NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114916
Record Type: Journal
Publication Date: 2016-Sep
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0364-0213
Moving to Learn: How Guiding the Hands Can Set the Stage for Learning
Brooks, Neon; Goldin-Meadow, Susan
Cognitive Science, v40 n7 p1831-1849 Sep 2016
Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children were taught movements that were either "relevant" or "irrelevant" to solving mathematical equivalence problems and were told to produce the movements on a series of problems before they received instruction in mathematical equivalence. Children in the "relevant" movement condition improved after instruction significantly more than children in the "irrelevant" movement condition, despite the fact that the children showed no improvement in their understanding of mathematical equivalence on a ratings task or on a paper-and-pencil test taken immediately after the movements but before instruction. Movements of the body can thus be used to sow the seeds of conceptual change. But those seeds do not necessarily come to fruition until after the learner has received explicit instruction in the concept, suggesting a "sleeper effect" of gesture on learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD47450; BCS0925595; SBE0541957