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Full-Text Articles in Psychology
Unpacking The Ontogeny Of Gesture Understanding: How Movement Becomes Meaningful Across Development, Elizabeth M. Wakefield, Miriam A. Novack, Susan Goldin-Meadow
Unpacking The Ontogeny Of Gesture Understanding: How Movement Becomes Meaningful Across Development, Elizabeth M. Wakefield, Miriam A. Novack, Susan Goldin-Meadow
Psychology: Faculty Publications and Other Works
Gestures, hand movements that accompany speech, affect children's learning, memory, and thinking (e.g., Goldin‐Meadow, 2003). However, it remains unknown how children distinguish gestures from other kinds of actions. In this study, 4‐ to 9‐year‐olds (n = 339) and adults (n = 50) described one of three scenes: (a) an actor moving objects, (b) an actor moving her hands in the presence of objects (but not touching them), or (c) an actor moving her hands in the absence of objects. Participants across all ages were equally able to identify actions on objects as goal directed, but the ability to …
Representational Gesture As A Tool For Promoting Verb Learning In Young Children, Elizabeth M. Wakefield, Casey Hall, Karin H. James, Susan Goldin-Meadow
Representational Gesture As A Tool For Promoting Verb Learning In Young Children, Elizabeth M. Wakefield, Casey Hall, Karin H. James, Susan Goldin-Meadow
Psychology: Faculty Publications and Other Works
The movements we produce or observe others produce can help us learn. Two forms of movement that are commonplace in our daily lives are actions, hand movements that directly manipulate our environment, and gestures, hand movements that accompany speech and represent ideas but do not lead to physical changes in the environment. Both action and gesture have been found to influence cognition, facilitating our ability to learn and remember new information (e.g., Calvo-Merino, Glaser, Grezes, Passingham, & Haggard, 2005; Casile & Giese, 2006; Chao & Martin, 2000; Cook, Mitchell, & GoldinMeadow, 2008; Goldin-Meadow, Cook, & Mitchell, 2009; Goldin-Meadow et al., …