Assessing knowledge conveyed in gesture: Do teachers have the upper hand?
Assessing knowledge conveyed in gesture: Do teachers have the upper hand?
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DOI：
10.1037/0022-0663.89.1.183
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发表时间：
1997-03-01
影响因子：
4.9
通讯作者：
GoldinMeadow, S
中科院分区：
文献类型：
--
作者：
Alibali, MW;Flevares, LM;GoldinMeadow, S
孩子们的手势可以揭示他们解决问题策略的重要信息。本研究探讨了儿童仅用手势表达的信息是否能被未接受过手势编码训练的成年人所理解。20名教师和20名本科生观看了12个孩子解释方程解法的视频片段。6名儿童在言语和手势上表达相同的策略，6名儿童表达不同的策略。在每个小插曲之后，大人描述孩子的推理过程。对于在言语和手势中表达不同策略的儿童，教师和本科生都经常描述儿童没有在言语中表达的策略。这些额外的策略通常可以追溯到孩子们的手势。教师和大学生对手势的敏感度相当。因此，即使没有受过训练，成年人也不仅从孩子的语言中，而且从他们的手中收集信息。
Children's gestures can reveal important information about their problem-solving strategies. This study investigated whether the information children express only in gesture is accessible to adults not trained in gesture coding. Twenty teachers and 20 undergraduates viewed videotaped vignettes of 12 children explaining their solutions to equations. Six children expressed the same strategy in speech and gesture, and 6 expressed different strategies. After each vignette, adults described the child's reasoning. For children who expressed different strategies in speech and gesture, both teachers and undergraduates frequently described strategies that children had not expressed in speech. These additional strategies could often be traced to the children's gestures. Sensitivity to gesture was comparable for teachers and undergraduates. Thus, even without training, adults glean information, not only from children's words but also from their hands.