Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning

摘要: This study examined whether simultaneously observing and making gestures while studying animations would lighten cognitive load facilitate the acquisition of grammatical rules. In contrast to our hypothesis, results showed that children in gesturing condition performed worse on posttest than non-gesturing, control condition. A more detailed analysis data revealed an expertise reversal effect, indicating this negative effect performance materialized for with lower levels general language skills, but not higher skills. The finding ability, did decrease as they saw provided additional support effect. These findings suggest combination may have imposed extraneous ability children, which could accommodate together relatively high intrinsic by learning task.