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Individual differences in working memory predict the efficacy of experimenter-manipulated gestures in first-grade children
Ist Teil von
Child development, 2024-03
Ort / Verlag
United States
Erscheinungsjahr
2024
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between-subjects linear measurement training study compares gesture instruction to two controls-operant action and transient action-in a diverse sample of first-grade students (N = 174, M
= 7.01 years; N
= 84; N
= 90, 10% Latinx-identified; 70% White; 6% Black; 6% Asian; 18% multiple racial categories, M
= $59,750, SD
≈ $25,000; data collected 03/16-03/19). Results show that instructor-manipulated gestures may be less effective than demonstrative actions in part because they are iterative and do not leave a lasting trace. Verbal working memory, but not spatial, positively predicted an ability to learn from gesture and transient action in children with the lowest context knowledge.
Sprache
Englisch
Identifikatoren
eISSN: 1467-8624
DOI: 10.1111/cdev.14083
Titel-ID: cdi_proquest_miscellaneous_2934277120
Format
–
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