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Susan Goldin-Meadow, Susan C. Levine, Elena Zinchenko, Terina KuangYi Yip, Naureen Hemani and Laiah Factor Doing gesture promotes learning a mental transformation task better than seeing gesture Developmental Science 15

Version of Record online: 12 SEP 2012 | DOI: 10.1111/j.1467-7687.2012.01185.x

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Performing action has been found to have a greater impact on learning than observing action. Here we ask whether a particular type of action – the gestures that accompany talk – affect learning in a comparable way. We gave 158 6-year-old children instruction in a mental transformation task. Half the children were asked to produce a Move gesture relevant to the task; half were asked to produce a Point gesture.

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