Assessing knowledge conveyed in gesture: Do teachers have the upper hand?

Children's gestures can reveal important information about their problem-solving strategies. This study investigated whether the information children express only in gesture is accessible to adults not trained in gesture coding. Twenty teachers and 20 undergraduates viewed videotaped vignettes of 12 children explaining their solutions to equations. Six children expressed the same strategy in speech and gesture, and 6 expressed different strategies. After each vignette, adults described the child's reasoning. For children who expressed different strategies in speech and gesture, both teachers and undergraduates frequently described strategies that children had not expressed in speech. These additional strategies could often be traced to the children's gestures. Sensitivity to gesture was comparable for teachers and undergraduates. Thus, even without training, adults glean information, not only from children's words but also from their hands

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary's (Educational Psychologist 43, 179-195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment. Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory limitations may have reduced significance when acquiring novel