Depth of Encoding Through Observed Gestures in Foreign Language Word Learning

Word learning is basic to foreign language acquisition, however time consuming and not always successful. Empirical studies have shown that traditional (visual) word learning can be enhanced by gestures. The gesture benefit has been attributed to depth of encoding. Gestures can lead to depth of encoding because they trigger semantic processing and sensorimotor enrichment of the novel word. However, the neural underpinning of depth of encoding is still unclear. Here, we combined an fMRI and a behavioral study to investigate word encoding online. In the scanner, participants encoded 30 novel words of an artificial language created for experimental purposes and their translation into the subjects\u2019 native language. Participants encoded the words three times: visually, audiovisually, and by additionally observing semantically related gestures performed by an actress. Hemodynamic activity during word encoding revealed the recruitment of cortical areas involved in stimulus processing. In this study, depth of encoding can be spelt out in terms of sensorimotor brain networks that grow larger the more sensory modalities are linked to the novel word. Word retention outside the scanner documented a positive effect of gestures in a free recall test in the short term

Gestures Enhance Foreign Language Learning

Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind

Visual recognition of words learned with gestures induces motor resonance in the forearm muscles

Acknowledgements We thank Sabrina Füreder and Edanur Aktan for their contribution to the data collection.Peer reviewedPublisher PD

Gestures Enhance Foreign Language Learning

Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind

Learning foreign language vocabulary with gestures and pictures enhances vocabulary memory for several months post-learning in eight-year-old school children

Funding Information: This work was funded by the German Research Foundation grant KR 3735/3-1, a Schulbezogene Forschung grant from the Saxony Zentrum für Lehrerbildung und Schulforschung (ZLS), and an Erasmus Mundus Postdoctoral Fellowship in Auditory Cognitive Neuroscience. B.M. is also supported by the European Research Council Consolidator Grant SENSOCOM 647051 to K.v.K. Acknowledgments Open access funding provided by Projekt DEAL. We thank Julia Schwerin for assistance with planning and preparing the study, as well as serving as a teacher to the children in two experiments.Peer reviewedPublisher PD

Reduction in physical activity during Covid-19 lockdowns predicts individual differences in cognitive performance several months after the end of the safety measures

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Grasping Virtual Objects Benefits Lower Aptitude Learners’ Acquisition of Foreign Language Vocabulary

Acknowledgements Special thanks go to the Ars Electronica Centre, Linz, and to co-workers who aided in the study implementation, particularly Christoph Kremer, Erika Mondria, and the staff of the Future Lab. Supported by the Johannes Kepler Open Access Publishing Fund. Funding Open access funding provided by Johannes Kepler University Linz.Peer reviewedPublisher PD

Visual sensory cortices causally contribute to auditory word recognition following sensorimotor-enriched vocabulary training

Funding This work was funded by German Research Foundation (grant KR 3735/3-1), a Max Planck Research Group to K.v.K., and an Erasmus Mundus Postdoctoral Fellowship to B.M.. B.M. is also supported by the European Research Council Consolidator grant SENSOCOM 647051 to K.v.K..Peer reviewedPublisher PD

How can we learn foreign language vocabulary more easily?

The authors would like to thank those who assisted in the translation of the articles in this Collection to make them more accessible to kids outside English-speaking countries, and for the Jacobs Foundation for providing the funds necessary to translate the articles. For this article, they would especially like to thank Nienke van Atteveldt and Sabine Peters for the Dutch translation. This work was funded by the German Research Foundation grant KR 3735/3-1, a Schulbezogene Forschung grant from the Saxony Zentrum für Lehrerbildung und Schulforschung (ZLS), and an Erasmus Mundus Postdoctoral Fellowship in Auditory Cognitive Neuroscience. BM also supported by the European Research Council Consolidator Grant SENSOCOM 647051 to KvK.Peer reviewedPublisher PD