Presentation and production: The role of gesture in spatial communication

Austin, Elizabeth; Sweller, Naomi

doi:10.1016/j.jecp.2013.12.008

Cited by 43 publications

(92 citation statements)

References 31 publications

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“…As indicated by other findings (e.g. Austin & Sweller, 2014), gestural aids for deeper encoding might be especially important for children as opposed to adults, as they are still developing their verbal skills. In addition, we found that tracing gestures are effective for spatial retention.…”

Section: Discussionmentioning

confidence: 63%

“…manipulation of objects, Novack et al, 2014;see however, Fischer et al, 2015). More relevant for the present study, it has been found that children (3-4 years) can benefit from observing specific gestures in encoding verbally presented route directions (Austin & Sweller, 2014). In this study, next to the effect of depictive gesture (i.e.…”

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 74%

“…Previous research has already been engaged with this topic in several ways (e.g. Alibali & Nathan, 2012;Austin & Sweller, 2014;Novack et al, 2014). For example, children (8-11 years) observing and then reproducing and applying abstract symbolic gestures (e.g.…”

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 99%

“…It has been argued that depictive gestures provide additional non-categorical information, which provides opportunities for deeper or more contextualized processing of meaning (Alibali & Nathan, 2012). Indeed, it has been found that such information is picked up by observers, wherein the gesture observed is often reproduced in the observers' own gestures performed moments afterward (Cook & Tanenhaus, 2009; see also Austin & Sweller, 2014). In contrast, tracing gestures are held to provide observers with a way to spatially index or anchor speech in the environment.…”

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 99%

See 3 more Smart Citations

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Wermeskerken

Fijan

Eielts

et al. 2016

Applied Cognitive Psychology

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Previous research has established that gesture observation aids learning in children. The current study examined whether observation of gestures (i.e. depictive and tracing gestures) differentially affected verbal and visual-spatial retention when learning a route and its street names. Specifically, we explored whether children (n = 97) with lower visual and verbal workingmemory capacity benefited more from observing gestures as compared with children who score higher on these traits. To this end, 11-to 13-year-old children were presented with an instructional video of a route containing no gestures, depictive gestures, tracing gestures or both depictive and tracing gestures. Results indicated that the type of observed gesture affected performance: Observing tracing gestures or both tracing and depictive gestures increased performance on route retention, while observing depictive gestures or both depictive and tracing gestures increased performance on street name retention. These effects were not differentially affected by working-memory capacity.

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Section: Discussionmentioning

confidence: 63%

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 74%

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 99%

Section: Gesture and Learning: Different Gesture Different Effects?mentioning

confidence: 99%

See 2 more Smart Citations

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Wermeskerken

Fijan

Eielts

et al. 2016

Applied Cognitive Psychology

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“…Though there is mixed evidence regarding the benefits of observing beat gestures for preschool children (e.g., [13]), a number of studies have demonstrated that observing beat gestures significantly enhances children's memory recall in a pragmatic discourse context [14,15,16]. To our knowledge, there are only three studies specifically focusing on the effects of observing beat gestures on narrative development.…”

Section: Introductionmentioning

confidence: 99%

Encouraging children to produce rhythmic beat gestures leads to better narrative discourse performances

Prieto¹,

Vilà-Giménez²

2018

Speech Prosody 2018

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Recent research has shown that when preschoolers listen to a speaker who is simultaneously making beat gestures, this favors their recall and comprehension of what they have heard and also boosts their narrative performance. However, previous studies have not tested the effect of encouraging children to produce beat gestures while retelling narrativesas opposed to merely observing them-on their narrative performances. In this study, a total of 47 five-and six-year-old children participated in a between-subjects brief training study experiment with a pretest and an immediate posttest design. Children were exposed to a training phase with a total of six one-minute stories, presented under two experimental conditions: 1) beat non-encouraging condition, and 2) beat encouraging condition. Video recordings of the pretest and posttest narratives were then scored for narrative structure and fluency. A comparison of scores showed that children in the group that had been encouraged to use beat gestures performed better than the group of children who were simply asked to retell the story without gesture instruction. All in all, this evidence suggests that encouraging the use of beat gestures by children helps to boost their subsequent narrative performance.

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Emotion and gesture effects on narrative recall in young children and adults

Guilbert

Sweller

Bergen

2021

Applied Cognitive Psychology

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Research with children and adults suggests verbal references to negative emotion support narrative recall. To date, however, the effects of gesture on emotion recall have been ignored. Children (4-6 years) and adults viewed videos containing negatively valenced, positively valenced, and emotionally neutral stories. The narrator provided gestures reflecting the bodily state of the protagonist (negative emotion, positive emotion or neutral state), the main story event, or no gestures. Children and adults recalled more negative emotions than positive emotions or neutral states. For children, state gestures facilitated state-related recall, and event gestures facilitated event-related recall. For adults, state gestures did not impact recall, whereas event gestures weakened recall. For both age groups, gesture's benefits remained consistent across emotional valence. Results suggest emotional valence is not critical in determining whether viewing gestures facilitates narrative recall, with important implications for deciding how and when to use gestures to best assist listeners' recall.

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Presentation and production: The role of gesture in spatial communication

Cited by 43 publications

References 31 publications

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Observation of Depictive Versus Tracing Gestures Selectively Aids Verbal Versus Visual–Spatial Learning in Primary School Children

Encouraging children to produce rhythmic beat gestures leads to better narrative discourse performances

Emotion and gesture effects on narrative recall in young children and adults

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