Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study

Autor/inn/en	Hughes-Berheim, Sarah S.; Cheimariou, Spyridoula; Shelley-Tremblay, John F.; Doheny, Margaret M.; Morett, Laura M.
Titel	Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 59 (2022) 8, S.646-667 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes-Berheim, Sarah S.) ORCID (Cheimariou, Spyridoula) ORCID (Shelley-Tremblay, John F.) ORCID (Doheny, Margaret M.) ORCID (Morett, Laura M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2022.2132080
Schlagwörter	Nonverbal Communication; Vocabulary Development; Systems Approach; Reading Processes; Accuracy; Semantics; Memory; Multimedia Materials; Word Recognition; Visual Stimuli; Learning Processes; Learning Theories; Reading Comprehension; Language Processing; Adults; Sentences; Computer Software; Task Analysis; Time on Task; Computer Assisted Instruction; Reading Rate; Comparative Analysis + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Systemischer Ansatz; Leseprozess; Semantik; Gedächtnis; Worterkennung; Learning process; Lernprozess; Learning theory; Lerntheorie; Leseverstehen; Sprachverarbeitung; Sentence analysis; Satzanalyse; Aufgabenanalyse; Zeitaufwand; Computer based training; Computerunterstützter Unterricht; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords' learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01