The role of gesture in learning: Do children use their hands to change their minds?
The role of gesture in learning: Do children use their hands to change their minds?
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DOI：
10.1207/s15327647jcd0702_4
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发表时间：
2006-01-01
影响因子：
2.1
通讯作者：
Goldin-Meadow, Susan
中科院分区：
文献类型：
--
作者：
Cook, Susan Wagner;Goldin-Meadow, Susan
将手势添加到口头指令中会使这些指令更有效。我们要问的是为什么。一组49名三、四年级儿童接受了有手势或无手势的数学等价教学，在同一教学时间内，接受手势中包含正确问题解决策略的教学的儿童比未接受手势策略的儿童更容易在自己的手势中产生该策略。这些孩子在后测中的成功率明显高于那些没有用手势表达策略的孩子。在教学过程中的手势鼓励孩子们产生自己的手势，这反过来又导致学习。孩子们可以用他们的手来改变他们的想法。
Adding gesture to spoken instructions makes those instructions more effective. The question we ask here is why. A group of 49 third and fourth grade children were given instruction in mathematical equivalence with gesture or without it. Children given instruction that included a correct problem-solving strategy in gesture were significantly more likely to produce that strategy in their own gestures during the same instruction period than children not exposed to the strategy in gesture. Those children were then significantly more likely to succeed on a posttest than children who did not produce the strategy in gesture. Gesture during instruction encourages children to produce gestures of their own, which, in turn, leads to learning. Children may be able to use their hands to change their minds.