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Are gesture and speech mismatches produced by an integrated gesture-speech system? A more dynamically embodied perspective is needed for understanding gesture-related learning

Published online by Cambridge University Press:  26 April 2017

Wim T. J. L. Pouw
Affiliation:
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3062 PA, The Netherlands. pouw@fsw.eur.nlzwaan@fsw.eur.nl
Tamara van Gog
Affiliation:
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3062 PA, The Netherlands. pouw@fsw.eur.nlzwaan@fsw.eur.nl Department of Education, Utrecht University, Utrecht 3508 TC, The Netherlands. T.vanGog@uu.nl
Rolf A. Zwaan
Affiliation:
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3062 PA, The Netherlands. pouw@fsw.eur.nlzwaan@fsw.eur.nl
Fred Paas
Affiliation:
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3062 PA, The Netherlands. pouw@fsw.eur.nlzwaan@fsw.eur.nl Early Start Research Institute, University of Wollongong, Wollongong NSW 2522, Australia. paas@fsw.eur.nl

Abstract

We observe a tension in the target article as it stresses an integrated gesture-speech system that can nevertheless consist of contradictory representational states, which are reflected by mismatches in gesture and speech or sign. Beyond problems of coherence, this prevents furthering our understanding of gesture-related learning. As a possible antidote, we invite a more dynamically embodied perspective to the stage.

Type
Open Peer Commentary
Copyright
Copyright © Cambridge University Press 2017 

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References

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Are gesture and speech mismatches produced by an integrated gesture-speech system? A more dynamically embodied perspective is needed for understanding gesture-related learning
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