東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring the Underlying Mechanisms ...

Aldugom, Mary.

Linked to FindBook

Google Book

Amazon

博客來

Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning./
Author:	Aldugom, Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	117 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	Cognitive psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29166413
ISBN:	9798837525322

Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning.
Aldugom, Mary.

Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 117 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Ph.D.)--The University of Iowa, 2022.

This item must not be sold to any third party vendors.

Children and adult learners benefit from viewing hand gestures at instruction across domains (Cook, Duffy, & Fenn, 2013; Huang, Kim, & Christianson, 2019; Ping & Goldin-Meadow, 2008). Within the domain of mathematical learning, gesture at instruction has been shown to benefit children and adults in laboratory and classroom settings (Koumoutsakis, Church, Alibali, Singer, & Ayman-Nolley, 2016; Rueckert, Church, Avila, & Trejo, 2017). While gesture is shown to benefit learning, the underlying mechanism by which gesture enhances learning is unknown and, it is unclear to what extent the beneficial effects of gesture generalize. In three experiments, we sought to understand who gesture is most helpful for, whether gesture is more beneficial with less instruction, and what presentation gesture helps with. First, we examined whether individual differences in working memory capacity related to mathematical learning in an enhanced mathematical task, as we aimed to replicate our prior work suggesting visuospatial working memory capacity is specifically important in processing gesture at instruction (Experiment 1). Second, we examined whether the amount of instruction interacts with the presence of gesture (Experiment 2). And third, we examined whether the presentation style of the same mathematical concept interacted with the presence of gesture to explore whether gesture specifically benefits learning when concepts are presented in certain formats (Experiment 3). We found visuospatial working memory to be a reliable predictor of performance, regardless of whether gesture was present or absent at instruction (Experiment 1), we found gesture to not reliably enhance mathematical learning, regardless of how much instruction was provided with or without gesture (Experiment 2), and we found gesture to predict learning when a mathematical concept was presented in a visuospatial format, but not when the same concept was presented in an algebraic format (Experiment 3). Altogether, our results suggest that the beneficial effect of gesture on learning depends more on characteristics of a lesson than previously believed, and that gesture at instruction may not always benefit adult learners.

ISBN: 9798837525322Subjects--Topical Terms:

523881
Cognitive psychology.
Subjects--Index Terms:

Gesture

Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning.
LDR:03432nmm a2200409 4500 001 2395994
005 20240603070924.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798837525322
035 $a (MiAaPQ)AAI29166413
035 $a AAI29166413
040 $a MiAaPQ $c MiAaPQ
100 1 $a Aldugom, Mary. $3 3765516
245 1 0 $a Exploring the Underlying Mechanisms of the Beneficial Effect of Gesture on Mathematical Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 117 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
500 $a Advisor: Cook, Susan.
502 $a Thesis (Ph.D.)--The University of Iowa, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Children and adult learners benefit from viewing hand gestures at instruction across domains (Cook, Duffy, & Fenn, 2013; Huang, Kim, & Christianson, 2019; Ping & Goldin-Meadow, 2008). Within the domain of mathematical learning, gesture at instruction has been shown to benefit children and adults in laboratory and classroom settings (Koumoutsakis, Church, Alibali, Singer, & Ayman-Nolley, 2016; Rueckert, Church, Avila, & Trejo, 2017). While gesture is shown to benefit learning, the underlying mechanism by which gesture enhances learning is unknown and, it is unclear to what extent the beneficial effects of gesture generalize. In three experiments, we sought to understand who gesture is most helpful for, whether gesture is more beneficial with less instruction, and what presentation gesture helps with. First, we examined whether individual differences in working memory capacity related to mathematical learning in an enhanced mathematical task, as we aimed to replicate our prior work suggesting visuospatial working memory capacity is specifically important in processing gesture at instruction (Experiment 1). Second, we examined whether the amount of instruction interacts with the presence of gesture (Experiment 2). And third, we examined whether the presentation style of the same mathematical concept interacted with the presence of gesture to explore whether gesture specifically benefits learning when concepts are presented in certain formats (Experiment 3). We found visuospatial working memory to be a reliable predictor of performance, regardless of whether gesture was present or absent at instruction (Experiment 1), we found gesture to not reliably enhance mathematical learning, regardless of how much instruction was provided with or without gesture (Experiment 2), and we found gesture to predict learning when a mathematical concept was presented in a visuospatial format, but not when the same concept was presented in an algebraic format (Experiment 3). Altogether, our results suggest that the beneficial effect of gesture on learning depends more on characteristics of a lesson than previously believed, and that gesture at instruction may not always benefit adult learners.
590 $a School code: 0096.
650 4 $a Cognitive psychology. $3 523881
650 4 $a Mathematics education. $3 641129
650 4 $a Mathematics. $3 515831
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational psychology. $3 517650
653 $a Gesture
653 $a Learning
653 $a Mathematics
653 $a Working Memory
690 $a 0633
690 $a 0443
690 $a 0405
690 $a 0280
690 $a 0525
710 2 $a The University of Iowa. $b Psychology. $3 1684557
773 0 $t Dissertations Abstracts International $g 84-02B.
790 $a 0096
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29166413