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  Long-term effects of gestures on memory for foreign language words trained in the classroom

Macedonia, M., & Klimesch, W. (2014). Long-term effects of gestures on memory for foreign language words trained in the classroom. Mind, Brain and Education, 8(2), 74-88. doi:10.1111/mbe.12047.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-001A-2932-7 Version Permalink: http://hdl.handle.net/11858/00-001M-0000-002B-CB3F-E
Genre: Journal Article

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Macedonia, Manuela1, 2, Author              
Klimesch, Wolfgang3, Author
Affiliations:
1Department for Information Systems, Johannes Kepler University, Linz, Austria, ou_persistent22              
2Max Planck Research Group Neural Mechanisms of Human Communication, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634556              
3Department of Physiological Psychology, University of Salzburg, Austria, ou_persistent22              

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 Abstract: Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a withinsubject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio-visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native-to-foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch’s connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long-term memory if it is deep, that is, if it is comprised of many interconnected components.

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Language(s): eng - English
 Dates: 2014-05-052014-06
 Publication Status: Published in print
 Pages: -
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 Table of Contents: -
 Rev. Method: -
 Identifiers: DOI: 10.1111/mbe.12047
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Title: Mind, Brain and Education
  Abbreviation : Mind Brain Educ
Source Genre: Journal
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Publ. Info: Malden : Blackwell
Pages: - Volume / Issue: 8 (2) Sequence Number: - Start / End Page: 74 - 88 Identifier: ISSN: 1751-2271
CoNE: https://pure.mpg.de/cone/journals/resource/1751-2271