Optimizing Word Learning via Links to Perceptual and Motoric Experience

Abstract

The aim of this review is to consider how current vocabulary training methods could be optimized by considering recent scientific insights in how the brain represents conceptual knowledge. We outline the findings from several methods of vocabulary training. In each case, we consider how taking an embodied cognition perspective could impact word learning. The evidence we review suggests that vocabulary training methods can be optimized by making a congruent link between the words to learn and one's own perceptual and motoric experiences. In particular, we suggest that motoric information about the meaning of a word could be incorporated into more standard vocabulary training methods. Finally, we consider the impact an embodied cognitive perspective may have on other characteristics of word learning, such as individual differences in learning and variations in learning different types of words, for example words from different word classes and words in different contexts.

Embodied Perspectives on Behavioral Cognitive Enhancement

“…In a report by Hald, de Nooijder, van Gog, and Bekkering (2016), results from studies of vocabulary knowledge are reviewed and commonalities among successful training programs are highlighted. In particular, results from 41 of 44 reported vocabulary training studies seem to share three main aspects: In line with embodied cognition, as well as with recommendations already made by the pioneering pedagogue Maria Montessori (Lillard, 2005), the effectiveness of vocabulary training interventions was mainly determined by (a) sensory richness of the learned words; (b) establishment of links between meaning and previous (motor) experience; and (c) the extent to which movement was integrated into vocabulary training (Hald et al, 2016).…”

“…Moreover, whereas simple presentation of multimedia information produced no beneficial effects, interactive learning material aided word learning, again suggesting that the advantages of incorporating sensorimotor richness into learning programs go beyond the effects of simple multimodal repetition (Hald et al, 2016). The sensorimotor system, the authors conclude, seems to consistently underlie the strengthening of congruent ties between learning content and individual motor experience, which are beneficial to cognitive processing and knowledge retention.…”

L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective

“…Further work is therefore needed to shed light on how gestures can best support vocabulary instruction in adult classrooms, especially communicative, student-centred classrooms, and on how students respond to such techniques. Such classroom-based work will provide valuable information for teachers wishing to incorporate gestures into their own teaching practices, and will be in line with cognitive theoretical frameworks, such as Dual Coding Theory (Paivio, 1986) or Cognitive Load Theory (Sweller, Ayres, & Kalyuga, 2011), that posit enhanced learning effects based on learners' exposure to and use of perceptual and motor experiences (for review, see Hald, de Nooijer, van Gog, & Bekkering, 2015).…”

Guidelines for Designing Social Robots as Second Language Tutors

“…Gestures could take the form of deictic gestures, such as pointing to refer to physical objects near the child, or of iconic gestures used to emphasize physical features of objects or actions in a more representational manner. Such iconic gestures help to build congruent links between target words and perceptual or motor information, so learners may benefit not only from observing gestures, but also by way of execution, such as enactment and imitation [23,25].…”