From Action to Abstraction
From Action to Abstraction
复制标题
从行动到抽象
DOI：
--
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
S. Goldin‐Meadow
中科院分区：
文献类型：
--
作者：
M. Novack;Eliza L Congdon;Naureen Hemani;S. Goldin‐Meadow
先前的研究表明，孩子们在数学教学中受益于手势。我们问手势是否促进学习，因为它本身是一个物理动作，或者因为它使用物理动作来表示抽象的想法。为了解决这个问题，我们教了三年级的孩子一个策略来解决数学等价性问题，这个策略有三种方式：（a）孩子对物体进行的物理动作，（B）模仿那个动作的具体手势，或者（c）抽象手势。所有这三种类型的手部动作都有助于孩子们学习如何解决他们所训练的问题。然而，只有姿态导致成功的问题，需要概括所获得的知识。结果提供了第一个证据表明，手势促进知识的转移比直接对物体的动作，并建议手势对学习的有益影响可能存在于区别于动作的功能。
Previous research has shown that children benefit from gesturing during math instruction. We asked whether gesturing promotes learning because it is itself a physical action, or because it uses physical action to represent abstract ideas. To address this question, we taught third-grade children a strategy for solving mathematical-equivalence problems that was instantiated in one of three ways: (a) in a physical action children performed on objects, (b) in a concrete gesture miming that action, or (c) in an abstract gesture. All three types of hand movements helped children learn how to solve the problems on which they were trained. However, only gesture led to success on problems that required generalizing the knowledge gained. The results provide the first evidence that gesture promotes transfer of knowledge better than direct action on objects and suggest that the beneficial effects gesture has on learning may reside in the features that differentiate it from action.
影响因子：
3.7
作者：
James KH
通讯作者：
James KH