What is it about?
This article describes how gestures produced when solving problems and teaching clock-reading exhibit path structure from the cognitive models we use to count and to tell time.
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Why is it important?
The examples show that image schemas at the heart of cognitive models partly motivate and structure gestures for both thinking and teaching. They also provide evidence that perceiving this structure is at times required for communication to succeed.
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This page is a summary of: The source-path-goal image schema in gestures for thinking and teaching, Review of Cognitive Linguistics, December 2019, John Benjamins,
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