Probing the Mental Representation of Gesture: Is Handwaving Spatial?.

By Susan M. Wagner, Howard C. Nusbaum, S. Goldin‐Meadow. 2004

246 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/aaf5beb29dca7ade8893c457a52028cf9b9cb560

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Citations in the corpus

Mnemonic effect of iconic gesture and beat gesture in adults and children: Is meaning in gesture important for memory recall? (2012, result): “This finding is consistent with previous literature where meaningful gestures were shown to have a beneficial effect on memorisation in adults and older children (eg, Tellier, 2005 , 2008 ; Thompson, Droscoll, & Markson, 1998; Wagner, Nusbaum, & Goldin-Meadow, 2004 ; Woodall & Folger, 1985 ).”
Talking and Thinking With Our Hands (2006, background): “, one piece of information about the problem) than when their gestures convey different information (two pieces of information; Wagner et al., 2004).”
Gesture Paves the Way for Language Development (2005, background): “Moreover, gesturing while speaking has been found to save speakers cognitive effort (Goldin-Meadow, Nusbaum, Kelly, & Wagner, 2001; Wagner, Nusbaum, & Goldin-Meadow, 2004 ); consequently, it may be cognitively less demanding to express a proposition in a gesture-plus-word combination than in two wo”
Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall (2005, background): “One explanation for these findings is that gesture serves to reduce the load on working memory by organizing ‘‘spatial and motor information into packages appropriate for speaking’’ ( Wagner, Nusbaum, & Goldin-Meadow, 2004, p. 406 ), particularly when the gesture and speech match.”
The Effects of Visual Beats on Prosodic Prominence: Acoustic Analyses, Auditory Perception and Visual Perception. (2007, background): “There is a growing awareness that spoken language and manual gestures are closely intertwined (e.g., Goldin-Meadow, 2003; Mayberry & Nicoladis, 2000; Wagner, Nusbaum, & Goldin-Meadow, 2004 ), as are spoken language and facial expressions or head movements (e.g., Barkhuysen, Krahmer, & Swerts, 2005;”
Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2012, background): “In so doing, gesture may help learners to manage the working memory demands of mathematical thinking and explanation (eg, Alibali & DiRusso, 1999 ; Goldin-Meadow & Wagner, 2005 ; Wagner, Nusbaum, & Goldin-Meadow, 2004 ).”
Conceptualisation load triggers gesture production (2007, background): “Second, in the study by Wagner et al. (2004) gesturing during the secondary task facilitated the memory for both letter sequences and complex visual patterns.”
Gesture in Spatial Cognition: Expressing, Communicating, and Thinking About Spatial Information (2005, background): “Wagner, Nusbaum and Goldin-Meadow (2004) asked participants to explain mathematics problems while performing either a verbal secondary task (remembering lists of letters) or a spatial secondary task (remembering the locations of dots on a grid).”
Visible embodiment: Gestures as simulated action (2008, background): “This finding holds true not only when the to-be-remembered information is verbal, but also when it is spatial (Wagner et al., 2004), suggesting that gestures do not merely shift load from verbal working memory to visuospatial working memory.”
Competing conceptual representations trigger co-speech representational gestures (2009, background): “…are assumed to be generated from underlying spatio-motoric representations (Feyereisen & Havard, 1999; Kita, 2000; Krauss et al., 2000; but see Wagner et al., 2004), we distinguished spatial words (e.g., spatial preposition, spatial adverbs, dimensional and directional adjectives, nouns…”