University of Iowa.
Child Dev. 2013 Nov-Dec;84(6):1863-71. doi: 10.1111/cdev.12097. Epub 2013 Mar 28.
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.
在学习数学时观察手势的儿童在接受培训后立即进行测试时，比不观察手势的儿童表现要好。那么，观察手势是如何随着时间的推移影响学习的呢？本研究共纳入 184 名 7-10 岁的儿童，他们观看了一段关于数学等价性的录像课程，在培训后立即和 24 小时后进行测试。该课程包括语言和手势或仅语言。整体而言，看到手势的儿童表现更好，并且在 24 小时后表现有所提高。仅听语言的儿童在延迟后没有提高。仅看语言的儿童在不同问题类型的迁移上也没有提高。这些发现表明，手势增强了对抽象概念的学习，并影响了学习随时间的巩固方式。
