A Helping Hand in Assessing Children's Knowledge: Instructing Adults to Attend to Gesture
A Helping Hand in Assessing Children's Knowledge: Instructing Adults to Attend to Gesture
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评估儿童知识的帮手：指导成人注意手势
DOI：
10.1207/s1532690xci2001_1
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发表时间：
2002
影响因子：
3.3
通讯作者：
S. Goldin‐Meadow
中科院分区：
文献类型：
--
作者：
S. Kelly;Melissa Singer;J. Hicks;S. Goldin‐Meadow
伴随着儿童对概念的解释的自发手势已经被训练有素的实验者用来洞察儿童的知识。在这篇文章中，3个实验测试是否有可能教成年人谁不是训练有素的调查人员理解通过儿童的手势传达的信息。在实验1中，我们使用了一份问卷，探讨成人是否受益于手势教学时，作出评估幼儿的知识保护问题。在实验2中，我们使用了类似的问卷，但要求成年人对年龄较大的儿童的数学知识进行评估。实验3也集中在数学评估，但使用自由回忆范式来测试成人对儿童知识的理解程度。综上所述，实验结果表明，指导成年人注意手势增强了他们对儿童在多个年龄段和多个领域的知识的评估。
The spontaneous hand gestures that accompany children's explanations of concepts have been used by trained experimenters to gain insight into children's knowledge. In this article, 3 experiments tested whether it is possible to teach adults who are not trained investigators to comprehend information conveyed through children's hand gestures. In Experiment 1, we used a questionnaire to explore whether adults benefit from gesture instruction when making assessments of young children's knowledge of conservation problems. In Experiment 2, we used a similar questionnaire, but asked adults to make assessments of older children's mathematical knowledge. Experiment 3 also concentrated on math assessments, but used a free-recall paradigm to test the extent of the adult's understanding of the child's knowledge. Taken together, the results of the experiments suggest that instructing adults to attend to gesture enhances their assessment of children's knowledge at multiple ages and across multiple domains.
DOI：
10.1037//0012-1649.33.3.453
发表时间：
1997
期刊：
Developmental psychology.
影响因子：
--
作者：
Iverson,JM;Goldin-Meadow,S
通讯作者：
Goldin-Meadow,S
影响因子：
2.6
作者：
Thompson,LA;Massaro,DW
通讯作者：
Massaro,DW
孩子如何改变想法：策略的改变可以是渐进的，也可以是突然的。
DOI：
10.1037//0012-1649.35.1.127
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
--
作者：
Alibali,MW
通讯作者：
Alibali,MW