The beneficial effect and possible mechanisms of observing gestures in mental rotation training

References

1. Baills, F., Suarez-Gonzalez, N., Gonzalez-Fuente, S., & Prieto, P.
   (2019) Observing and producing pitch gestures facilitates the learning of Mandarin Chinese tones and words. Studies in Second Language Acquisition, 41(1), 33–58. 10.1017/S0272263118000074
   https://doi.org/10.1017/S0272263118000074 [Google Scholar]
2. Beilock, S. L., & Goldin-Meadow, S.
   (2010) Gesture changes thought by grounding it in action. Psychological Science, 21(11), 1605–1610. 10.1177/0956797610385353
   https://doi.org/10.1177/0956797610385353 [Google Scholar]
3. Buccino, G., Binkofski, F., Fink, G. R., Fadiga, L., Fogassi, L., Gallese, V., Seitz, R. J., Zilles, K., Rizzolatti, G., & Freund, H. J.
   (2001) Action observation activates premotor and parietal areas in a somatotopic manner: an fMRI study. European Journal of Neuroscience, 13(2), 400–404. 10.1111/j.1460‑9568.2001.01385.x
   https://doi.org/10.1111/j.1460-9568.2001.01385.x [Google Scholar]
4. Chu, M., & Kita, S.
   (2008) Spontaneous gestures during mental rotation tasks: Insights into the microdevelopment of the motor strategy. Journal of Experimental Psychology: General, 137(4), 706–723. 10.1037/a0013157
   https://doi.org/10.1037/a0013157 [Google Scholar]
5. Chu, M., & Kita, S.
   (2011) The nature of gestures’ beneficial role in spatial problem solving. Journal of Experimental Psychology: General, 140(1), 102–116. 10.1037/a0021790
   https://doi.org/10.1037/a0021790 [Google Scholar]
6. Church, R. B., Perry, M., Singer, M. A., Cook, S. W., & Alibali, M. W.
   (2024) Teachers’ gestures and how they matter. Topics in Cognitive Science. 10.1111/tops.12755
   https://doi.org/10.1111/tops.12755 [Google Scholar]
7. Collins, E., & Watt, R.
   (2021) Using and understanding power in psychological research: A survey study. Collabra: Psychology, 7(1), 28250. 10.1525/collabra.28250
   https://doi.org/10.1525/collabra.28250 [Google Scholar]
8. Cook, S. W., Duffy, R. G., & Fenn, K. M.
   (2013) Consolidation and transfer of learning after observing hand gesture. Child development, 84(6), 1863–1871. 10.1111/cdev.12097
   https://doi.org/10.1111/cdev.12097 [Google Scholar]
9. Cook, S. W., Mitchell, Z., & Goldin-Meadow, S.
   (2008) Gesturing makes learning last. Cognition, 106(2), 1047–1058. 10.1016/j.cognition.2007.04.010
   https://doi.org/10.1016/j.cognition.2007.04.010 [Google Scholar]
10. Ehrlich, S. B., Levine, S. C., & Goldin-Meadow, S.
    (2006) The importance of gesture in children’s spatial reasoning. Developmental Psychology, 42(6), 1259–1268. 10.1037/0012‑1649.42.6.1259
    https://doi.org/10.1037/0012-1649.42.6.1259 [Google Scholar]
11. Goldin-Meadow, S.
    (1999) The role of gesture in communication and thinking. Trends in Cognitive Sciences, 3(11), 419–429. 10.1016/S1364‑6613(99)01397‑2
    https://doi.org/10.1016/S1364-6613(99)01397-2 [Google Scholar]
12. Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L.
    (2012) Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15(6), 876–884. 10.1111/j.1467‑7687.2012.01185.x
    https://doi.org/10.1111/j.1467-7687.2012.01185.x [Google Scholar]
13. Hawes, Z., & Ansari, D.
    (2020) What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic Bulletin & Review, 27(3), 465–482. 10.3758/s13423‑019‑01694‑7
    https://doi.org/10.3758/s13423-019-01694-7 [Google Scholar]
14. Hegarty, M., & Waller, D.
    (2005) Individual differences in spatial abilities. InP. Shah & A. Miyake (Eds.), The Cambridge handbook of visuospatial thinking, pp.121–169. Cambridge University Press. 10.1017/CBO9780511610448.005
    https://doi.org/10.1017/CBO9780511610448.005 [Google Scholar]
15. Hirata, Y., Kelly, S. D., Huang, J., & Manansala, M.
    (2014) Effects of hand gestures on auditory learning of second-language vowel length contrasts. Journal of Speech, Language, and Hearing Research, 57(6), 2090–2101. 10.1044/2014_JSLHR‑S‑14‑0049
    https://doi.org/10.1044/2014_JSLHR-S-14-0049 [Google Scholar]
16. Ianì, F., & Bucciarelli, M.
    (2017) Mechanisms underlying the beneficial effect of a speaker’s gestures on the listener. Journal of Memory and Language, 961, 110–121. 10.1016/j.jml.2017.05.004
    https://doi.org/10.1016/j.jml.2017.05.004 [Google Scholar]
17. Kay, L., Keogh, R., & Pearson, J.
    (2024) Slower but more accurate mental rotation performance in aphantasia linked to differences in cognitive strategies. Consciousness and Cognition, 1211, 103694. 10.1016/j.concog.2024.103694
    https://doi.org/10.1016/j.concog.2024.103694 [Google Scholar]
18. Kelly, S. D., Özyürek, A., & Maris, E.
    (2010) Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21(2), 260–267. 10.1177/0956797609357327
    https://doi.org/10.1177/0956797609357327 [Google Scholar]
19. Levine, S. C., Goldin-Meadow, S., Carlson, M. T., & Hemani-Lopez, N.
    (2018) Mental transformation skill in young children: The role of concrete and abstract motor training. Cognitive Science, 42(4), 1207–1228. 10.1111/cogs.12603
    https://doi.org/10.1111/cogs.12603 [Google Scholar]
20. Li, F., Ma, S., Zhang, Y., Bai, L., & Li, W.
    (2023) Physical cleansing reduces the mindset effect in problem-solving. Cognition and Emotion, 38(1), 180–186. 10.1080/02699931.2023.2258592
    https://doi.org/10.1080/02699931.2023.2258592 [Google Scholar]
21. Lohman, D. F.
    (1979) Spatial ability: A review and reanalysis of the correlational literature (Vol.81). School of education, Stanford university Stanford, CA.
    [Google Scholar]
22. Macedonia, M., & Knösche, T. R.
    (2011) Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5(4), 196–211. 10.1111/j.1751‑228X.2011.01129.x
    https://doi.org/10.1111/j.1751-228X.2011.01129.x [Google Scholar]
23. McNeill, D.
    (1992) Hand and mind: What gestures reveal about thought. University of Chicago Press.
    [Google Scholar]
24. McNeill, D.
    (2012) How language began: Gesture and speech in human evolution. Cambridge University Press. 10.1017/CBO9781139108669
    https://doi.org/10.1017/CBO9781139108669 [Google Scholar]
25. Newcombe, N. S.
    (2010) Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29. https://eric.ed.gov/?id=EJ889152
    [Google Scholar]
26. Nishitani, N., & Hari, R.
    (2000) Temporal dynamics of cortical representation for action. Proceedings of the National Academy of Sciences, 97(2), 913–918. 10.1073/pnas.97.2.913
    https://doi.org/10.1073/pnas.97.2.913 [Google Scholar]
27. Özer, D., & Göksun, T.
    (2019) Visual-spatial and verbal abilities differentially affect processing of gestural vs. spoken expressions. Language, Cognition and Neuroscience, 35(7), 896–914. 10.1080/23273798.2019.1703016
    https://doi.org/10.1080/23273798.2019.1703016 [Google Scholar]
28. Perkins, D. N., & Salomon, G.
    (1992) Transfer of learning. InT. Husén, & T. N. Postlethwaite (Eds.), International Encyclopedia of Education (2nd ed., pp.6452–6457). Pergamon.
    [Google Scholar]
29. Ping, R. M., Goldin-Meadow, S., & Beilock, S. L.
    (2014) Understanding gesture: Is the listener’s motor system involved?Journal of Experimental Psychology: General, 143(1), 195–204. 10.1037/a0032246
    https://doi.org/10.1037/a0032246 [Google Scholar]
30. Rizzolatti, G., & Craighero, L.
    (2005) Mirror neuron: a neurological approach to empathy. InJ. P. Changeux, A. R. Damasio, W. Singer, Y. Christen, Y. (Eds.), Neurobiology of human values (pp.107–124). Springer-Verlag. 10.1007/3‑540‑29803‑7_9
    https://doi.org/10.1007/3-540-29803-7_9 [Google Scholar]
31. Rueckert, L., Church, R. B., Avila, A., & Trejo, T.
    (2017) Gesture enhances learning of a complex statistical concept. Cognitive Research: Principles and Implications, 2(1), 1–6. 10.1186/s41235‑016‑0036‑1
    https://doi.org/10.1186/s41235-016-0036-1 [Google Scholar]
32. Saks, K., Ilves, H., & Noppel, A.
    (2021) The impact of procedural knowledge on the formation of declarative knowledge: How accomplishing activities designed for developing learning skills impacts teachers’ knowledge of learning skills. Education Sciences, 11(10), 598. 10.3390/educsci11100598
    https://doi.org/10.3390/educsci11100598 [Google Scholar]
33. Wakefield, E. M., Foley, A. E., Ping, R., Villarreal, J. N., Goldin-Meadow, S., & Levine, S. C.
    (2019) Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning. Developmental Psychology, 55(5), 981–993. 10.1037/dev0000697
    https://doi.org/10.1037/dev0000697 [Google Scholar]
34. Wakefield, E. M., Hall, C., James, K. H., & Goldin-Meadow, S.
    (2018) Gesture for generalization: gesture facilitates flexible learning of words for actions on objects. Developmental Science, 21(5), e12656. 10.1111/desc.12656
    https://doi.org/10.1111/desc.12656 [Google Scholar]
35. Xu, H., Bègue, L., & Bushman, B. J.
    (2014) Washing the guilt away: Effects of personal versus vicarious cleansing on guilty feelings and prosocial behavior. Frontiers in human neuroscience, 81, 97. 10.3389/fnhum.2014.00097
    https://doi.org/10.3389/fnhum.2014.00097 [Google Scholar]