The role of gesture in learning: Do children use their hands to change their minds?

Journal of Cognition and Development

Volumn 7, Issue 2, 2006, Pages 211-232

  Wagner Cook, Susan ^a   Goldin Meadow, Susan ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD BEHAVIOR; COMPREHENSION; CONTROLLED STUDY; FEMALE; GESTURE; HAND MOVEMENT; HUMAN; HUMAN EXPERIMENT; INTERMETHOD COMPARISON; INTERPERSONAL COMMUNICATION; LEARNING; MALE; MATHEMATICAL COMPUTING; MENTAL FUNCTION; NORMAL HUMAN; PROBLEM SOLVING; SCHOOL CHILD; TASK PERFORMANCE;

EID: 33746172317     PISSN: 15248372     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327647jcd0702_4     Document Type: Article

References (48)

1. Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology, 25, 468-523.
2. Alibali, M. W., Kita, S., & Young, A. J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language & Cognitive Processes, 15, 593-613.
3. Bekkering, H., Wohlschlaeger, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 1, 153-164.
4. Carpenter, M., Call, J., & Tomasello, M. (2005). Twelve- and 18-month-olds copy actions in terms of goals. Developmental Science, 8(1), F13-F20.
5. Chartrand, T. L., & Bargh, J. A. (1999). The chameleon effect: The perception-behavior link and social interaction. Journal of Personality & Social Psychology, 76, 893-910.
6. Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7, 303-319.
7. Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23, 43-71.
8. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
9. Cohen, R. L. (1981). On the generality of some memory laws. Scandinavian Journal of Psychology, 22, 267-281.
10. Engelkamp, J. (1998). Memory for actions. East Sussex, England: Psychology Press.
11. Engelkamp, J., & Zimmer, H. D. (1984). Motor programme information as a separable memory unit. Psychological Research, 46, 283-299.
12. Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93, 330-345.
13. Garber, P., Alibali, M. W., & Goldin-Meadow, S. (1998). Knowledge conveyed in gesture is not tied to the hands. Child Development, 69, 75-84.
14. Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415, 755.
15. Glenberg, A. M., & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory & Language, 43, 379-401.
16. Goldin-Meadow, S. (2004). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
17. Goldin-Meadow, S., Alibali, M. W., & Church, R. B. (1993). Transitions in concept acquisition: Using the hand to read the mind. Psychological Review, 100, 279-297.
18. Goldin-Meadow, S., Kim, S., & Singer, M. (1999). What the teacher's hands tell the student's mind about math. Journal of Educational Psychology, 91, 720-730.
19. Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: Gesturing lightens the load. Psychological Science, 12, 516-522.
20. Goldin-Meadow, S., & Singer, M. A. (2003). From children's hands to adults' ears: Gesture's role in teaching and learning. Developmental Psychology, 39, 509-520.
21. Hadar, U., Burstein, A., Krauss, R., & Soroker, N. (1998). Ideational gestures and speech in brain-damaged subjects. Language & Cognitive Processes, 13, 59-76.
22. Hostetter, A. B., & Hopkins, W. D. (2002). The effect of thought structure on the production of lexical movements. Brain & Language, 82, 22-29.
23. Jeannerod, M. (1995). Mental imagery in the motor context. Neuropsychologia, 33, 1419-1432.
24. Kelly, S. D., Barr, D. J., Church, R. B., & Lynch, K. (1999). Offering a hand to pragmatic understanding: The role of speech and gesture in comprehension and memory. Journal of Memory & Language, 40, 577-592.
25. Kita, S., & Özyurek, A. (2003). What does cross-linguistic variation in semantic coordination of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and speaking. Journal of Memory & Language, 48, 16-32.
26. Kosslyn, S. M. (1994). Image and brain: The resolution of the imagery debate. Cambridge, MA: MIT Press.
27. Krauss, R. M., Morrel-Samuels, P., & Colasante, C. (1991). Do conversational hand gestures communicate? Journal of Personality & Social Psychology, 61, 743-754.
28. Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
29. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.
30. Meltzoff, A. N. (1988). Infant imitation after a one week delay: Long term memory for novel acts and multiple stimuli. Developmental Psychology, 24, 470-476.
31. Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75-78.
32. Neill, S. (1991). Classroom nonverbal communication. London: Routledge.
33. Nilsson, L.-G., Nyberg, L., Klingberg, T., Aberg, C., Persson, J., & Roland, P. E. (2000). Activity in motor areas while remembering action events. Neuroreport, 11, 2199-2201.
34. Perry, M., Berch, D. B., & Singleton, J. L. (1995, Spring). Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues, Spring 6, 213-236.
35. Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400.
36. Pine, K. J., Lufkin, N., & Messer, D. (2004). More gestures than answers: Children learning about balance. Developmental Psychology, 40, 1059-1067.
37. Richardson, D. C., Spivey, M. J., Barsalou, L. W., & McRae, K. (2003). Spatial representations activated during real-time comprehension of verbs. Cognitive Science, 27, 767-780.
38. Roth, W.-M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.
39. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
40. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers' gestures and speech differ. Psychological Science, 16, 85-89.
41. Thompson, L. A., & Massaro, D. W. (1986). Evaluation and integration of speech and pointing gestures during referential understanding. Journal of Experimental Child Psychology, 42, 144-168.
42. Thompson, L. A., & Massaro, D. W. (1994). Children's integration of speech and pointing gestures in comprehension. Journal of Experimental Child Psychology, 57, 327-354.
43. Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers' gestures facilitate students' learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204.
44. von Essen, J. D., & Nilsson, L.-G. (2003). Memory effects of motor activation in subject-performed tasks and sign language. Psychonomic Bulletin & Review, 10, 445-449.
45. Wagner, S. M., Nusbaum, H., & Goldin-Meadow, S. (2004). Probing the mental representation of gesture: Is handwaving spatial? Journal of Memory & Language, 50, 395-407.
46. Wilson, M. (2001). The case for sensorimotor coding in working memory. Psychonomic Bulletin & Review, 8, 44-57.
47. Zimmer, H. D., & Engelkamp, J. (2003). Signing enhances memory like performing actions. Psychonomic Bulletin & Review, 10, 450-454.
48. Zwaan, R. A., Madden, C. J., Yaxley, R. H., & Aveyard, M. E. (2004). Moving words: Dynamic representations in language comprehension. Cognitive Science, 28, 611-619.