메뉴 건너뛰기




Volumn 51, Issue 8, 2015, Pages 1105-1114

Effects of learning with gesture on children's understanding of a new language concept

Author keywords

Gesture; Phonological competency; Word learning

Indexed keywords

CHILD; COMPARATIVE STUDY; COMPREHENSION; FEMALE; GESTURE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; MALE;

EID: 84938099776     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0039471     Document Type: Article
Times cited : (32)

References (36)
  • 1
    • 0027686290 scopus 로고
    • Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind
    • 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. http://dx.doi.org/10.1006/ cogp.1993.1012
    • (1993) Cognitive Psychology , vol.25 , pp. 468-523
    • Alibali, M.W.1    Goldin-Meadow, S.2
  • 2
    • 80052533415 scopus 로고    scopus 로고
    • Spontaneous gestures influence strategy choices in problem solving
    • Alibali, M. W., Spencer, R. C., Knox, L., & Kita, S. (2011). Spontaneous gestures influence strategy choices in problem solving. Psychological Science, 22, 1138-1144. http://dx.doi.org/10.1177/0956797611417722
    • (2011) Psychological Science , vol.22 , pp. 1138-1144
    • Alibali, M.W.1    Spencer, R.C.2    Knox, L.3    Kita, S.4
  • 4
    • 78649541430 scopus 로고    scopus 로고
    • Gesture changes thought by grounding it in action
    • Beilock, S. L., & Goldin-Meadow, S. (2010). Gesture changes thought by grounding it in action. Psychological Science, 21, 1605-1610. http://dx .doi.org/10.1177/0956797610385353
    • (2010) Psychological Science , vol.21 , pp. 1605-1610
    • Beilock, S.L.1    Goldin-Meadow, S.2
  • 5
    • 36248975255 scopus 로고    scopus 로고
    • Making children gesture brings out implicit knowledge and leads to learning
    • Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology, 136, 539-550. http://dx .doi.org/10.1037/0096-3445.136.4.539
    • (2007) Journal of Experimental Psychology , vol.136 , pp. 539-550
    • Broaders, S.C.1    Cook, S.W.2    Mitchell, Z.3    Goldin-Meadow, S.4
  • 6
    • 84871793270 scopus 로고    scopus 로고
    • Active learning of novel soundproducing objects: Motor reactivation and enhancement of visuo-motor connectivity
    • Butler, A. J., & James, K. H. (2013). Active learning of novel soundproducing objects: Motor reactivation and enhancement of visuo-motor connectivity. Journal of Cognitive Neuroscience, 25, 203-218. http://dx .doi.org/10.1162/jocn_a_00284
    • (2013) Journal of Cognitive Neuroscience , vol.25 , pp. 203-218
    • Butler, A.J.1    James, K.H.2
  • 7
    • 0001716441 scopus 로고    scopus 로고
    • Using gesture and speech to capture transitions in learning
    • Church, R. B. (1999). Using gesture and speech to capture transitions in learning. Cognitive Development, 14, 313-342. http://dx.doi.org/ 10.1016/S0885-2014(99)00007-6
    • (1999) Cognitive Development , vol.14 , pp. 313-342
    • Church, R.B.1
  • 8
    • 0022727772 scopus 로고
    • The mismatch between gesture and speech as an index of transitional knowledge
    • Church, R. B., & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23, 43-71. http://dx.doi.org/10.1016/0010-0277(86)90053-3
    • (1986) Cognition , vol.23 , pp. 43-71
    • Church, R.B.1    Goldin-Meadow, S.2
  • 9
    • 33746172317 scopus 로고    scopus 로고
    • The role of gesture in learning: Do children use their hands to change their minds?
    • Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7, 211-232. http://dx.doi.org/10.1207/s15327647jcd0702_4
    • (2006) Journal of Cognition and Development , vol.7 , pp. 211-232
    • Cook, S.W.1    Goldin-Meadow, S.2
  • 10
    • 37249041941 scopus 로고    scopus 로고
    • Gesturing makes learning last
    • Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047-1058. http://dx.doi.org/10.1016/j .cognition.2007.04.010
    • (2008) Cognition , vol.106 , pp. 1047-1058
    • Cook, S.W.1    Mitchell, Z.2    Goldin-Meadow, S.3
  • 13
    • 0035016054 scopus 로고    scopus 로고
    • Divergence of embodied knowledge and verbal expression: Evidence from gesture and speech in children with specific language impairment
    • Evans, J. L., Alibali, M. W., & McNeil, N. M. (2001). Divergence of embodied knowledge and verbal expression: Evidence from gesture and speech in children with specific language impairment. Language and Cognitive Processes, 16, 309 -331. http://dx.doi.org/10.1080/ 01690960042000049
    • (2001) Language and Cognitive Processes , vol.16 , pp. 309 -331
    • Evans, J.L.1    Alibali, M.W.2    McNeil, N.M.3
  • 14
    • 0035354479 scopus 로고    scopus 로고
    • How many do you see? The use of nonspoken representations in first-grade mathematics lessons
    • 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. http://dx.doi.org/10.1037/0022-0663.93.2.330
    • (2001) Journal of Educational Psychology , vol.93 , pp. 330-345
    • Flevares, L.M.1    Perry, M.2
  • 15
    • 85044796412 scopus 로고    scopus 로고
    • When gesture does and does not promote learning
    • Goldin-Meadow, S. (2010). When gesture does and does not promote learning. Language and Cognition, 2, 1-19. http://dx.doi.org/10.1515/ LANGCOG.2010.001
    • (2010) Language and Cognition , vol.2 , pp. 1-19
    • Goldin-Meadow, S.1
  • 16
    • 0027584733 scopus 로고
    • Transitions in concept acquisition: Using the hand to read the mind
    • 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. http://dx.doi.org/10.1037/0033-295X.100.2.279
    • (1993) Psychological Review , vol.100 , pp. 279-297
    • Goldin-Meadow, S.1    Alibali, M.W.2    Church, R.B.3
  • 17
    • 77955245463 scopus 로고    scopus 로고
    • Action's influence on thought:The case of gesture
    • Goldin-Meadow, S., & Beilock, S. (2010). Action's influence on thought:The case of gesture. Perspectives on Psychological Science, 5, 664-674. http://dx.doi.org/10.1177/1745691610388764
    • (2010) Perspectives on Psychological Science , vol.5 , pp. 664-674
    • Goldin-Meadow, S.1    Beilock, S.2
  • 18
    • 62349108992 scopus 로고    scopus 로고
    • Gesturing gives children new ideas about math
    • Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20, 267-272. http://dx.doi.org/10.1111/j.1467-9280.2009.02297.x
    • (2009) Psychological Science , vol.20 , pp. 267-272
    • Goldin-Meadow, S.1    Cook, S.W.2    Mitchell, Z.A.3
  • 19
  • 20
    • 84859714544 scopus 로고    scopus 로고
    • The gestures ASL signers use tell us when they are ready to learn math
    • Goldin-Meadow, S., Shield, A., Lenzen, D., Herzig, M., & Padden, C. (2012). The gestures ASL signers use tell us when they are ready to learn math. Cognition, 123, 448-453. http://dx.doi.org/10.1016/j.cognition .2012.02.006
    • (2012) Cognition , vol.123 , pp. 448-453
    • Goldin-Meadow, S.1    Shield, A.2    Lenzen, D.3    Herzig, M.4    Padden, C.5
  • 21
    • 0033581950 scopus 로고    scopus 로고
    • Active manual control of object views facilitates visual recognition
    • Harman, K. L., Humphrey, G. K., & Goodale, M. A. (1999). Active manual control of object views facilitates visual recognition. Current Biology, 9, 1315-1318. http://dx.doi.org/10.1016/S0960-9822(00)80053-6
    • (1999) Current Biology , vol.9 , pp. 1315-1318
    • Harman, K.L.1    Humphrey, G.K.2    Goodale, M.A.3
  • 22
    • 76949101948 scopus 로고    scopus 로고
    • Sensori-motor experience leads to changes in visual processing in the developing brain
    • James, K. H. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13, 279-288. http://dx.doi.org/10.1111/j.1467-7687.2009.00883.x
    • (2010) Developmental Science , vol.13 , pp. 279-288
    • James, K.H.1
  • 23
    • 84873291041 scopus 로고    scopus 로고
    • The effects of handwriting experience on functional brain development in pre-literate children
    • James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1, 32-42. http://dx.doi.org/10.1016/j.tine .2012.08.001
    • (2012) Trends in Neuroscience and Education , vol.1 , pp. 32-42
    • James, K.H.1    Engelhardt, L.2
  • 24
    • 0036691347 scopus 로고    scopus 로고
    • "Active" and "passive" learning of threedimensional object structure within an immersive virtual reality environment
    • James, K. H., Humphrey, G. K., Vilis, T., Corrie, B., Baddour, R., & Goodale, M. A. (2002). "Active" and "passive" learning of threedimensional object structure within an immersive virtual reality environment. Behavior Research Methods, Instruments, & Computers, 34, 383-390. http://dx.doi.org/10.3758/BF03195466
    • (2002) Behavior Research Methods, Instruments, & Computers , vol.34 , pp. 383-390
    • James, K.H.1    Humphrey, G.K.2    Vilis, T.3    Corrie, B.4    Baddour, R.5    Goodale, M.A.6
  • 25
    • 79959306165 scopus 로고    scopus 로고
    • Only self-generated actions create sensori-motor systems in the developing brain
    • James, K. H., & Swain, S. N. (2011). Only self-generated actions create sensori-motor systems in the developing brain. Developmental Psychology, 14, 673-678. http://dx.doi.org/10.1111/j.1467-7687.2010.01011.x
    • (2011) Developmental Psychology , vol.14 , pp. 673-678
    • James, K.H.1    Swain, S.N.2
  • 26
    • 59149083899 scopus 로고    scopus 로고
    • Brief training with cospeech gesture lends a hand to word learning in a foreign language
    • Kelly, S. D., McDevitt, T., & Esch, M. (2009). Brief training with cospeech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24, 313-334. http://dx.doi.org/ 10.1080/01690960802365567
    • (2009) Language and Cognitive Processes , vol.24 , pp. 313-334
    • Kelly, S.D.1    McDevitt, T.2    Esch, M.3
  • 27
    • 84885332645 scopus 로고    scopus 로고
    • Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children
    • Kersey, A. J., & James, K. H. (2013). Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Frontiers in Psychology, 4, 567. http:// dx.doi.org/10.3389/fpsyg.2013.00567
    • (2013) Frontiers in Psychology , vol.4 , pp. 567
    • Kersey, A.J.1    James, K.H.2
  • 28
    • 79955705551 scopus 로고    scopus 로고
    • The impact of iconic gestures on foreign language word learning and its neural substrate
    • Macedonia, M., Müller, K., & Friederici, A. D. (2011). The impact of iconic gestures on foreign language word learning and its neural substrate. Human Brain Mapping, 32, 982-998. http://dx.doi.org/10.1002/ hbm.21084
    • (2011) Human Brain Mapping , vol.32 , pp. 982-998
    • Macedonia, M.1    Müller, K.2    Friederici, A.D.3
  • 30
    • 84898860353 scopus 로고    scopus 로고
    • From action to abstraction: Using the hands to learn math
    • Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction: Using the hands to learn math. Psychological Science, 25, 903-910. http://dx.doi.org/10.1177/ 0956797613518351
    • (2014) Psychological Science , vol.25 , pp. 903-910
    • Novack, M.A.1    Congdon, E.L.2    Hemani-Lopez, N.3    Goldin-Meadow, S.4
  • 31
    • 0000345932 scopus 로고
    • Transitional knowledge in the acquisition of concepts
    • Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400. http://dx.doi.org/10.1016/0885-2014(88)90021-4
    • (1988) Cognitive Development , vol.3 , pp. 359-400
    • Perry, M.1    Church, R.B.2    Goldin-Meadow, S.3
  • 32
    • 54849417966 scopus 로고    scopus 로고
    • Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity
    • Ping, R. M., & Goldin-Meadow, S. (2008). Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44, 1277-1287. http://dx.doi.org/10.1037/ 0012-1649.44.5.1277
    • (2008) Developmental Psychology , vol.44 , pp. 1277-1287
    • Ping, R.M.1    Goldin-Meadow, S.2
  • 33
    • 84874856242 scopus 로고    scopus 로고
    • Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning
    • Post, L. S., van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29, 1450-1455. http://dx.doi.org/10.1016/j.chb.2013.01.005
    • (2013) Computers in Human Behavior , vol.29 , pp. 1450-1455
    • Post, L.S.1    van Gog, T.2    Paas, F.3    Zwaan, R.A.4
  • 34
    • 60149083667 scopus 로고    scopus 로고
    • Differences in early gesture explain SES disparities in child vocabulary size at school entry
    • Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323, 951-953. http://dx.doi.org/10.1126/science.1167025
    • (2009) Science , vol.323 , pp. 951-953
    • Rowe, M.L.1    Goldin-Meadow, S.2
  • 35
    • 14544275460 scopus 로고    scopus 로고
    • Children learn when their teacher's gestures and speech differ
    • Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teacher's gestures and speech differ. Psychological Science, 16, 85-89. http://dx.doi.org/10.1111/j.0956-7976.2005.00786.x
    • (2005) Psychological Science , vol.16 , pp. 85-89
    • Singer, M.A.1    Goldin-Meadow, S.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.