In Experiment 1, we investigated whether novices would benefit from pointing and tracing gestures that focus attention on contour lines and/or from three-dimensional shape gestures used in conjunction with three-dimensional models.
Whether singing, dancing, raging, or ruminating, it mimics the contours of human gesture and speech.
Thus, focusing attention using pointing and tracing gestures on contour lines may establish the foundation on which language can build to support learning.
Gainsbourg and Mastroianni, children of an age in which the integration of public action and private thought is an ideal, perform with fluid contours and looser gestures.
In addition, a highly salient use of F0 contours occurs in gestures for calling across distances.
Hindu and Buddhist paintings at Ajanta in India and also in Sri Lanka reveal the essential quality in all Indian art: emphasis on a flowing, rhythmic contour to express movement and gesture.
Apparently, instruction focusing attention using pointing and tracing gestures to highlight contour lines improved participants' performance on the TMA overall, on both elevation and shape items.
Just as novice readers learn to associate sounds with visual symbols when the pairing between them is highlighted, in our study, using pointing and tracing gestures to highlight contour lines helped novice map users to associate contour lines with the elevation information they encode.
Results from this study suggest that focusing attention on individual contour lines using pointing and tracing gestures facilitates topographic map understanding in novices.
On the other hand, novices in the 3D Gestures and Models group had difficulty making an association when three-dimensional gestures were used to highlight contour lines on a map.
However, the results from the experiment suggest that using pointing and tracing gestures to focus attention on contour lines facilitated understanding for both types of information.
