Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study

Autor/inn/en	Debreslioska, Sandra; Gullberg, Marianne
Titel	Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 59 (2022) 10, S.791-827 (37 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Debreslioska, Sandra) ORCID (Gullberg, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2022.2085476
Schlagwörter	Discourse Analysis; Nonverbal Communication; Information Dissemination; Form Classes (Languages); Foreign Countries; Speech Communication; College Students; Foreign Students; Germany; Sweden + Suchen Sie Ihr Suchwort? Diskursanalyse; Non-verbal communication; Nonverbale Kommunikation; Informationsverbreitung; Analytischer Sprachbau; Ausland; Collegestudent; Deutschland; Schweden
Abstract	The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with reintroduced rather than maintained referents regardless of referential form. The findings suggest a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01