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

EasyChair Preprint 3876

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

@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}}