From gesture to scientific language

Past research provided evidence that gestures and talk are deeply integrate d with cognition. Evidence from developmental psychology suggests a shift i n the function and frequency of gesture use from early ages (similar to 4 y rs) to early adolescence. To date, however, little evidence exists about th e function of gestures as students from 10-18 years learn new, formal disco urses. Based on a large database containing videotapes of students during i nquiry science lessons, the relationship between gestures and talk is descr ibed and theorized in three types of settings: students make scientific arg uments over and about (a) drawn (still) graphical models, (b) computer-base d 'runable' graphical models, and (c) three-dimensional models of architect ural structures. Based on the analyses, evidence for three major claims is provided. First, in the absence of scientifically appropriate discourse, st udents' gestures already pick out, describe, and explain scientific phenome na. Second, during the initial appearance of scientific discourse, deictic and iconic gestures precede the associated utterances. Third, as students' familiarity with a domain increases, scientific talk takes on greater impor tance and gestures begin to coincide with the talk. (C) 2000 Elsevier Scien ce B.V. All rights reserved.