Publications
Our members publish their studies of gesture in a range of scholarly journals.
Dr. Enhua Guo
Dr. Simon Harrison (City University of Hong Kong)
Harrison, S. & D. H. Fleming (2019) Metaphoricity in the real estate showroom: Affordance spaces for sensorimotor shopping. Metaphor and Symbol, 34:1, 45-60, DOI: 10.1080/10926488.2019.1591717
Stevens, M. & S. Harrison (2019). Spectrums of thought in gesture: Using gestures to analyze concepts in philosophy. Pragmatics and Cognition 24(3): 441-473. https://doi.org/10.1075/pc.17024.ste
Fleming, D.H. & S. Harrison (2018/2020) Selling (un)real estate with “Shi(势)-nema”: manipulation, not persuasion, in China’s contemporary cinematic-cities. Social Semiotics. DOI: 10.1080/10350330.2018.1526856
Harrison, S., Adolphs, S., Gillon Dowens, M., Ping, D. & J. Littlemore (2018). All hands on deck: Focus on gesture form during collaborative discourse. Lingua 207: 1-22.
Harrison, S. & R. F. Williams (2017). Monitoring the swimzone while finding south. Sustained orientation in multiactivity among beach lifeguards. Text & Talk, 37(6), pp. 683-711.
Harrison, S. (2014). The organisation of kinesic ensembles related to negation. Gesture 14(2), 117-141.
Harrison, S. (2013). Visible bodily action in disfluencies when learning to sign: A classroom study of non-native sign language. Todas as Letras, 15(1), 51-61.
Harrison, S. (2010). Evidence for node and scope of negation in coverbal gesture. Gesture 10(1), 29-51.
Dr. Spencer Kelly (Colgate university)
Sekine, K., Schoechl, C., Mulder, K., Holler, J., Kelly, S. D., Furman, R., & Özyürek, A. (2020). Evidence for children’s online integration of simultaneous information from speech and iconic gestures: an ERP study. Language, Cognition and Neuroscience, 1-12.
*Zheng, A., Hirata, Y., & Kelly, S. D. (2018). Exploring the effects of imitating hand gestures and head nods on L1 and L2 Mandarin tone production. Journal of Speech, Language, and Hearing Research, 61(9), 2179-2195.
Hirata, Y., Kelly, S. D., *Huang, J., & *Manansala, M. (2014). Effects of hand gestures on auditory learning of second-language vowel length contrasts. Journal of Speech, Language, and Hearing Research, 57(6), 2090-2101.
Kelly, S., *Healey, M., Özyürek, A., & Holler, J. (2014). The processing of speech, gesture, and action during language comprehension. Psychonomic Bulletin & Review, 1-7.
Holler, J., Kokal, I., Toni, I., Hagoort, P., Kelly, S., & Özyürek, A. (2014). Eye'm talking to you: speakers' gaze direction modulates co-speech gesture processing in the right MTG. Social Cognitive & Affective Neuroscience.
Kelly, S. D., Ozyurek, A., & Maris, E. (2010). Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21, 260-267.
Dr. Irene Kimbara (Kushiro Public University)
Kimbara, Irene (2015) 「パズル課題におけるジェスチャー位置の調整行動」(Interpersonal gesture space coordination during spatial puzzle task). 『社会言語科学』(The Japanese Journal of Language in Society), 17(2):12-23.
Kimbara, Irene (2014) 「日本語話者の英語語彙学習における身振りの記憶効果－記述的身振りと遂行的身振りについて－」(Gesture helps Japanese learners memorize English words: Descriptive gestures and performative gestures). 『釧路公立大学紀要人文・自然科学研究』(The Bulletin of Kushiro Public University, Humanities and Natural Sciences), 26:49-68.
Kimbara, Irene (2012) 「第二言語習得とジェスチャー 」(Second language acquisition and gesture). 『日本語学』(Japanese Linguistics), 31(3):62-75.
Kimbara, Irene (2008) Gesture form convergence in joint description. Journal of Nonverbal Behavior, 32(2): 123-131.
Parrill, Fey and Irene Kimbara (2006) Seeing and hearing double: The influence of mimicry in speech and gesture on observers. Journal of Nonverbal Behavior, 30(4): 141-150.
Kimbara, Irene (2006) On gestural mimicry. Gesture, 5(2): 39-62.
Prof. Sotaro Kita (University of Warwick)
Aussems, S., & Kita, S. (2019). Seeing iconic gestures while encoding events facilitates children’s memory of these events. Child Development, 90(4), 1123-1137. https://dx.doi.org/10.1111/cdev.12988 Open Access accepted version: http://wrap.warwick.ac.uk/93164/
Fritz, I., Kita, S., Littlemore, J., & Krott, A. (2019). Information packaging in speech shapes information packaging in gesture: The role of speech planning units in the coordination of speech-gesture production. Journal of Memory and Language, 104, 56-69. https://doi.org/10.1016/j.jml.2018.09.002 Open Access accepted version: http://wrap.warwick.ac.uk/108471/
Sekine, K., Wood, C., & Kita, S. (2018). Gestural depiction of motion events in narrative increases symbolic distance with age. Language, Interaction and Acquisition, 9(1), 40-68. https://dx.doi.org/10.1075/lia.15020.sek Open Access accepted version: http://wrap.warwick.ac.uk/96946/
Kita, S., Alibali, M. W., & Chu, M. (2017). How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis. Psychological Review, 124(3), 245-266. http://dx.doi.org/10.1037/rev0000059 Open Access accepted version: http://wrap.warwick.ac.uk/84187/
Argyriou, P., Mohr, C., & Kita, S. (2017). Hand matters: Left-hand gestures enhance metaphor explanation. Journal of Experimental Psychology: Learning Memory and Cognition, 43(6), , 874-886. Open Access: http://dx.doi.org/10.1037/xlm0000337
Mumford, K. H., & Kita, S. (2016). At 10-12 months, pointing gesture handedness predicts the size of receptive vocabularies. Infancy, 21(6), 751–765. Open Access: http://dx.doi.org/10.1111/infa.12138
Senghas, A., Kita, S., & Özyürek, A. (2004). Children creating core properties of language: Evidence from an emerging sign language in Nicaragua. Science, 305(5697), 1779-1782. http://dx.doi.org/10.1126/science.1100199 Open Access Pre-Print: http://wrap.warwick.ac.uk/66237/
Kita, S., & Özyürek, A. (2003). What does cross-linguistic variation in semantic coordination of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and speaking. Journal of Memory and Language, 48, 16-32. http://dx.doi.org/10.1016/S0749-596X(02)00505-3 Open Access accepted version: http://wrap.warwick.ac.uk/66232/
Dr. Heng Li (Southwest University, china)
Li, H., & Yu, C. (2020). Best wishes for the future: The link between dispositional optimism and mental sagittal space-time mappings. Personality and Individual Differences, 166.
Li, H. & Shen, S. (2020). A clearer sense of self: relationship between bilingualism and overconfidence bias. Journal of Multilingual and Multicultural Development.
Li, H. (2020). Will it really happen? Disambiguating of the hypothetical and real “Next Wednesday's meeting” question in Mandarin speakers. Lingua, 237.
Li, H. & Cao, Y.(2019). Hands occupied: Chinese farmers use more non-manual pointing than herders, Lingua, 222, 1-9.
Li, H. & Yu, C. (2019). The body in religion: The spatial mapping of valence in Tibetan practitioners of Bon, Cognitive Science, 43.
Li, H. & Yu, C. (2019). Moving at the speed of life: How life pace influences temporal reasoning. Metaphor and Symbol ,34.
Li, H. & Yu, C. (2019). Losing your footing, losing your morality: The embodied effect of physical slant on moral judgment, Review of Cognitive Linguistics, 17.
Li, H. & Yu, C. (2019). Planning for the future: The relationship between conscientiousness, temporal focus and implicit space-time mappings. Personality and Individual Differences,141, 111-116.
Li, H. & Yu,C. (2018). Time will tell: Temporal landmarks influence metaphorical associations between space and time, Cognitive Linguistics, (4).
Li, H. (2017). Time on hands: deliberate and spontaneous temporal gestures by speakers of Mandarin, Gesture, (3).
Dr. Xiaoting Li (University of Alberta)
In press Li, Xiaoting. Interpersonal touch in conversational joking. Research on Language and Social Interaction, 53(3):XXX-XXX.
Li, Xiaoting. (2020) Click-initiated self-repair in changing the sequential trajectory of Actions-in-progress. Research on Language and Social Interaction, 53(1): 90-117.
Li, Xiaoting. (2019) Duomotai hudong yu hanyu duomotai yanjiu [Multimodal interaction and multimodal analysis of Chinese interaction]. Yuyan jiaoxue yuyanjiu [Language Teaching and Linguistic Studies]. 2019 (4):45-59.
Li, Xiaoting. (2019) Multimodal turn construction in Mandarin conversation. In Xiaoting Li & Tsuyoshi Ono (eds.) Multimodality in Chinese Interaction, 181-212. De Gruyter Mouton: Berlin.
Li, Xiaoting. (2019) Researching multimodal Chinese interaction: A methodological account. In Xiaoting Li & Tsuyoshi Ono (eds.) Multimodality in Chinese Interaction, 24-64. De Gruyter Mouton: Berlin.
Li, Xiaoting. (2019) Negotiating activity closings with head nods in Mandarin conversation. In Elisabeth Reber & Cornelia Gerhardt (eds.), Embodied Activities in Face-to-face and Mediated Settings, pp369-396. Palgrave Macmillan: London.
Li, Xiaoting. (2016) Researching body movement and interaction in education. In Kendall King, Yi-Ju Lai & Stephen May (eds.) Encyclopedia of Language and Education 3rd edition, Vol. 10 Research Methods in Language and Education,
1-12. Springer: Berlin/New York. DOI 10.1007/978-3-319-02329-8_33-1 1-12
Li, Xiaoting. (2016) Some interactional uses of syntactically incomplete turns in Mandarin conversation. Chinese Language and Discourse 7(2):237-271.
Li, Xiaoting. (2016) Some discourse-interactional uses of yinwei ‘because’ in Mandarin conversation. Language Sciences 58:51-78.
Li, Xiaoting. (2014) Leaning and recipient intervening questions in Mandarin conversation. Journal of Pragmatics 67:34-60.
Li, Xiaoting. (2013) Language and the body in the construction of units in Mandarin face-to-face interaction. In Beatrice Szczepek Reed & Geoffrey Raymond (eds.) Units of Talk―Units of Action, 343-375. John Benjamins: Amsterdam / Philadelphia.
Dr. Kazuki SEKINE (Waseda University)
Sekine, K., Schoechl, C., Mulder, K., Holler, J. Kelly, S. Furman, R., & Özyürek, A. (2020). Evidence for children’s online integration of simultaneous information from speech and iconic gestures: An ERP study. Language, Cognition and Neuroscience. https://doi.org/10.1080/23273798.2020.1737719
Sekine, K., Wood, C., & Kita, S. (2018). Gestural representation of motion events in narrative increases symbolic distance with age. Language, Interaction, and Acquisition, 9:1, 40-68. https://doi.org/10.1075/lia.15020.sek
Sekine, K. & Kita, S. (2017). The listener automatically uses spatial story representations from the speaker's cohesive gestures when processing subsequent sentences without gestures. Acta Psychologica, 179, 89-95. https://doi.org/10.1016/j.actpsy.2017.07.009
Sekine, K. & Kita, S. (2015). The parallel development of the form and meaning of two-handed gestures and linguistic information packaging within a clause in narrative. Open Linguistics, 1(1), 490-502. https://doi.org/10.1515/opli-2015-0015
Sekine, K. & Kita, S. (2015). Development of multimodal discourse comprehension: Cohesive use of space in gesture. Language, Cognition, and Neuroscience, 30, 1245-1258. https://doi.org/10.1080/23273798.2015.1053814
Sekine, K., Sowden, H., & Kita, S. (2015). The development of the ability to semantically integrate information in speech and iconic gesture in comprehension. Cognitive Science, 39, 1855-1880. https://doi.org/10.1111/cogs.12221
Sekine, K., Rose, M., Foster, A., Attard, M. C., & Lanyone, L. (2013). Gesture production patterns in aphasic discourse: In-depth description and preliminary predictions. Aphasiology, 27(9), 1031-1049. https://doi.org/10.1080/02687038.2013.803017
Pettenati, P., Sekine, K., Congestrì, E & Volterra, V. (2012). A comparative study on representational gestures in Italian and Japanese children. Journal of Nonverbal Behavior, 36, 149-164. https://doi.org/10.1007/s10919-011-0127-0
Sekine, K. (2011). The role of gesture in the language production of preschool children. Gesture, 11(2),148-173. https://doi.org/10.1075/gest.11.2.03sek
Sekine, K. (2009). Changes in frame of reference use across the preschool years: A longitudinal study of the gestures and speech produced during route descriptions. Language and Cognitive Processes, 24(2), 218-238. https://doi.org/10.1080/01690960801941327
Dr. Catherine So (The Chinese University of Hong Kong)
So, W.C., Cheng, C.H., Lam, W.Y., Huang, Y., Ng, K.C., Tung, H.C., & Wong, W. (2020). A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study. Journal of Autism and Developmental Disabilities, 50(2), 467-481.
So, W.C., Cheng, C.H., Lam, W.Y., Wong, T., Law, W.W., Huang, Y., Ng, K.C., Tung, H.C., & Wong, W. (2019). Robot-Based Play-Drama Intervention May Improve the Narrative Abilities of Chinese-Speaking Preschoolers with Autism Spectrum Disorder. Research in Developmental Disabilities, 95.
So, W.C., Wong, K.Y., Lam, W.Y., Cheng, C.H., Ku, S.Y., Lam, K.Y., Huang, Y., Wong, W.L. (2019). Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition. Research in Developmental Disabilities, 86, 62-75.
Cabibihan, J-J, Chellali, R., So, W.C., Aldosari, M., Connor, O., Alhaddad, A., Javed, H. (2019). Social Robots and Wearable Sensors for Mitigating Meltdowns in Autism - A Pilot Test. Lecture notes in Artificial Intelligence: Social Robotics. In Ge, S.S., Cabibihan, J.-J., Salichs, M.A., Broadbent, E., He, H., Wagner, A., Castro-González, Á. (Eds.): ICSR 2018, Vol: 11357, pp. 1–12,
Lui, M., So, W.C., Tsang, Y.K. (2018). Neural Evidence for Reduced Automaticity in Processing Emotional Prosody among Men with High Levels of Autistic Traits. Physiology and Behavior, 196, 47-58.
Cho, P. & So, W.C. (2018). A Feel for Numbers: The Changing Role of Gesture in Manipulating the Mental Representation of an Abacus among Children at Different Skill Levels. Frontiers in Psychology, 9:1267
So, W.C., Wong, M.K.Y., Lam, K.Y, Lam, W.Y., Chui T.F., Lee, T.L., Ng, H.M., Chan, C.H., Fok, C.W. (2018). Using a social robot to teach gestural recognition and production in children with autism spectrum disorders. Disability and Rehabilitation: Assistive Technology, 13:6, 527-539.
So, W.C., Wong, M.K.Y, Lam, W.Y., Cheng, C.H., Yang, J.H., Huang, Y., Ng, P., Wong, W.L., Ho, C.L., Yeung, K.L., Lee, C.C. (2018). Robot-Based Intervention May Reduce Delay in the Production of Intransitive Gestures in Chinese-Speaking Preschoolers with Autism Spectrum Disorder. Molecular Autism, 9; 34.
So, W.C. & Wong, M.K.Y. (2018). Tracing the development of spatially-modulated gestures in the manual modality: Do non-signing children share the same developmental trajectory as signing children? Applied Psycholinguistics, 39, 3, 527-544.
Wong, M.K.Y & So, W.C.+ (2018). Absence of delay in spontaneous use of gestures in spoken narratives among children with Autism Spectrum Disorders. Research in Developmental Disabilities, 72, 128-139.
Dr. Keiko Tsuchiya (Yokohama City University)
Tsuchiya, K. (2019). Conversational gesture corpus analysis. In Corpus Linguistics, Context and Culture,pp. 437-466. De Gruyter
Coffey, F., Tsuchiya, K., Timmons, S., Baxendale, B., Adolphs, S., & Atkins, S. (2016). Simulated patients versus manikins in acute‐care scenarios. The clinical teacher, 13(4), 257-261. (Touch analysis)
Dr. Renia Lopez (The Hong Kong Polytechnic University)
Lopez-Ozieblo, R. (2023). Theory and Practice from a Cognitive Perspective - Teaching English in Greater China. Springer.
Lopez-Ozieblo, R. (April 2023). The Meaning of Teachers’ Negations in Hong Kong Classrooms Interpreted from their Co-occurring Gestures. In: Roitman, M. (ed.) Negatives and Meaning: Social Setting and Pragmatic Effects: Using Negatives in Political Discourse, Social Media and Oral Interaction, pp. 203–238. Stockholm: Stockholm University Press. DOI: https://doi.org/10.16993/bcd.h. License: CC BY 4.0.
Lopez-Ozieblo, R. (April 2022). Observations on the Progression of Gestures with L2 Proficiency: A Call for Further Research. Journal of Psycholinguistic Research, 1-24.
Chaudhuri, T., Lopez-Ozieblo, R., Martinez, V. (Jan 2022). Integrated Language Learning & Social Awareness: Research and Practice Singapore: Springer Briefs in Education.
Lopez-Ozieblo, R., Nogueroles Lopez, M., & Alhmoud, Z. (Oct 2021). Exploring the Most Effective Modality to Present Online Material to Language Students. In European Conference on e-Learning (pp. 647-XVI). Academic Conferences International Limited. DOI:10.34190/EEL.21.090
Lopez-Ozieblo, R. (Jan 2021). Improving second language writing across the disciplines: resources for content teachers. In M. Carrió Pastor and B. Bellés-Fortuño (Ed.). Teaching Language and Content in Multicultural and Multilingual Classrooms. CLIL and EMI Approaches (pp. 191-222). London: Palgrave McMillan.
Lopez-Ozieblo, R. (2021). Learning from a Corpus of Students’ Academic Writing. Revista Signos, 54(106), 645-667.