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    What is the best strategy for retaining gestures in working memory?

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    Authors
    Gimenes, Guillaume
    Pennequin, Valérie
    Mercer, Tom
    Issue Date
    2015-08
    
    Metadata
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    Abstract
    This study aimed to determine whether the recall of gestures in working memory could be enhanced by verbal or gestural strategies. We also attempted to examine whether these strategies could help resist verbal or gestural interference. Fifty-four participants were divided into three groups according to the content of the training session. This included a control group, a verbal strategy group (where gestures were associated with labels) and a gestural strategy group (where participants repeated gestures and were told to imagine reproducing the movements). During the experiment, the participants had to reproduce a series of gestures under three conditions: "no interference", gestural interference (gestural suppression) and verbal interference (articulatory suppression). The results showed that task performance was enhanced in the verbal strategy group, but there was no significant difference between the gestural strategy and control groups. Moreover, compared to the "no interference" condition, performance decreased in the presence of gestural interference, except within the verbal strategy group. Finally, verbal interference hindered performance in all groups. The discussion focuses on the use of labels to recall gestures and differentiates the induced strategies from self-initiated strategies.
    Citation
    Guillaume, G., Pennequin, V., and Mercer, T. (2016) 'What is the best strategy for retaining gestures in working memory?' Memory, 24 (6) p.757-765
    Publisher
    Taylor & Francis
    Journal
    Memory
    URI
    http://hdl.handle.net/2436/620356
    DOI
    10.1080/09658211.2015.1049544
    PubMed ID
    26274349
    Additional Links
    http://www.tandfonline.com/doi/abs/10.1080/09658211.2015.1049544?journalCode=pmem20
    Type
    Journal article
    Language
    en
    ISSN
    1464-0686
    ae974a485f413a2113503eed53cd6c53
    10.1080/09658211.2015.1049544
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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