Re: [xmca] Analyses of gesture & speech

From: Mike Cole <lchcmike who-is-at gmail.com>
Date: Fri May 04 2007 - 06:29:44 PDT

Nice to see you on line, michael.
Are we all coordinated with MCA?
Seems like we are way ahead.
Did you pursue the question of more pages with T&F?
I am slowly getting caught up thanks to my sabbatical. Off at the
end of next week for London, but working away in the meantime.
mike
PS- Do you know where the doublt aspect of "the object" is to be found
in Leontiev?

On 5/4/07, Michael A. Evans <mae@vt.edu> wrote:
> Please forward a copy my way as well, Michael...
>
> In regard to Paul's questions, "... what of gestures between students during
> collaborative work?" this is precisely what we're investigating in our
> current work - specifically, we are analyzing changes in gesture, gaze, and
> speech as PreK-3 children arranged in triads attempt to complete tasks in 2D
> geometry using a range of manipulatives (tangrams, geoboards, pentominoes,
> pattern blocks, etc)...moreover, we are interested in how changes in the
> artifact (from physical shapes on the tabletop to virtual shapes on the
> computer screen) differently influence problem-solving and reasoning...here
> is an excerpt from our manuscript that might begin to address Paul's
> question:
>
> " The virtual manipulative group produced a large number of pointing
> gestures, some simulated manipulation gestures aimed at or contacting the
> screen, and an occasional interactive gesture. The physical object group,
> again in sharp contrast, performed few gestures of any kind; their concern
> was with actions directed at objects. The two modalities speech and
> gestures of both the deictic and interactive kinds can be correlated as
> well. Thus, interactive gestures are linked with para level statements
> [cohesion through references that include individual participants] and
> deictic gestures with object level statements [cohesion through references
> to object world]. But there are also cross-correlations between gestural
> deixis and linguistic para. The methods outlined here seem directly
> applicable to the situations to be studied in the proposed research."
>
> Our goal in all of this is to develop and pilot test a tabletop interface (a
> "math table" if you will) whereby children maintain the social exchange
> facilitated by orientation around a table, while focusing on geometric
> concepts and transformations of virtual manipulative...
>
> Thanks, again, to everyone for providing such wonderful references and
> discussion - this will be tremendously useful for write up this summer...
>
> Cheers,
> Michael~
> --
> ____________________________________
> Michael A. Evans
> Assistant Professor
> Instructional Design & Technology Program
> School of Education
> Virginia Tech
>
>
>
> > From: Wolff-Michael Roth <mroth@uvic.ca>
> > Reply-To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> > Date: Thu, 03 May 2007 21:22:44 -0700
> > To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> > Subject: Re: [xmca] Analyses of gesture & speech
> >
> > Some of you might be interested in a chapter Lilian Pozzer-Ardenghi
> > and I wrote some time ago, which goes far beyond gesture and speech
> > and takes on many other semiotic resources produced and reproduced by
> > agents in setting. I can make available. Cheers, Michael
> >
> > TRACKING SITUATED, DISTRIBUTED,
> > AND EMBODIED COMMUNICATION IN REAL TIME
> > Wolff-Michael Roth and Lilian Pozzer-Ardenghi
> > University of Victoria
> > ABSTRACT
> > Recent studies in cognitive anthropology and cognitive science have
> > argued for the
> > situated, distributed, and embodied nature of cognition. Whereas many
> > scholars have
> > jumped on this bandwagon, detailed concrete cases of how and why
> > cognition ought to be
> > understood as situated, distributed, and embodied are relatively
> > scarce. Yet our research
> > shows that verbal and gestural deixis in real everyday communication
> > constitutes a prime
> > example for how extralinguistic, bodily and situational elements are
> > included in
> > communication, where they are tracked by participants in real time
> > and much faster than
> > conscious interpretive processes would allow for. We articulate a
> > model for the situated,
> > distributed, and embodied production and use of semiotic resources in
> > the course of
> > situated communication as integral part of ongoing events without
> > privileging language,
> > and concretize the proposed model with episodes from a database of
> > extended video
> > recordings featuring students learning through design activities. We
> > bring together the
> > idea of situated communication as a dialectical unit and as layered,
> > distributed
> > representation into a broader framework of human activity. Any moment
> > in space and
> > time is analyzed in terms of one, dialectical unit of analysis of
> > activity, which integrates
> > both conscious (motive, goals) and unconscious aspects (conditions)
> > of human agency.
> >
> >
> > In: Focus on Cognitive Psychology Research ISBN 1-59454-634-7
> > Editors: Michael A. Vanshevsky, pp.237-261 (c) 2006 Nova
> > Science Publishers, Inc.
> >
> >
> >
> >
> >
> >
> > On 3-May-07, at 9:00 PM, minati panda wrote:
> >
> > Hi Julian and Phil,
> > Thanks. These will be of great help to us.
> > Minati
> >
> >
> > On 5/3/07, Phil Chappell <philchappell@mac.com> wrote:
> >>
> >> Baldry and Thibault's work, which Jay Lemke alludes to, offers
> >> methodological ideas that I find really useful in classroom
> >> "discourse" analysis. They cite four criteria for attributing
> >> semiotic significance on a particular bodily act.
> >>
> >> 1. Semiotic significance of a particular part of the body involved in
> >> the act. Facial gestures usually involve semiosis of affect; spatial
> >> distance with power and hierarchy (social); and posture with personal
> >> defence.
> >>
> >> 2. Bodily action links cross-modally with other semiotic aspects of
> >> the discourse event/activity, such that meaning is created on the
> >> basis of these co-contextualising relations.
> >>
> >> 3. Such bodily actions are ascribed the status of dialogic acts
> >> rather than behvioural units. The authors use the gesture of smiling
> >> here to show a syntagmatic relation of Bodily Act^Response to Bodily
> >> Act - a dialogic exchange relation.
> >>
> >> 4. A bodily act can function as a semiotic feature having semantic
> >> commonalities (Jay's covariate semantic relationships) across
> >> modalities within the same discourse event/activity..."formally
> >> distinct events elements in a text are linked on the basis of their
> >> belonging to a common semantic class" (p. 179). This would equate to
> >> cohesion if doing a purely linguistic analysis of the event. I'm
> >> finding it an incredibly interesting lens through which to gaze at
> >> classroom video/audio-taped data.
> >>
> >> Of course, the book goes much farther than this, with sections on
> >> analysing web pages and film texts and genres.
> >>
> >> Baldry, & Thibault 2006, Multimodal transcription and text analysis:
> >> a multimedia toolkit and coursebook, Equinox, Oakville, CT.
> >>
> >>
> >> Cheers,
> >>
> >> Phil
> >>
> >>
> >>
> >>
> >> On 03/05/2007, at 9:51 PM, Michael A. Evans wrote:
> >>
> >>> Julian,
> >>>
> >>> All of these sound wonderful - if you can send citations, links, or
> >>> copies
> >>> of the articles and issues you mention, I'd be very
> >>> appreciative...I'm going
> >>> to ask my math ed colleague if he knows about the working group on
> >>> gesture
> >>> and embodied cognition in PME because this is one definite line of
> >>> analysis
> >>> in my work...
> >>>
> >>> Along the embodied cognition lines, a piece by Michael Anderson
> >>> made an
> >>> interesting (though far from complete) attempt to establish points
> >>> where
> >>> embodied cognition and situated cognition become
> >>> intertwined...hopefully,
> >>> the references you send will fill in more dots...here's the
> >>> reference (and
> >>> I'd be happy to forward a copy if needed):
> >>>
> >>> Anderson, M.L. (2003). Embodied cognition: A field guide. Artificial
> >>> Intelligence, 149, 91-130...
> >>>
> >>> Thanks!
> >>> Michael~
> >>> --
> >>> ____________________________________
> >>> Michael A. Evans
> >>> Assistant Professor
> >>> Instructional Design & Technology Program
> >>> School of Education
> >>> Virginia Tech
> >>>
> >>>
> >>>
> >>>> From: Julian Williams <julian.williams@manchester.ac.uk>
> >>>> Reply-To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> >>>> Date: Thu, 03 May 2007 09:41:18 +0100
> >>>> To: <xmca@weber.ucsd.edu>
> >>>> Cc: <andreas.koukkoufis@manchester.ac.uk>
> >>>> Subject: Re: [xmca] Analyses of gesture & speech
> >>>>
> >>>> Michael/Minati
> >>>>
> >>>> There is a journal issue of RELIME (special issue editor Luis
> >>>> Radford)
> >>>> just out
> >>>> on semiotics and culture: Andreas Koukkoufis and I have a paper
> >>>> about use of
> >>>> manipulatives (gesture and speech) in teaching about integers
> >> through
> >>>> games/RME
> >>>> method - plus there is a special issue of Ed Stud in Maths (ESM)
> >>>> under review
> >>>> on gesture and multimodality (eds Edwards Arzarello, Radford) and
> >>>> we have a
> >>>> paper in that too. There are some conference papers in procs from
> >>>> PME 26
> >>>> (Melbourne) in the Working group on gestures and embodied
> >>>> cognition: the ESM
> >>>> issue largely comes formthat workign group.
> >>>>
> >>>> You could also look for Radford in ESM
> >>>>
> >>>> I could send papers to people who want them.
> >>>>
> >>>> Julian
> >>>>
> >>>>
> >>>>
> >>>> Quoting minati panda <pandam66@gmail.com>:
> >>>>
> >>>>> Hi Michael,
> >>>>> I would like to know more about your work. I work on folk
> >>>>> mathematics.
> >>>>> Currently, I am working with Mike on folk games where we are
> >>>>> using both
> >>>>> discourse analysis and semiotic analysis. Will be happy to read
> >>>>> more about
> >>>>> your work/querries.
> >>>>> Minati
> >>>>>
> >>>>>
> >>>>> On 5/2/07, Michael A. Evans <mae@vt.edu> wrote:
> >>>>>>
> >>>>>> Wow, Jay - this is wonderful stuff! Once a draft paper gets its
> >>>>>> legs later
> >>>>>> in the summer, I'd be happy to share with the list (for those
> >>>>>> who might be
> >>>>>> interested in this type analysis as well)...
> >>>>>>
> >>>>>> Cheers,
> >>>>>> Michael~
> >>>>>> --
> >>>>>> ____________________________________
> >>>>>> Michael A. Evans
> >>>>>> Assistant Professor
> >>>>>> Instructional Design & Technology Program
> >>>>>> School of Education
> >>>>>> Virginia Tech
> >>>>>>
> >>>>>>
> >>>>>>
> >>>>>>> From: Jay Lemke <jaylemke@umich.edu>
> >>>>>>> Reply-To: "eXtended Mind, Culture, Activity"
> >> <xmca@weber.ucsd.edu>
> >>>>>>> Date: Wed, 02 May 2007 21:33:17 -0400
> >>>>>>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> >>>>>>> Subject: Re: [xmca] Analyses of gesture & speech
> >>>>>>>
> >>>>>>>
> >>>>>>> You have already been given some good leads in this area. In
> >>>>>>> general,
> >>>>>>> multimodal semiotic analysis, which incorporates discourse
> >>>>>>> analysis
> >>>>>>> as one component, is widely recognized as the next step in the
> >>>>>>> evolution of DA, which was never intended to ignore activity
> >>>>>>> and the
> >>>>>>> context of situation, but until fairly recently there have not
> >>>>>>> been
> >>>>>>> analyses of visual images, gesture and movment, music, etc.
> >>>>>>> that were
> >>>>>>> both "semantically aware", i.e. linked to meaning, and
> >> compatible
> >>>>>>> enough with linguistic analysis of meaning to be combined.
> >>>>>>>
> >>>>>>> Some of the early pioneers of linguistic DA, like Gunther Kress
> >>>>>>> and
> >>>>>>> Theo van Leeuwen, write mainly about multimodal or multimedia
> >>>>>>> analysis today. Paul Thibault and Anthony Baldry have developed
> >>>>>>> systems for multimedia corpus analysis and multimodal
> >>>>>>> transcription
> >>>>>>> based on the principles of the earlier linguistic discourse
> >>>>>>> analysis.
> >>>>>>> There is a conference on linguistic DA and multimodal
> >> analysis in
> >>>>>>> Helsinki in July (google along with the organizer, Eija
> >>>>>>> Ventola), was
> >>>>>>> a broader one on multimodality last year in Pavia, Italty
> >> (google
> >>>>>>> with Anthony Baldry, TICOM) which will issue a volume this
> >>>>>>> year. Adam
> >>>>>>> Kendon, another pioneer of gesture analysis, spoke at that
> >> one (so
> >>>>>>> did I), and his work for some time now has integrated gesture
> >>>>>>> analysis with the broader situational and activity context.
> >>>>>>>
> >>>>>>> On my website you can see the syllabus for a course I did last
> >>>>>>> year
> >>>>>>> on video and multimedia analysis, and some earlier versions
> >> of it
> >>>>>>> that showed the integration with discourse analysis (but it's
> >> too
> >>>>>>> much for one semester). Go to homepage, then Student's
> >> Entrance to
> >>>>>>> see course information.
> >>>>>>>
> >>>>>>> Good luck!
> >>>>>>>
> >>>>>>> JAY.
> >>>>>>> www.umich.edu/~jaylemke
> >>>>>>>
> >>>>>>>> Wanted to thank everyone who forwarded articles, links, and
> >>>>>>>> tips...this
> >>>>>> will
> >>>>>>>> be extremely useful as we analyze video data over the summer
> >>>>>>>> months...
> >>>>>>>>
> >>>>>>>> Cheers,
> >>>>>>>> Michael~
> >>>>>>>> --
> >>>>>>>> ____________________________________
> >>>>>>>> Michael A. Evans
> >>>>>>>> Assistant Professor
> >>>>>>>> Instructional Design & Technology Program
> >>>>>>>> School of Education
> >>>>>>>> Virginia Tech
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>> From: Carol Macdonald <carolmacdon@gmail.com>
> >>>>>>>>> Reply-To: "eXtended Mind, Culture, Activity"
> >>>>>>>>> <xmca@weber.ucsd.edu>
> >>>>>>>>> Date: Mon, 30 Apr 2007 08:18:26 +0200
> >>>>>>>>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> >>>>>>>>> Subject: Re: [xmca] Analyses of gesture & speech
> >>>>>>>>>
> >>>>>>>>> I think it should not be too difficult (cf all the helpful
> >>>>>>>>> comments
> >>>>>> below).
> >>>>>>>>> Capture all your data on a godd audio video, watching the
> >>>>>>>>> number
> >>>>>> count.
> >>>>>>>>> Then using perhaps Sinclair and Coultard analyse the
> >>>>>>>>> language ( which
> >>>>>> in
> >>>>>>>>> any
> >>>>>>>>> case overlaps beween speakers), then go through it again,
> >>>>>>>>> this time
> >>>>>>>>> matching
> >>>>>>>>> the gestures to thre language. Once you have paired
> >>>>>>>>> language and
> >>>>>> gesture,
> >>>>>>>>> then you have to work out why this should be working
> >>>>>>>>> together: this
> >>>>>> is
> >>>>>>>>> monstrously time-consuming, but it will get you where you
> >>>>>>>>> want to go.
> >>>>>>>>> Carol
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> On 29/04/07, Wolff-Michael Roth <mroth@uvic.ca> wrote:
> >>>>>>>>>>
> >>>>>>>>>> You may find my review useful for seeing what has been
> >>>>>>>>>> published in
> >>>>>>>>>> the different disciplines referred to on the list:
> >>>>>>>>>> Roth, W.-M. (2002). Gestures: Their role in teaching and
> >>>>>>>>>> learning.
> >>>>>>>>>> Review of Educational Research, 71, 365-392.
> >>>>>>>>>>
> >>>>>>>>>> also, in
> >>>>>>>>>> Roth, W.-M., & Lee, Y. J. (2004). Interpreting unfamiliar
> >>>>>>>>>> graphs: A
> >>>>>>>>>> generative, activity-theoretic model. Educational Studies in
> >>>>>>>>>> Mathematics, 57, 265-290.
> >>>>>>>>>>
> >>>>>>>>>> we cover mathematical cognition, gestures, and CHAT.
> >>>>>>>>>> Hope this helps,
> >>>>>>>>>> Michael
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>> On 28-Apr-07, at 8:40 AM, Michael A. Evans wrote:
> >>>>>>>>>>
> >>>>>>>>>> Dear All,
> >>>>>>>>>>
> >>>>>>>>>> I was hoping you could point me to resources that critique
> >>>>>>>>>> discourse
> >>>>>>>>>> analysis as an overly linguistic approach to interaction
> >>>>>>>>>> and meaning
> >>>>>>>>>> making...my request is based on a desire to ground analysis
> >>>>>>>>>> of video
> >>>>>>>>>> data of
> >>>>>>>>>> children using manipulatives (both physical and graphically-
> >>>>>>>>>> based)
> >>>>>> in
> >>>>>>>>>> collaborative efforts...what I want to capture is not
> >> only the
> >>>>>> speech
> >>>>>>>>>> but
> >>>>>>>>>> also gesture of primary students as they try to make sense
> >>>>>>>>>> of basic
> >>>>>>>>>> geometric concepts and principles using manipulatives
> >>>>>>>>>> (tangrams,
> >>>>>>>>>> pentominoes, geoboards, etc)...I'm searching for both
> >>>>>>>>>> philosophical
> >>>>>>>>>> (Vygotsky, Dewey, Pierce, Mead) and methodological
> >>>>>>>>>> references that
> >>>>>>>>>> emphasize
> >>>>>>>>>> the need to examine gesture and speech simultaneously...
> >>>>>>>>>>
> >>>>>>>>>> As for the latter, I've recently been working with David
> >>>>>>>>>> McNeill and
> >>>>>> his
> >>>>>>>>>> group at the U. of Chicago (http://
> >>>>>>>>>> mcneilllab.uchicago.edu/), but
> >>>>>> was
> >>>>>>>>>> hoping
> >>>>>>>>>> I could get more leads from the group...
> >>>>>>>>>>
> >>>>>>>>>> Thanks!
> >>>>>>>>>> Michael~
> >>>>>>>>>> --
> >>>>>>>>>> ____________________________________
> >>>>>>>>>> Michael A. Evans
> >>>>>>>>>> Assistant Professor
> >>>>>>>>>> Instructional Design & Technology Program
> >>>>>>>>>> School of Education
> >>>>>>>>>> Virginia Tech
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>> _______________________________________________
> >>>>>>>>>> xmca mailing list
> >>>>>>>>>> xmca@weber.ucsd.edu
> >>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>> _______________________________________________
> >>>>>>>>>> xmca mailing list
> >>>>>>>>>> xmca@weber.ucsd.edu
> >>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>>>>
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> --
> >>>>>>>>> 6 Andover Road
> >>>>>>>>> Westdene
> >>>>>>>>> 2092 Johannesburg
> >>>>>>>>> 011 673 9265 082 562 1050
> >>>>>>>>> _______________________________________________
> >>>>>>>>> xmca mailing list
> >>>>>>>>> xmca@weber.ucsd.edu
> >>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>>
> >>>>>>>> _______________________________________________
> >>>>>>>> xmca mailing list
> >>>>>>>> xmca@weber.ucsd.edu
> >>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>
> >>>>>>>
> >>>>>>> --
> >>>>>>>
> >>>>>>> JAY L. LEMKE
> >>>>>>> Educational Studies
> >>>>>>> University of Michigan
> >>>>>>> 610 East University
> >>>>>>> Ann Arbor, MI 48109
> >>>>>>>
> >>>>>>> Ph: 734-763-9276
> >>>>>>> Fax: 734-936-1606
> >>>>>>> www.umich.edu/~jaylemke/
> >>>>>>> _______________________________________________
> >>>>>>> xmca mailing list
> >>>>>>> xmca@weber.ucsd.edu
> >>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>
> >>>>>> _______________________________________________
> >>>>>> xmca mailing list
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> >>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>
> >>>>> _______________________________________________
> >>>>> xmca mailing list
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> >>>>>
> >>>>
> >>>>
> >>>>
> >>>> _______________________________________________
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Received on Fri May 4 07:31 PDT 2007

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