An Intentional Stance Modulates the Integration of Gesture and Speech during Comprehension

Autor/inn/en	Kelly, Spencer D.; Ward, Sarah; Creigh, Peter; Bartolotti, James
Titel	An Intentional Stance Modulates the Integration of Gesture and Speech during Comprehension
Quelle	In: Brain and Language, 101 (2007) 3, S.222-233 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2006.07.008
Schlagwörter	Nonverbal Communication; Articulation (Speech); Visual Aids; Cognitive Processes; Sensory Integration; Neurological Organization; Comprehension + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial; Cognitive process; Kognitiver Prozess; Sensorische Integration; Verstehen; Verständnis
Abstract	The present study investigates whether knowledge about the intentional relationship between gesture and speech influences controlled processes when integrating the two modalities at comprehension. Thirty-five adults watched short videos of gesture and speech that conveyed semantically congruous and incongruous information. In half of the videos, participants were told that the two modalities were intentionally coupled (i.e., produced by the same communicator), and in the other half, they were told that the two modalities were not intentionally coupled (i.e., produced by different communicators). When participants knew that the same communicator produced the speech and gesture, there was a larger bi-lateral frontal and central N400 effect to words that were semantically incongruous versus congruous with gesture. However, when participants knew that different communicators produced the speech and gesture--that is, when gesture and speech were not intentionally meant to go together--the N400 effect was present only in right-hemisphere frontal regions. The results demonstrate that pragmatic knowledge about the intentional relationship between gesture and speech modulates controlled neural processes during the integration of the two modalities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10