Words in action

Nooijer, Jacqueline A. de; Gog, Tamara van; Paas, Fred; Zwaan, Rolf A.

doi:10.1075/gest.14.1.03noo

Cited by 19 publications

(13 citation statements)

References 41 publications

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“…Which are the cognitive processes that underlie this effect and its potential development? Recently, some studies have sought to identify factors that could explain EE variance in childhood, among which verb type, time of testing (immediate or delay), or language proficiency (Frick-Horbury, 2002; de Nooijer et al, 2013, 2014). To our knowledge, no study has yet addressed the role of cognitive processes (binding, episodic memory) possibly implicated in the EE from a developmental perspective, although theoretical frameworks underlined these cognitive processes’ involvement.…”

Section: Introductionmentioning

confidence: 99%

Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading

et al. 2017

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There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6–10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the “glue” theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood.

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Section: Introductionmentioning

confidence: 99%

Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading

et al. 2017

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“…Participants who saw and imitated these gestures achieved higher memory recall rates than participants in a control group. Later studies replicated and extended these initial findings (e.g., Kelly et al, 2009;Macedonia and Knösche, 2011;de Nooijer et al, 2013de Nooijer et al, , 2014de Wit et al, 2017;Andrä et al, 2020;Sweller et al, 2020).…”

Section: Effects Of Gesture-based Enrichmentmentioning

confidence: 68%

“…One major finding of the reported studies was that gesturebased enrichment in word learning depends on the type of linguistic material to be learned (de Nooijer et al, 2013(de Nooijer et al, , 2014. Evidence along the same lines has been provided by who conducted a study in which they focused on a comparison of word types (concrete and abstract nouns, verbs, and adverbs).…”

Section: Effects Of Gesture-based Enrichmentmentioning

confidence: 84%

“…Previous research has demonstrated that picture-based enrichment (Bull and Wittrock, 1973;Smith et al, 1987Smith et al, , 1994Plass et al, 1998;McGregor et al, 2007;Morett, 2019;Andrä et al, 2020) as well as gesture-based enrichment can improve word learning (with studies predominantly using iconic or emblematic gestures, cf. Quinn-Allen, 1995;Kelly et al, 2009;Macedonia and Knösche, 2011;de Nooijer et al, 2013de Nooijer et al, , 2014Macedonia and Klimesch, 2014;Baills et al, 2019;Huang et al, 2019;Andrä et al, 2020;Sweller et al, 2020). The details of the underlying mechanisms are, however, not understood in full detail.…”

Section: Introductionmentioning

confidence: 99%

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Non-verbal Enrichment in Vocabulary Learning With a Virtual Pedagogical Agent

Pütten

Bergmann

2020

Front. Psychol.

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Non-verbal enrichment in the form of pictures or gesture can support word learning in first and foreign languages. The present study seeks to compare the effects of viewing pictures vs. imitating iconic gestures on learning second language (L2) vocabulary. In our study participants learned L2 words (nouns, verbs, and adjectives) together with a virtual, pedagogical agent. The to-be-learned items were either (i) enriched with pictures, or (ii) with gestures that had to be imitated, or (iii) without any non-verbal enrichment as control. Results showed that gesture imitation was particularly supportive for learning nouns, whereas pictures showed to be most beneficial for memorizing verbs. These findings, suggesting that the type of vocabulary learning strategy has to match with the type of linguistic material to be learned, have important educational implications for L2 classrooms and technology-enhanced tutoring systems.

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“…Osutavate ja ikooniliste žestidega saab õpetaja toetada õppe protsessi eri viisil. Ikooniliste žestide abil on võimalik lisada sõnadega väljen datud esemele või nähtusele visuaalset mõõdet, aidata õpilastel visuali seerida kuuldud sõna (De Nooijer et al, 2014) ning mäletada seeläbi õpitut kauem.…”

Section: õPetajate Mitteverbaalne Suhtlusunclassified

Evaluation of primary school teachers’ exemplar-based linguistic communication based on structured observation

Uibu¹,

Padrik²,

Tenjes³

2016

EHA

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Õpetaja keele- ja suhtluseeskuju mõjutab oluliselt õppeprotsessi kvaliteeti. See realiseerub harjumuspärase tunnisuhtlusstiilina, mis hõlmab nii mitteverbaalse kui ka verbaalse suhtluse komponente: õpetaja ja õpilaste tegevuste kommenteerimist, õpilaste vastuste kordamist ja laiendamist, küsimuste valikut ning keelekasutuse raskusastme varieerimist. Uurimuse eesmärk on hinnata struktureeritud vaatluse teel klassiõpetajate (N = 46) suhtlusstiile ja nende seoseid õpilaste (N = 611) emakeeleoskustega 3. klassis. Rühma- ja indiviidikesksete analüüside ning multimodaalse videoanalüüsi põhjal ilmneb neli suhtlusprofiili, mis eristuvad verbaalse ja mitteverbaalse suhtluse komponentide kasutuse poolest. Kõige vähem kasutavad õpetajad emakeeletunnis enda ja õpilaste tegevuste kommenteerimist ning kõige rohkem õpilaste vastuste kordamist ja täiendamist. Uurimistulemustest selgub, et õpetajatel, kelle suhtlusstiil sai kõrge hinnangu, on oodatust rohkem emakeeletestis kehvema tulemuse saavutanud õpilasi. Summary

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Words in action

Cited by 19 publications

References 41 publications

Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading

Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading

Non-verbal Enrichment in Vocabulary Learning With a Virtual Pedagogical Agent

Evaluation of primary school teachers’ exemplar-based linguistic communication based on structured observation

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