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How Given and New Information Shape the Form of Conversational Hand Gestures
Unformatted Document Text:  13 were matched with person A, and participant C played with an unmatched set (the popgun and the ball and cup). We gave participants written instructions for how to play with each of the toys. Dialogue phase. The dialogue phase occurred as three separate short dialogues between pairs. We instructed the participants to discuss with each other how they played with the toys. First participant A talked with each of the other participants, one at a time. Then participants B and C talked together. The participant not involved in the dialogue waited out in the hall where he or she was not able to overhear the others. Before the dialogue phase began, we informed the participants which two of them had played with the same set of toys, and which one had played with a different set. For this analysis, the 10 dialogues between participant A (who played with the whirlygig) and C (who did not) were of interest. During the dialogue phase, the two participants faced each other. The toys were now in bags out of view. This part of the study followed the action phase directly, making it easy for the participants to remember their two toys. When the participants completed their dialogues, we explained the study, allowed them to see the videotape of their participation, and had them sign forms regarding who they gave permission to view the data. Analysis After the experiment, we created digitized video clips of the action and the dialogue phases in which participant A described the whirlygig to participant C, starting the clips at the point when the speaker began to talk fluently about the whirlygig. Each clip ended at the point when participants finished talking about the whirlygig. The audible parts of each clip were transcribed and all of the gestures that either participant made while discussing the toy were located.

Authors: Gerwing, Jennifer.
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were matched with person A, and participant C played with an unmatched set (the popgun and
the ball and cup). We gave participants written instructions for how to play with each of the toys.
Dialogue
phase. The dialogue phase occurred as three separate short dialogues between
pairs. We instructed the participants to discuss with each other how they played with the toys.
First participant A talked with each of the other participants, one at a time. Then participants B
and C talked together. The participant not involved in the dialogue waited out in the hall where
he or she was not able to overhear the others. Before the dialogue phase began, we informed the
participants which two of them had played with the same set of toys, and which one had played
with a different set. For this analysis, the 10 dialogues between participant A (who played with
the whirlygig) and C (who did not) were of interest. During the dialogue phase, the two
participants faced each other. The toys were now in bags out of view. This part of the study
followed the action phase directly, making it easy for the participants to remember their two
toys.
When the participants completed their dialogues, we explained the study, allowed them to
see the videotape of their participation, and had them sign forms regarding who they gave
permission to view the data.
Analysis
After the experiment, we created digitized video clips of the action and the dialogue
phases in which participant A described the whirlygig to participant C, starting the clips at the
point when the speaker began to talk fluently about the whirlygig. Each clip ended at the point
when participants finished talking about the whirlygig. The audible parts of each clip were
transcribed and all of the gestures that either participant made while discussing the toy were
located.


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