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Number gestures predict learning of number words.

Dominic J Gibson1, Elizabeth A Gunderson2, Elizabet Spaepen1

  • 1Department of Psychology, University of Chicago, Chicago, Illinois.

Developmental Science
|December 20, 2018
PubMed
Summary

Children

Area of Science:

  • Child Development
  • Cognitive Science
  • Educational Psychology

Background:

  • Children often use gestures when explaining solutions, sometimes conveying information distinct from speech.
  • Gesture-speech mismatches indicate potential for learning, particularly when gestures contradict speech.
  • Contradictory numerical mismatches signal readiness for targeted number-word instruction.

Purpose of the Study:

  • To investigate if contradictory numerical gesture-speech mismatches predict learning gains from number-word instruction.
  • To determine the effectiveness of different instructional approaches for early number learners exhibiting these mismatches.

Main Methods:

  • Assessed number knowledge using the Give-a-Number task.
  • Identified gesture-speech mismatches using the What's on this Card task.

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  • Randomly assigned early number learners to Counting or Enriched Number Talk conditions.

    • Main Results:

    • Children with numerical gesture-speech mismatches profited more from the Enriched Number Talk condition.
    • The Enriched Number Talk condition led to greater learning of new number words compared to the Counting condition for these children.
    • Gesture-speech mismatches were a reliable predictor of learning outcomes.

    Conclusions:

    • Numerical gesture-speech mismatches serve as a key indicator of a child's readiness for advanced number instruction.
    • Cardinal number gestures play a significant role in the process of number learning.
    • Rich, multi-component number instruction is more effective for learners who exhibit these specific mismatches.