Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 26423,
    "title": "There is more to gesture than meets the eye: Visual attention to gesture’s referents cannot account for itsfacilitative effects during math instruction",
    "subtitle": null,
    "abstract": "Teaching a new concept with gestures – hand movements thataccompany speech – facilitates learning above-and-beyondinstruction through speech alone (e.g., Singer & Goldin-Meadow, 2005). However, the mechanisms underlying thisphenomenon are still being explored. Here, we use eyetracking to explore one mechanism – gesture’s ability todirect visual attention. We examine how children allocatetheir visual attention during a mathematical equivalencelesson that either contains gesture or does not. We show thatgesture instruction improves posttest performance, andadditionally that gesture does change how children visuallyattend to instruction: children look more to the problem beingexplained, and less to the instructor. However lookingpatterns alone cannot explain gesture’s effect, as posttestperformance is not predicted by any of our looking-timemeasures. These findings suggest that gesture does guidevisual attention, but that attention alone cannot account for itsfacilitative learning effects.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Gesture; eye tracking; learning; visual attention"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2xf396s5",
    "frozenauthors": [
        {
            "first_name": "Miriam",
            "middle_name": "",
            "last_name": "Novack",
            "name_suffix": "",
            "institution": "University of Chicago",
            "department": ""
        },
        {
            "first_name": "Elizabeth",
            "middle_name": "",
            "last_name": "Wakefield",
            "name_suffix": "",
            "institution": "University of Chicago",
            "department": ""
        },
        {
            "first_name": "Eliza",
            "middle_name": "",
            "last_name": "Congdon",
            "name_suffix": "",
            "institution": "University of Chicago",
            "department": ""
        },
        {
            "first_name": "Steven",
            "middle_name": "",
            "last_name": "Franconeri",
            "name_suffix": "",
            "institution": "Northwestern University",
            "department": ""
        },
        {
            "first_name": "Susan",
            "middle_name": "",
            "last_name": "Goldin-Meadow",
            "name_suffix": "",
            "institution": "University of Chicago",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26423/galley/16059/download/"
        }
    ]
}