When people talk they gesture, and those gestures often reflect thoughts not expressed in their words. In this sense, gesture and the speech it accompanies can mismatch. Gesture-speech `mismatches' are found when learners are on the verge of making progress on a task - when they are ready to learn. Moreover, mismatches provide insight into the mental processes that characterize learners when in this transitional state. Gesture is not just handwaving - it reflects how we think. However, evidence is mounting that gesture goes beyond reflecting our thoughts and can have a hand in changing those thoughts. We consider two ways in which gesture could change the course of learning: indirectly by influencing learning environments or directly by influencing learners themselves.
%0 Journal Article
%1 citeulike:2862577
%A Goldin-Meadow, Susan
%A Wagner, Susan M.
%D 2005
%J Trends in Cognitive Sciences
%K embodied-cognition gestures
%N 5
%P 234--241
%R 10.1016/j.tics.2005.03.006
%T How our hands help us learn
%U http://dx.doi.org/10.1016/j.tics.2005.03.006
%V 9
%X When people talk they gesture, and those gestures often reflect thoughts not expressed in their words. In this sense, gesture and the speech it accompanies can mismatch. Gesture-speech `mismatches' are found when learners are on the verge of making progress on a task - when they are ready to learn. Moreover, mismatches provide insight into the mental processes that characterize learners when in this transitional state. Gesture is not just handwaving - it reflects how we think. However, evidence is mounting that gesture goes beyond reflecting our thoughts and can have a hand in changing those thoughts. We consider two ways in which gesture could change the course of learning: indirectly by influencing learning environments or directly by influencing learners themselves.
@article{citeulike:2862577,
abstract = {When people talk they gesture, and those gestures often reflect thoughts not expressed in their words. In this sense, gesture and the speech it accompanies can mismatch. Gesture-speech [`]mismatches' are found when learners are on the verge of making progress on a task - when they are ready to learn. Moreover, mismatches provide insight into the mental processes that characterize learners when in this transitional state. Gesture is not just handwaving - it reflects how we think. However, evidence is mounting that gesture goes beyond reflecting our thoughts and can have a hand in changing those thoughts. We consider two ways in which gesture could change the course of learning: indirectly by influencing learning environments or directly by influencing learners themselves.},
added-at = {2009-04-03T18:46:37.000+0200},
author = {Goldin-Meadow, Susan and Wagner, Susan M.},
biburl = {https://www.bibsonomy.org/bibtex/2d72661ef611fbf749bb190bab9c756bc/acslab},
citeulike-article-id = {2862577},
doi = {10.1016/j.tics.2005.03.006},
interhash = {14830546c00aa0547673619c9386f4eb},
intrahash = {d72661ef611fbf749bb190bab9c756bc},
journal = {Trends in Cognitive Sciences},
keywords = {embodied-cognition gestures},
month = May,
number = 5,
pages = {234--241},
posted-at = {2008-06-04 21:13:45},
priority = {2},
timestamp = {2009-04-03T18:52:02.000+0200},
title = {How our hands help us learn},
url = {http://dx.doi.org/10.1016/j.tics.2005.03.006},
volume = 9,
year = 2005
}