- Gestures can reveal important information about the conceptual understanding a person has. It's important to observe them and use them as information. - Church and Goldin-Meadow have conducted numerous experiments on gestures. They found in 1986 that children whose gestures mismatched with what they were saying also tended to be those who were able to appreciate that the amount of water in a tall thin glass and a short wide glass is the same. They noted that gesture and speech mismatch measurements could give insights into the brain and the learning state the child is in. - Walkington in 2014 also conducted a really cool study where they asked students to prove that the sum of the lengths of two sides of a triangle is always greater than the length of the third side. He found that those who used dynamic gestures were able to prove 63.6% of the time while those who neither used gestures or a pen and paper only provided the correct proof 11.5% of the time. Students who used static depictive gestures were able to get it right 34.3% of the time. ---- |Shapiro, Lawrence, and Steven A. Stolz. "Embodied cognition and its significance for education." _Theory and Research in Education_ 17.1 (2019): 19-39. ||APA|| - [[Embodied Cognition and its Significance for Education]]