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        More gestures than answers: Children learning about balance

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        103195.pdf (PDF, 171Kb)
        Author
        Pine, K.
        Lufkin, N.
        Messer, D.J.
        Attention
        2299/1157
        Abstract
        This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance and we locate children's gestures within a relevant model of cognitive development, the Representational Redescription Model (Karmiloff-Smith, 1992). We examined the speech and gestures of children explaining a balance task. Approximately one third of the children expressed one idea in speech and another in gesture. These children made significantly more learning gains than children whose gestures and speech matched. Children's gestures were an indicator, at pre-test, of readiness to learn and of cognitive gains. We conclude that children's gestures provide crucial insight into their cognitive state and illuminate the process of learning and representational change.
        Publication date
        2004
        Published in
        Developmental Psychology
        Other links
        http://hdl.handle.net/2299/1157
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