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Moving to Learn: How Guiding the Hands Can Set the Stage for Learning
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Brooks, Neon; Goldin-Meadow, Susan – Cognitive Science, 2016
Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children…
Descriptors: Movement Education, Protocol Analysis, Mathematics Instruction, Mathematics Achievement