Improving Native American children’s listening comprehension through concrete representations

Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M.

doi:10.1016/j.cedpsych.2007.03.003

Cited by 44 publications

(40 citation statements)

References 26 publications

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“…This finding is consistent with studies in the embodied cognition literature demonstrating that observing gestures during tasks such as text comprehension (Marley et al, 2007) helps people remember and understand the materials they study. Moreover, our results correspond to previous findings (e.g.…”

Section: Discussionsupporting

confidence: 82%

“…A meta-analysis by Hostetter (2011) showed that comprehension of a spoken message significantly improves if the speaker uses gestures (d = 0.61). Also, Marley, Levin, and Glenberg (2007) showed that children reading a story sentence by sentence, and after each sentence simulating the described actions by manipulating toy figures or by observing someone else manipulating these figures, had better comprehension and better memory for the story content compared with children reading the story twice. So in their study, observing someone else's gestures had a similar learning benefit as gesturing yourself.…”

Section: Gestures Facilitate Learningmentioning

confidence: 99%

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Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Koning

Tabbers

2013

Applied Cognitive Psychology

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Recent research on dynamic visualizations suggests that these visualizations are effective for learning human movements such as knot tying or paper folding. Using embodied theories of cognition, this study investigated whether learning non-human movements from a dynamic visualization can also be enhanced by grounding these movements in the learner's motor system. University students viewed an animation on lightning formation, and followed the animation's movements with gestures, saw an on-screen human hand follow the movements or saw an arrow follow the movements. Results showed that observing an onscreen human hand following the movements in the animation, but not actually performing these movements, enhanced retention and transfer performance compared with watching the animation without gestures. This suggests that observation of human hand movement in animation-based instruction, which plays an important role in learning of procedural-motor tasks, can also improve people's learning from other dynamic systems.

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Section: Discussionsupporting

confidence: 82%

Section: Gestures Facilitate Learningmentioning

confidence: 99%

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Koning

Tabbers

2013

Applied Cognitive Psychology

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“…This effect is found working with children one-on-one (Glenberg, Gutierrez, Levin, Japuntich, & Kaschak, 2004) and when the children work in three-person reading groups (Glenberg, Brown, & Levin, 2007). Similar effects are seen in a listening comprehension environment with children with learning disabilities (Marley, Levin, & Glenberg, 2007).…”

supporting

confidence: 63%

Improving Reading to Improve Math

Glenberg

Willford

Gibson

et al. 2012

Scientific Studies of Reading

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“…These findings encourage the use of active manipulation of objects during instruction and suggest that his is an effective way to enhance comprehension. Extending the findings of Glenberg et al (2004), Marley et al (2007) have demonstrated that even when learners observe another person manipulating toys to represent text content, comprehension is improved compared to only reading the text.…”

Section: Manipulationmentioning

confidence: 99%

“…The findings by Glenberg et al (2008) suggest that even imagining manipulating an animation might facilitate learning, although this might require some practice. Besides the learning process, using a depiction of another person or a pedagogical agent in an animation manipulating a system should also facilitate learning (Marley et al 2007). In each of these strategies, the possibility to link the movements to people's own bodily experiences is fundamental to successful learning.…”

Section: Implications For Animationsmentioning

confidence: 99%

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

2011

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Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system's movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people's own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.

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Improving Native American children’s listening comprehension through concrete representations

Cited by 44 publications

References 26 publications

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Improving Reading to Improve Math

Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

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