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dc.contributor.authorPine, Karen
dc.contributor.authorKnott, Tracy
dc.contributor.authorFletcher, Ben
dc.date.accessioned2015-02-04T16:02:59Z
dc.date.available2015-02-04T16:02:59Z
dc.date.issued2010-09
dc.identifier.citationPine , K , Knott , T & Fletcher , B 2010 , ' Quand faire des gestes permet de mieux apprendre ' , Enfance , no. 3 , pp. 355-368 . https://doi.org/10.4074/S0013754510003101
dc.identifier.issn0013-7545
dc.identifier.otherPURE: 558734
dc.identifier.otherPURE UUID: 2396867d-fc3c-4a28-81c4-642f83b8f2e0
dc.identifier.otherScopus: 84856162371
dc.identifier.urihttp://hdl.handle.net/2299/15344
dc.description.abstractIncreasingly, research has demonstrated that gestures are a route into children’s unspoken thoughts. Encouraging children to gesture, therefore, may make their implicit understanding of a concept more explicit and bring about cognitive gains. This study tests the effects of encouraging children to incorporate specific gestures associated with a concept into their explanations. In a pre-test, intervention, post-test design 63 children experienced one of three interventions; a lesson without gestures, a lesson where they observed gestures or a lesson where they observed and also imitated gestures. The gestures used in the lessons mimicked those that children who have acquired the concept typically produce when explaining this task. Improvement was measured as change in performance on the task and increased explictness of understanding of the concept. Children who reproduced the concept-relevant gestures during the intervention improved significantly more than children who simply observed those gestures, who improved more than children whose training did not include gestures. These results show that gesture production, even when taught by another, can activate implicit knowledge and bring about learningen
dc.language.isofra
dc.relation.ispartofEnfance
dc.titleQuand faire des gestes permet de mieux apprendrefr
dc.title.alternativeTeaching concept-salient gestures to children leads to learning gainsen
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionPsychology
dc.contributor.institutionBehaviour Change in Health and Business
dc.contributor.institutionPsychology of Movement
dc.description.statusPeer reviewed
rioxxterms.versionofrecordhttps://doi.org/10.4074/S0013754510003101
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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