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¶

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 next-day follow-up, the simultaneous speech-with-gesture condition significantly outperformed both sequential conditions, which did not differ from each other. → Congdon Eliza L. 2017 q3 i? On generalization problems at next-day follow-up, the simultaneous condition likewise 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

Next-day follow-up of the randomized three-condition experiment (24 children per condition) testing basic problems after a binomial mixed-effects regression; the simultaneous condition beat both sequential conditions, with no difference between the sequential conditions (β = 0.50, p = .80).

"Here, unlike performance at the immediate test, there was a significant effect of condition (χ2 (2) = 42.29, p < .001), with children in the S G condition performing better than children in both the S S condition (β = 17.76, z = 6.17, p < .001) and the S G condition (β = 17.26, z = 5.98, p < .001)."

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

Same experiment, generalization problems at next-day follow-up: significant condition effect, with the simultaneous speech-with-gesture group outperforming both sequential groups; the two sequential groups did not differ (β = 0.72, p = .73).

"Performance on the generalization problems on the next day follow-up showed a similar pattern as the basic problems. We again found a significant effect of condition (χ2 (2) = 31.72, p < .001), with children in the S G condition performing better than children in both the S S condition (β = 16.27, z = 5.56, p < .001) and the S G condition (β = 15.54, z = 4.87, p < .001)."

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