Gesture reuse as distributed embodied cognition

IF 0.7 4区 文学 0 LANGUAGE & LINGUISTICS
Gesture Pub Date : 2020-09-15 DOI:10.1075/gest.00031.phi
J. S. Philipsen, S. B. Trasmundi
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引用次数: 2

Abstract

In this paper, we investigate the intimate link between hands and minds – or rather: How the hands are a means for exploring thoughts in collaboration with others. Specifically, this study investigates a series of locally occurring instances of gestural reuse in naturally occurring psychotherapeutic interaction. The repetition of gestural sequences and formats in interaction has been researched as serving pragmatic functions of building cohesion (McNeill & Levy, 1993) and managing different aspects of turn-taking (Koschmann & LeBaron, 2002). Taking a micro-analytic approach to the study of gesture, we show how reusing other participants’ gestures in the context of psychotherapy serves additional functions: As affordances for shared, embodied cognition. The study contributes to the growing body of research on gesture as a co-participated, co-operative (Goodwin, 2013, 2018) and embodied phenomenon that criss-cross the boundaries of inside-the-skull, individual-centered and socially distributed cognition.
手势重用作为分布式具身认知
在这篇论文中,我们研究了手和思想之间的亲密联系——或者更确切地说:手是如何与他人合作探索思想的手段。具体来说,本研究调查了一系列在自然发生的心理治疗互动中局部发生的手势重复使用的例子。手势序列和格式在互动中的重复被研究为建立衔接的语用功能(McNeill&Levy,1993)和管理转向的不同方面(Koschmann&LeBaron,2002)。采用微观分析方法研究手势,我们展示了在心理治疗中重复使用其他参与者的手势是如何发挥额外功能的:作为共享、具体认知的可供性。这项研究有助于越来越多的研究将手势作为一种共同参与、合作的现象(Goodwin,20132018),并体现了一种跨越头骨内部、以个人为中心和社会分布认知边界的现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Gesture
Gesture Social Sciences-Cultural Studies
CiteScore
1.70
自引率
0.00%
发文量
5
期刊介绍: Gesture publishes articles reporting original research, as well as survey and review articles, on all aspects of gesture. The journal aims to stimulate and facilitate scholarly communication between the different disciplines within which work on gesture is conducted. For this reason papers written in the spirit of cooperation between disciplines are especially encouraged. Topics may include, but are by no means limited to: the relationship between gesture and speech; the role gesture may play in communication in all the circumstances of social interaction, including conversations, the work-place or instructional settings; gesture and cognition; the development of gesture in children.
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