Gesturing gives children new ideas about math.
Gesturing gives children new ideas about math.
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DOI：
10.1111/j.1467-9280.2009.02297.x
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发表时间：
2009-03
影响因子：
8.2
通讯作者：
Mitchell ZA
中科院分区：
文献类型：
--
作者：
Goldin-Meadow S;Cook SW;Mitchell ZA
打手势如何帮助孩子学习？打手势可能会鼓励孩子们从他们的手部动作中提取隐含的意思。如果是这样的话，孩子们应该对他们产生的特定动作很敏感，并相应地学习。或者，唯一重要的可能是孩子们会移动他们的手。如果是这样的话，无论他们做什么动作，他们都应该学习。为了研究这些替代方案，我们在一节数学课上操纵了手势。我们发现，需要做出正确手势的儿童比需要做出部分正确手势的儿童学到了更多的东西，后者比不做手势的孩子学到了更多的东西。这种影响是由儿童是否接受了仅通过手势传达的信息并将其添加到他们的语言中而起作用的。这一发现表明，身体动作不仅涉及处理旧想法，也涉及创造新想法。只需告诉学习者如何移动他们的手，我们就可以为新知识奠定基础。
How does gesturing help children learn? Gesturing might encourage children to extract meaning implicit in their hand movements. If so, children should be sensitive to the particular movements they produce and learn accordingly. Alternatively, all that may matter is that children move their hands. If so, they should learn regardless of which movements they produce. To investigate these alternatives, we manipulated gesturing during a math lesson. We found that children required to produce correct gestures learned more than children required to produce partially correct gestures, who learned more than children required to produce no gestures. This effect was mediated by whether children took information conveyed solely in their gestures and added it to their speech. The findings suggest that body movements are involved not only in processing old ideas, but also in creating new ones. We may be able to lay foundations for new knowledge simply by telling learners how to move their hands.
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影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
影响因子：
4.3
作者：
Alibali, MW;Heath, DC;Myers, HJ
通讯作者：
Myers, HJ
影响因子：
2.1
作者：
Cook, Susan Wagner;Goldin-Meadow, Susan
通讯作者：
Goldin-Meadow, Susan
影响因子：
2.1
作者：
COHEN, RL
通讯作者：
COHEN, RL
DOI：
10.3758/bf03206553
发表时间：
2004-11-01
期刊：
BEHAVIOR RESEARCH METHODS INSTRUMENTS & COMPUTERS
影响因子：
--
作者：
Preacher, KJ;Hayes, AF
通讯作者：
Hayes, AF