As infants, children are sensitive to geometry when recognizing objects or navigating through rooms; however, explicit knowledge of geometry develops slowly and may be unstable even in adults. How can geometric concepts be both so accessible and so elusive? To examine how implicit and explicit geometric concepts develop, the current study assessed, in 132 children (3–8 years old) while they played a simple geometric judgment task, three distinctive channels: children's choices during the game as well as the language and gestures they used to justify and accompany their choices. Results showed that, for certain geometric properties, children chose the correct card even if they could not express with words (or gestures) why they had made this choice. Furthermore, other geometric concepts were expressed and supported by gestures prior to their articulation in either choices or speech. These findings reveal that gestures and behavioral choices may reflect implicit knowledge and serve as a foundation for the development of geometric reasoning. Altogether, our results suggest that language alone might not be enough for expressing and organizing geometric concepts and that children pursue multiple paths to overcome its limitations, a finding with potential implications for primary education in mathematics. © 2018 Elsevier Inc.
|Título:||Language, gesture, and judgment: Children's paths to abstract geometry|
|Autor:||Calero, C.I.; Shalom, D.E.; Spelke, E.S.; Sigman, M.|
|Filiación:||Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Buenos Aires, Argentina|
CONICET (Consejo Nacional de Investigaciones Científicas y Técnicas), Buenos Aires, Argentina
Laboratorio de Neurociencia Integrativa, UBA–IFIBA (Universidad de Buenos Aires–Instituto de Física de Buenos Aires), Buenos Aires, Argentina
Department of Psychology, Harvard University, Cambridge, MA, United States
Av Pres. Figueroa Alcorta 7350, Buenos Aires, C1428BCW, Argentina
|Palabras clave:||Explicit knowledge; Geometrical reasoning; Gestures; Implicit knowledge; Language; Thought; article; child; decision making; education; female; geometry; gesture; human; human experiment; infant; major clinical study; male; speech|
|Página de inicio:||70|
|Página de fin:||85|
|Título revista:||Journal of Experimental Child Psychology|
|Título revista abreviado:||J. Exp. Child Psychol.|
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---------- APA ----------Calero, C.I., Shalom, D.E., Spelke, E.S. & Sigman, M.
. Language, gesture, and judgment: Children's paths to abstract geometry. Journal of Experimental Child Psychology, 177, 70-85.
---------- CHICAGO ----------Calero, C.I., Shalom, D.E., Spelke, E.S., Sigman, M.
"Language, gesture, and judgment: Children's paths to abstract geometry"
. Journal of Experimental Child Psychology 177
(2019) : 70-85.
---------- MLA ----------Calero, C.I., Shalom, D.E., Spelke, E.S., Sigman, M.
"Language, gesture, and judgment: Children's paths to abstract geometry"
. Journal of Experimental Child Psychology, vol. 177, 2019, pp. 70-85.
---------- VANCOUVER ----------Calero, C.I., Shalom, D.E., Spelke, E.S., Sigman, M. Language, gesture, and judgment: Children's paths to abstract geometry. J. Exp. Child Psychol. 2019;177:70-85.