Kids asked to physically gesture at math problems are nearly three times more likely than non-gesturers to remember what they’ve learned.
In today’s issue of the journal Cognition, a University of Rochester scientist suggests it’s possible to help children learn difficult concepts by providing gestures as an additional and potent avenue for taking in information.
“We’ve known for a while that we use gestures to add information to a conversation even when we’re not entirely clear how that information relates to what we’re saying,” says Susan Wagner Cook, lead author and postdoctoral fellow at the University. “We asked if the reverse could be true; if actively employing gestures when learning helps retain new information.”
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