Consolidation and transfer of learning after observing hand gesture

Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children (n = 184, ages = 7–10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later. The lesson either included speech and gesture or only speech. Chil-dren who saw gesture performed better overall and performance improved after 24 hr. Children who only heard speech did not improve after the delay. The gesture group also showed stronger transfer to different problem types. These findings suggest that gesture enhances learning of abstract concepts and affects how learning is consolidated over time. The spontaneous use of hand gesture is a pervasive feature of human communication. Even young chil-dren produce hand gestures when telling stories (Colletta, Pellenq, & Guidetti, 2010), solving problems (Church, 1999; Garber, Alibali, & Goldin-Meadow, 1998), and engaging in conversation (Boyatzis & Satyaprasad, 1994). Gestures are not merely epiphe-nomenal to speech but can aid in the learning of new material. Children learn more when they gesture while learning mathematical tasks (Broaders, Cook