5. Results
• Children with good vocabulary skills had higher
learning outcomes in enactment than verbal
definition
• Children with poor vocabulary didn’t benefit as well
as they thought.
• Children with poor vocabulary couldn’t gesture
abstract verbs.
6. Sources
de Nooijer, J. A., Gog, T. v., Paas, F., & Zwaan, R. A.
(2014). Words in action. Gesture, 14(1), 46-69.
7. Sources
de Nooijer, J. A., Gog, T. v., Paas, F., & Zwaan, R. A.
(2014). Words in action. Gesture, 14(1), 46-69.