From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall

Abstract

Narrative recall and comprehension are important lifelong skills. While gesturing may improve recall by alleviating cognitive load, it may be differentially beneficial, depending on task and individual characteristics. While research on gesture’s effects on a variety of task modalities is burgeoning, effects on recall of narratives read aloud are under-examined. Further, emotional valence and individual differences in verbal memory may affect recall, through effects on task difficulty. If gesturing lightens cognitive load, it may be more beneficial for harder tasks, namely for narratives lacking emotional content and for individuals with poorer verbal memory. Across two studies, impacts of gesture production, emotional valence, and individual differences on narrative recall were evaluated. In Study 1, participants (N = 100) read aloud three emotive narratives (positive, negative, neutral) while either instructed to gesture or receiving no gesture instructions. Gesture production hindered recall, particularly for those with higher verbal memory. Emotion benefited recall, with enhanced recall of the negative narrative and impaired recall for the neutral narrative. In Study 2, following a measure of individual propensity to gesture, participants (N = 98) similarly read aloud three emotive narratives. Instructions to gesture hindered recall for participants with a lower propensity to gesture, and emotional narratives again saw enhanced recall relative to the neutral narrative. Propensity to gesture and verbal memory were positively associated with narrative comprehension. Results suggest instructions to produce gestures may for some individuals hinder recall for self-guided learners when studying written texts, while emotional content benefits recall.