Summarizes research on structure of gesture produced in absence of speech. Finds that gestures of both hearing individuals who have been asked not to speak and deaf individuals who depend solely on gesture to communicate (including homesigners) exhibit characteristics typically associated with speech; gestures are segmented and linear rather than…

Investigated cue leakage during deception. Demonstrated that during a prepared lie (one that is rehearsed or mentally prepared), liars exhibited shorter response latencies and message durations, less smiling, more affirmative nodding and body adaptors than truth tellers did. During a spontaneous lie, liars exhibited more body adapters than truth…

Discusses the importance of increasing effective communication in outdoor education programs. Examines sensory preferences and how they affect vocabulary, voice tone, and body language. Describes ways that outdoor educators can use this information to improve their communication skills. (LP)

Although gestural communication is largely visuo-spatial, the extent to which a visual model is necessary for the development of gesture is unclear. This article summarizes recent research on gesture production by congenitally blind speakers and discusses the implications of these results for the hypothesized link between gesture and thought.…

Introduces articles in journal issue devoted to research on gestures. Discusses importance of studying gesture, its definition, and open theoretical and practical questions on the subject, including (1) Is the relationship between gesture and speech one of equal partners? (2) Are there developmental changes in the relationship between gesture and…

Describes conventional and nonconventional gestures, asserting they form an integrated system with language but on different levels, working together to produce a web of visuo-spatial expression surrounding linear speech products. Conventional gestures can be loosely bound temporally with speech but require across-context codes; nonconventional…

Investigated effects of stuttering on gesture for adults and children. Found through transcription of videotaped narratives that during bouts of stuttering, the coexpressed gesture always waits for fluent speech to resume. Also found that the lower ratio of spoken words to coexpressed gestures for children may be due to lower attentional/cognitive…

Compared production of gestures, signs, and words by a child simultaneously acquiring sign language and speech to that of a group of children exposed only to speech. Found that exposure to sign language influences the extent to which the manual modality of expression is used for communicative purposes but does not alter the rate or course of…

Explores research on development of integrated speech-gesture system from its origins during the one-word period of language learning through childhood. Concludes that, although there may be a brief period prior to onset of two-word speech during which gesture and speech are not well integrated, ability to convey and interpret speech and gestures…

Describes a 14-year program of research, the focus of which was the capacity of normal infants to incorporate gestural symbols into their earliest expressive vocabularies. Explores the effects of such gesturing on vocal language development, the theoretical implications for researchers, and the practical applications for parents. (Author/EV)

Study of the relationship between differences in deaf haptic behavior and level of individual's language skill. Two types of haptic behavior were distinguished: self-directed and interpersonal. The communicative role of haptic behavior varies according to age and spoken language skills. (Author/LMO)

This paper reviews several studies that have sought to explain the role of nonverbal communication in education contexts. The specific areas that are explored include kinesics, eye contact, paralanguage, classroom environment, proxemics, and physical appearance. After reviewing research in these areas, the paper examines the research conclusions…

Based on the premise that effective teaching depends on successful communication, this booklet discusses the nonverbal dimension of communication. The booklet contends that humans use nonverbal communications for the following reasons: (1) words have limitations; (2) nonverbal signals are powerful; (3) nonverbal messages are likely to be more…

As a botanist uses specific, non-judgmental descriptions that are part of a conceptual framework to help see different varieties and characteristics of plants, so teachers can see more clearly what they do if they describe rather than judge what is done. If the purpose of using a framework or model to discuss lesson presentations and classroom…

This paper investigates the potential relationship of Vygotsky's Zone of Proximal Development (ZPD) to gesture and second language learning. It is asserted that the ZPD is both a tool and a result, not a tool for result; it is both product and process at the same time. The process of learning a new language/culture in the case of a person who is…