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  • Not All Gestures are Created Equal: The Effects of Typical and Atypical Iconic Gestures on Narrative Comprehension

    Author(s)
    Dargue, Nicole
    Sweller, Naomi
    Griffith University Author(s)
    Dargue, Nicole
    Year published
    2018
    Metadata
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    Abstract
    Observing hand gestures during learning consistently benefits learners across a variety of tasks. How observation of gestures benefits learning, however, is yet unanswered, and cannot be answered without further understanding which types of gestures aid learning. Specifically, the effects of observing varying types of iconic gestures are yet to be established. Across two studies we examined the role that observing different types of iconic hand gestures has in assisting adult narrative comprehension. Some iconic hand gestures (typical gestures) were produced more frequently than others (atypical gestures). Crucially, observing ...
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    Observing hand gestures during learning consistently benefits learners across a variety of tasks. How observation of gestures benefits learning, however, is yet unanswered, and cannot be answered without further understanding which types of gestures aid learning. Specifically, the effects of observing varying types of iconic gestures are yet to be established. Across two studies we examined the role that observing different types of iconic hand gestures has in assisting adult narrative comprehension. Some iconic hand gestures (typical gestures) were produced more frequently than others (atypical gestures). Crucially, observing these different types of gestures during a narrative comprehension task did not provide equal benefit for comprehension. Rather, observing typical gestures significantly enhanced narrative comprehension beyond observing atypical gestures or no gestures. We argue that iconic gestures may be split into separate categories of typical and atypical gestures, which in turn have differential effects on narrative comprehension.
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    Journal Title
    Journal of Nonverbal Behavior
    Volume
    42
    Issue
    3
    DOI
    https://doi.org/10.1007/s10919-018-0278-3
    Subject
    Psychology
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/403521
    Collection
    • Journal articles

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