Think3d!: Training Spatial Thinking Fundamental to STEM Education

This article describes the initial implementation of an innovative program for elementary-age children involving origami and pop-up paper engineering to promote visuospatial thinking. While spatial ability measures correlate with science, technology, engineering, and math (STEM) success, a focus on spatial thinking is all but missing in elementary school education. Fourth-grade students took part in the program and then completed spatial thinking assessments or completed the assessments prior to program participation. All students completed assessments at three points in time—before, during, and after the intervention. Results suggest the program's promise in promoting spatial thinking, showing both spatial thinking gains and extensive engagement in the program. Questionnaire responses suggest the program may have particular appeal for girls, which could play a role in reducing gender disparities in spatial reasoning and in situations where spatial thinking can be applied.     

Space in Hand and Mind: Gesture and Spatial Frames of Reference in Bilingual Mexico

Speakers of many languages prefer allocentric frames of reference (FoRs) when talking about small-scale space, using words like “east” or “downhill.” Ethnographic work has suggested that this preference is also reflected in how such speakers gesture. Here, we investigate this possibility with a field experiment in Juchitán, Mexico. In Juchitán, a preferentially allocentric language (Isthmus Zapotec) coexists with a preferentially egocentric one (Spanish). Using a novel task, we elicited spontaneous co-speech gestures about small-scale motion events (e.g., toppling blocks) in Zapotec-dominant speakers and in balanced Zapotec-Spanish bilinguals. Consistent with prior claims, speakers’ spontaneous gestures reliably reflected either an egocentric or allocentric FoR. The use of the egocentric FoR was predicted—not by speakers’ dominant language or the language they used in the task—but by mastery of words for “right” and “left,” as well as by properties of the event they were describing. Additionally, use of the egocentric FoR in gesture predicted its use in a separate nonlinguistic memory task, suggesting a cohesive cognitive style. Our results show that the use of spatial FoRs in gesture is pervasive, systematic, and shaped by several factors. Spatial gestures, like other forms of spatial conceptualization, are thus best understood within broader ecologies of communication and cognition.     

时空隐喻的心理现实性:手势和手语的视角

早期有关时空隐喻表征心理现实性的研究因囿于有声语言而饱受批评,近年来兴起的手势和手语研究为该问题的证明提供了新的视角和证据。一方面,手势在三个空间维度上均可形成时空隐喻,有力地回应了反对派对概念隐喻理论在语言和概念层面循环论证的质疑;另一方面,手语空间运用的独特性以及文化图式的复杂性,导致其时空隐喻表现形式更为多样,为该领域研究提供了更加丰富的类型学证据。未来研究还应当注意心理学、语言学以及民族学等多学科的交汇融合,建立起概括力更强和系统性更完整的理论框架,将口语、手势和手语同时囊括其中。     

Gesture in the developing brain

Speakers convey meaning not only through words, but also through gestures. Although children are exposed to co-speech gestures from birth, we do not know how the developing brain comes to connect meaning conveyed in gesture with speech. We used functional magnetic resonance imaging (fMRI) to address this question and scanned 8- to 11-year-old children and adults listening to stories accompanied by hand movements, either meaningful co-speech gestures or meaningless self-adaptors. When listening to stories accompanied by both types of hand movement, both children and adults recruited inferior frontal, inferior parietal, and posterior temporal brain regions known to be involved in processing language not accompanied by hand movements. There were, however, age-related differences in activity in posterior superior temporal sulcus (STSp), inferior frontal gyrus, pars triangularis (IFGTr), and posterior middle temporal gyrus (MTGp) regions previously implicated in processing gesture. Both children and adults showed sensitivity to the meaning of hand movements in IFGTr and MTGp, but in different ways. Finally, we found that hand movement meaning modulates interactions between STSp and other posterior temporal and inferior parietal regions for adults, but not for children. These results shed light on the developing neural substrate for understanding meaning contributed by co-speech gesture.     

Gesture behavior in unmedicated schizotypal adolescents

Schizotypal personality disorder is characterized by interpersonal and verbal communication deficits. Despite the important role of gesture in social communication, no published reports examine the use of gesture by individuals with SPD. In this study, raters code gesture from videotaped interviews of unmedicated adolescents with SPD, other personality disorders, or no Axis II disorder. Results indicate that SPD adolescents show significantly fewer gestures but do not differ from the other groups in overall rate of movement. The findings are discussed in light of brain regions involved in dysfunction, parallels to schizophrenia, and treatment implications.     

Gesture and early bilingual development

The relationship between speech and gestural proficiency was investigated longitudinally (from 2 years to 3 years 6 months, at 6-month intervals) in 5 French-English bilingual boys with varying proficiency in their 2 languages. Because of their different levels of proficiency in the 2 languages at the same age, these children's data were used to examine the relative contribution of language and cognitive development to gestural development. In terms of rate of gesture production, rate of gesture production with speech, and meaning of gesture and speech, the children used gestures much like adults from 2 years on. In contrast, the use of iconic and beat gestures showed differential development in the children's 2 languages as a function of mean length of utterance. These data suggest that the development of these kinds of gestures may be more closely linked to language development than other kinds (such as points). Reasons why this might be so are discussed.     

Lateralized Hand Gesture during Speech

A group of individuals conversing in natural dyads and a group of lecturers were observed for lateral hand movement patterns during speech. Right-handed individuals in both groups displayed a significant right hand bias for gesture movements but no lateral bias for self-touching movements. The study provides external validity for previous laboratory studies of lateralized hand gesture. The results were interpreted as evidence of a central processor for both spoken and gestural communication.     

Gesture production and text structure

In the present pilot study, we examined the relationship between gesture and verbal production. Subjects were asked to read a story and then to narrate what they remembered. We analyzed verbal production according to Kintsch's procedure and obtained a list of hierarchically organized propositions that represented the meaning of subject's narration. Propositions were subdivided into High- and Low-level propositions. Further, we analyzed gesture production by identifying hand or arm movement that accompanied subject's narration. Each gesture was associated with the word simultaneously produced, and then with the proposition to which the word belonged. Analysis showed subjects were more likely to produce gestures in association with High- rather than with Low-level propositions. High-level propositions may elicit the production of gestures which, in turn, mark the importance of verbal meaning conveyed simultaneously.     

Blind Speakers Show Language‐Specific Patterns in Co‐Speech Gesture but Not Silent Gesture

Sighted speakers of different languages vary systematically in how they package and order components of a motion event in speech. These differences influence how semantic elements are organized in gesture, but only when those gestures are produced with speech (co‐speech gesture), not without speech (silent gesture). We ask whether the cross‐linguistic similarity in silent gesture is driven by the visuospatial structure of the event. We compared 40 congenitally blind adult native speakers of English or Turkish (20/language) to 80 sighted adult speakers (40/language; half with, half without blindfolds) as they described three‐dimensional motion scenes. We found an effect of language on co‐speech gesture, not on silent gesture—blind speakers of both languages organized their silent gestures as sighted speakers do. Humans may have a natural semantic organization that they impose on events when conveying them in gesture without language—an organization that relies on neither visuospatial cues nor language structure.     

Gesture changes thought by grounding it in action

When people talk, they gesture. We show that gesture introduces action information into speakers' mental representations, which, in turn, affect subsequent performance. In Experiment 1, participants solved the Tower of Hanoi task (TOH1), explained (with gesture) how they solved it, and solved it again (TOH2). For all participants, the smallest disk in TOH1 was the lightest and could be lifted with one hand. For some participants (no-switch group), the disks in TOH2 were identical to those in TOH1. For others (switch group), the disk weights in TOH2 were reversed (so that the smallest disk was the heaviest and could not be lifted with one hand). The more the switch group's gestures depicted moving the smallest disk one-handed, the worse they performed on TOH2. This was not true for the no-switch group, nor for the switch group in Experiment 2, who skipped the explanation step and did not gesture. Gesturing grounds people's mental representations in action. When gestures are no longer compatible with the action constraints of a task, problem solving suffers.     

Using Gesture and Speech to Capture Transitions in Learning

The present study compared 3 measures of knowledge variability to determine which measure predicts learning. Eighty-six children between the ages of 5 and 8 years participated in a pretest-training–posttest study of conservation understanding. Gesture-speech mismatches predicted learning better than both an across-task measure and a within-task measure of variability in speech explanations of conservation. This suggests that transitional knowledge may be best characterized as the simultaneous activation of multiple representations distributed across modalities. Implications for how gesture-speech mismatches may elucidate mechanisms underlying cognitive change are discussed.     

Gesture paves the way for language development

In development, children often use gesture to communicate before they use words. The question is whether these gestures merely precede language development or are fundamentally tied to it. We examined 10 children making the transition from single words to two-word combinations and found that gesture had a tight relation to the children's lexical and syntactic development. First, a great many of the lexical items that each child produced initially in gesture later moved to that child's verbal lexicon. Second, children who were first to produce gesture-plus-word combinations conveying two elements in a proposition (point at bird and say "nap") were also first to produce two-word combinations ("bird nap"). Changes in gesture thus not only predate but also predict changes in language, suggesting that early gesture may be paving the way for future developments in language.     

Effects of role model exposure on STEM and non‐STEM student engagement

Studies examining factors (e.g., STEM stereotypes) that underlie the recruitment and retention of STEM students are critical as the demand for STEM professionals is rapidly increasing. This experimental study tested the effects of role model biographies that challenge common STEM stereotypes (i.e., STEM is for gifted individuals and for European American males) on 1035 STEM and non‐STEM undergraduate students. Findings showed that role model exposure had positive effects on both STEM and non‐STEM students’ interest in STEM as well as their perceived identity compatibility between the self and STEM. Role model exposure had a positive impact on academic sense of belonging among STEM and non‐STEM students, and a positive impact on academic self‐efficacy among STEM students, but not non‐STEM students.     

The Troubled Success of Black Women in STEM

We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that demonstrate both resilience and trauma. We discuss how their experiences might motivate institutions to offer support for high-achieving students who sometimes face risks from multiple sources.     

The Gesture as an Autonomous Nonlinear Dynamical System

ABSTRACT

We propose a theory of how the speech gesture determines change in a functionally relevant variable of vocal tract state (e.g., constriction degree). A core postulate of the theory is that the gesture determines how the variable evolves in time independent of any executive timekeeper. That is, the theory involves intrinsic timing of speech gestures. We compare the theory against others in which an executive timekeeper determines change in vocal tract state. Theories that employ an executive timekeeper have been proposed to correct for disparities between theoretically predicted and experimentally observed velocity profiles. Such theories of extrinsic timing make the gesture a nonautonomous dynamical system. For a nonautonomous dynamical system, the change in state depends not just on the state but also on time. We show that this nonautonomous extension makes surprisingly weak kinematic predictions both qualitatively and quantitatively. We propose instead that the gesture is a theoretically simpler nonlinear autonomous dynamical system. For the proposed nonlinear autonomous dynamical system, the change in state depends nonlinearly on the state and does not depend on time. This new theory provides formal expression to the notion of intrinsic timing. Furthermore, it predicts experimentally observed relations among kinematic variables.