Gesturers Tell a Story Creatively; Non-Gesturers Tell It Like It Happened

Autor/inn/en	Laurent, Angélique; Smithson, Lisa; Nicoladis, Elena
Titel	Gesturers Tell a Story Creatively; Non-Gesturers Tell It Like It Happened
Quelle	In: Language Learning and Development, 16 (2020) 3, S.292-308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laurent, Angélique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2020.1745074
Schlagwörter	Nonverbal Communication; Story Telling; Creativity; Preschool Children; Cartoons; Short Term Memory; Spatial Ability; Cognitive Processes; Foreign Countries; Word Frequency; Intelligence Tests; Verbal Ability; Vocabulary; Canada (Edmonton); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Kreativität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeichentrickfilm; Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Ausland; Word analysis; Frequency; Wortanalyse; Häufigkeit; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	Previous research has shown that using gestures helps children remember more information. Here, we designed two studies to test whether children who gesture tend to rely on visuospatial cognitive resources more than children who do not gesture. We also test whether children who gesture demonstrate more creativity in their narrative productions. Preschool children watched a cartoon and then were asked to tell back the story of the cartoon. In the first study, some children were asked to tell the story with gestures constrained while others could move their hands if they chose. Children who did not spontaneously gesture told shorter stories than children who gestured. The sequencing of story events was significantly closer to the original among the Non-Gesturers than among children whose gestures were constrained. In the follow-up study, Non-Gesturers again told shorter stories than Gesturers. Moreover, Non-Gesturers' story length was positively correlated with both verbal and visuospatial short-term memory. Overall, these results suggest that, when retelling narratives, preschoolers who gesture may be relying upon visuospatial cognitive resources to a greater extent and show a tendency to incorporate more creativity into their narratives compared to preschoolers who did not spontaneously gesture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01