Gesture as a support for word learning: the case of under.
Gesture as a support for word learning: the case of under.
复制标题
DOI：
10.1017/s0305000908009173
复制
发表时间：
2009-09
影响因子：
2.2
通讯作者：
Marschner, Ellen
中科院分区：
文献类型：
--
作者：
McGregor, Karla K.;Rohlfing, Katharina J.;Bean, Allison;Marschner, Ellen
40名1岁儿童; 8比2; 0，参加了三个训练条件之一，旨在提高他们的理解下的空间术语：+手势组在训练过程中看到一个象征性的手势下;那些在+照片组看到一张静止的照片中的对象的关系下;那些在模型组没有得到补充的象征性支持。在训练前、训练后立即和训练后两到三天测量儿童对under的认识。一个手势的优势被揭示时，在延迟后测试（但不是立即后测试）的非培训材料（但不是培训材料）的组所表现出的收益进行了比较。地理信息输入促进了更强大的知识的意义下，知识是不太依赖于上下文的熟悉和更容易巩固。地理信息输入在强调与under意义相关的位置和运动的同时，可能减少了认知负荷。
Forty children, aged 1;8–2;0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children’s knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.