Show simple item record

dc.contributor.authorCullen, Nora K.
dc.date.accessioned2013-04-30T15:10:58Z
dc.date.available2013-04-30T15:10:58Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10920/28585
dc.description1 broadside. Designed using Microsoft PowerPoint. 48"W x 36"Hen_US
dc.description.abstractThe importance of gesture to the gesturer themselves has been demonstrated in increasing lexical retrieval, spatial recall, and accuracy on visuospatial problem-solving (Chu & Kita, 2011; Stevanoni & Salmon, 2005; Goldin-Meadow, 2011). Specifically, perception and action have been linked in a theory called embodied cognition, which is the center of the Gesture As Simulated Action framework, or the GSA framework (Hostetter & Alibali, 2008). Embodied cognition represents the idea that the mind’s representations of abstract ideas are based on action and sensorimotor experience (Adams, 2010; Hostetter & Alibali, 2008). The GSA framework states that gesture is a result of embodied simulations of both action and perception, on which the gesturer’s thinking was originally based (Hostetter & Alibali, 2008). Physical action comes together with cognition and encoding of information to result in a representational gesture; encouraging action in representational learning could increase the efficiency of encoding information, as both physical and cognitive representations of concepts would ensure this. These representations become especially important when it comes to math learning. Conceptual math understanding is lacking in the U.S. (Liu, 2009). The current study proposes that math manipulatives, or physical representations of equations, are beneficial for conceptual learning, and the action involved in learning will activate mental simulations of the equations, which will be shown through gesturing. In this way, we believe that traces of children’s learning through manipulatives will be observable in their gesturing, and that the increased mental representations activated by use of the body will result in increased accuracy in problem-solving.en_US
dc.description.sponsorshipKalamazoo College. Department of Psychology. VanLiere Symposium, 2013en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherKalamazoo, Mich. : Kalamazoo Collegeen_US
dc.relation.ispartofKalamazoo College Psychology VanLiere Symposium Collectionen
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder.en
dc.titleMathematical Manipulatives and Gesture as Simulated Action: Observing Learning Through Gestureen_US
dc.typePresentationen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

  • VanLiere Symposium Posters [232]
    This collection contains posters by Psychology Department majors who present their Senior Individualized Projects to the members of the campus. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff.

Show simple item record