Goldin-Meadow, S., & Beilock, S. L. (2010). Action’s Influence On Thought: The Case Of Gesture. Perspectives on Psychological Science, 5(6), 664–674. doi:10.1177/1745691610388764
1. The Embodied Viewpoint: Action Influences Thought
2. Experience Doing An Action Influences Perception Of The Action
3. Experience Doing An Action Influences Understanding Descriptions Of The Action
4. Experience Doing An Action Influences Perceptual Discrimination Of The Action
5. Gesture Influences Thought Background On Gesture
6. Gesture Predicts Changes In Thought
7. Gesture Changes Thought
8. Gesture Affects Thinking By Grounding It In Action
9. Gestures Reflect Actions
10. Actions Reflected In Gesture Influence Thought
11. Gesture May Be A More Powerful Influence On Thought Than Action Itself
12. Gesture As A Bridge Between Action And Abstract Thought
2010:
First: "gestures contain detailed perceptual-motor information about the actions they represent, information often not found in the speech that accompanies the gestures."
Second: "the action features in gesture do not just reflect the gesturer’s thinking - they can feed back and alter that thinking"
The work is broken into 12 sections.
"Gestures are an interesting test case for the embodied view."
Hypothesis: "that the representational gestures people produce also influence thinking."
Action Range:
"We begin by reviewing evidence that people’s actions can influence their thoughts." (1,2,3,4)
"We then review evidence that the gestures people produce when they speak can also influence their thoughts." (5,6,7)
"We then join these two literatures and ask whether gestures influence thinking by virtue of the actions they represent." (8,9,10)
"We end by speculating that gesture may be the ideal vehicle by which thought can move from the concrete to the abstract." (11,12)
"We begin by reviewing evidence that people’s actions can influence their thoughts."
"perceptual symbol systems (PSS) suggest that our representations of objects and events are built on a systemof activations"
"people’s cognitive representations of a particular action, item, or event reflect the states that produced these experiences."
"_if neural operations that embody previous actions and experiences underlie people’s representations of those actions_"
"then individuals who have had extensive motor skill experience in a particular domain should perceive and represent information in that domain differently from individuals without such experiences."
"the systems involved in action production subserve action perception."
"action experience [...] facilitates the comprehension of action-related language."
"In sum, people with previous experience performing activities that they are currently either seeing or hearing about evoke different neural regions when processing this [...] information than people without..."
"a direct influence between learning a motor sequence and recognizing that sequence – an influence that does not depend on visual learning"
"We then review evidence that the gestures people produce when they speak can also influence their thoughts."
"whether actions whose primary function is to represent ideas influence thinking in the same way as do actions whose function is to directly affect the world?"
"Gestures [...] often display thoughts not found [in a] speaker’s words."
"speakers continue to gesture even when their listeners cannot see [them]"
A lack of coordination between what is being said and what is being gestured when talking about a problem can signal that the person would benefit from instruction.
"Seeing gesture changes thought."
"Producing gesture changes thought. Can doing gesture change the doer’s thinking? Yes. Telling children to gesture either before or during instruction makes them more likely to profit from that instruction."
"Children who produced the grouping hand movements during the lesson improved on the posttest more than children who did not. Moreover, they produced the grouping strategy in speech for the first timewhen asked to justify their posttest responses. Producing hand movements reflecting the grouping strategy led to acquisition of the strategy. Gesture can thus introduce new ideas into a learner’s repertoire."
"We then join these two literatures and ask whether gestures influence thinking by virtue of the actions they represent."
"gestures that incorporate components of actions into their form [...] can change the way listeners think and [...] the way gesturers themselves think."
"We end by speculating that gesture may be the ideal vehicle by which thought can move from the concrete to the abstract."
"Although gesturing is based in action, it is not a literal replay of the movements involved in action. Thus, it is conceivable that gesture could have a different effect on thought than action itself."
"How the Goldin-Meadow paper relates to the design sketches, if they do?" - Professor Fast
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