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{
    "pk": 33230,
    "title": "Not Channels But Composite Signals: Speech Gesture, Diagrams and Object Demonstrations Are Integrated in Multimodal Explanations",
    "subtitle": null,
    "abstract": "This paper provides empirical evidence that multimodal signals are produced and understood as integrated units of communication called composite signals, rather than being independently interpretable \"channels\" of communication. I propose that using composite signals relies on two communicative norms, co-expressivity and consistency: - co-expressivity: each element of a composite signal refers to the same underlying referent • consistency: elements of the same composite do not contradict each other. This paper will show that these norms are consistent with data comprising a set of explanations of how locks work in which participants spoke while gesturing, drawing diagrams, and manipulating a sample lock. Co-expressivity is supported by the fact that co-expressive speech segments can be found in nearby speech for communicative nonverbal behaviors but not for non-communicative nonverbal behaviors. Consistency is evidenced in inferences that maintain number and modality consistency in cases of apparent contradiction.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Long Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2vb8p9hg",
    "frozenauthors": [
        {
            "first_name": "Randi",
            "middle_name": "A.",
            "last_name": "Engle",
            "name_suffix": "",
            "institution": "Stanford University School of Education",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1998-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/33230/galley/24290/download/"
        }
    ]
}