The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds?

Autor/inn/en	Cook, Susan Wagner; Goldin-Meadow, Susan
Titel	The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds?
Quelle	In: Journal of Cognition and Development, 7 (2006) 2, S.211-232 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Children; Nonverbal Communication; Grade 3; Grade 4; Problem Solving; Educational Strategies + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen; Lehrstrategie
Abstract	Adding gesture to spoken instructions makes those instructions more effective. The question we ask here is why. A group of 49 third and fourth grade children were given instruction in mathematical equivalence with gesture or without it. Children given instruction that included a correct problem-solving strategy in gesture were significantly more likely to produce that strategy in their own gestures during the same instruction period than children not exposed to the strategy in gesture. Those children were then significantly more likely to succeed on a posttest than children who did not produce the strategy in gesture. Gesture during instruction encourages children to produce gestures of their own, which, in turn, leads to learning. Children may be able to use their hands to change their minds. (Contains 3 figures, 2 tables and 4 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10