Making children gesture brings out implicit knowledge and leads to learning
Making children gesture brings out implicit knowledge and leads to learning
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DOI：
10.1037/0096-3445.136.4.539
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发表时间：
2007-11-01
影响因子：
4.1
通讯作者：
Goldin-Meadow, Susan
中科院分区：
文献类型：
--
作者：
Broaders, Sara C.;Cook, Susan Wagner;Goldin-Meadow, Susan
说话者在说话时经常会用手做手势，这些手势通常传达的信息在他们的演讲中是找不到的。这些信息通常不是有意识的，但它提供了一个早期的迹象，表明说话者已经准备好学习一个特定的任务（S。Goldin-Meadow，2003）。从这个意义上说，说话者所做的无意识手势揭示了他们的隐性知识。但如果一个学习者被迫做手势呢？这些被引出的手势是否也能揭示内隐知识，从而增强学习效果？为了解决这些问题，作者让孩子们在解释他们对新数学问题的解决方案时做手势，并检查了这种操作对手势中内隐知识表达和学习的影响。作者发现，当被告知要做手势时，那些不能解决数学问题的孩子通常会在他们的剧目中加入新的和正确的解决问题的策略，这些策略只能用手势来表达。作者还发现，当这些孩子后来接受数学问题的指导时，他们比那些被告知不要做手势的孩子更有可能成功解决问题。因此，告诉孩子们做手势可以鼓励他们传达以前没有表达过的、隐含的想法，这反过来又使他们能够接受指导，从而学习。
Speakers routinely gesture with their hands when they talk, and those gestures often convey information not found anywhere in their speech. This information is typically not consciously accessible, yet it provides an early sign that the speaker is ready to learn a particular task (S. Goldin-Meadow, 2003). In this sense, the unwitting gestures that speakers produce reveal their implicit knowledge. But what if a learner was forced to gesture? Would those elicited gestures also reveal implicit knowledge and, in so doing, enhance learning? To address these questions, the authors told children to gesture while explaining their solutions to novel math problems and examined the effect of this manipulation on the expression of implicit knowledge in gesture and on learning. The authors found that, when told to gesture, children who were unable to solve the math problems often added new and correct problem-solving strategies, expressed only in gesture, to their repertoires. The authors also found that when these children were given instruction on the math problems later, they were more likely to succeed on the problems than children told not to gesture. Telling children to gesture thus encourages them to convey previously unexpressed, implicit ideas, which, in turn, makes them receptive to instruction that leads to learning.