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Showing 31 to 45 of 99 results Save | Export
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Chu, Mingyuan; Kita, Sotaro – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
People spontaneously gesture when they speak (co-speech gestures) and when they solve problems silently (co-thought gestures). In this study, we first explored the relationship between these 2 types of gestures and found that individuals who produced co-thought gestures more frequently also produced co-speech gestures more frequently (Experiments…
Descriptors: Nonverbal Communication, Speech Communication, Correlation, Cognitive Processes
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Porter, Alison – Language Learning Journal, 2016
Finding ways to make language teaching practices both active and effective is of great importance for young learners. However, extending the foreign language production of young learners in instructional settings beyond the naming of objects is often challenging. The memorisation abilities of very young learners (children aged 5-7) sometimes…
Descriptors: French, Vocabulary, Nonverbal Communication, Teaching Methods
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Obermeier, Christian; Holle, Henning; Gunter, Thomas C. – Journal of Cognitive Neuroscience, 2011
The present series of experiments explores several issues related to gesture-speech integration and synchrony during sentence processing. To be able to more precisely manipulate gesture-speech synchrony, we used gesture fragments instead of complete gestures, thereby avoiding the usual long temporal overlap of gestures with their coexpressive…
Descriptors: Sentences, Stimuli, Memory, Nonverbal Communication
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Wagner, Susan M.; Nusbaum, Howard; Goldin-Meadow, Susan – Journal of Memory and Language, 2004
What type of mental representation underlies the gestures that accompany speech? We used a dual-task paradigm to compare the demands gesturing makes on visuospatial and verbal working memories. Participants in one group remembered a string of letters (verbal working memory group) and those in a second group remembered a visual grid pattern…
Descriptors: Nonverbal Communication, Memory, Spatial Ability, Speech Communication
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Hilliard, Caitlin; Cook, Susan Wagner – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Communication is shaped both by what we are trying to say and by whom we are saying it to. We examined whether and how shared information influences the gestures speakers produce along with their speech. Unlike prior work examining effects of common ground on speech and gesture, we examined a situation in which some speakers have the same amount…
Descriptors: Nonverbal Communication, Experimental Psychology, Listening, Visual Stimuli
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Goldin-Meadow, Susan; Levine, Susan C.; Zinchenko, Elena; Yip, Terina KuangYi; Hemani, Naureen; Factor, Laiah – Developmental Science, 2012
Performing action has been found to have a greater impact on learning than observing action. Here we ask whether a particular type of action--the gestures that accompany talk--affect learning in a comparable way. We gave 158 6-year-old children instruction in a mental transformation task. Half the children were asked to produce a "Move"…
Descriptors: Young Children, Nonverbal Communication, Comparative Analysis, Pretests Posttests
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Sonu, Debbie; Bellino, Marissa – Race, Ethnicity and Education, 2020
In this article, we draw from the notion of stranger-making to focus on how undergraduates of color at one large university in New York City recount their subjective experiences with inclusion and exclusion at the borderlands of educational spaces. We use narratives to evoke the unfolding of life events and to destabilize categories of difference…
Descriptors: Undergraduate Students, Minority Group Students, African American Students, Hispanic American Students
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Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Cliff, Dylan P.; Paas, Fred – Educational Psychology Review, 2015
Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language…
Descriptors: Physical Activities, Exercise, Nonverbal Communication, Teaching Methods
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Mol, Lisette; Krahmer, Emiel; Maes, Alfons; Swerts, Marc – Journal of Memory and Language, 2012
Interlocutors sometimes repeat each other's co-speech hand gestures. In three experiments, we investigate to what extent the copying of such gestures' form is tied to their meaning in the linguistic context, as well as to interlocutors' representations of this meaning at the conceptual level. We found that gestures were repeated only if they could…
Descriptors: Evidence, Nonverbal Communication, Speech, Motor Reactions
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So, Wing-Chee; Lui, Ming; Wong, Tze-Kiu; Sit, Long-Tin – Journal of Speech, Language, and Hearing Research, 2015
Purpose: The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. Method: An experimenter described the uses of…
Descriptors: Nonverbal Communication, Autism, Children, Pervasive Developmental Disorders
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Hostetter, Autumn B.; Alibali, Martha W. – Journal of Memory and Language, 2010
The Gesture as Simulated Action (GSA) framework (Hostetter & Alibali, 2008) holds that representational gestures are produced when actions are simulated as part of thinking and speaking. Accordingly, speakers should gesture more when describing images with which they have specific physical experience than when describing images that are less…
Descriptors: Nonverbal Communication, Models, Experiments, Speech Communication
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Laurent, Angélique; Smithson, Lisa; Nicoladis, Elena – Language Learning and Development, 2020
Previous research has shown that using gestures helps children remember more information. Here, we designed two studies to test whether children who gesture tend to rely on visuospatial cognitive resources more than children who do not gesture. We also test whether children who gesture demonstrate more creativity in their narrative productions.…
Descriptors: Nonverbal Communication, Story Telling, Creativity, Preschool Children
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Liu, Xiaoxing; Thomas, Geb W.; Cook, Susan W. – Applied Cognitive Psychology, 2018
Pointing to locations can either help or hinder people's ability to recall spatial information. Prior research has focused on two-dimensional spatial memory and pointing in real world tasks. The effect of pointing on three-dimensional spatial memory in virtual environments remains unexplored. We examine this effect by comparing participants'…
Descriptors: Spatial Ability, Short Term Memory, Virtual Classrooms, Recall (Psychology)
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Cook, Susan Wagner; Yip, Terina KuangYi; Goldin-Meadow, Susan – Journal of Memory and Language, 2010
When people are asked to perform actions, they remember those actions better than if they are asked to talk about the same actions. But when people talk, they often gesture with their hands, thus adding an action component to talking. The question we asked in this study was whether producing gesture along with speech makes the information encoded…
Descriptors: Nonverbal Communication, Interpersonal Communication, Speech Communication, Recall (Psychology)
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Delgado, Begona; Gomez, Juan Carlos; Sarria, Encarnacion – Journal of Experimental Child Psychology, 2011
This article explores the possible cognitive function associated with pointing gestures from a Vygotskian perspective. In Study 1, 39 children who were 2-4 years of age were observed in a solitary condition while solving a mnemonic task with or without an explicit memory demand. A discriminant analysis showed that children used noncommunicative…
Descriptors: Evidence, Memory, Discriminant Analysis, Nonverbal Communication
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