Moving to Learn: How Guiding the Hands Can Set the Stage for Learning

Cognitive Science - Tập 40 Số 7 - Trang 1831-1849 - 2016
Neon Brooks1, Susan Goldin‐Meadow1
1Department of Psychology, University of Chicago;

Tóm tắt

AbstractPrevious work has found that guiding problem‐solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children were taught movements that were either relevant or irrelevant to solving mathematical equivalence problems and were told to produce the movements on a series of problems before they received instruction in mathematical equivalence. Children in the relevant movement condition improved after instruction significantly more than children in the irrelevant movement condition, despite the fact that the children showed no improvement in their understanding of mathematical equivalence on a ratings task or on a paper‐and‐pencil test taken immediately after the movements but before instruction. Movements of the body can thus be used to sow the seeds of conceptual change. But those seeds do not necessarily come to fruition until after the learner has received explicit instruction in the concept, suggesting a “sleeper effect” of gesture on learning.

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Thông tin xuất bản

Cognitive Science

Tập 40 Số 7

1831-1849

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