Developmental Psychology 20008 (Melb Uni) Lecture 12

Front 1

Lexical retrieval hypothesis

Back 1

gesture helps speaking

Front 2

information packaging hypothesis

Back 2

gestures help thinking

Front 3

Gestures tell us 3 key things about thinking.

Back 3

1. Gestures that conflict with speech tell us when children are on the verge of learning 2. Children’s knowledge appears in gesture before
it emerges in speech 3. Gestures tell us when children are thinking in
complex ways

Front 4

The balance task and children's iconic gestures:

Back 4

kids were balancing and had to gesture shit, like the middle, weight, and distance

Front 5

Gesture speech- mismatch: Goldin‐Meadow and colleagues showed videos of children solving problems where children
exhibited gesture‐speech match and gesture speech mismatch to
• teachers• other non‐teacher adults• children All groups .......... assess the videoed children’s
conceptual understanding from gesture‐speech mismatches

Back 5

could

Front 6

gestures help with ......-........... solving

Back 6

joint-problem

Front 7

....................... and colleagues (1992)
observed the importance of gesture in dyadic discovery learning about velocity and time • Without gesture their ............conversation
was almost meaningless

Back 7

Roschelle, verbal

Front 8

Gesture in a Maths Classroom
Reeve and Reynolds (2000)
Three research questions:

Back 8

Gesture seems to:
• act as a cognitive amplifier by achieving,
maintaining and refocusing joint attention
• serve to disambiguate and elaborate
meaning conveyed in speech
• indicate alterations in conceptual understanding• is especially relevant in maths involving a substantial spatial component • is an underexplored semiotic aspect of communication • may serve as a diagnostic index of potential
conceptual understanding

Front 9

Gestures reveal children’s ................... that are not expressed
in ..................

Back 9

thoughts, speech

Front 10

Gestures at transition points indicate readiness to......... • May be an engine for change (the way of getting from
one ................ state to another)
• Gestures help shape the child’s ................ environment

Back 10

learn, knowledge, learning

Front 11

Language and Thought – The
Sapir‐Whorf Hypothesis Two forms: L........... D................, & L......................R....................

Back 11

Linguistic Determinism, Linguistic Relativity

Front 12

Linguistic Determinism:
The structure of a language strongly influences or fully determines the way its ............ speakers ............... the ............

Back 12

native, perceive, world

Front 13

Linguistic Relativity: Structural differences between ............... will generally be paralleled by non -linguistic ................differences in the native speakers of the two languages.

Back 13

languages, cognitive

Front 14

Three: Classic Non‐verbal Number Tasks

Back 14

1.Memory for counters (canonical and noncanonical
arrays) 2.Cross‐modal matching (sounds and counters) 3.Non‐verbal addition

Front 15

Enumeration strategy –

Back 15

like Western counting
practice.

Front 16

Spatial/pattern strategy –

Back 16

a reproduction of the
spatial properties of arrays.

Front 17

Aboriginal Australian children with few ................... words still seem to have some basic ............. and computation abilities.

Back 17

number, number

Front 18

Using Western counting practices may interfere with their cultural “..................”
practice.

Back 18

enumeration