English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT
Add to Basket
  DetailsSummary

Released
Conference Paper

Age-related differences in multi-modal audience design: Young, but not old speakers, adapt speech and gestures to their addressee's knowledge

MPS-Authors
/persons/resource/persons71746

Schubotz,  Louise
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL;
Center for Language Studies , External Organizations;

/persons/resource/persons4512

Holler,  Judith
Language and Cognition Department, MPI for Psycholinguistics, Max Planck Society;
INTERACT, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons142

Ozyurek,  Asli
Research Associates, MPI for Psycholinguistics, Max Planck Society;

External Resource
No external resources are shared
Fulltext (restricted access)
There are currently no full texts shared for your IP range.
Fulltext (public)

Schubotz_etal_Gespin_2015.pdf
(Publisher version), 2MB

Supplementary Material (public)
There is no public supplementary material available
Citation

Schubotz, L., Holler, J., & Ozyurek, A. (2015). Age-related differences in multi-modal audience design: Young, but not old speakers, adapt speech and gestures to their addressee's knowledge. In G. Ferré, & M. Tutton (Eds.), Proceedings of the 4th GESPIN - Gesture & Speech in Interaction Conference (pp. 211-216). Nantes: Université of Nantes.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0027-BA6F-1
Abstract
Speakers can adapt their speech and co-speech gestures for addressees. Here, we investigate whether this ability is modulated by age. Younger and older adults participated in a comic narration task in which one participant (the speaker) narrated six short comic stories to another participant (the addressee). One half of each story was known to both participants, the other half only to the speaker. Younger but not older speakers used more words and gestures when narrating novel story content as opposed to known content. We discuss cognitive and pragmatic explanations of these findings and relate them to theories of gesture production.