Observing and producing gesture on shape categorization across learner characteristics

Interindividual differences related to factors like sex and family socioeconomic background in spatial ability emerge early. Embedding task-specific tracing into instruction has the potential to support early spatial abilities but must be considered relative to child characteristics and existing problem-solving strategies. Aims were to: 1) evaluate whether adding observed or observed and produced tracing to instruction improved learning of shape identification compared to spoken instruction alone; 2) determine whether performance at pretest and posttest varied as a function of child characteristics; and 3) examine how spoken and gestured problem-solving strategies changed from pretest to posttest and related to both posttest performance and condition. We also assessed the extent to which change in performance varied based upon child characteristics and problem-solving strategy use. In this study, 121 children between 44 and 72 months received brief instruction regarding triangle and rectangle shape properties. Children were divided among three conditions: 1) no tracing or gesture accompanying spoken instruction; 2) task-specific gesture observed alongside instruction; and 3) task-specific gesture observed and produced during instruction. Results indicated that children across all three conditions improved on a shape sorting task. Improvement related to age and receptive vocabulary but not condition. There were trends towards differences associated with sex as well, with girls showing a benefit associated with observing and producing gesture while boys showed equivalent performance across conditions. These findings suggest gesture is not a panacea for supporting early spatial learning. Instead, the effects of instructional cuing likely depend on child characteristics and task context.