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  Learning by doing?: The effect of gestures on implicit retrieval of newly acquired words

Kroenke, M., Mueller, K., Friederici, A. D., & Obrig, H. (2013). Learning by doing?: The effect of gestures on implicit retrieval of newly acquired words. Cortex, 49(9), 2553-2568. doi:10.1016/j.cortex.2012.11.016.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-000E-753E-6 Version Permalink: http://hdl.handle.net/21.11116/0000-0004-B632-6
Genre: Journal Article

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 Creators:
Kroenke, Martin1, Author              
Mueller, Karsten2, Author              
Friederici, Angela D.3, Author              
Obrig, Hellmuth1, 4, 5, Author              
Affiliations:
1Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634549              
2Methods and Development Unit Nuclear Magnetic Resonance, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634558              
3Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              
4Clinic for cognitive Neurology, University of Leipzig, Germany, ou_persistent22              
5Department of Neurology, Charité University Medicine Berlin, Germany, ou_persistent22              

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Free keywords: Enactment; Functional magnetic resonance imaging (fMRI); Hippocampus inferior temporal gyrus; Word learning
 Abstract: Meaningful gestures enhance speech comprehensibility. However, their role during novel-word acquisition remains elusive. Here we investigate how meaningful versus meaningless gestures impact on novel-word learning and contrast these conditions to a purely verbal training. After training, neuronal processing of the novel words was assessed by blood-oxygen-level-dependent functional magnetic resonance imaging (BOLD-fMRI), disclosing that networks affording retrieval differ depending on the training condition. Over 3 days participants learned pseudowords for common objects (e.g., /klira/ -cap). For training they repeated the novel word while performing (i) an iconic, (ii) a grooming or (iii) no gesture. For the two conditions involving gestures, these were either actively repeated or passively observed during training. Behaviorally no substantial differences between the five different training conditions were found while fMRI disclosed differential networks affording implicit retrieval of the learned pseudowords depending on the training procedure. Most notably training with actively performed iconic gestures yielded larger activation in a semantic network comprising left inferior frontal (BA47) and inferior temporal gyri. Additionally hippocampal activation was stronger for all trained compared to unknown pseudowords of identical structure. The behavioral results challenge the generality of an ‘enactment-effect’ for single word learning. Imaging results, however, suggest that actively performed meaningful gestures lead to a deeper semantic encoding of novel words. The findings are discussed regarding their implications for theoretical accounts and for empirical approaches of gesture-based strategies in language (re)learning.

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Language(s): eng - English
 Dates: 2012-11-132012-04-272012-11-132012-12-102013-10
 Publication Status: Published in print
 Pages: -
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 Table of Contents: -
 Rev. Method: Peer
 Identifiers: DOI: 10.1016/j.cortex.2012.11.016
PMID: 23357203
Other: Epub 2012
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Title: Cortex
  Other : Cortex
Source Genre: Journal
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Pages: - Volume / Issue: 49 (9) Sequence Number: - Start / End Page: 2553 - 2568 Identifier: ISSN: 0010-9452
CoNE: /journals/resource/954925393344