Dataset Information

Children's Spontaneous Gestures Reflect Verbal Understanding of the Day/Night Cycle.

ABSTRACT: Understanding the day/night cycle requires integrating observations of the sky (an Earth-based perspective) with scientific models of the solar system (a space-based perspective). Yet children often fail to make the right connections and resort to non-scientific intuitions - for example, the Sun moving up and down - to explain what they observe. The present research explored whether children's gestures indicate their conceptual integration of Earth- and space-based perspectives. We coded the spontaneous gestures of 85 third-grade children in U.S. public schools (M age = 8.87 years) as they verbally explained the overall cause of the day/night cycle, the cause of sunrise, and the cause of sunset after receiving science instruction as part of a prior study. We focused on two kinds of gestures: those reflecting the Sun's motion across the sky and those reflecting the Earth's axial rotation. We found that participants were more likely to produce Earth rotation gestures for a topic they explained more accurately (the overall cause of the day/night cycle), whereas Sun motion gestures were more common for topics they explained less accurately (the causes of sunrise and sunset). Further, participants who produced rotation gestures tended to provide more accurate verbal explanations of the overall cause. We discuss how gestures could be used to measure - and possibly improve - children's conceptual understanding and why sunrise and sunset may be particularly difficult topics to learn.

SUBMITTER: Gaudreau CM

PROVIDER: S-EPMC7326024 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Children's Spontaneous Gestures Reflect Verbal Understanding of the Day/Night Cycle.

Gaudreau Caroline M CM Anggoro Florencia K FK Jee Benjamin D BD

Frontiers in psychology 20200605

Understanding the day/night cycle requires integrating observations of the sky (an Earth-based perspective) with scientific models of the solar system (a space-based perspective). Yet children often fail to make the right connections and resort to non-scientific intuitions - for example, the Sun moving up and down - to explain what they observe. The present research explored whether children's gestures indicate their conceptual integration of Earth- and space-based perspecti ...[more]

PMID: 32655433

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Project description:As children learn they use their speech to express words and their hands to gesture. This study investigates the interplay between real-time gestures and speech as children construct cognitive understanding during a hands-on science task. 12 children (M = 6, F = 6) from Kindergarten (n = 5) and first grade (n = 7) participated in this study. Each verbal utterance and gesture during the task were coded, on a complexity scale derived from dynamic skill theory. To explore the interplay between speech and gestures, we applied a cross recurrence quantification analysis (CRQA) to the two coupled time series of the skill levels of verbalizations and gestures. The analysis focused on (1) the temporal relation between gestures and speech, (2) the relative strength and direction of the interaction between gestures and speech, (3) the relative strength and direction between gestures and speech for different levels of understanding, and (4) relations between CRQA measures and other child characteristics. The results show that older and younger children differ in the (temporal) asymmetry in the gestures-speech interaction. For younger children, the balance leans more toward gestures leading speech in time, while the balance leans more toward speech leading gestures for older children. Secondly, at the group level, speech attracts gestures in a more dynamically stable fashion than vice versa, and this asymmetry in gestures and speech extends to lower and higher understanding levels. Yet, for older children, the mutual coupling between gestures and speech is more dynamically stable regarding the higher understanding levels. Gestures and speech are more synchronized in time as children are older. A higher score on schools' language tests is related to speech attracting gestures more rigidly and more asymmetry between gestures and speech, only for the less difficult understanding levels. A higher score on math or past science tasks is related to less asymmetry between gestures and speech. The picture that emerges from our analyses suggests that the relation between gestures, speech and cognition is more complex than previously thought. We suggest that temporal differences and asymmetry in influence between gestures and speech arise from simultaneous coordination of synergies.

Dataset Information

Children's Spontaneous Gestures Reflect Verbal Understanding of the Day/Night Cycle.

Publications

Children's Spontaneous Gestures Reflect Verbal Understanding of the Day/Night Cycle.

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