The authors wish to thank the anonymous reviewers for helpful comments and insight regarding possible interpretations of the data. This research was supported by Michigan State University and the University of Iowa.
Consolidation and Transfer of Learning After Observing Hand Gesture
Version of Record online: 28 MAR 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 84, Issue 6, pages 1863–1871, November/December 2013
How to Cite
Cook, S. W., Duffy, R. G. and Fenn, K. M. (2013), Consolidation and Transfer of Learning After Observing Hand Gesture. Child Development, 84: 1863–1871. doi: 10.1111/cdev.12097
- Issue online: 11 NOV 2013
- Version of Record online: 28 MAR 2013
- Michigan State University
- University of Iowa
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.