Jean Piaget was a master at observing the routine behaviors children produce as they go from knowing less to knowing more about at a task, and making inferences not only about how children understand the task at each point, but also about how they progress from one point to the next. This article examines a routine behavior that Piaget overlooked-the spontaneous gestures speakers produce as they explain their solutions to a problem. These gestures are not mere hand waving. They reflect ideas that the speaker has about the problem, often ideas that are not found in that speaker's talk. Gesture can do more than reflect ideas-it can also change them. Observing the gestures that others produce can change a learner's ideas, as can producing one's own gestures. In this sense, gesture behaves like any other action. But gesture differs from many other actions in that it also promotes generalization of new ideas. Gesture represents the world rather than directly manipulating the world (gesture does not move objects around) and is thus a special kind of action. As a result, the mechanisms by which gesture and action promote learning may differ. Because it is both an action and a representation, gesture can serve as a bridge between the two and thus be a powerful tool for learning abstract ideas. WIREs Cogn Sci 2017, 8:e1368. doi: 10.1002/wcs.1368 For further resources related to this article, please visit the WIREs website.
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