More than Just Hand Waving: Review of Hearing Gestures: How Our Hands Help Us Think

Susan Goldin-Meadow's Hearing Gestures: How Our Hands Help Us to Think synthesizes findings from various domains to demonstrate that gestures convey meaning and comprise a critical and fundamental form of communication. She also argues convincingly for the cognitive utility of gesture for the gesturer. Goldin-Meadow presents an airtight case that gesture is more than just hand waving and serves as an essential tool for studying the mind.     

Using a touch screen paradigm to assess the development of mental rotation between 3½ and 5½ years of age

Mental rotation is an important spatial skill. However, there is controversy concerning its early development and susceptibility to intervention. In the present study, we assessed individual differences in the mental rotation abilities of children between 3½ and 5½ years of age, using a touch screen paradigm to simplify task demands. A figure or its mirror image was presented in 8 different orientations, and children indicated in which of two holes the figure would fit by touching one of the holes on the screen. Task instructions were varied in three conditions, giving the children the opportunity to gather manual or observational experience with rotations of different stimuli, or giving no additional experience. Children’s error rates and response times increased linearly with increasing angular disparity between the figure and the hole by the age of 5 years, but 4-year-olds were found to respond at chance for all angular disparities, despite the use of a touch screen paradigm. Both manual and observational experience increased the response accuracy of 5-year-olds, especially for children already performing well. However, there was no effect on 4-year-olds. Results point to an emerging readiness to use mental rotation and profit from observational and manual experience at age 5.     

Individual differences in mental rotation: what does gesture tell us?

Gestures are common when people convey spatial information, for example, when they give directions or describe motion in space. Here, we examine the gestures speakers produce when they explain how they solved mental rotation problems (Shepard and Meltzer in Science 171:701–703, 1971). We asked whether speakers gesture differently while describing their problems as a function of their spatial abilities. We found that low-spatial individuals (as assessed by a standard paper-and-pencil measure) gestured more to explain their solutions than high-spatial individuals. While this finding may seem surprising, finer-grained analyses showed that low-spatial participants used gestures more often than high-spatial participants to convey “static only” information but less often than high-spatial participants to convey dynamic information. Furthermore, the groups differed in the types of gestures used to convey static information: high-spatial individuals were more likely than low-spatial individuals to use gestures that captured the internal structure of the block forms. Our gesture findings thus suggest that encoding block structure may be as important as rotating the blocks in mental spatial transformation.     

Meaning Coconstruction in Group Counseling: The Development of Innovative Moments

This study discusses a model of group counseling, the narrative mediation path (NMP), which is a unique narrative, multimodal approach that combines four narrative modes (metaphoric, iconographic, writing, and bodily) and the narrative group. The purpose of the NMP is to foster reflexive processes with underachieving university students and to improve their academic performance. The study analyzes a single case of group counseling for seven underachieving economics students at an Italian university and the process of meaning construction among NMP narrative modes and the follow-up session. It applies the innovative moments coding system, a reliable method for studying change by tracking narrative innovations in sessions. More specifically, we focus on how innovative moments (IMs: action, reflection, protest, and reconceptualization) evolve during the four different narrative modes and the follow-up session. The findings suggest that the NMP fosters narrative innovations, mainly of a reflexive nature (reflection and reconceptualization). Moreover, during counseling and the follow-up session, the pattern of change is primarily characterized by reconceptualization IMs, the most complex form of narrative innovation.     

Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns

This study addressed questions about improvement in mental rotation skills: (1) whether growth trajectories differ for men and women with higher or lower spatial experience, (2) whether videogame training has effects on performance and leads to transfer, (3) whether effects of repeated testing or training effects are durable and (4) whether transfer is durable. Undergraduates participated in repeated testing on the MRT or played the videogame Tetris. Analyses showed large improvements in mental rotation with both repeated testing and training; these gains were maintained several months later. MRT scores of men and women did not converge, but men showed faster initial growth and women showed more improvement later. Videogame training showed greater initial growth than repeated testing alone, but final performance did not differ. Effects of videogame training transferred to other spatial tasks exceeding the effects of repeated testing, and this transfer advantage was still evident after several months. Copyright © 2007 John Wiley & Sons, Ltd.     

Training generalized spatial skills

Spatial transformation skills are an essential aspect of cognitive ability. These skills can be improved by practice, but such improvement has usually been specific to tasks and stimuli. The present study investigated whether intensive long-term practice leads to change that transcends stimulus and task parameters. Thirty-one participants (14 male, 17 female) were tested on three cognitive tasks: a computerized version of the Shepard-Metzler (1971) mental rotation task (MRT), a mental paper-folding task (MPFT), and a verbal analogies task (VAT). Each individual then participated in daily practice sessions with the MRT or the MPFT over 21 days. Postpractice comparisons revealed transfer of practice gains to novel stimuli for the practiced task, as well as transfer to the other, nonpracticed spatial task. Thus, practice effects were process based, not instance based. Improvement in the nonpracticed spatial task was greater than that in the VAT; thus, improvement was not merely due to greater ease with computerized testing.     

Attributions of Responsibility for Rape: Differences Across Familiarity of Situation,Gender, and Acceptance of Rape Myths1

In 2004 in Australia, controversy over the alleged involvement of elite footballers in incidents of sexual assault highlighted a tendency to denigrate the victims and excuse the perpetrators. To investigate whether rape myths were prevalent enough to explain this public response, 102 university students were surveyed for their beliefs and determinations of blame in rape situations. Although there was a gender difference in the rates of rape myth acceptance, with males more likely to accept these beliefs, these were not evident in decisions about victim blame or perpetrator blame. However, males and high rape myth acceptors were significantly more likely to minimize the seriousness of the rape situation. These effects increased with familiarity depicted in the situation.     

Barrier effects in the cognitive maps of children and adults

To study spatial representation, Kosslyn, Pick, and Fariello (Child Development, 1974, 45, 707–716) asked preschoolers and adults to learn toy locations in a room divided into quadrants. When asked to rank order the closeness of toys, preschoolers exaggerated distances between objects separated by opaque or transparent barriers; adults distorted across opaque barriers only. The findings were interpreted as showing that children's spatial representations may rely more than adults' on functional distance and/or that children may have more difficulty than adults keeping many objects in mind simultaneously (integrative processing capacity). The Kosslyn et al. procedure was repeated here with first graders and adults, using either rank ordering techniques or direct distance estimations. Interactions of age and barrier appeared for the rank ordering measure only. Children showed a greater tendency than adults to group their rankings by quadrant. With the distance estimation measure, adults were quantitatively more accurate than children, at least among males; barrier effects interacted with sex and distance, but not age. These findings suggest the importance of integrative processing capacity, and that different dependent measures may tap different processes.     

Ten reasons why ANOVA theory and research fail to explain attribution processes: 2. Methodological problems

In this, the second of two companion papers, five major methodological problems of questionnaire research into Kelley’s ANOVA model are identified: the formulation of instructions; the choice of stimulus events; the manipulation of information variables; the choice of attribution measures; and the application of process-probing methods. It is argued that the absence of any sophisticated process propositions in Kelley’s theory, in conjunction with the five methodological problems, has led to a poverty of acceptable evidence about how people process unfolding sequences of behaviour (episodes). In conclusion, some of the process-probing methodologies of cognitive science are considered as a remedy to the naive models and methods of attribution researchers.     

Sex differences in spatial ability and spatial activities

Explanations of sex-related differences in spatial ability emphasizing the role of sex-differentiated experience have not been supported by direct measurement of spatial activities during adolescence, the period when these differences seem to increase. The present research involved development of a scale to measure the spatial experience of adolescents and adults. In Study 1, a list, as complete as possible of adolescent activities was compiled and given to undergraduate judges for ratings of involvement of spatial skills and sex-typing. Judges also indicated whether they had participated in each activity. Activities considered spatial by 75% or more of the judges were used to develop a spatial experience questionnaire. Judgments of the spatial nature of tasks were positively correlated with judged masculinity and with greater male than female participation. In Study 2, participation in spatial activities by undergraduates was correlated with spatial ability as measured by the Differential Aptitude Test. The activity questionnaire should prove useful in studying the development of spatial ability in adolescents and adults.