Gesturing Saves Cognitive Resources When Talking About Nonpresent ObjectsCognitive Science - Tập 34 Số 4 - Trang 602-619 - 2010
Raedy M. Ping, Susan Goldin‐Meadow
AbstractIn numerous experimental contexts, gesturing has been shown to lighten a
speaker’s cognitive load. However, in all of these experimental paradigms, the
gestures have been directed to items in the “here‐and‐now.” This study attempts
to generalize gesture’s ability to lighten cognitive load. We demonstrate here
that gesturing continues to confer cognitive benefits when speakers talk about
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Moving to Learn: How Guiding the Hands Can Set the Stage for LearningCognitive Science - Tập 40 Số 7 - Trang 1831-1849 - 2016
Neon Brooks, Susan Goldin‐Meadow
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
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