Gestures, but Not Meaningless Movements, Lighten Working Memory Load when Explaining Math

Autor/inn/en	Cook, Susan Wagner; Yip, Terina Kuangyi; Goldin-Meadow, Susan
Titel	Gestures, but Not Meaningless Movements, Lighten Working Memory Load when Explaining Math
Quelle	In: Language and Cognitive Processes, 27 (2012) 4, S.594-610 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
DOI	10.1080/01690965.2011.567074
Schlagwörter	Short Term Memory; Nonverbal Communication; Speech Communication; Mathematics; Problem Solving; Motor Reactions; Language Processing; College Students; Task Analysis + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Non-verbal communication; Nonverbale Kommunikation; Mathematik; Problemlösen; Sprachverarbeitung; Collegestudent; Aufgabenanalyse
Abstract	Gesturing is ubiquitous in communication and serves an important function for listeners, who are able to glean meaningful information from the gestures they see. But gesturing also functions for speakers, whose own gestures reduce demands on their working memory. Here we ask whether gesture's beneficial effects on working memory stem from its properties as a rhythmic movement, or as a vehicle for representing meaning. We asked speakers to remember letters while explaining their solutions to math problems and producing varying types of movements. Speakers recalled significantly more letters when producing movements that coordinated with the meaning of the accompanying speech, i.e., when gesturing, than when producing meaningless movements or no movement. The beneficial effects that accrue to speakers when gesturing thus seem to stem not merely from the fact that their hands are moving, but from the fact that their hands are moving in coordination with the content of speech. (Contains 1 table and 2 figures.) (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