Elisabeth Knight, University of Sheffield скачать в хорошем качестве

Elisabeth Knight, University of Sheffield

The involvement of working memory, meta-working memory, and iconic gestures when learning new words and concepts Abstract: Working memory (WM) abilities are associated with educational outcomes and attainment, and an understanding of mechanisms involved in this relationship can help educators support learners. In this talk I will present findings which suggest that WM acts as a bottleneck to the long-term learning of verbal information and discuss the relevance of metacognitive knowledge such as individuals’ confidence in their accuracy judgements and children’s awareness of their working memory abilities and propensity to mind-wander. In real-world learning contexts, information is frequently communicated multimodally, for example using co-speech iconic gestures. I will explain how we are exploring individual differences in WM, metacognition and vocabulary in relation to iconic gestures as a potential support for young children’s learning. An understanding of developmental and individual differences in WM and meta-WM abilities, as well as the role played by gesture in teaching and learning, has value for the fields of cognitive research and for those involved in education.