The Gestures ASL Signers Use Tell Us when They Are Ready to Learn Math

Autor/inn/en	Goldin-Meadow, Susan; Shield, Aaron; Lenzen, Daniel; Herzig, Melissa; Padden, Carol
Titel	The Gestures ASL Signers Use Tell Us when They Are Ready to Learn Math
Quelle	In: Cognition, 123 (2012) 3, S.448-453 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2012.02.006
Schlagwörter	Learning Readiness; Deafness; American Sign Language; Teaching Methods; Nonverbal Communication; Mathematics Education; Problem Solving; Mathematics Instruction; Children; Cognitive Processes; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Lernbereitschaft; Gehörlosigkeit; Taubstummheit; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Mathematische Bildung; Problemlösen; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Cognition; Schema; Kognition
Abstract	The manual gestures that hearing children produce when explaining their answers to math problems predict whether they will profit from instruction in those problems. We ask here whether gesture plays a similar role in deaf children, whose primary communication system is in the manual modality. Forty ASL-signing deaf children explained their solutions to math problems and were then given instruction in those problems. Children who produced many gestures conveying different information from their signs ("gesture-sign mismatches") were more likely to succeed after instruction than children who produced few, suggesting that mismatch can occur within-modality, and paving the way for using gesture-based teaching strategies with deaf learners. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10