Learning from Gesture and Action: An Investigation of Memory for Where Objects Went and How They Got There

Autor/inn/en	Hostetter, Autumn B.; Pouw, Wim; Wakefield, Elizabeth M.
Titel	Learning from Gesture and Action: An Investigation of Memory for Where Objects Went and How They Got There
Quelle	In: Cognitive Science, 44 (2020) 9, (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6709
DOI	10.1111/cogs.12889
Schlagwörter	Memory; Nonverbal Communication; Cognitive Processes; Motion; Concept Formation + Suchen Sie Ihr Suchwort? Gedächtnis; Non-verbal communication; Nonverbale Kommunikation; Cognitive process; Kognitiver Prozess; Bewegungsablauf; Concept learning; Begriffsbildung
Abstract	Speakers often use gesture to demonstrate how to perform actions--for example, they might show how to open the top of a jar by making a twisting motion above the jar. Yet it is unclear whether listeners learn as much from seeing such gestures as they learn from seeing actions that physically change the position of objects (i.e., actually opening the jar). Here, we examined participants' implicit and explicit understanding about a series of movements that demonstrated how to move a set of objects. The movements were either shown with actions that physically relocated each object or with gestures that represented the relocation without touching the objects. Further, the end location that was indicated for each object covaried with whether the object was grasped with one or two hands. We found that memory for the end location of each object was better after seeing the physical relocation of the objects, that is, after seeing "action," than after seeing gesture, regardless of whether speech was absent (Experiment 1) or present (Experiment 2). However, gesture and action built similar implicit understanding of how a particular handgrasp corresponded with a particular end location. Although gestures miss the benefit of showing the end state of objects that have been acted upon, the data show that gestures are as good as action in building knowledge of "how" to perform an action. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01