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Thompson, Laura A.; Driscoll, Donna M.; Markson, Lori

doi:10.1023/a:1022914521401

Cited by 26 publications

(13 citation statements)

References 28 publications

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“…This order of coding was used for the speech-action descriptions as well. The ELAN system for coding video speech and gesture data (Sloetjes & Wittenburg, 2008) was used to code the timing of the speech-action and speech-gesture descriptions. This system allows for a fine-grained time code using milliseconds so we could precisely identify onset times.…”

Section: Coding and Analysismentioning

confidence: 99%

“…Research has shown that both children and adults detect and process information conveyed in gesture and that gesture enhances the processing and memory for the speech it accompanies (Church, Garber & Rogalsky, 2007;Goldin-Meadow, Wein, & Chang, 1992;McNeill, Cassell, & McCullough, 1994;Thompson, Driscoll, & Markson, 1998;Thompson & Massaro, 1994). Moreover, listeners (observers) are likely to detect, process and remember information from gesture that accompanies speech (Church, Kelly, & Lynch, 2000;Kelly, Barr, Church, & Lynch, 1999;Kelly & Church, 1997.…”

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confidence: 99%

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Temporal synchrony between speech, action and gesture during language production

Church

Kelly

Holcombe

2013

Language, Cognition and Neuroscience

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Researchers have theorised that speech and gesture are integrated in communication. We ask whether this integrated relationship is indexed by a unique temporal link between speech and gesture. University students performed videotaped tasks that elicited: (1) speech and action descriptions about how to act on objects and (2) speech and gesture descriptions about how to act on objects. Integration was indexed by measuring the onset of speech with actions and speech with gestures (in milliseconds), with smaller differences reflecting a greater degree of synchrony. One hundred per cent of the subjects gestured in the gesture condition and performed actions in the action condition. Speech and gesture were more tightly synchronised than speech with action. The greater synchrony between gesture and speech suggests that the two could be uniquely designed to work together for the purpose of communication.

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Section: Coding and Analysismentioning

confidence: 99%

mentioning

confidence: 99%

Temporal synchrony between speech, action and gesture during language production

Church

Kelly

Holcombe

2013

Language, Cognition and Neuroscience

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“…In many cases, gestures carry information that is not carried in speech. Considerable research has shown that information carried solely by gesture can facilitate learning, thinking and understanding in both children and adults in a broad range of tasks including conservation (e.g., Church, Ayman-Nolley, & Mahootian, 2004; Ping & Goldin-Meadow, 2008), word learning (McGregor, Rohlfing, Bean, & Marschner, 2009), problem solving (Beilock & Goldin-Meadow, 2010; Singer & Goldin-Meadow, 2005; Tversky & Kessell, 2014), sentence memory (Thompson, Driscoll, & Markson, 1998), asymmetry (Valenzeno, Alibali, & Klatzky, 2003), math (e.g., Alibali & DiRusso, 1999; Cook, Duffy, & Fenn, 2013; Cook & Goldin-Meadow, 2006; Goldin-Meadow et al, 1999; Segal, Tversky, & Black, 2014), math analogies (Richland & McDonough, 2010), cyclical and simultaneous time (Jamalian & Tversky, 2012), story understanding (Beattie & Shovelton, 1999), and more.…”

Section: Introductionmentioning

confidence: 99%

From hands to minds: Gestures promote understanding

Kang

Tversky

2016

Cogn. Research

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Gestures serve many roles in communication, learning and understanding both for those who view them and those who create them. Gestures are especially effective when they bear resemblance to the thought they represent, an advantage they have over words. Here, we examine the role of conceptually congruent gestures in deepening understanding of dynamic systems. Understanding the structure of dynamic systems is relatively easy, but understanding the actions of dynamic systems can be challenging. We found that seeing gestures representing actions enhanced understanding of the dynamics of a complex system as revealed in invented language, gestures and visual explanations. Gestures can map many meanings more directly than language, representing many concepts congruently. Designing and using gestures congruent with meaning can augment comprehension and learning.

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“…As previously outlined, the focus of the thesis was to examine whether observing gesture during learning could improve children's verbal recall of discursive, scientific information. While prior research has found that observing gesture improves 4-to 9-yearold children's recall of isolated words and sentences (So et al, 2012;Thompson, Driscoll, & Markson, 1998) and 11-to 13-year-old children's non-verbal recall of a directional path (Wermeskerken, Fijan, Eielts, & Pouw, 2016), it is only recently that research has examined children's verbal recall of narrative information. who saw representational gestures recalled more spatial content.…”

Section: Observing Gesture and Recallmentioning

confidence: 99%

“…Observing gesture has also been found to improve children's learning and recall (see Chapter 4 for more information). Children who observe gesture during learning show enhanced verbal recall of isolated content compared to children who did not see gesture (So et al, 2012;Thompson et al, 1998). Equally, problem solving on a variety of different tasks has also been found to improve when children have observed gesture during learning (e.g.…”

Section: Gesture and Learningmentioning

confidence: 99%

Hands-on learning: The influence of hand gestures on children's recall of scientific information

McLay¹

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<p>When people speak they typically also gesture. Gesture and speech form an integrated communication system, with speech conveying information in a rule-bound and sequential manner (i.e. one word follows the other in accordance with grammatical rules) while gesture conveys information holistically in a visuospatial representation. These gestural hand movements not only aid the process of speaking, but also convey important information to the listener. While observing gesture during learning can facilitate children’s understanding and remembering of novel and isolated information (e.g.(Cook, Duffy, & Fenn, 2013), observing gesture may also support children in recalling complex, discursive content. This thesis examined the role observing gesture may play in supporting children’s learning and recall of narrative, scientific content. The 7- to 9-year-old children, who participated in this program of research, learnt about the solar system either with or without accompanying gestures. Children’s recall was assessed via interviews, both at short delays (one day) and long delays (two weeks or seven months after learning). It was hypothesised that gesture would improve children’s recall by grounding the abstract scientific ideas in a physical representation, disambiguating novel terms, and providing an additional representation for children to process, store, and retrieve. In Study 1, the influence of observing gesture in supporting children’s learning and recall was examined in combination with adult initiated wh-questions. The study was also conducted in the presence of visual aids. Results indicated that observing gesture only had a limited effect on children’s recall in Study 1 (both independently and in combination with wh-questions), so Study 2 examined the role of observing gesture in the absence of additional visual and verbal supports. Children’s recall was assessed both the next day and seven months later. Study 3 then manipulated both the gesture children observed at learning and the gesture children performed during recall the next day (i.e. instructed, allowed or restricted from gesturing). Finally, Study 4 examined children’s recall of spatial terms across the three studies. The overarching results revealed that children who observed gesture during learning tended to report more spatial terms, but did not show improved recall of the facts and concepts taught. When children observed gesture they did, however, produce a greater rate of representational gestures during recall. In particular, children who observed gesture were more likely to mimic the gestures they had observed, and in doing so improve their verbal recall both within the same interview and across interviews. The instruction to produce gesture did not appear to be effective in augmenting the influence of children’s gesture production, but restricting children from gesturing was found to hinder recall. Observing gesture was only indirectly effective in supporting children’s recall. One possible explanation for this findings may be that children found it difficult to integrate the gestural and verbal information into a cohesive message. Perhaps it was only when children produced gesture that they were able to non-verbally access the encoded gestural content and convert it into speech. While children’s own gesture appears to be the driving force in improving children’s learning and recall, adults must be aware of the way they move their hands during educational lessons, as these gestures likely set the stage for how children themselves will gesture.</p>

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Untitled

Cited by 26 publications

References 28 publications

Temporal synchrony between speech, action and gesture during language production

Temporal synchrony between speech, action and gesture during language production

From hands to minds: Gestures promote understanding

Hands-on learning: The influence of hand gestures on children's recall of scientific information

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