, both culture-general and cultural-specific.
(source: Nielsen Book Data)

• Part 1: Introduction 1. Inherent Benefits 2. An Abridged, Concise, (Perhaps Quirky) History On Gestures 3. Gesture-Sign Language Connections 4. Gesture and Pantomime in Theatre 5. Nonverbal Applications 6. Some Iconic Gestures in Culture, Film, and TV 7. Self-Awareness Part 2: Warm-ups, Icebreakers, & Exercises 1. Physical Warm-Ups and Icebreakers 2. Facial Expression Exercises 3. Visual Exercises 4. Visual-Gestural Exercises Part 3: Visual-Gestural Communication Assignments 1. Your Gestural Introduction 2. Personal Coat of Arms 3. Universal Gestures 4. International Sign 5. Random Universal Phrases/Questions 6. Weekend Highlight in Universal Gestures 7. Cirque du Soleil: Nouvelle Experience 8. Body Language 9. Some Basic Hand Orientations for Two-Dimensional (2D) Gestures 10. Developing a Pantomime With Two-Dimensional (2D) Gestures 11. Abstract Two-Dimensional (2D) Gestures 12. Practice With Basic Three-Dimensional (3D) Hand Shapes: Objects 13. Creating Three-Dimensional (3D) Objects 14. Continued Practice With Three-Dimensional (3D) Hand Shapes: Buildings and Structures 15. Arrangement of Related Objects 16. Repeating Patterns 17. Angles & Perspectives 18. Environmental Gestures 19. Cooking Up a Storm 20. Character Description 21. Character Icons 22. Animal Character Description 23. Vehicle Gestures 24. Visual Vernacular
• an Aspect Using Body Movement Designators Part 4: Projects 1. Playwriting, and Performing With Gestures and Movement 2. Gestures in the Work World 3. Creating an Original, Visual, Nonverbal, Comical Script a la Mr. Bean 4. Assessing Your Facial Expressions 5. Facial Storytelling 6. Visual Nonverbal Comical Script a la Mr. Bean 7. Performance Reaction Paper 8. Visual-Gestural Translation of a Haiku 9. Re-enacting Little Miss Muffet in Gestures & Movement 10. Two Crows Project 11. Visual Theatre Project 12. Research Project 13. Final Project Part 5: Bibliography.
• (source: Nielsen Book Data)

Visual-Gestural Communication is a truly unique volume in non-language communication devoted to the study of universal gestures, facial expressions, body language, and pantomime. Readers develop the skill and confidence to interact -- sans shared language -- with individuals, such as someone who is deaf or hard of hearing, or who speaks a foreign language. The text and accompanying online resources feature a wealth of icebreakers, sequenced yet modular activities and assignments, as well as resources, student exercises, and teacher-guided tasks that explore aspects and amalgamations of nonverbal communication, theatre, and sign language. It is a tremendous resource for students of visual-gestural communication, sign language interpretation, American Sign Language (and other foreign sign languages), nonverbal communication, theatre, and performance studies, as well as community educators in deaf awareness and advocacy. In addition to the text's vital use in the theatrical arena, it is also applicable to teachers who wish to help their students maximize the use of their facial expressions, gestures, and body language as a prerequisite to learning ASL. .
(source: Nielsen Book Data)

The book represents a historical overview of the way the topic of gesture and sign language has been treated in the 18th century French philosophy. The texts treated are grouped into several categories based on the view they present of deafness and gesture. While some of those texts obviously view deafness and sign language in negative terms, i.e. as deficiency, others present deafness essentially as difference, i.e. as a set of competences that might provide some insights into how spoken language works. One of the arguments of the book is that these two views of deafness and sign language still represent two dominant paradigms present in the current debates on the issue. The aim of the book, therefore, is not only to provide a historical overview but to trace what might be called a "history of the present".
(source: Nielsen Book Data)

This text contains papers presented at the First Gesture Workshop, which was designed to bring together researchers working on gesture-based interfaces and gestural interaction and to provide a forum for the presentation and exchange of ideas and research currently in progress. All aspects of gestural interaction were encompassed, including: what gestures are; appropriateness of gestures used in interfaces; interactional issues; suitable applications; and sign-language recognition. The book should be of interest to researchers in the fields of gestural interaction, human-computer interaction, multi-modal interfaces, automatic sign language interpretation and pattern recognition.
(source: Nielsen Book Data)

Many nonverbal behaviours - smiling, blushing, shrugging - reveal our emotions. Once nonverbal behaviour, gesturing, exposes our thoughts. This book explores how we move our hands when we talk, and what it means when we do so. Susan Goldin-Meadow begins with an intriguing discovery: when explaining their answer to a task, children sometimes communicate different ideas with their hand gestures than with their spoken words. Moreover, children whose gestures do not match their speech are particularly likely to benefit from instruction in that task. Not only do gestures provide insight into the unspoken thoughts of children (one of Goldin-Meadow's central claims), but gestures reveal a child's readiness to learn and even suggest which teaching strategies might be most beneficial. In addition, Goldin-Meadow characterizes gesture when it fulfills the entire function of language (as in the case of Sign Languages of the Deaf), when it is reshaped to suit different cultures (American and Chinese), and even when it occurs in children who are blind from birth. Focusing on what we can discover about speakers - adults and children alike - by watching their hands, this book discloses the active role that gesture plays in conversation and, more fundamentally, in thinking. In general, we are unaware of gesture, which occurs as an undercurrent alongside an acknowledged verbal exchange. In this book, Susan Goldin-Meadow makes clear why we must not ignore the background conversation.
(source: Nielsen Book Data)
Many non-verbal behaviours - smiling, blushing, shrugging - reveal our emotions. One non-verbal behaviour, gesturing, exposes our thoughts. This book explores how we move our hands when we talk, and what it means when we do so.
(source: Nielsen Book Data)

• Part 1: The Problem of Language Learning. Out of the Mouths of Babes. How Do Children Learn Language? Language-Learning Across the Globe. Language-Learning by Hand. Does More or Less Input Matter?
• Part 2: Language Development without a Language Model. Background on Deafness and Language-Learning. How Do We Begin? Words. The Parts of Words. Combining Words Into Simple Sentences. Making Complex Sentences out of Simple Ones: Recursion. Building a System. Beyond the Here-And-Now: The Functions Gesture Serves. How Might Hearing Parents Foster Gesture Creation in Their Deaf Children? Gesture Creation Across the Globe.
• Part 3: The Conditions that Foster Language and Language-Learning. How Do the Resilient Properties of Language Help Children Learn Language? When Does Gesture Become Language? Is Language Innate? The Resilience of Language. References. Author Index. Subject Index.
• (source: Nielsen Book Data)

Imagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is "yes". The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.
(source: Nielsen Book Data)

• Part 1: The Problem of Language Learning. Out of the Mouths of Babes. How Do Children Learn Language? Language-Learning Across the Globe. Language-Learning by Hand. Does More or Less Input Matter?
• Part 2: Language Development without a Language Model. Background on Deafness and Language-Learning. How Do We Begin? Words. The Parts of Words. Combining Words Into Simple Sentences. Making Complex Sentences out of Simple Ones: Recursion. Building a System. Beyond the Here-And-Now: The Functions Gesture Serves. How Might Hearing Parents Foster Gesture Creation in Their Deaf Children? Gesture Creation Across the Globe.
• Part 3: The Conditions that Foster Language and Language-Learning. How Do the Resilient Properties of Language Help Children Learn Language? When Does Gesture Become Language? Is Language Innate? The Resilience of Language. References. Author Index. Subject Index.
• (source: Nielsen Book Data)

Imagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.
(source: Nielsen Book Data)

• SECTION I: Introduction
• SECTION II: Codes 1. Gesture 2. Posture 3. Facial Expression 4. Eye Behavior 5. Space and Touch 6. Prosody
• SECTION III: Activities 1. Communicative Techniques 2. Affective Techniques 3. Cognitive Techniques.
• (source: Nielsen Book Data)

This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.
(source: Nielsen Book Data)

• 1. The impulse to gesture: spontaneous but constrained
• 2. The grammar-gesture nexus: a mechanism for regularity in gesture
• 3. Sync points in speech: evidence of grammatical affiliation for gesture
• 4. Gesture as construal: blockage, force, and distance in space and mind
• 5. Gesture sequences: wrist as hinge for shifts in discourse
• 6. Patterns of gesturing: the business of 'horizontal palming'
• 7. Wiping away: embodied interaction in speech and sign
• 8. Impulse theory: how, when, and why we gesture.
• (source: Nielsen Book Data)

Gestures are central to the way people use language when they interact. This book places our impulse to gesture at the very heart of linguistic structure: grammar. Based on the phenomenon of negation - a linguistic universal with clear grammatical and gestural manifestations - Simon Harrison argues that linguistic concepts are fundamentally multi modal and shows how they lead to recurrent bindings between grammar and gesture when people speak. Studying how speakers express negation multi modally in a range of social and professional contexts, Harrison explores how and when people gesture, what people achieve linguistically and discursively with their gestures, and why we find similar uses of gesture in different languages (including spoken and signed language). Establishing the inseparability of grammar and gesture, this book is an important reference for any researcher interested in the relation between language, gesture, and cognition.
(source: Nielsen Book Data)

• 1. The domain of gesture
• 2. Visible action as gesture
• 3. Western interest in gesture from classical antiquity to the eighteenth century
• 4. Four contributions from the nineteenth century: Andrea de Jorio, Edward Tylor, Garrick Mallery and Wilhelm Wundt
• 5. Gesture studies in the twentieth century: recession and return
• 6. Classifying gestures
• 7. Gesture units, gesture phrases and speech
• 8. Deployments of gesture in the utterance
• 9. Gesture and speech in semantic interaction
• 10. Gesture and referential meaning
• 11. On pointing
• 12. Gestures of the 'precision-grip': topic, comment and question markers
• 13. Two gesture families of the open hand
• 14. Gesture without speech: the emergence of kinesic codes
• 15. Gesture and sign on common ground
• 16. Gesture, culture and the communication economy
• 17. The status of gesture
• Appendix I. Transcription conventions
• Appendix II. The recordings.
• (source: Nielsen Book Data)

Gesture, or visible bodily action that is seen as intimately involved in the activity of speaking, has long fascinated scholars and laymen alike. Written by a leading authority on the subject, this long-awaited study provides a comprehensive treatment of gesture and its use in interaction, drawing on the analysis of everyday conversations to demonstrate its varied role in the construction of utterances. Adam Kendon accompanies his analyses with an extended discussion of the history of the study of gesture - a topic not dealt with in any previous publication - as well as exploring the relationship between gesture and sign language, and how the use of gesture varies according to cultural and language differences. Set to become the definitive account of the topic, Gesture will be invaluable to all those interested in human communication. Its publication marks a major development, both in semiotics and in the emerging field of gesture studies.
(source: Nielsen Book Data)

"Research on nonmanual elements or nonmanuals in sign languages has focused on both the possible functions and the occurrence (frequency and form) of these elements in recent years. As a matter of fact, research on nonmanuals is still a quite uncharted territory in Austrian Sign Language (OGS) today, which has also initiated the study given. In order to identify head and body movements in OGS, these nonmanuals were determined and analyzed functionally via a new user-oriented methodology. Getting feedback of multiple native signers was a main part of this method. Accordingly, you will find the findings of this study in this volume: various functions such as negation, assertion, interrogativity, conditionality, and many more can be expressed nonmanually. Brand new insights into sign language research are given, as well as astonishing results: even (epistemic) modality can be expressed by particular head and body movements"-- Provided by publisher.
"This book describes various linguistic functions that are primarily coded by head and body movements in Austrian Sign Language. It explores the high degree of systematic coding of nonmanuals in and offers an overview of functions that may also be coded by nonmanuals in other sign languages"-- Provided by publisher.

• 1. Toward an embodied account of narrative development
• Part I. Narratives As Symbol Formation: 2. Narratives, cohesion and symbol formation
• 3. Social and natural sources of change
• Part II. Social Sources of Cohesion: 4. Social sources of cohesion - cohesive sources of coherence
• 5. How early cohesion is grounded in enactment
• Part III. Gestures, Cohesion, and Narrative Development: 6. Dual semiosis and the roots of cohesion
• 7. Gestural sources of early cohesion - insights from Ella's stories
• 8. Gestures, cohesion, and symbol formation
• 9. Implications for children with autism
• 10. The material carrier
• Appendix 1. Transcription of Ella's speech and gestures
• Appendix 2. Description of Rosie and Jim episodes (94 weeks
• 23:00 on video).
• (source: Nielsen Book Data)

As children begin to use language in early childhood, they produce increasingly large units of coherent speech, including narrative descriptions of events. This book examines the process of narrative development in young children, focusing on the development of 'cohesion' - the use of speech and gesture to create coherent perspectives on events. Surveying early narrative development in which gesture plays an integral part, the book explores the development of cohesive, clause-linking devices during the period from age two to three. Illustrated with longitudinal cases studies, the book examines the crib-talk of two-year-old Emily and compares it to the discourse patterns of storybooks and nursery rhymes, and to her father's pre-bedtime routines. In a second case study, the authors trace the changing relationships between speech and gesture in the spontaneous narratives of two-year-old Ella. This book will be invaluable to students and researchers in language acquisition, developmental psychology and gesture studies.
(source: Nielsen Book Data)

• Why gestures?
• How gestures carry meaning
• Two dimensions
• Imagery-language dialectic
• Discourse
• Children and whorf
• Neurogesture
• The thought-language-hand link and language origins.

Gesturing is such an integral yet unconscious part of communication that we are mostly oblivious to it. But if you observe anyone in conversation, you are likely to see his or her fingers, hands, and arms in some form of spontaneous motion. Why? David McNeill, a pioneer in the ongoing study of the relationship between gesture and language, set about answering this question in "Gesture and Thought" with an unlikely accomplice - Tweety Bird. McNeill argues that gestures are active participants in both speaking and thinking. He posits that gestures are key ingredients in an "imagery-language dialectic" that fuels speech and thought; gestures are the "imagery" and also the components of "language, " rather than mere consequences. The smallest unit of this dialectic is the "growth point, " a snapshot of an utterance at its beginning psychological stage. Enter Tweety Bird. In "Gesture and Thought", the central growth point comes from a cartoon. In his quest to eat Tweety Bird, Sylvester the cat first scales the outside of a rain gutter to reach his prey. Unsuccessful, he makes a second attempt by climbing up the inside of the gutter. Tweety, however, drops a bowling ball down the gutter; Sylvester swallows the ball. Over the course of twenty-five years, McNeill showed this cartoon to numerous subjects who spoke a variety of languages. A fascinating pattern emerged. Those who remembered the exact sequence of the cartoon while retelling it all used the same gesture to describe Sylvester's position inside the gutter. Those who forgot, in the retelling, that Sylvester had first climbed the outside of the gutter did not use this gesture at all. Thus that gesture becomes part of the "growth point" - the building block of language and thought. An ambitious project in the ongoing study of the relationship of how we communicate and its connection to thought, "Gesture and Thought" is a work of such consequence that it will influence all subsequent linguistic and evolutionary theory on the subject.
(source: Nielsen Book Data)

• Why gestures?
• How gestures carry meaning
• Two dimensions
• Imagery-language dialectic
• Discourse
• Children and whorf
• Neurogesture
• The thought-language-hand link and language origins.

Gesturing is such an integral yet unconscious part of communication that we are mostly oblivious to it. But if you observe anyone in conversation, you are likely to see his or her fingers, hands, and arms in some form of spontaneous motion. Why? David McNeill, a pioneer in the ongoing study of the relationship between gesture and language, set about answering this question over twenty-five years ago. In "Gesture and Thought" he brings together years of this research, arguing that gesturing, an act which has been popularly understood as an accessory to speech, is actually a dialectical component of language. "Gesture and Thought" expands on McNeillOCOs acclaimed classic "Hand and Mind." While that earlier work demonstrated what gestures reveal about thought, here gestures are shown to be active participants in both speaking and thinking. Expanding on an approach introduced by Lev Vygotsky in the 1930s, McNeill posits that gestures are key ingredients in an OC imagery-language dialecticOCO that fuels both speech "and" thought. Gestures are both the OC imageryOCO and components of OC language.OCO The smallest element of this dialectic is the OC growth point, OCO a snapshotaof an utterance at its beginning psychological stage. Utilizing several innovative experiments he created and administered with subjects spanning several different age, gender, and language groups, McNeill shows how growth points organize themselves into utterances and extend to discourse at the moment of speaking.An ambitious project in the ongoing study of the relationship of human communication and thought, "Gesture and Thought "is a work of such consequence that it will influence all subsequent theory on the subject.".
(source: Nielsen Book Data)

• Acknowledgments Introduction Pt.
• 1: Setting the Stage
• 1: Images, Inside and Out
• 2: Conventions, Gestures, and Signs Pt.
• 2: Varieties of Gesture
• 3: Guide to Gesture Classification, Transcription, and Distribution
• 4: Gestures of the Concrete
• 5: Experiment on Gestures of the Concrete
• 6: Gestures of the Abstract Pt.
• 3: Theory
• 7: Gestures and Discourse
• 8: Self-Organization of Gesture and Speech
• 9: How Gestures Affect Thought
• 10: Experiments on Self-Organization Pt.
• 4: Topics
• 11: Children
• 12: The Brain Appendix: Procedures for Eliciting, Recording, Coding, and Experimenting with Gestures References Index.
• (source: Nielsen Book Data)

Using data from more than ten years of research, David McNeill seeks to show that gestures do not simply form a part of what is said and meant but have an impact on thought itself. This text argues that because gestures directly transfer mental images to visible forms, conveying ideas that language cannot always express, we must examine language and gesture together to unveil the operations of the mind.
(source: Nielsen Book Data)

• Part I. Gesture-Orchestrated Speech: 1. Why we gesture
• 2. The growth point
• 3. New form of human action
• 4. Orchestration and unpacking
• 5. Mimicry and metaphor
• Part II. Phylogenesis, Ontogenesis, Brain: 6. Phylogenesis
• 7. Ontogenesis
• 8. Brain
• Part III. The Last Page: 9. Why we gesture (again).
• (source: Nielsen Book Data)

Gestures are fundamental to the way we communicate, yet our understanding of this communicative impulse is clouded by a number of ingrained assumptions. Are gestures merely ornamentation to speech? Are they simply an 'add-on' to spoken language? Why do we gesture? These and other questions are addressed in this fascinating book. McNeill explains that the common view of language and gesture as separate entities is misinformed: language is inseparable from gesture. There is gesture-speech unity. Containing over 100 illustrations, Why We Gesture provides visual evidence to support the book's central argument that gestures orchestrate speech. This compelling book will be welcomed by students and researchers working in linguistics, psychology and communication.
(source: Nielsen Book Data)