Filling in the Gaps: Observing Gestures Conveying Additional Information Can Compensate for Missing Verbal Content

Autor/inn/en	Dargue, Nicole; Phillips, Megan; Sweller, Naomi
Titel	Filling in the Gaps: Observing Gestures Conveying Additional Information Can Compensate for Missing Verbal Content
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 49 (2021) 5, S.637-659 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dargue, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09549-2
Schlagwörter	Nonverbal Communication; Observation; Recall (Psychology); Speech; College Students + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Beobachtung; Abberufung; Speaking; Sprechen; Collegestudent
Abstract	While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech differentially affect narrative recall in university students. Participants were presented with a videotaped narrative told in one of four conditions: with gestures and no missing verbal information, with gestures and missing verbal information, with no gestures and no missing verbal information, or with no gestures and missing verbal information. Results showed that observing gestures that provided additional information to speech (i.e., when the speech was missing vital information) enhanced narrative recall compared to observing no gestures, while observing gestures that did not provide additional information to speech were no more beneficial than observing no gestures at all. Findings from the current study provide valuable insight into the beneficial effect of iconic gesture on narrative recall, with important implications for education and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01