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Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study

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Title: Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study
Language: English
Authors: Hughes-Berheim, Sarah S. (ORCID 0000-0002-5661-5499), Cheimariou, Spyridoula (ORCID 0000-0002-0855-4839), Shelley-Tremblay, John F. (ORCID 0000-0002-5853-1010), Doheny, Margaret M. (ORCID 0000-0002-7676-3923), Morett, Laura M. (ORCID 0000-0002-1251-7213)
Source: Discourse Processes: A Multidisciplinary Journal. 2022 59(8):646-667.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Nonverbal Communication, Vocabulary Development, Systems Approach, Reading Processes, Accuracy, Semantics, Memory, Multimedia Materials, Word Recognition, Visual Stimuli, Learning Processes, Learning Theories, Reading Comprehension, Language Processing, Adults, Sentences, Computer Software, Task Analysis, Time on Task, Computer Assisted Instruction, Reading Rate, Comparative Analysis
DOI: 10.1080/0163853X.2022.2132080
ISSN: 0163-853X
1532-6950
Abstract: Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords' learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370673
Database: ERIC
FullText Text:
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  Data: Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study
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  Data: <searchLink fieldCode="AR" term="%22Hughes-Berheim%2C+Sarah+S%2E%22">Hughes-Berheim, Sarah S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5661-5499">0000-0002-5661-5499</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cheimariou%2C+Spyridoula%22">Cheimariou, Spyridoula</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0855-4839">0000-0002-0855-4839</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shelley-Tremblay%2C+John+F%2E%22">Shelley-Tremblay, John F.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5853-1010">0000-0002-5853-1010</externalLink>)<br /><searchLink fieldCode="AR" term="%22Doheny%2C+Margaret+M%2E%22">Doheny, Margaret M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7676-3923">0000-0002-7676-3923</externalLink>)<br /><searchLink fieldCode="AR" term="%22Morett%2C+Laura+M%2E%22">Morett, Laura M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1251-7213">0000-0002-1251-7213</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Discourse+Processes%3A+A+Multidisciplinary+Journal%22"><i>Discourse Processes: A Multidisciplinary Journal</i></searchLink>. 2022 59(8):646-667.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 10.1080/0163853X.2022.2132080
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  Data: 0163-853X<br />1532-6950
– Name: Abstract
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  Group: Ab
  Data: Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords' learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.
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  Data: 2023
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  Data: EJ1370673
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        Value: 10.1080/0163853X.2022.2132080
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      – Text: English
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      – SubjectFull: Nonverbal Communication
        Type: general
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      – SubjectFull: Systems Approach
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      – SubjectFull: Comparative Analysis
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      – TitleFull: Extending Gesture's Impact on Word Learning to Reading: A Self-Paced Reading Study
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