Re: [xmca] Analyses of gesture & speech

From: Ana Marjanovic-Shane <ana who-is-at zmajcenter.org>
Date: Fri May 04 2007 - 08:23:20 PDT

Michael,
Thank you!
Ana

Wolff-Michael Roth wrote:
> Thanks to all those who showed interest in the chapter. For a limited
> time, I make a screen version available for downloading at the
> following URL:
> http://www.educ.uvic.ca/faculty/mroth/test/RothPozzer2006.pdf
> Sincerely, Michael
>
>
>
> On 3-May-07, at 10:00 PM, Ana Marjanovic-Shane wrote:
>
> Michael,
> I am interested in your chapter. Can you send it or make it available
> on XMCA?
> Ana
>
> Wolff-Michael Roth wrote:
>> 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 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
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>>> >>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>> >>>>>>>>
>>> >>>>>>>
>>> >>>>>>>
>>> >>>>>>>
>>> >>>>>>> --
>>> >>>>>>> 6 Andover Road
>>> >>>>>>> Westdene
>>> >>>>>>> 2092 Johannesburg
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>>> >>>>>>
>>> >>>>>> _______________________________________________
>>> >>>>>> 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/
>>> >>>>> _______________________________________________
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>>> >>>>
>>> >>>> _______________________________________________
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>>> >>
>>> >>
>>> >>
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//
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/Ana Marjanovic-Shane, Ph.D./
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Received on Fri May 4 09:25 PDT 2007

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