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Direct linkGoldin-Meadow, Susan; Levine, Susan C.; Zinchenko, Elena; Yip, Terina KuangYi; Hemani, Naureen; Factor, Laiah – Developmental Science, 2012
Performing action has been found to have a greater impact on learning than observing action. Here we ask whether a particular type of action--the gestures that accompany talk--affect learning in a comparable way. We gave 158 6-year-old children instruction in a mental transformation task. Half the children were asked to produce a "Move"…
Descriptors: Young Children, Nonverbal Communication, Comparative Analysis, Pretests Posttests
