Learning to use gestures in narratives: developmental trends in formal and semantic gesture competence

This study analyses the way in which children develop their competence in the formal and semantic aspects of gesture. The analysis is focused upon the use of representational gestures in a narrative context. A group of 30 Italian children from 4 to 10 years was videotaped while telling a video cartoon to an adult. Gestures were coded according to the parameters used in Sign Languages analysis and analysed in terms of the acquisition of their properties, the accuracy of their execution and correctness in content representation.It was investigated also the development of the symbolic competence in relation both to the use of some of these parameters and to the representational strategies adopted. Results indicate a developmental trend in all the phenomena investigated and point out some formal similarities between gesture and Sign Languages

RRL: A Rich Representation Language for the Description of Agent Behaviour in NECA

In this paper, we describe the Rich Representation Language (RRL) which is used in the NECA system. The NECA system generates interactions between two or more animated characters. The RRL is a formal framework for representing the information that is exchanged at the interfaces between the various NECA system modules

Gesture production and comprehension in children with specific language impairment

Children with specific language impairment (SLI) have difficulties with spoken language. However, some recent research suggests that these impairments reflect underlying cognitive limitations. Studying gesture may inform us clinically and theoretically about the nature of the association between language and cognition. A total of 20 children with SLI and 19 typically developing (TD) peers were assessed on a novel measure of gesture production. Children were also assessed for sentence comprehension errors in a speech-gesture integration task. Children with SLI performed equally to peers on gesture production but performed less well when comprehending integrated speech and gesture. Error patterns revealed a significant group interaction: children with SLI made more gesture-based errors, whilst TD children made semantically based ones. Children with SLI accessed and produced lexically encoded gestures despite having impaired spoken vocabulary and this group also showed stronger associations between gesture and language than TD children. When SLI comprehension breaks down, gesture may be relied on over speech, whilst TD children have a preference for spoken cues. The findings suggest that for children with SLI, gesture scaffolds are still more related to language development than for TD peers who have out-grown earlier reliance on gestures. Future clinical implications may include standardized assessment of symbolic gesture and classroom based gesture support for clinical groups

A multimodal restaurant finder for semantic web

Multimodal dialogue systems provide multiple modalities in the form of speech, mouse clicking, drawing or touch that can enhance human-computer interaction. However, one of the drawbacks of the existing multimodal systems is that they are highly domain-specific and they do not allow information to be shared across different providers. In this paper, we propose a semantic multimodal system, called Semantic Restaurant Finder, for the Semantic Web in which the restaurant information in different city/country/language are constructed as ontologies to allow the information to be sharable. From the Semantic Restaurant Finder, users can make use of the semantic restaurant knowledge distributed from different locations on the Internet to find the desired restaurants

P-model Alternative to the T-model

Standard linguistic analysis of syntax uses the T-model. This model requires the ordering: D-structure $>$ S-structure $>$ LF, where D-structure is the deep structure, S-structure is the surface structure, and LF is logical form. Between each of these representations there is movement which alters the order of the constituent words; movement is achieved using the principles and parameters of syntactic theory. Psychological analysis of sentence production is usually either serial or connectionist. Psychological serial models do not accommodate the T-model immediately so that here a new model called the P-model is introduced. The P-model is different from previous linguistic and psychological models. Here it is argued that the LF representation should be replaced by a variant of Frege's three qualities (sense, reference, and force), called the Frege representation or F-representation. In the F-representation the order of elements is not necessarily the same as that in LF and it is suggested that the correct ordering is: F-representation $>$ D-structure $>$ S-structure. This ordering appears to lead to a more natural view of sentence production and processing. Within this framework movement originates as the outcome of emphasis applied to the sentence. The requirement that the F-representation precedes the D-structure needs a picture of the particular principles and parameters which pertain to movement of words between representations. In general this would imply that there is a preferred or optimal ordering of the symbolic string in the F-representation. The standard ordering is retained because the general way of producing such an optimal ordering is unclear. In this case it is possible to produce an analysis of movement between LF and D-structure similar to the usual analysis of movement between S-structure and LF. It is suggested that a maximal amount of information about a language's grammar and lexicon is stored, because of the necessity of analyzing corrupted data

Neural correlates of the processing of co-speech gestures

In communicative situations, speech is often accompanied by gestures. For example, speakers tend to illustrate certain contents of speech by means of iconic gestures which are hand movements that bear a formal relationship to the contents of speech. The meaning of an iconic gesture is determined both by its form as well as the speech context in which it is performed. Thus, gesture and speech interact in comprehension. Using fMRI, the present study investigated what brain areas are involved in this interaction process. Participants watched videos in which sentences containing an ambiguous word (e.g. She touched the mouse) were accompanied by either a meaningless grooming movement, a gesture supporting the more frequent dominant meaning (e.g. animal) or a gesture supporting the less frequent subordinate meaning (e.g. computer device). We hypothesized that brain areas involved in the interaction of gesture and speech would show greater activation to gesture-supported sentences as compared to sentences accompanied by a meaningless grooming movement. The main results are that when contrasted with grooming, both types of gestures (dominant and subordinate) activated an array of brain regions consisting of the left posterior superior temporal sulcus (STS), the inferior parietal lobule bilaterally and the ventral precentral sulcus bilaterally. Given the crucial role of the STS in audiovisual integration processes, this activation might reflect the interaction between the meaning of gesture and the ambiguous sentence. The activations in inferior frontal and inferior parietal regions may reflect a mechanism of determining the goal of co-speech hand movements through an observation-execution matching process