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PAPER Gesture in the developing brain
"... Speakers convey meaning not only through words, but also through gestures. Although children are exposed to co-speech gestures from birth, we do not know how the developing brain comes to connect meaning conveyed in gesture with speech. We used functional magnetic resonance imaging (fMRI) to address ..."
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Speakers convey meaning not only through words, but also through gestures. Although children are exposed to co-speech gestures from birth, we do not know how the developing brain comes to connect meaning conveyed in gesture with speech. We used functional magnetic resonance imaging (fMRI) to address this question and scanned 8- to 11-year-old children and adults listening to stories accompanied by hand movements, either meaningful co-speech gestures or meaningless self-adaptors. When listening to stories accompanied by both types of hand movement, both children and adults recruited inferior frontal, inferior parietal, and posterior temporal brain regions known to be involved in processing language not accompanied by hand movements. There were, however, age-related differences in activity in posterior superior temporal sulcus (STSp), inferior frontal gyrus, pars triangularis (IFGTr), and posterior middle temporal gyrus (MTGp) regions previously implicated in processing gesture. Both children and adults showed sensitivity to the meaning of hand movements in IFGTr and MTGp, but in different ways. Finally, we found that hand movement meaning modulates interactions between STSp and other posterior temporal and inferior parietal regions for adults, but not for children. These results shed light on the developing neural substrate for understanding meaning contributed by co-speech gesture.
Learning Math Conservation Tower of Hanoi Mechanism of change
, 2015
"... Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how the children un-derstood the task at each point, but also about how they progressed from one point to the next. In this paper ..."
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Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how the children un-derstood the task at each point, but also about how they progressed from one point to the next. In this paper, I examine a routine be-havior that Piaget overlooked – the spontaneous gestures speakers produce as they explain their solutions to a problem. These ges-tures are not mere hand waving. They reflect ideas that the speaker has about the problem, often ideas that are not found in that spea-ker’s talk. But gesture can do more than reflect ideas – it can also change them. In this sense, gesture behaves like any other action; both gesture and action on objects facilitate learning problems on which training was given. However, only gesture promotes trans-ferring the knowledge gained to problems that require generalization. Gesture is, in fact, a special kind of action in that it represents the world rather than directly manipulating the world (gesture does not move objects around). The mechanisms by which gesture and action promote learning may therefore differ – gesture is able to high-light components of an action that promote abstract learning while leaving out details that could tie learning to a specific context. Because it is both an action and a representation, gesture can serve as a bridge between the two and thus be a powerful tool for learn-ing abstract ideas.
Gesture Learning Math Conservation Tower of Hanoi Mechanism of change
, 2015
"... Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how the children un-derstood the task at each point, but also about how they progressed from one point to the next. In this paper ..."
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Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how the children un-derstood the task at each point, but also about how they progressed from one point to the next. In this paper, I examine a routine be-havior that Piaget overlooked – the spontaneous gestures speakers produce as they explain their solutions to a problem. These ges-tures are not mere hand waving. They reflect ideas that the speaker has about the problem, often ideas that are not found in that spea-ker’s talk. But gesture can do more than reflect ideas – it can also change them. In this sense, gesture behaves like any other action; both gesture and action on objects facilitate learning problems on which training was given. However, only gesture promotes trans-ferring the knowledge gained to problems that require generalization. Gesture is, in fact, a special kind of action in that it represents the world rather than directly manipulating the world (gesture does not move objects around). The mechanisms by which gesture and action promote learning may therefore differ – gesture is able to high-light components of an action that promote abstract learning while leaving out details that could tie learning to a specific context. Because it is both an action and a representation, gesture can serve as a bridge between the two and thus be a powerful tool for learn-ing abstract ideas.
qn G Keywords: Gesture Action-understanding
"... 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
Action Imitation
"... rce er illustrated how to operate a novel toy to achieve a target action. Children in both age groups successfully avior ( the bottle, and twist her right hand in the space above, to show you how to turn the opener. As an adult, you would interpret the ges-tures as intentional, symbolic forms meant ..."
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rce er illustrated how to operate a novel toy to achieve a target action. Children in both age groups successfully avior ( the bottle, and twist her right hand in the space above, to show you how to turn the opener. As an adult, you would interpret the ges-tures as intentional, symbolic forms meant to teach you an action (i.e., how to open the bottle of wine). You would infer that you need to hold the bottle while twisting the opener. Yet when actu-ally acting on the opener and bottle, your movements would not be mental ori ally, we as 2- and 3-year-olds interpret gestural movements, and w they use those movements to gain information and learn a action. Iconic gestures are only one type of gesture that can help com-municate ideas to learners. For example, deictic, or pointing, ges-tures have been found to facilitate word learning in infants by focusing their attention on the object whose label they are learning (Shimpi & Huttenlocher, 2007). Conventional gestures, or socially constructed gestures (often called emblems, Ekman & Friesen, 1969), such as head nods, can also be used by children as young
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, 2015
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