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Gesturing saves cognitive resources when talking about nonpresent objects. (2010)

by R Ping, S Goldin-Meadow
Venue:Cognitive Science,
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Action’s influence on thought: The case of gesture

by Susan Goldin-meadow, Sian Beilock
"... Recent research shows that our actions can influence how we think. A separate body of research shows that the gestures we produce when we speak can also influence how we think. Here we bring these two literatures together to explore whether gesture has an impact on thinking by virtue of its ability ..."
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Recent research shows that our actions can influence how we think. A separate body of research shows that the gestures we produce when we speak can also influence how we think. Here we bring these two literatures together to explore whether gesture has an impact on thinking by virtue of its ability to reflect real-world actions. We first argue that gestures contain detailed perceptual-motor information about the actions they represent, information often not found in the speech that accompanies the gestures. We then show that the action features in gesture do not just reflect the gesturer’s thinking–– they can feed back and alter that thinking. Gesture actively brings action into a speaker’s mental representations, and those mental representations then affect behavior––at times more powerfully than the actions on which the gestures are based. Gesture thus has the potential to serve as a unique bridge between action and abstract thought.
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... shown that gesturing while speaking frees up working memory resources, relative to speaking without gesturing––whether the speaker produces combinations of character and observer viewpoint gestures (=-=Ping & Goldin-Meadow, 2010-=-) or metaphoric gestures (Goldin-Meadow, Nusbaum, Kelly, & Wagner, 2001; Wagner, Nusbaum, & Goldin-Meadow, 2004). Gesture thus plays a role in cognition. In the next three sections, we first establish...

REVIEW Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

by Björn B. De Koning, Huib K. Tabbers , 2011
"... # The Author(s) 2011. This article is published with open access at Springerlink.com Abstract Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assumi ..."
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# The Author(s) 2011. This article is published with open access at Springerlink.com Abstract Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.

Individual differences in frequency and saliency of speech accompanying gestures: the role of cognitive abilities and empathy

by Mingyuan Chu, Antje Meyer, Lucy Foulkes, Sotaro Kita - Journal of Experimental Psychology: General , 2014
"... The present study concerns individual differences in gesture production. We used correlational and multiple regression analyses to examine the relationship between individuals ’ cognitive abilities and empathy levels and their gesture frequency and saliency. We chose predictor variables according to ..."
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The present study concerns individual differences in gesture production. We used correlational and multiple regression analyses to examine the relationship between individuals ’ cognitive abilities and empathy levels and their gesture frequency and saliency. We chose predictor variables according to experimental evidence of the functions of gesture in speech production and communication. We examined 3 types of gestures: representational gestures, conduit gestures, and palm-revealing gestures. Higher frequency of representational gestures was related to poorer visual and spatial working memory, spatial transformation ability, and conceptualization ability; higher frequency of conduit gestures was related to poorer visual working memory, conceptualization ability, and higher levels of empathy; and higher frequency of palm-revealing gestures was related to higher levels of empathy. The saliency of all gestures was positively related to level of empathy. These results demonstrate that cognitive abilities and empathy levels are related to individual differences in gesture frequency and saliency.

Pointing and Action: Performance Effects on Remembering

by Geometrical Figures
"... Depending on the task at hand, pointing has been shown to sometimes help, sometimes hinder, or to simply have no effect on learning and memory. In this study we directly compared the effects of pointing and action in two visuospatial memory tasks. Twenty-seven participants were asked to remember geo ..."
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Depending on the task at hand, pointing has been shown to sometimes help, sometimes hinder, or to simply have no effect on learning and memory. In this study we directly compared the effects of pointing and action in two visuospatial memory tasks. Twenty-seven participants were asked to remember geometrical figures in three different conditions: 1) Visual Observation – e.g., looking at the figures, 2) Action – e.g., placing dots on the vertices of the figures, and 3) Pointing – e.g., pointing towards the vertices of the figures. Our results show that there is no significant difference in performance between pointing and action in recall and recognition of the geometrical figures nor did pointing for longer or shorter amounts of time affect performance. These results give direct evidence that pointing is not significantly different than action in this kind of visuospatial memory task. Our experiment did not directly involve language or problem solving but it did use stimuli that are not only coordinates but are also concrete forms. In this sense this study attempts to explore the boundaries between current research that has looked at pointing in the context of language and pointing independent of language. Although we predicted better performance for pointing in comparison to both visual observation and action we propose that the additional information that pointing may provide was not powerful enough to surpass and outperform the information acquired through visual observation and thus hindered performance. 1.1
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...a tight link withslanguage prosodically, semantically, and pragmatically (Kendon, 2004; McNeill, 1992)sand that it serves both the speaker and the interlocutor (Alibali & Kita, 2010; Hostetter,s2014; =-=Ping & Goldin-Meadow, 2010-=-; among others). Pointing is defined as a gesturesthat can be used with or without spoken language. It can stand alone because itsembodies indexical and referential properties that allow it to be unde...

Many hands make light work: The facilitative role of gesture in verbal improvisation

by Carine Lewis , Peter Lovatt , Elizabeth Kirk , 2015
"... a b s t r a c t Verbal improvisation is cognitively demanding, placing great burden on working memory as the speaker is tasked to generate a novel, spontaneous narrative. It is at this point of cognitive overload when individuals pursuing other creative tasks would typically shift the burden and ex ..."
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a b s t r a c t Verbal improvisation is cognitively demanding, placing great burden on working memory as the speaker is tasked to generate a novel, spontaneous narrative. It is at this point of cognitive overload when individuals pursuing other creative tasks would typically shift the burden and externalise some of their thinking. How do successful verbal improvisers manage without shifting some of their workload into an external space? We argue in this paper that the improviser makes use of what is, quite literally, to hand. Ninety participants were asked to take part in a one-to-one improvisation task and a control task, order counterbalanced, in which they were engaged in a brief conversation to elicit every day speech. Participants' gestures were analysed in both conditions and improvisations rated for quality. As predicted, participants gestured significantly more in the improvisation condition. An analysis of gesture type revealed that improvising elicited greater iconic and deictic gestures, whereas everyday speech was more likely to be accompanied by self-adaptor gestures. Gesture rate was related to the quality of the improvisation, with both the strongest and weakest improvisers producing the most gestures. These gestures revealed the extent to which participants used gestures to facilitate the improvisation task. The strongest improvisers elicited a higher gesture rate for iconic and beat gestures, while weakest improvisers produced more gestures in reference to the abstract, improvisation object. Findings are discussed in relation to the idea that gesture can facilitate performance in verbal improvisation.
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...ant’s gesture was restricted when giving their explanations to the math problem. The proportion of correctly remembered items was significantly higher when children and adults were free to gesture than when their gestures were restricted. Not only did restricting gesture have a negative impact on item recall, but in addition those individuals who were free to gesture but chose not to remembered significantly fewer items than participants who spontaneously gestured. The authors concluded that gesturing frees up cognitive resources that can be successfully expended elsewhere. Subsequent work by Ping & Goldin-Meadow (2010) demonstrated that gestures lighten the load on working memory regardless of whether they refer to present or absent objects. Gesture is argued to make absent objects present and it is through this mechanism that gesture reduces cognitive burden. Ping & Goldin-Meadow (2010) suggest that the global nature of gesture (compared to the linear and segmented constraints of speech, McNeill, 1992) brings “mental coherence” (p. 616) to the speaker’s thoughts. Gestures have been demonstrated to perform a range of intrapersonal functions, assisting the speaker at various stages of speech production, from...

Advanced Review Learning through gesture

by Susan Goldin-meadow
"... When people talk, they move their hands—they gesture. Although these movements might appear to be meaningless hand waving, in fact they convey substantive information that is not always found in the accompanying speech. As a result, gesture can provide insight into thoughts that speakers have but do ..."
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When people talk, they move their hands—they gesture. Although these movements might appear to be meaningless hand waving, in fact they convey substantive information that is not always found in the accompanying speech. As a result, gesture can provide insight into thoughts that speakers have but do not know they have. Even more striking, gesture can mark a speaker as being in transition with respect to a task—learners who are on the verge of making progress on a task routinely produce gestures that convey information that is different from the information conveyed in speech. Gesture can thus be used to predict who will learn. In addition, evidence is mounting that gesture not only presages learning but also can play a role in bringing that learning about. Gesture can cause learning indirectly by influencing the learning environment or directly by influencing learners themselves. We can thus change our minds by moving our

REVIEW ARTICLE Learning from Gesture: How Our Hands Change Our Minds

by Miriam Novack, Susan Goldin-meadow , 2015
"... Abstract When people talk, they gesture, and those gestures often reveal information that cannot be found in speech. Learners are no exception. A learner’s gestures can index moments of conceptual instability, and teachers can make use of those gestures to gain access into a student’s thinking. Lear ..."
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Abstract When people talk, they gesture, and those gestures often reveal information that cannot be found in speech. Learners are no exception. A learner’s gestures can index moments of conceptual instability, and teachers can make use of those gestures to gain access into a student’s thinking. Learners can also discover novel ideas from the gestures they produce during a lesson or from the gestures they see their teachers produce. Gesture thus has the power not only to reflect a learner’s understanding of a problem but also to change that understanding. This review explores how gesture supports learning across development and ends by offering suggestions for ways in which gesture can be recruited in educational settings.
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...ure has its effects. For example, gesture can link abstract concepts in the immediate environment (Alibali et al. 2014), gesture can reduce cognitive load ( Goldin-Meadow et al. 2001; Hu et al. 2015; =-=Ping and Goldin-Meadow 2010-=-), and gesture can enhance spoken communication (Hostetter 2011). In addition, since gesture is an act of the body, its effects on learning may stem, at least in part, from its capacity to engage the ...

qn G Keywords: Gesture Action-understanding

by Representational Movement
"... erpr ac pre ing when movements are likely to be seen as representations. In Study 1, adults described one of three le (or a action lude a thir er which ment is interpreted not as movement directed toward an nor as movement performed for its own sake, but rather as ment that represents other types of ..."
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erpr ac pre ing when movements are likely to be seen as representations. In Study 1, adults described one of three le (or a action lude a thir er which ment is interpreted not as movement directed toward an nor as movement performed for its own sake, but rather as ment that represents other types of actions. This third type of ment is gesture. A foundational body of research demonstrates that humans interpret actions in terms of the actor’s intentions and goals
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... dance, cf. Kirsh, 2010). 4.2. Implications for education Over a decade of research has shown that gesture can facilitate learning (e.g., Alibali & DiRusso, 1999; Perry, Church, & GoldinMeadow, 1988; =-=Ping & Goldin-Meadow, 2010-=-; Singer & GoldinMeadow, 2005; Valenzeno, Alibali, & Klatzky, 2003; Wakefield & James, 2015), but the mechanisms underlying this powerful effect are still uncertain. One of the reasons gesture is thou...

Frontiers in Psychology

by Jessica S. Horst, Melissa Libertus, Jean-paul Fischer , 2015
"... This article was submitted to ..."
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This article was submitted to
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...). We compared performance between conditions using logit mixed effects regression using the lme4 package in R (Bates et al., 2013). This analysis has been used in prior developmental research (e.g., =-=Ping and Goldin-Meadow, 2010-=-) and is recommended over ANOVA as it can account for the nesting of individual trials within subjects, as well as handle binary outcomes (i.e., either synonym = 1 or lure = 0) (Jaeger, 2008). A varyi...

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by Bahia Guellaï, Alan Langus, Marina Nespor, Iris Berent, Wendy S , 2014
"... In everyday life, speech is accompanied by gestures. In the present study, two experiments tested the possibility that spontaneous gestures accompanying speech carry prosodic information. Experiment 1 showed that gestures provide prosodic information, as adults are able to perceive the congruency be ..."
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In everyday life, speech is accompanied by gestures. In the present study, two experiments tested the possibility that spontaneous gestures accompanying speech carry prosodic information. Experiment 1 showed that gestures provide prosodic information, as adults are able to perceive the congruency between low-pass filtered—thus unintelligible—speech and the gestures of the speaker. Experiment 2 shows that in the case of ambiguous sentences (i.e., sentences with two alternative meanings depending on their prosody) mismatched prosody and gestures lead participants to choose more often the meaning signaled by gestures. Our results demonstrate that the prosody that characterizes speech is not a modality specific phenomenon: it is also perceived in the spontaneous gestures that accompany speech. We draw the conclusion that spontaneous gestures and speech form a single communication system where the suprasegmental aspects of spoken language are mapped to the motor-programs responsible for the production of both speech sounds and hand gestures.
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...rse individual tasks ranging from mathematics to spatial reasoning (Cook and Goldin-Meadow, 2006; Chu and Kita, 2011). Gestures are also believed to promote learning in adults as well as in children (=-=Ping and Goldin-Meadow, 2010-=-), to aid the conceptual planning of messages (Alibali et al., 2000), and to facilitate lexical access (Alibali et al., 2000). This suggests that gestures that accompany speech might maximize informat...

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