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首页> 外文期刊>Journal of Experimental Psychology. General >Making children gesture brings out implicit knowledge and leads to learning
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Making children gesture brings out implicit knowledge and leads to learning

机译：让孩子做手势会带出内在的知识并导致学习

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Speakers routinely gesture with their hands when they talk, and those gestures often convey information not found anywhere in their speech. This information is typically not consciously accessible, yet it provides an early sign that the speaker is ready to learn a particular task (S. Goldin-Meadow, 2003). In this sense, the unwitting gestures that speakers produce reveal their implicit knowledge. But what if a learner was forced to gesture? Would those elicited gestures also reveal implicit knowledge and, in so doing, enhance learning? To address these questions, the authors told children to gesture while explaining their solutions to novel math problems and examined the effect of this manipulation on the expression of implicit knowledge in gesture and on learning. The authors found that, when told to gesture, children who were unable to solve the math problems often added new and correct problem-solving strategies, expressed only in gesture, to their repertoires. The authors also found that when these children were given instruction on the math problems later, they were more likely to succeed on the problems than children told not to gesture. Telling children to gesture thus encourages them to convey previously unexpressed, implicit ideas, which, in turn, makes them receptive to instruction that leads to learning.
机译：说话者说话时通常会用手示意，这些手势通常传达出语音中找不到的信息。通常不会有意识地访问此信息，但是它提供了说话者已准备好学习特定任务的早期信号（S. Goldin-Meadow，2003年）。从这个意义上说，说话者发出的不知情的手势揭示了他们的内隐知识。但是，如果学习者被迫做手势怎么办？这些引起的手势还会显示出内隐的知识，从而增强学习能力吗？为了解决这些问题，作者告诉孩子们在解释他们对新型数学问题的解决方案时要进行手势操作，并研究了这种操作对手势中隐性知识表达和学习的影响。作者发现，当被告知要手势时，无法解决数学问题的孩子通常会向他们的曲目中添加仅以手势表示的新的正确的问题解决策略。作者还发现，当这些孩子后来在数学问题上得到指导时，与孩子说不做手势相比，他们更有可能成功解决这些数学问题。因此，告诉孩子们打手势可以鼓励他们传达以前没有表达过的，含蓄的想法，从而使他们接受导致学习的指导。

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