The simultaneous speech-and-gesture advantage on math equivalence persists at a four-week delay on both basic and generalization problems¶

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

Subclaims¶

q3 i? On basic problems at four-week follow-up, the simultaneous condition significantly outperformed both sequential conditions. → Congdon Eliza L. 2017 q3 i? On generalization problems at four-week follow-up, the simultaneous condition again significantly outperformed both sequential conditions. → 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

Four-week follow-up of the same three-condition experiment on basic problems: significant main effect of condition favoring simultaneous speech-with-gesture over both sequential conditions; sequential conditions did not differ (β = 0.53, p = .79).

"On basic problems, there was a main effect of condition (χ2 (2) = 32.09, p < .001): Children in the S G condition performed better on the four-week test then children in both the S S condition (β = 16.28, z = 5.49, p < .001), and the S G condition (β = 15.75, z = 5.15, 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

q3 · i? · causal · r2

Four-week follow-up on generalization problems in the same experiment: significant main effect of condition, with the simultaneous group outperforming both sequential groups, which did not differ (β = 1.14, p = .58).

"Performance on the generalization problems also showed a main effect of condition (χ2 (2) = 10.76, p < .01). Children in the S G condition continued to outperform children in both the S S condition (β= 4.19, z = 3.18, p < .001) and the S G condition (β = 4.85, z = 2.51, p < .01)."

Discussion¶

Related Claims¶

• Performance trajectories diverge over time: the simultaneous condition improves after instruction while sequential conditions hold or decline — related
• Simultaneous speech-and-gesture instruction increases children's spoken use of the conceptual Equalizer strategy, which post-hoc mediates lasting learning — related
• Using two modalities per se does not drive the benefit: sequential speech-then-gesture instruction performed no better than speech-only instruction — related
• Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems — 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