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Language use is fundamentally multimodal. Speakers use their hands to point to locations, to represent content and to comment on ongoing talk; they position their bodies to show their orientation and stance in interaction; they use facial displays to comment on what is being said; and they engage in mutual gaze to establish intersubjectivity. This volume brings together studies by leading scholars from several fields on gaze and facial displays, on the relationship between gestures, sign, and language, on pointing and other conventionalized forms of manual expression, on gestures and language evolution, and on gestures in child development. The papers in this collection honor Adam Kendon whose pioneering work has laid the theoretical and methodological foundations for contemporary studies of multimodality, gestures, and utterance visible action.
The present volume is an excellent introduction to the study of human nonverbal communication, including interaction and gesture, for students and specialists in other disciplines, as well as a convenient compilation of significant contributions to the field for experts. Part 1 includes four articles, the import of which is primarily theoretical or methodological. Part II comprises eight articles in which instances of interaction are examined and attempts are made to explain how the behavior that can be observed in them functions in the interaction process. Part III presents six articles on what may broadly be referred to as 'gesture'. These articles deal with specific actions, mostly of the forelimbs, which are usually deemed to have specific communicational significance. In an introductory chapter, the volume editor, Adam Kendon, not only examines the various issues raised by the eighteen papers but also shows the relevance of each article as a contribution to the development of an understanding of how human visible behavior functions communicatively.
This book deals with a major crisis in education - the achievement of literacy skills.
First published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children's Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.
First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Stacey's work examines how the 'knowledge economy' can be seen in a new light when considered from a complexity perspective. It stresses the importance of relationships as a source of, and influence on, information and knowledge creation.
Symbolic Play: The Development of Social Understanding describes the development of symbolic play from infancy through the preschool years. This text is divided into 12 chapters that focus on make-believe as an activity within which young children spontaneously represent and practice their understanding of the social world. The first chapter introduces the development of event schemata produced in symbolic play, about children's management of the playframe, and about the development of subjunctive, or "what if" thought. The next chapters are devoted to the development of joint pretending, specifically the use if shared scripts in the organization of make-believe play and the subtleties of metacommunication. These chapters also emphasize the supporting role of the mother in early collaborative make-believe. These topics are followed by discussions of the child's growing ability to represent the internal states of the inanimate figures whose doing can vicariously enacts. The remaining chapters focus on social interaction through symbolic play with dolls, toy animals, object props, and language. This book will prove useful to psychologists and researchers in the fields of human development, society, and family.