1- University of Isfahan , Salehi@spr.ui.ac.ir
2- University of Isfahan
2- University of Isfahan
Abstract: (1364 Views)
The purpose of this investigation was to determine the role of using specific gestures in simple arithmetic. Forty-seven university students (25 females and 22 males; mean age: 23.45 ± 3.51 years) voluntarily participated in this study. The participants completed two tasks. In the item-counting task, the participants were shown sets of identical colored squares and asked to count a specific color by either finger-pointing, nodding, or without any gestures while counting. After completing the counting task and for measurement of the working memory performance, the participants were asked to recall lists of alphabets that were previously exhibited to them. All the data were analyzed by repeated-measures analysis of variance. The results revealed that in using finger-pointing or nodding while counting, the participants significantly counted faster and more accurately than in the disallowed gestures condition. The memory task results showed that the participants retrieved significantly more alphabets and more quickly when using finger-pointing or nodding while counting than when not gesturing. Thus, the gestures helped to free up cognitive resources. The findings approve this hypothesis that the gestures may facilitate cognitive functions by reducing cognitive load. The present investigation, consistent with previous research, suggests that we can benefit from using our hand and head movements to facilitate some simple arithmetic tasks.
Type of Study: Research |
Subject:
motor behavior
Received: 2021/12/14 | Accepted: 2022/09/3 | ePublished ahead of print: 2022/09/3
Received: 2021/12/14 | Accepted: 2022/09/3 | ePublished ahead of print: 2022/09/3
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