1998
DOI: 10.2307/1132071
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Knowledge Conveyed in Gesture Is Not Tied to the Hands

Abstract: Children frequently gesture when they explain what they know, and their gestures sometimes convey different information than their speech does. In this study, we investigate whether children's gestures convey knowledge that the children themselves can recognize in another context. We asked fourth-grade children to explain their solutions to a set of math problems and identified the solution procedures each child conveyed only in gesture (and not in speech) during the explanations. We then examined whether thos… Show more

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Cited by 64 publications
(55 citation statements)
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“…In contrast, gestures in math explanations tend to be strings of points that require some interpretation. For example, pointing at all four numbers and then the blank in a mathematical equivalence problem conveys the add all numbers strategy (see Garber, Alibali, & Goldin-Meadow, 1998, for evidence that strings of pointing gestures do indeed convey problem-solving strategies-not only to experimenters but also to the speakers themselves). It may be that a few moments of instruction are insufficient to teach adults-who are not routinely called on to interpret children's math gestures-the skills to do so.…”
Section: Discussionmentioning
confidence: 99%
“…In contrast, gestures in math explanations tend to be strings of points that require some interpretation. For example, pointing at all four numbers and then the blank in a mathematical equivalence problem conveys the add all numbers strategy (see Garber, Alibali, & Goldin-Meadow, 1998, for evidence that strings of pointing gestures do indeed convey problem-solving strategies-not only to experimenters but also to the speakers themselves). It may be that a few moments of instruction are insufficient to teach adults-who are not routinely called on to interpret children's math gestures-the skills to do so.…”
Section: Discussionmentioning
confidence: 99%
“…Moreover, since much of what problem-solvers think about when they solve problems may not be expressed verbally, verbalizations do not always accurately reflect the cognitive processes at work during problem-solving (Ericsson & Simon, 1980. Gesture, it turns out, has access to speakers' implicit thoughts-thoughts that speakers cannot articulate and may not even know they have (Garber, Alibali, & Goldin-Meadow, 1998). Thus, gesture could serve as a particularly useful technique to assess problem-solving as it unfolds, one that offers a unique perspective on the process.…”
Section: Introductionmentioning
confidence: 99%
“…There is evidence that besides producing one's own gestures, watching someone else's gestures can enhance children's learning (e.g., Garber et al 1998). This seems to apply also for spatial cognition, since observing gestures of others was found to have a positive impact on the addressees' understanding of spatial information included in speech (Alibali 2005).…”
Section: Space and Shape Conceptsmentioning
confidence: 99%