Language, gesture, and judgment: Children's paths to abstract geometry
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 geome...
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Academic Press Inc.
2019
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| Acceso en línea: | Registro en Scopus DOI Handle Registro en la Biblioteca Digital |
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| LEADER | 15996caa a22013937a 4500 | ||
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| 001 | PAPER-25839 | ||
| 003 | AR-BaUEN | ||
| 005 | 20230518205758.0 | ||
| 008 | 190410s2019 xx ||||fo|||| 00| 0 eng|d | ||
| 024 | 7 | |2 scopus |a 2-s2.0-85052304012 | |
| 040 | |a Scopus |b spa |c AR-BaUEN |d AR-BaUEN | ||
| 030 | |a JECPA | ||
| 100 | 1 | |a Calero, C.I. | |
| 245 | 1 | 0 | |a Language, gesture, and judgment: Children's paths to abstract geometry |
| 260 | |b Academic Press Inc. |c 2019 | ||
| 270 | 1 | 0 | |m Calero, C.I.; Laboratorio de Neurociencia, Universidad Torcuato Di TellaArgentina; email: calero@gmail.com |
| 506 | |2 openaire |e Política editorial | ||
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| 520 | 3 | |a 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. |l eng | |
| 536 | |a Detalles de la financiación: James S. McDonnell Foundation | ||
| 536 | |a Detalles de la financiación: CCF-1231216 | ||
| 536 | |a Detalles de la financiación: Fondo para la Investigación Científica y Tecnológica, PICT Préstamo BID 1653 | ||
| 536 | |a Detalles de la financiación: National Science Foundation | ||
| 536 | |a Detalles de la financiación: Consejo Nacional de Investigaciones Científicas y Técnicas | ||
| 536 | |a Detalles de la financiación: Society for Technical Communication | ||
| 536 | |a Detalles de la financiación: This research was supported by CONICET , FONCYT (Fondo para la Investigación Científica y Tecnológica; PICT Préstamo BID 1653), Human Frontiers , the NSF – STC (National Science Foundation–Science and Technology Center) for Brains, Minds, and Machines (CCF-1231216), and the James McDonnell Foundation (2012 21st Century Science Initiative Awards). The authors thank J. Ais, A. Menares, C. Naveira, and M. López-Rosenfeld for technical help and thank M. Dillon for helpful discussions as well. In addition, special thanks go to the children who participated in the studies, their parents, and the school authorities and teachers. Appendix A | ||
| 593 | |a Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Buenos Aires, Argentina | ||
| 593 | |a CONICET (Consejo Nacional de Investigaciones Científicas y Técnicas), Buenos Aires, Argentina | ||
| 593 | |a Laboratorio de Neurociencia Integrativa, UBA–IFIBA (Universidad de Buenos Aires–Instituto de Física de Buenos Aires), Buenos Aires, Argentina | ||
| 593 | |a Department of Psychology, Harvard University, Cambridge, MA, United States | ||
| 593 | |a Av Pres. Figueroa Alcorta 7350, Buenos Aires, C1428BCW, Argentina | ||
| 690 | 1 | 0 | |a EXPLICIT KNOWLEDGE |
| 690 | 1 | 0 | |a GEOMETRICAL REASONING |
| 690 | 1 | 0 | |a GESTURES |
| 690 | 1 | 0 | |a IMPLICIT KNOWLEDGE |
| 690 | 1 | 0 | |a LANGUAGE |
| 690 | 1 | 0 | |a THOUGHT |
| 690 | 1 | 0 | |a ARTICLE |
| 690 | 1 | 0 | |a CHILD |
| 690 | 1 | 0 | |a DECISION MAKING |
| 690 | 1 | 0 | |a EDUCATION |
| 690 | 1 | 0 | |a FEMALE |
| 690 | 1 | 0 | |a GEOMETRY |
| 690 | 1 | 0 | |a GESTURE |
| 690 | 1 | 0 | |a HUMAN |
| 690 | 1 | 0 | |a HUMAN EXPERIMENT |
| 690 | 1 | 0 | |a INFANT |
| 690 | 1 | 0 | |a MAJOR CLINICAL STUDY |
| 690 | 1 | 0 | |a MALE |
| 690 | 1 | 0 | |a SPEECH |
| 700 | 1 | |a Shalom, D.E. | |
| 700 | 1 | |a Spelke, E.S. | |
| 700 | 1 | |a Sigman, M. | |
| 773 | 0 | |d Academic Press Inc., 2019 |g v. 177 |h pp. 70-85 |p J. Exp. Child Psychol. |x 00220965 |t Journal of Experimental Child Psychology | |
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