Gestures for Thinking
| Autor: | Jamalian, Azadeh, Giardino, Valeria, Tversky, Barbara |
|---|---|
| Přispěvatelé: | Columbia University [New York], Laboratoire d'Histoire des Sciences et de Philosophie - Archives Henri Poincaré (LHSP), Université de Lorraine (UL)-Centre National de la Recherche Scientifique (CNRS), Institut Jean-Nicod (IJN), Département d'Etudes Cognitives - ENS Paris (DEC), École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-Collège de France (CdF (institution))-Centre National de la Recherche Scientifique (CNRS)-Département de Philosophie - ENS Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), Markus Knauff, Natalie Sebanz, Michael Pauen, Ipke Wachsmuth, UL, Admin |
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Proceedings of the 35th Annual Meeting of the Cognitive Science Society-Berlin, Germany, July 31-August 3, 2013 Markus Knauff; Natalie Sebanz; Michael Pauen; Ipke Wachsmuth. Proceedings of the 35th Annual Meeting of the Cognitive Science Society-Berlin, Germany, July 31-August 3, 2013, Cognitive Science Society, pp.645-650, 2013, 978-0-9768318-9-1 Jamalian, Azadeh; Giardino, Valeria; & Tversky, Barbara. (2013). Gestures for Thinking. Proceedings of the Cognitive Science Society, 35(35). Retrieved from: http://www.escholarship.org/uc/item/0zk7z5h9 |
| Popis: | Actes du CogSci 2013; International audience; Can our gestures help us think, and, if so, how? Previous work suggests that they can. Here, students, alone in a room, studied descriptions of environments for later tests of knowledge. The majority of participants spontaneously gestured while reading the descriptions, and most of those also gestured while answering true-false questions. They did not gesture proportionately more time for environments with many landmarks than for environments with few. Their gestures laid out the environments, primarily using points to places and lines for paths. Descriptions and questions accompanied by gestures were remembered more accurately. Participants rarely looked at their hands. Gestures seem to promote learning by establishing embodied representations of the environments. |
| Databáze: | OpenAIRE |
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