Consolidation and Transfer of Learning After Observing Hand Gesture

Cook, Susan Wagner; Duffy, R.; Fenn, Kimberly M.

doi:10.1111/cdev.12097

Cited by 163 publications

(190 citation statements)

References 48 publications

Supporting

Mentioning

148

Contrasting

Unclassified

Order By: Relevance

“…These findings are expected given similar findings using live and prerecorded stimuli [9], [10], [6]. However, these findings go beyond prior work in that they provide more convincing evidence that the effect observed is due to hand gesture rather than to some associated confound.…”

Section: B Study 2: Do Instructor Gestures Promote Learning?supporting

confidence: 79%

“…In addition to facilitating initial learning, gesturing during mathematics instruction also makes it more likely that children will retain their new learning over time, above and beyond the amount of retention shown by children who learn the same amount without gesture, and increases transfer of knowledge to novel contexts [10]. Gesture is a spontaneous behavior that is routinely incorporated into human communication, and so it is perhaps not surprising that it is generally helpful for listeners.…”

Section: Prior Workmentioning

confidence: 99%

See 1 more Smart Citation

Animation Stimuli System for Research on Instructor Gestures in Education

Cui

Popescu

Adamo-Villani

et al. 2017

IEEE Comput. Grap. Appl.

View full text Add to dashboard Cite

Abstract-We present a system for creating animation stimuli for the study of instructor gestures in education. The system does not require artistic talent or programming expertise. The system provides an animation character that serves as an instructor avatar. The avatar can speak, write on a nearby white board, and make pointing, embodied cognition, and charisma gestures. The avatar is controlled with a text script that specifies when and what the avatar says and does. The script is executed automatically to create the animation stimuli. The system has been used so far in two studies. The first study investigated which type of charisma gestures makes the instructor more appealing by testing 18 gesture conditions. The second study compared the learning of mathematical equivalence after a lesson given by the avatar, with and without gestures. This shows that the system can be used efficiently to create accurate and effective stimuli for complex studies.

show abstract

Section: B Study 2: Do Instructor Gestures Promote Learning?supporting

confidence: 79%

Section: Prior Workmentioning

confidence: 99%

Animation Stimuli System for Research on Instructor Gestures in Education

Cui

Popescu

Adamo-Villani

et al. 2017

IEEE Comput. Grap. Appl.

View full text Add to dashboard Cite

show abstract

“…Observing others' movements could support episodic memories as encoding of the words relied on the context or the situation elements. Moreover, numerous studies have shown that observing gestures can have positive effects on learning (e.g., Church, Ayman-Nolley, & Mahootian, 2004;Cook, Duffy, & Fenn, 2013;Ping & Goldin-Meadow, 2008). …”

Section: Discussionmentioning

confidence: 99%

Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning

et al. 2015

View full text Add to dashboard Cite

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language vocabulary task. Participants were 111 preschool children of 15 childcare centers, who were randomly assigned to one of four conditions. Participants had to learn 14 Italian words in a 4-week teaching program. They were tested on their memory for the words during, directly after, and 6 weeks after the program. In the integrated physical exercise condition, children enacted the actions indicated by the words to be learned in physical exercises. In the non-integrated physical exercise condition children performed physical exercises at the same intensity, but unrelated to the learning task. In the gesturing condition, children enacted the actions indicated by the words to be learned by gesturing while remaining seated. In the conventional condition, children verbally repeated the words while remaining seated. Results confirmed the main hypothesis, indicating that children in the integrated physical exercise condition achieved the highest learning outcomes. Implications of integrated physical exercise programs for preschool children's cognition and health are discussed. AbstractResearch suggests that integrating human movement into a cognitive learning task can

show abstract

“…A second suggestion is that aphasic patients may compensate auditory comprehension deficits with additional nonverbal information deriving from the actors' co-speech gestures and therefore may fixate more the speaker's co-speech gestures, i.e., the hands. There is evidence that the presence of co-speech gestures improves information encoding and memory consolidation (Cohen & Otterbein, 1992;Cook, Duffy, & Fenn, 2013;Feyereisen, 2006;Records, 1994). Finally, the third suggestion is based on the cognitive processing view: Aphasic patients allocate their limited attentional resources (Kahneman, 1973) on the auditory input and avoid competing input from visual speech perception.…”

Section: Introductionmentioning

confidence: 99%