Cherdieu Mélaine, Palombi Olivier, Gerber Silvain, Troccaz Jocelyne, Rochet-Capellan Amélie
GIPSA-Lab, Université Grenoble Alpes, CNRS, Grenoble INP, Grenoble, France.
LADAF, University Hospital, Université Grenoble Alpes, Grenoble, France.
Front Psychol. 2017 Oct 5;8:1689. doi: 10.3389/fpsyg.2017.01689. eCollection 2017.
Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.
手势不仅有助于解决问题，还能促进语言或概念学习。在学习过程中观看和做出手势似乎都有益处。然而，在第二种情况下运动系统更强的激活应该会提供补充线索，以巩固和重现学习过程中形成的心理痕迹。我们在未接触过解剖学知识的成年参与者学习解剖学的背景下对这一假设进行了测试。解剖学是一个具有挑战性的学习主题，对于具身学习的研究具有特殊意义，因为学习内容可以直接与学习者的身体联系起来。两组参与者被要求观看一段关于前臂解剖学的视频讲座。视频中包含一个做出与讲座内容相关手势的模型。两组都观看了这些手势，但只有一组还模仿了模型。在学习后不久和几天后进行了知识测试。结果显示，模仿手势能提高对结构名称及其在图表上位置的回忆。然而，这种效果仅在长期评估中显著。这表明：（1）运动动作与知识的整合可能需要睡眠；（2）学习过程中运动系统的特定激活可能会改善记忆的巩固和/或提取。
