Simultaneous speech-and-gesture instruction increases children's spoken use of the conceptual Equalizer strategy, which post-hoc mediates lasting learning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2–q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children in the simultaneous condition produced the Equalizer strategy in spoken explanations significantly more than children in either sequential condition. → Congdon Eliza L. 2017 q2 i? A post-hoc bootstrapped mediation analysis found a significant indirect effect of condition on composite follow-up performance through Equalizer strategy use. → Congdon Eliza L. 2017 (2)

Evidence¶

Congdon Eliza L. 2017¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q3 · i? · causal · r2

Analysis of children's spoken explanations of basic problems at immediate posttest (coded by three independent coders, Kappas .81–.89): 70% of the simultaneous group's explanations used EQ, versus 68% AS in the speech-only group and 41% EQ in the speech-then-gesture group.

"Indeed, in a regression model predicting EQ strategy use by condition, we found that children in the S G condition produced the EQ strategy significantly more than children in either the S S condition (β = 2.54, t = 4.19, p < .001) or the S G condition (β = 1.54, t = 2.54, p = .01)."

Congdon Eliza L. 2017 (2)¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q2 · i? · causal · r2

Post-hoc mediation analysis (Figure 5) on the same sample: condition predicted EQ use, EQ use predicted composite follow-up performance, and the direct effect of condition became non-significant (β = 1.02, p = .41) when EQ use was included.

"A bootstrapping estimation approach with 1000 samples (Preacher & Hayes, 2004) confirmed that there was a significant indirect effect of condition on the composite performance score through use of the EQ strategy produced prior to all of the problems included in creating the composite score (point estimate = 2.35, 95% confidence interval =.740 to 4.784)."

Discussion¶

Related Claims¶

• Third graders taught with simultaneous speech and gesture retain math equivalence problems better at a one-day delay than children taught the same strategies sequentially — related
• The simultaneous speech-and-gesture advantage on math equivalence persists at a four-week delay on both basic and generalization problems — related
• Performance trajectories diverge over time: the simultaneous condition improves after instruction while sequential conditions hold or decline — related
• Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems — related
• Using two modalities per se does not drive the benefit: sequential speech-then-gesture instruction performed no better than speech-only instruction — related