Moving to Learn: How Guiding the Hands Can Set the Stage for Learning

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Previous research indicates immediate effects of guided movements on problem-solving.
• The current study investigates the potential for delayed effects of movement guidance on learning.

Purpose of the Study:

• To determine if guiding a learner's movements before instruction can lead to delayed learning gains.
• To explore the concept of a "sleeper effect" of gesture on conceptual change.

Main Methods:

• Children were taught movements relevant or irrelevant to mathematical equivalence problems.
• Participants produced these movements before receiving explicit instruction.
• Performance was assessed via a ratings task and a paper-and-pencil test before and after movement production, and after instruction.

Main Results:

• Children in the relevant movement condition showed significantly greater improvement after instruction compared to the irrelevant movement group.
• No immediate improvement in understanding mathematical equivalence was observed before instruction.
• A delayed benefit of relevant movements on learning was evident post-instruction.

Conclusions:

• Bodily movements can initiate conceptual change, acting as a precursor to learning.
• The impact of these movements on learning may manifest only after explicit instruction, indicating a "sleeper effect."
• This suggests that embodied cognition plays a crucial role in preparing learners for new concepts.