The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Consolidation and Transfer of Learning After Observing Hand Gesture
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 abstract concepts and affects how learning is consolidated over time.
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Rizzolatti, G., & Craighero, L. (2004) · Annual Review of Neuroscience · doi:10.1146/annurev.neuro.27.070203.144230 · Cited by 7,433
Cattaneo, L., & Rizzolatti, G. (2009) · Archives of Neurology · doi:10.1001/archneurol.2009.41 · Cited by 3,137
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734 · cited 1×
“Previous work has shown that students learn more when they receive individualized, rather than group-level, instruction (Bloom, 1984).”
BackgroundPerception and Action Planning
Prinz, W. (1997) · European Journal of Cognitive Psychology · doi:10.1080/713752551 · Cited by 2,013
Making children gesture brings out implicit knowledge and leads to learning
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.136.4.539 · Cited by 397
Self-citationConsolidating the Effects of Waking and Sleep on Motor-Sequence Learning
Brawn, T. P., Fenn, K. M., Nusbaum, H. C., & Margoliash, D. (2010) · The Journal of Neuroscience · doi:10.1523/jneurosci.3295-10.2010 · Cited by 181
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Cited by
Students learn more when their teacher has learned to gesture effectively
Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., Nathan, M. J., Breckinridge Church, R., & Knuth, E. J. (2013) · Gesture · doi:10.1075/gest.13.2.05ali · Cited by 101
Teachers’ gestures and students’ learning: sometimes “hands off” is better
Yeo, A., Ledesma, I., Nathan, M. J., Alibali, M. W., & Church, R. B. (2017) · Cognitive Research: Principles and Implications · doi:10.1186/s41235-017-0077-0 · Cited by 34
“Why did students learn less when the teacher gestured to the equations? This finding flies in the face of abundant past research demonstrating that gesture contributes to comprehension of the accompanying speech (see Hostetter, 2011), and that teachers’ gestures are beneficial for students’ learning (e.g., Church et a…”
BackgroundEnhancing learning with hand gestures: Potential mechanisms
Cook, S. W. (2018) · Psychology of Learning and Motivation · doi:10.1016/bs.plm.2018.10.001 · Cited by 23
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Metadata
- Authors
- Cook, S. W., Duffy, R. G., & Fenn, K. M.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2013-11-01
- Volume
- 84
- Issue
- 6
- Pages
- 1863-1871
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2110106890
- Cited by
- 189
- References
- 6
- FWCI
- 8.60
- Type
- journal article
- Language
- en
- Open access
- closed
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