Hands in the Air: Using Ungrounded Iconic Gestures to Teach Children Conservation of Quantity

Developmental Psychology

Volumn 44, Issue 5, 2008, Pages 1277-1287

  Ping, Raedy M ^a   Goldin Meadow, Susan ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

action; gesture; instruction; learning; teaching

Indexed keywords

ARTICLE; CHILD; COMPREHENSION; DECISION MAKING; FEMALE; GESTURE; HUMAN; IMAGINATION; LEARNING; MALE; METHODOLOGY; ORIENTATION; PATTERN RECOGNITION; PERCEPTION; PRESCHOOL CHILD; PROBLEM SOLVING; RECALL; SPEECH PERCEPTION; TEACHING;

CHILD; CHILD, PRESCHOOL; COMPREHENSION; FEMALE; FORM PERCEPTION; GESTURES; HUMANS; IMAGINATION; JUDGMENT; LEARNING; MALE; MENTAL RECALL; ORIENTATION; PROBLEM SOLVING; SIZE PERCEPTION; SPEECH PERCEPTION; TEACHING;

EID: 54849417966     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.44.5.1277     Document Type: Article

References (33)

1. Alibali M.W., and Goldin-Meadow S. Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology 25 (1993) 468-523
2. Broaders S., Cook S.W., Mitchell Z., and Goldin-Meadow S. Making children gesture reveals implicit knowledge and leads to learning. Journal of Experimental Psychology: General 136 (2007) 539-550
3. Church R.B., Ayman-Nolley S., and Mahootian S. The role of gesture in bilingual education: Does gesture enhance learning?. International Journal of Bilingual Education & Bilingualism 7 (2004) 303-320
4. Church R.B., and Goldin-Meadow S. The mismatch between gesture and speech as an index of transitional knowledge. Cognition 23 (1986) 43-71
5. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Erlbaum, Hillsdale, NJ
6. Cook S.W., and Goldin-Meadow S. The role of gesture in learning: Do children use their hands to change their minds?. Journal of Cognition and Development 7 (2006) 211-232
7. Cook S.W., Mitchell Z., and Goldin-Meadow S. Gesturing makes learning last. Cognition 106 (2008) 1047-1058
8. Flevares L.M., and Perry M. How many do you see? The use of nonspoken representation in first-grade mathematics lessons. Journal of Educational Psychology 93 (2001) 330-345
9. Gentner D., and Namy L. Comparison in the development of categories. Cognitive Development 14 (1999) 487-513
10. Glenberg A.M., and Robertson D.A. Indexical understanding of instructions. Discourse Processes 28 1 (1999) 1-26
11. Goldin-Meadow S. Hearing gesture: How our hands help us think (2003), Harvard University Press, Cambridge, MA
12. Goldin-Meadow S., Alibali M.W., and Church R.B. Transitions in concept acquisition: Using the hand to read the mind. Psychological Review 100 (1993) 279-297
13. Goldin-Meadow S., Nusbaum H., Kelly S.D., and Wagner S. Explaining math: Gesturing lightens the load. Psychological Science 12 (2001) 516-522
14. Goldin-Meadow S., and Singer M.A. From children's hands to adults' ears: Gesture's role in the learning process. Developmental Psychology 39 (2003) 509-520
15. Goldstone R.L., and Sakamoto Y. The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology 46 (2003) 414-466
16. Goodwin C. The semiotic body in its environment. In: Coupland J., and Gwyn R. (Eds). Discourses of the body (2003), Palgrave/Macmillan, New York 19-42
17. Hodapp R.M., Goldfield E.C., and Boyatzis C.J. The use and effectiveness of maternal scaffolding in mother-infant games. Child Development 55 (1984) 772-781
18. Kaminski J.A., Sloutsky V.M., and Heckler A.F. Do children need concrete instantiations to learn an abstract concept?. In: Sun R., and Miyake N. (Eds). Proceedings of the 28th Annual Conference of the Cognitive Science Society (2006), Erlbaum, Mahwah, NJ 411-416
19. Kelly S.D. Broadening the units of analysis in communication: Speech and nonverbal behaviours in pragmatic comprehension. Journal of Child Language 28 (2001) 325-349
20. Kelly S.D., and Church R.B. Can children detect conceptual information conveyed through other children's nonverbal behaviors?. Cognition & Instruction 15 (1997) 107-134
21. McNeil N.M., Alibali M.W., and Evans J.L. The role of gesture in children's comprehension of spoken language: Now they need it, now they don't. Journal of Nonverbal Behavior 24 (2000) 131-150
22. McNeill D. Hand and mind: What gestures reveal about thought (1992), University of Chicago Press, Chicago
23. Morford M., and Goldin-Meadow S. Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language 19 (1992) 559-580
24. Namy L.L., and Gentner D. Making a silk purse out of two sow's ears: Young children's use of comparison in category learning. Journal of Experimental Psychology: General 131 (2002) 5-15
25. Perry M., Berch D., and Singleton J.L. Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues 6 (1995) 213-236
26. Perry M., Church R.B., and Goldin-Meadow S. Transitional knowledge in the acquisition of concepts. Cognitive Development 3 (1988) 359-400
27. Pine K.J., Lufkin N., and Lewis C. More gestures than answers: Children learning about balance. Developmental Psychology 40 (2004) 1059-1067
28. Richland L.E., Zur O., and Holyoak K.J. Cognitive supports for analogies in the mathematics classroom. Science 316 (2007, May 25) 1128-1129
29. Roth W.-M., and Welzel M. From activity to gestures and scientific language. Journal of Research in Science Teaching 38 (2001) 103-136
30. Singer M.A., and Goldin-Meadow S. Children learn when their teacher's gestures and speech differ. Psychological Science 16 (2005) 85-89
31. Spivey M., and Geng J. Oculomotor mechanisms activated by imagery and memory: Eye movements to absent objects. Psychological Research 65 (2001) 235-241
32. Valenzeno L., Alibali M.A., and Klatzky R. Teachers' gestures facilitate students' learning: A lesson in symmetry. Contemporary Educational Psychology 28 (2003) 187-204
33. Wagner S., Nusbaum H., and Goldin-Meadow S. Probing the mental representation of gesture: Is handwaving spatial?. Journal of Memory and Language 50 (2004) 395-407