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  • Two hands and a tale: When gestures benefit adult narrative comprehension

    Author(s)
    Dargue, Nicole
    Sweller, Naomi
    Griffith University Author(s)
    Dargue, Nicole
    Year published
    2020
    Metadata
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    Abstract
    It is well established that observing and producing gesture by a learner can enhance comprehension of verbal messages, including narratives. What is less well understood, however, is under which conditions gestures benefit comprehension most. This study examined the role of gesture observation and production in adult narrative comprehension, through investigating whether gesture production moderates the effect of gesture observation. Crucially, observing typical gestures, but not atypical gestures, significantly benefited narrative comprehension. Furthermore, no significant benefit of producing gestures was found, and there ...
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    It is well established that observing and producing gesture by a learner can enhance comprehension of verbal messages, including narratives. What is less well understood, however, is under which conditions gestures benefit comprehension most. This study examined the role of gesture observation and production in adult narrative comprehension, through investigating whether gesture production moderates the effect of gesture observation. Crucially, observing typical gestures, but not atypical gestures, significantly benefited narrative comprehension. Furthermore, no significant benefit of producing gestures was found, and there was no evidence that gesture production moderated the differential effects of observing typical and atypical gestures on narrative comprehension. Overall, the current study not only provides evidence that iconic gestures can benefit adult narrative comprehension, but also highlights under which conditions gestures are likely to be of benefit.
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    Journal Title
    Learning and Instruction
    Volume
    68
    DOI
    https://doi.org/10.1016/j.learninstruc.2020.101331
    Subject
    Curriculum and Pedagogy
    Specialist Studies in Education
    Psychology
    Publication URI
    http://hdl.handle.net/10072/403516
    Collection
    • Journal articles

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