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  • Filling in the gaps: observing gestures conveying additional information can compensate for missing verbal content

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    Dargue500937-Accepted.pdf (365.9Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Dargue, Nicole
    Phillips, Megan
    Sweller, Naomi
    Griffith University Author(s)
    Dargue, Nicole
    Year published
    2021
    Metadata
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    Abstract
    While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech differentially affect narrative recall in university students. Participants were presented with a videotaped narrative told in one of four conditions: with gestures and no missing verbal information, with gestures and missing verbal information, with no gestures and no missing verbal ...
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    While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech differentially affect narrative recall in university students. Participants were presented with a videotaped narrative told in one of four conditions: with gestures and no missing verbal information, with gestures and missing verbal information, with no gestures and no missing verbal information, or with no gestures and missing verbal information. Results showed that observing gestures that provided additional information to speech (i.e., when the speech was missing vital information) enhanced narrative recall compared to observing no gestures, while observing gestures that did not provide additional information to speech were no more beneficial than observing no gestures at all. Findings from the current study provide valuable insight into the beneficial effect of iconic gesture on narrative recall, with important implications for education and learning.
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    Journal Title
    Instructional Science
    DOI
    https://doi.org/10.1007/s11251-021-09549-2
    Copyright Statement
    © The Author(s), under exclusive licence to Springer Nature B.V. 2021. This is an electronic version of an article published in Instructional Science, 2021. Instructional Science is available online at: http://link.springer.com/ with the open URL of your article.
    Note
    This publication has been entered as an advanced online version in Griffith Research Online.
    Subject
    Curriculum and pedagogy
    Specialist studies in education
    Psychology
    Social Sciences
    Education & Educational Research
    Psychology, Educational
    Narrative recall
    Publication URI
    http://hdl.handle.net/10072/405843
    Collection
    • Journal articles

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