Abstract
The deep comprehension of a text is tantamount to the construction of an articulated mental model of that text. The number of correct recollections is an index of a learner's mental model of a text. We assume that another index of comprehension is the timing of the gestures produced during text recall; gestures are simultaneous with speech when the learner has built an articulated mental model of the text, whereas they anticipate the speech when the learner has built a less articulated mental model. The results of four experiments confirm the predictions deriving from our assumptions for both children and adults. Provided that the recollections are correct, the timing of gestures can differ and can be considered a further measure of the quality of the mental model, beyond the number of correct recollections.
| Original language | English |
|---|---|
| Journal | Cognitive Science |
| DOIs | |
| Publication status | Accepted/In press - 2016 |
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Keywords
- Gestures
- Learning from text
- Mental model
- Temporality
- Text comprehension
ASJC Scopus subject areas
- Language and Linguistics
- Artificial Intelligence
- Cognitive Neuroscience
- Experimental and Cognitive Psychology
Cite this
Timing of Gestures : Gestures Anticipating or Simultaneous With Speech as Indexes of Text Comprehension in Children and Adults. / Ianì, Francesco; Cutica, Ilaria; Bucciarelli, Monica.
In: Cognitive Science, 2016.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Timing of Gestures
T2 - Gestures Anticipating or Simultaneous With Speech as Indexes of Text Comprehension in Children and Adults
AU - Ianì, Francesco
AU - Cutica, Ilaria
AU - Bucciarelli, Monica
PY - 2016
Y1 - 2016
N2 - The deep comprehension of a text is tantamount to the construction of an articulated mental model of that text. The number of correct recollections is an index of a learner's mental model of a text. We assume that another index of comprehension is the timing of the gestures produced during text recall; gestures are simultaneous with speech when the learner has built an articulated mental model of the text, whereas they anticipate the speech when the learner has built a less articulated mental model. The results of four experiments confirm the predictions deriving from our assumptions for both children and adults. Provided that the recollections are correct, the timing of gestures can differ and can be considered a further measure of the quality of the mental model, beyond the number of correct recollections.
AB - The deep comprehension of a text is tantamount to the construction of an articulated mental model of that text. The number of correct recollections is an index of a learner's mental model of a text. We assume that another index of comprehension is the timing of the gestures produced during text recall; gestures are simultaneous with speech when the learner has built an articulated mental model of the text, whereas they anticipate the speech when the learner has built a less articulated mental model. The results of four experiments confirm the predictions deriving from our assumptions for both children and adults. Provided that the recollections are correct, the timing of gestures can differ and can be considered a further measure of the quality of the mental model, beyond the number of correct recollections.
KW - Gestures
KW - Learning from text
KW - Mental model
KW - Temporality
KW - Text comprehension
UR - http://www.scopus.com/inward/record.url?scp=84973926526&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84973926526&partnerID=8YFLogxK
U2 - 10.1111/cogs.12381
DO - 10.1111/cogs.12381
M3 - Article
AN - SCOPUS:84973926526
JO - Cognitive Science
JF - Cognitive Science
SN - 0364-0213
ER -