Journal article
Consolidation and Transfer of Learning After Observing Hand Gesture
Child development, Vol.84(6), pp.1863-1871
11/2013
DOI: 10.1111/cdev.12097
PMID: 23551027
Abstract
Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children (n = 184, ages = 7–10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later. The lesson either included speech and gesture or only speech. Children who saw gesture performed better overall and performance improved after 24 hr. Children who only heard speech did not improve after the delay. The gesture group also showed stronger transfer to different problem types. These findings suggest that gesture enhances learning of concepts and affects how learning is consolidated over time.
Details
- Title: Subtitle
- Consolidation and Transfer of Learning After Observing Hand Gesture
- Creators
- Susan Wagner Cook - University of IowaRyan G Duffy - Michigan State UniversityKimberly M Fenn - Michigan State University
- Resource Type
- Journal article
- Publication Details
- Child development, Vol.84(6), pp.1863-1871
- DOI
- 10.1111/cdev.12097
- PMID
- 23551027
- NLM abbreviation
- Child Dev
- ISSN
- 0009-3920
- eISSN
- 1467-8624
- Number of pages
- 9
- Grant note
- Michigan State University University of Iowa
- Language
- English
- Date published
- 11/2013
- Academic Unit
- Psychological and Brain Sciences; Iowa Neuroscience Institute
- Record Identifier
- 9984002345002771
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