Consolidation and Transfer of Learning After Observing Hand Gesture. Issue 6 (28th March 2013)

• Record Type: Journal Article
• Authors: Cook, Susan Wagner; Duffy, Ryan G.; Fenn, Kimberly M.
• Is Part Of: Child development. Volume 84:Issue 6(2013:Nov./Dec.)
• Page Start: 1863
• Page End: 1871
• Publication Date: 2013-03-28
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12097
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children ( n = 184, ages = 7–10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later. The lesson either included speech and gesture or only speech. Children who saw gesture performed better overall and performance improved after 24 hr. Children who only heard speech did not improve after the delay. The gesture group also showed stronger transfer to different problem types. These findings suggest that gesture enhances learning of abstract concepts and affects how learning is consolidated over time.