The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds?

By Susan Wagner Cook, S. Goldin‐Meadow. 2006

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f5af862bfabeb4fbafffc29d8d202bce0272086f

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Seeing subjectivity: defending a perceptual account of other minds (2012, background): “Children who mimic an instructor’s gestures representing a successful strategy for solving mathematical equivalence problems are more likely to learn the strategy (Cook and Goldin-Meadow 2006).”
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013, background): “…gestures in science and mathematics learning suggest that gestures are ways to express explicitly students’ imagistic thoughts and spatial reasoning (Cook & Goldin-Meadow, 2006; Nemirovsky & Noble, 1997; Nemirovsky & Tierney, 2001; Nemirovsky, Tierney, & Wright, 1998; Noble, Nemirovsky, Wagoner,…”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “There is an established and increasing focus in mathematics education concerned with gestures in mathematical situations and classrooms contexts (Goldin-Meadow 2004; Cook & Goldin-Meadow, 2006 ).”
Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, background): “Moreover, only meaningful gestures and gestures congruent with the learning task improved learning of mathematical concepts ( Cook and Goldin-Meadow 2006 ).”
Getting the point: Tracing worked examples enhances learning (2015, background): “…instruction including gestures and speech are more likely to adopt the newly-learned problem solving strategy into their own words and gestures 46 (Cook & Goldin-Meadow, 2006; Goldin-Meadow, Kim, & Singer, 1999), and even generate their own ideas about the newly-learned information (Ping &…”
Gesture Paves the Way for Language Development (2005, background): “There is, in fact, evidence that the act of gesturing can itself promote learning ( Wagner & Goldin-Meadow, 2004 ).”
Learning new problem-solving strategies leads to changes in problem representation (2009, background): “Research has shown that many elementary school students solve such problems incorrectly and that there are several different correct strategies that students can readily learn from brief instruction (Alibali, 1999; Cook & Goldin-Meadow, 2006; McNeil & Alibali, 2004).”
Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion (2015, background): “Given the importance of gestures in communication of abstract ideas (Cook & Goldin-Meadow 2006), 1 3 and their potential to communicate temporal conceptions of mathematics (Núñez 2003; Sinclair & Gol Tabaghi 2010), it is necessary to focus not just on the words or the visual mediators that the…”
Seeing mind in action (2012, background): “…an instructor’s gestures representing a successful strategy for solving mathematical equivalence problems are more likely to learn the strategy (Cook and Goldin-Meadow 2006); gesturing during the learning of a new mathematical concept, instead of just speaking about it, assists concept…”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “These kinds of gestures enhance learning for mathematical material (e.g., Church, Ayman-Nolley, & Mahootian, 2004; Cook & Goldin-Meadow, 2006; Ping & Goldin-Meadow, 2008).”