From children's hands to adults' ears: Gesture's role in the learning process
From children's hands to adults' ears: Gesture's role in the learning process
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DOI：
10.1037/0012-1649.39.3.509
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发表时间：
2003-05-01
影响因子：
4
通讯作者：
Singer, MA
中科院分区：
文献类型：
--
作者：
Goldin-Meadow, S;Singer, MA
孩子们可以用手势表达他们无法用语言表达的想法——他们会产生手势和语言的不匹配。此外，在给定任务中产生不匹配的孩子特别容易学习该任务。因此，手势是研究人员可以用来预测谁将从教学中受益的工具。但是，对于必须决定如何指导特定孩子的成年人来说，手势也有用吗？我们请8位成年人分别指导38名三年级和四年级的孩子做一道数学题。我们发现，比起没有不匹配的孩子，成年人对产生不匹配的孩子提供了更多不同类型的教学策略，以及更多包含两种不同策略的指导，一种是语言策略，另一种是手势策略。因此，孩子们似乎只是通过移动他们的手来塑造他们自己的学习环境。手势不仅反映了孩子的理解能力，还可以在激发可能形成这种理解的输入方面发挥作用。因此，它可能是认知变化机制的一部分。
Children can express thoughts in gesture that they do not express in speech-they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches-more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change.