Extending Gesture’s Impact on Word Learning to Reading
A Self-Paced Reading Study
Bibliographic Data
| ID | 11273288 |
|---|---|
| Authors | Sarah S Hughes-Berheim (0000-0002-5661-5499, Educational Studies in Psychology, Research Methods, and Counseling, University of Alabama, corresponding author), Spyridoula Cheimariou (0000-0002-0855-4839, University of Alabama), John F Shelley-Tremblay (0000-0002-5853-1010, Educational Studies in Psychology, Research Methods, and Counseling, University of Alabama), Margaret M Doheny (0000-0002-7676-3923, Educational Studies in Psychology, Research Methods, and Counseling, University of Alabama), Laura M Morett (0000-0002-1251-7213, Educational Studies in Psychology, Research Methods, and Counseling, University of Alabama) |
| Year | 2022 |
| Volume | 59 |
| Issue | 8 |
| Pages | 646-667 |
| Publication date | 2022-09-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0163853x.2022.2132080 |
| OpenAlex | W4306154864 |
| Language | EN |
| References cited | 49 |
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
Gesture · Linguistics · Reading (process · Reading comprehension · Vocabulary · Word (group theory · Word learning · Computer Science · Hand Gesture Recognition Systems · Hearing Impairment and Communication · Language, Metaphor, and Cognition · Psychology · Artificial Intelligence
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| Highly cited | No |
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