The Role of Gesture in Learning
手势在学习中的作用
基本信息
- 批准号:0925595
- 负责人:
- 金额:$ 34.95万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2009
- 资助国家:美国
- 起止时间:2009-10-01 至 2012-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The gestures that children produce when they talk reflect what they know. But gesturing can also change what children know, and, in this way, play a role in learning. The NSF-funded research project by Susan Goldin-Meadow at the University of Chicago explores how the impact that gesture has on learning is related to the actions that gestures represent. Specifically, Goldin-Meadow and her colleagues will study whether an action gesture is as good as, or perhaps even better than, the action itself in promoting learning. Gesture has the potential to shape learning more effectively than action itself, precisely because gesture can focus the learner's attention on those specific aspects of an action that are particularly relevant to solving a task. Recent research has asked if gesture impacts learning, and has found that it does. The current research asks how gesture impacts learning, in hopes of developing better ways to manipulate gesture to maximize learning. By manipulating the gestures that children either produce or see their teachers produce during instruction, Goldin-Meadow and colleagues will explore the ways in which producing or perceiving gestures that vary in their similarity to direct action influences learning.One major goal of this research project is to harness gesture to maximize learning, taking fullest advantage of all communication modalities that spontaneously arise in teaching and learning situations. Like any tool for teaching and learning, gesture may be used more or less effectively. For example, some gestures may highlight action components that facilitate learning, whereas others highlight components that are distracting and get in the way of learning. This research project explores which types of gestures promote learning at different points in the learning process. In this way, the research promises to advance the knowledge-base underlying best practices that optimize teaching and classroom performance. As an example, it may be possible to alter the rate and types of gestures children produce, and thus improve learning. This is important because children vary quite a bit in the number of gestures they spontaneously produce. Interestingly, children from lower socio-economic homes tend to produce fewer spontaneous gestures than children from higher socio-economic homes. Moreover, gesturing may be particularly useful in situations where acting directly on objects is not practical.
孩子们说话时的手势反映了他们所知道的。 但手势也可以改变孩子们的认知,并以这种方式在学习中发挥作用。芝加哥大学的苏珊·戈尔丁-梅多(Susan Goldin-Meadow)在国家科学基金会资助的研究项目中,探讨了手势对学习的影响与手势所代表的动作之间的关系。具体来说,戈尔丁-梅多和她的同事们将研究一个动作手势在促进学习方面是否和动作本身一样好,甚至更好。 手势有可能比动作本身更有效地塑造学习,正是因为手势可以将学习者的注意力集中在与解决任务特别相关的动作的特定方面。最近的研究询问手势是否会影响学习,并发现它确实如此。目前的研究询问手势如何影响学习,希望开发更好的方法来操纵手势以最大限度地提高学习效果。Goldin-Meadow和他的同事们将通过操纵孩子们在教学过程中做出或看到老师做出的手势来探索产生或感知与直接行动相似的手势对学习的影响。本研究项目的一个主要目标是利用手势来最大限度地提高学习效果,充分利用教学和学习情况下自发产生的所有沟通方式。 像任何教与学的工具一样,手势的使用或多或少都是有效的。 例如,一些手势可能会突出显示有助于学习的动作组件,而其他手势则会突出显示分散注意力并妨碍学习的组件。 这个研究项目探讨了哪些类型的手势在学习过程中的不同点促进学习。 通过这种方式,该研究有望推进优化教学和课堂表现的最佳实践的知识基础。 例如,可以改变儿童产生的姿势的速率和类型,从而改善学习。这一点很重要,因为孩子们自发产生的手势数量差异很大。 有趣的是,来自社会经济地位较低家庭的孩子比来自社会经济地位较高家庭的孩子更少自发地做出手势。 此外,在直接作用于对象不实际的情况下,手势可能特别有用。
项目成果
期刊论文数量(0)
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会议论文数量(0)
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Susan Goldin-Meadow其他文献
Gesture as representational action: A paper about function
- DOI:
10.3758/s13423-016-1145-z - 发表时间:
2016-09-07 - 期刊:
- 影响因子:3.000
- 作者:
Miriam A. Novack;Susan Goldin-Meadow - 通讯作者:
Susan Goldin-Meadow
Whole-to-part development in language creation
语言创造中的整体到部分式发展
- DOI:
10.1016/j.tics.2024.09.015 - 发表时间:
2025-01-01 - 期刊:
- 影响因子:17.200
- 作者:
Susan Goldin-Meadow;Inbal Arnon - 通讯作者:
Inbal Arnon
Why people gesture when they speak
人们说话时为什么会做手势
- DOI:
10.1038/24300 - 发表时间:
1998-11-19 - 期刊:
- 影响因子:48.500
- 作者:
Jana M. Iverson;Susan Goldin-Meadow - 通讯作者:
Susan Goldin-Meadow
Deaf homesigners can create the foundations of phonetics and phonology without an adult linguistic model
聋人手语使用者可以在没有成人语言模型的情况下创造语音学和音系学的基础。
- DOI:
10.1016/j.cognition.2025.106233 - 发表时间:
2025-11-01 - 期刊:
- 影响因子:2.800
- 作者:
Sotaro Kita;Diane Brentari;Susan Goldin-Meadow - 通讯作者:
Susan Goldin-Meadow
Susan Goldin-Meadow的其他文献
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{{ truncateString('Susan Goldin-Meadow', 18)}}的其他基金
The neurobiological mechanisms underlying gesture’s role in mathematical learning
手势在数学学习中的作用背后的神经生物学机制
- 批准号:
2055420 - 财政年份:2021
- 资助金额:
$ 34.95万 - 项目类别:
Continuing Grant
SBP:Using Gesture to Augment web-based Mathematics Instruction for Children and Adults
SBP:使用手势增强儿童和成人基于网络的数学教学
- 批准号:
2017280 - 财政年份:2020
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
Doctoral Dissertation Research: The role of iconicity and gradience in children's acquisition of American Sign Language
博士论文研究:象似性和梯度在儿童习得美国手语中的作用
- 批准号:
1844820 - 财政年份:2019
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
Language emergence in the manual modality
语言在手工方式中的出现
- 批准号:
1654154 - 财政年份:2017
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
Harnessing Gesture and Action to Improve Pre-Algebra Instruction
利用手势和动作来改进预代数教学
- 批准号:
1561405 - 财政年份:2016
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
SL- CN: The role of gesture in mathematics learning: from research to practice
SL-CN:手势在数学学习中的作用:从研究到实践
- 批准号:
1640893 - 财政年份:2016
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
Collaborative Research: The Role of Gesture in Word Learning
协作研究:手势在单词学习中的作用
- 批准号:
1422224 - 财政年份:2014
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
Morphology in the Spontaneous Sign Systems of American and Chinese Deaf Children
美国和中国聋哑儿童自发手语系统的形态学
- 批准号:
8810769 - 财政年份:1988
- 资助金额:
$ 34.95万 - 项目类别:
Continuing Grant
Development of Morphology Under Atypical Language-Learning Conditions
非典型语言学习条件下形态学的发展
- 批准号:
8407041 - 财政年份:1984
- 资助金额:
$ 34.95万 - 项目类别:
Continuing Grant
Language-Like System Created By Deaf Children
聋哑儿童创造的类语言系统
- 批准号:
8004313 - 财政年份:1980
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant
相似海外基金
Multimodal communication and cognition: The role of gesture in language processing and word learning in individuals with traumatic brain injury
多模式沟通和认知:手势在脑外伤患者语言处理和单词学习中的作用
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SL-CN:手势在数学学习中的作用:从研究到实践
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Collaborative Research: The Role of Gesture in Word Learning
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1422329 - 财政年份:2014
- 资助金额:
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Standard Grant
Collaborative Research: The Role of Gesture in Word Learning
协作研究:手势在单词学习中的作用
- 批准号:
1422224 - 财政年份:2014
- 资助金额:
$ 34.95万 - 项目类别:
Standard Grant