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How We Teach Vocabulary Matters: Extending Gesture'S Impact on Word Learning to Reading

EasyChair Preprint 3876

11 pagesDate: July 14, 2020

Abstract

The purpose of this study was to examine how learning words with matching and mismatching representational gesture affects subsequent comprehension of these newly-learned words within read sentential contexts. Results did not support our hypothesis that pseudowords learned via text and co-occurring semantically-congruent representational gestures would enhance subsequent identification and processing when reading them in sentential contexts. Implications are discussed.

Keyphrases: embodied cognition, gesture, language processing, self-paced reading, word learning

BibTeX entry
BibTeX does not have the right entry for preprints. This is a hack for producing the correct reference:
@booklet{EasyChair:3876,
  author    = {Sarah Hughes-Berheim and Laura M. Morett and John F. Shelley-Tremblay},
  title     = {How We Teach Vocabulary Matters: Extending Gesture'S Impact on Word Learning to Reading},
  howpublished = {EasyChair Preprint 3876},
  year      = {EasyChair, 2020}}
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