%0 Journal Article %1 citeulike:3116023 %A Goldin-Meadow, S. %A Alibali, M. W. %A Church, R. B. %C Department of Psychology, University of Chicago, Illinois 60637. %D 1993 %J Psychological review %K embodied-cognition %N 2 %P 279--297 %T Transitions in concept acquisition: using the hand to read the mind. %U http://view.ncbi.nlm.nih.gov/pubmed/8483984 %V 100 %X Thoughts conveyed through gesture often differ from thoughts conveyed through speech. In this article, a model of the sources and consequences of such gesture-speech mismatches and their role during transitional periods in the acquisition of concepts is proposed. The model makes 2 major claims: (a) The transitional state is the source of gesture-speech mismatch. In gesture-speech mismatch, 2 beliefs are simultaneously expressed on the same problem--one in gesture and another in speech. This simultaneous activation of multiple beliefs characterizes the transitional knowledge state and creates gesture-speech mismatch. (b) Gesture-speech mismatch signals to the social world that a child is in a transitional state and is ready to learn. The child's spontaneous gestures index the zone of proximal development, thus providing a mechanism by which adults can calibrate their input to that child's level of understanding.

@article{citeulike:3116023, abstract = {Thoughts conveyed through gesture often differ from thoughts conveyed through speech. In this article, a model of the sources and consequences of such gesture-speech mismatches and their role during transitional periods in the acquisition of concepts is proposed. The model makes 2 major claims: (a) The transitional state is the source of gesture-speech mismatch. In gesture-speech mismatch, 2 beliefs are simultaneously expressed on the same problem--one in gesture and another in speech. This simultaneous activation of multiple beliefs characterizes the transitional knowledge state and creates gesture-speech mismatch. (b) Gesture-speech mismatch signals to the social world that a child is in a transitional state and is ready to learn. The child's spontaneous gestures index the zone of proximal development, thus providing a mechanism by which adults can calibrate their input to that child's level of understanding.}, added-at = {2009-04-03T18:46:37.000+0200}, address = {Department of Psychology, University of Chicago, Illinois 60637.}, author = {Goldin-Meadow, S. and Alibali, M. W. and Church, R. B.}, biburl = {https://www.bibsonomy.org/bibtex/284704f1df501cbf4803cec826879b25d/acslab}, citeulike-article-id = {3116023}, interhash = {2fb21cf04a10bdaf631987e19c3eda02}, intrahash = {84704f1df501cbf4803cec826879b25d}, issn = {0033-295X}, journal = {Psychological review}, keywords = {embodied-cognition}, month = {April}, number = 2, pages = {279--297}, posted-at = {2008-08-25 04:40:40}, priority = {2}, timestamp = {2009-04-03T18:50:11.000+0200}, title = {Transitions in concept acquisition: using the hand to read the mind.}, url = {http://view.ncbi.nlm.nih.gov/pubmed/8483984}, volume = 100, year = 1993 }