Using two modalities per se does not drive the benefit: sequential speech-then-gesture instruction performed no better than speech-only instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At all delayed time points, the speech-then-gesture and speech-then-speech conditions did not differ significantly on basic or generalization problems. → Congdon Eliza L. 2017

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

Across next-day and four-week follow-ups in the three-condition experiment, the two sequential conditions never differed significantly (e.g., basic problems next day: β = 0.50, p = .80), indicating simultaneity rather than mere modality split produced the benefit.

"The lack of significant differences between the S S and the S G conditions suggests that using multiple modalities per se is not likely to be driving the benefits observed in the S G training condition."

Discussion¶

Related Claims¶

• Performance trajectories diverge over time: the simultaneous condition improves after instruction while sequential conditions hold or decline — related
• 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
• Simultaneous speech-and-gesture instruction increases children's spoken use of the conceptual Equalizer strategy, which post-hoc mediates lasting learning — related
• Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems — related