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Abstract

Abstract

The study investigated whether the perspective of multimodal input in visuospatial maps predicts children’s spatial performance, particularly verbal recall and direction-following behavior. 5-year-old monolingual Turkish children were engaged in the Directions Task, which included visuospatial maps and videos of a speaker describing routes on maps in three conditions: Speech-Gesture combination with a front-facing view, Speech-Gesture combination with an upper back angle, and Speech-only condition with a front-facing view for control. Children were asked to verbally recall and draw the route described in the videos. They also engaged in perspective-taking, mental rotation, and relational reasoning tasks. Results showed that children’s verbal recall, but not necessarily behavioral recall, was enhanced by receiving multimodal directions. Moreover, children’s relational reasoning and perspective-taking abilities modulate their verbal recall performances. The results of this study underline the importance of multimodal input and presentation perspective in enhancing children’s spatial performance.

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/content/journals/10.1075/gest.25016.ora
2025-11-14
2025-12-04

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/content/journals/10.1075/gest.25016.ora
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Exploring the relation between gesture presentation perspective and children’s spatial performance
John Benjamins ; https://doi.org/10.1075/gest.25016.ora
/content/journals/10.1075/gest.25016.ora
/content/journals/10.1075/gest.25016.ora
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  • Article Type: Research Article
Keywords: multimodal communication ; preschool children ; gesture perspective ; spatial performance ; visuospatial maps

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