Lending the brain a hand
The influence of motor activation on language processing and language learning
Het brein een handje helpen : de invloed van motoractivatie op taalverwerking en taal leren
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.
|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|
|R.A. Zwaan (Rolf) , G.W.C. Paas (Fred) , T.A.J.M. van Gog (Tamara)|
|Erasmus University Rotterdam|
|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)|
|Organisation||Erasmus School of Social and Behavioural Sciences|
de Nooijer, J.A. (2015, September 10). Lending the brain a hand. Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/78518