Abstract

The goals of this dissertation were

(1) to investigate what gesture instructions (observation, imitation, or enactment) are most effective for improving verb learning in primary school children, and whether these gestures are equally effective for learning verbs from different verb categories and for children with different levels of language ability?

(2) to investigate whether the effectiveness of gestures in word learning is similar for children and adults.

(3) to explore whether learning and memorizing action words is influenced by seeing depictions of actions that mismatch the mental simulation that is automatically created when hearing the definition of an action word.

(4) try to explain where the potential effects of mental simulations on language processing stem from.

Additional Metadata
Keywords gebaren, motor activatie, woord leren, embodied cognition, links- en rechtshandigheid, eye tracking, EEG, multimedia leren, gestures, learning words, motor activation, left- and righthandedness, multimedia learning
Promotor R.A. Zwaan (Rolf) , G.W.C. Paas (Fred) , T.A.J.M. van Gog (Tamara)
Publisher Erasmus University Rotterdam
Sponsor The research presented in this dissertation was funded by the Netherlands Organisation for Scientific Research (NWO) and National Initiative Brain & Cognition (project number: 056-33-016)
ISBN 978-90-6464-887-8
Persistent URL hdl.handle.net/1765/78518
Citation
de Nooijer, J.A. (2015, September 10). Lending the brain a hand. Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/78518