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Related Experiment Video

Updated: Jul 10, 2026

Examining Gesture Production in the Presence of Communication Challenges

Examining Gesture Production in the Presence of Communication Challenges

Published on: January 26, 2024

Making children gesture brings out implicit knowledge and leads to learning.

Sara C Broaders¹, Susan Wagner Cook, Zachary Mitchell

¹Department of Psychology, University of Chicago, Chicago, IL 60637, USA.

Journal of Experimental Psychology. General

|November 15, 2007

Summary

Encouraging children to gesture while explaining math problems reveals hidden knowledge and improves learning. Elicited gestures enhance problem-solving skills and receptiveness to instruction, boosting academic success.

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Published on: April 28, 2016

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Last Updated: Jul 10, 2026

Examining Gesture Production in the Presence of Communication Challenges

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Area of Science:

Cognitive Science
Developmental Psychology
Educational Psychology

Background:

Hand gestures during speech often convey implicit information not present in spoken words.
This gestural information can signal a speaker's readiness to learn new tasks.
Previous research highlights the role of spontaneous gestures in revealing implicit knowledge.

Purpose of the Study:

To investigate whether elicited gestures, prompted by instruction, can reveal implicit knowledge.
To determine if encouraging gestures enhances learning in children solving novel math problems.
To examine the impact of forced gesturing on the expression of implicit problem-solving strategies.

Main Methods:

Children were instructed to gesture while explaining solutions to new math problems.
The study compared learning outcomes between children told to gesture and those told not to.
Researchers analyzed the content of gestures for unexpressed problem-solving strategies.

Main Results:

Children instructed to gesture produced novel, correct strategies solely in their gestures.
These children demonstrated improved learning and success rates after subsequent instruction.
Elicited gestures facilitated the expression of previously unarticulated implicit knowledge.

Conclusions:

Instructing children to gesture encourages the communication of implicit ideas.
This process makes learners more receptive to instruction and promotes learning.
Gesture elicitation is a viable method for uncovering and leveraging implicit knowledge in educational settings.