Gesturing makes learning last
Gesturing makes learning last
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DOI：
10.1016/j.cognition.2007.04.010
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发表时间：
2008-02-01
期刊：
影响因子：
3.4
通讯作者：
Goldin-Meadow, Susan
中科院分区：
文献类型：
--
作者：
Cook, Susan Wagner;Mitchell, Zachary;Goldin-Meadow, Susan
孩子们在解释一项任务时自发产生的手势可以预测他们是否会随后学习这项任务。为什么？为什么？手势可能只是反映了孩子学习特定任务的准备程度。或者，手势本身可能在学习任务中发挥作用。为了研究这些替代方案，我们实验性地操纵儿童的手势在一个新的数学概念的教学过程中。我们发现，要求孩子们在学习新概念时做手势有助于他们保留在教学中获得的知识。相比之下，要求孩子们说话，而不是手势，而学习的概念没有效果巩固学习。因此，手势可以在学习中扮演一个因果关系的角色，也许是通过给学习者一个替代的，体现新思想的方式。我们也许可以通过鼓励孩子们移动他们的手来提高他们的学习能力。(C)2007 Elsevier B.V.保留所有权利。
The gestures children spontaneously produce when explaining a task predict whether they will subsequently learn that task. Why? Gesture might simply reflect a child's readiness to learn a particular task. Alternatively, gesture might itself play a role in learning the task. To investigate these alternatives, we experimentally manipulated children's gesture during instruction in a new mathematical concept. We found that requiring children to gesture while learning the new concept helped them retain the knowledge they had gained during instruction. In contrast, requiring children to speak, but not gesture, while learning the concept had no effect on solidifying learning. Gesturing can thus play a causal role in learning, perhaps by giving learners an alternative, embodied way of representing new ideas. We may be able to improve children's learning just by encouraging them to move their hands. (C) 2007 Elsevier B.V. All rights reserved.