Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children
| Autor: | Miriam A. Novack, Susan Goldin-Meadow, Elizabeth M. Wakefield, Eliza L. Congdon, Karin H. James |
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| Rok vydání: | 2019 |
| Předmět: |
Male
Linguistics and Language Experimental and Cognitive Psychology 050105 experimental psychology Language and Linguistics 03 medical and health sciences 0302 clinical medicine Neuroimaging medicine Humans Learning Speech 0501 psychology and cognitive sciences Chemistry (relationship) Child Equivalence (measure theory) Problem Solving Neural correlates of consciousness medicine.diagnostic_test Gestures 05 social sciences Brain Mathematical Concepts Variety (linguistics) Magnetic Resonance Imaging Sensory Systems Action (philosophy) Female Functional magnetic resonance imaging Comprehension 030217 neurology & neurosurgery Photic Stimulation Cognitive psychology Gesture |
| Zdroj: | Attention, perceptionpsychophysics. 81(7) |
| ISSN: | 1943-393X |
| Popis: | Producing gesture can be a powerful tool for facilitating learning. This effect has been replicated across a variety of academic domains, including algebra, chemistry, geometry, and word learning. Yet the mechanisms underlying the effect are poorly understood. Here we address this gap using functional magnetic resonance imaging (fMRI). We examine the neural correlates underlying how children solve mathematical equivalence problems learned with the help of either a speech + gesture strategy, or a speech-alone strategy. Children who learned through a speech + gesture were more likely to recruit motor regions when subsequently solving problems during a scan than children who learned through speech alone. This suggests that gesture promotes learning, at least in part, because it is a type of action. In an exploratory analysis, we also found that children who learned through speech + gesture showed subthreshold activation in regions outside the typical action-learning network, corroborating behavioral findings suggesting that the mechanisms supporting learning through gesture and action are not identical. This study is one of the first to explore the neural mechanisms of learning through gesture. |
| Databáze: | OpenAIRE |
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