题目内容：
A．Everdealtwithaproblem?Pickedupanewskill?Graspedadifficultconcept?Thelanguageoflearningisfullofreferencestopartsofthebodyoutsidethebrain.Researchersdiscoverthatlearningiseasier,quickerandmorelong-lastingiflessonsinvolvethebodyaswellasthemind--whetherit'sgesturingwiththearmsormovingaroundaroom.Cantheseinsightsenhanceteachingandlearninginthefuture?Andshoulditinformthewaytechnologyisemployedintheclassroom?
B．"Inthepast,peoplehavearguedthataswelearnwebecomemoreabletothinkabstractly,"saysAndrewManches,apsychologistattheUniversityofEdinburghintheUK.Conventionalthinkingmightsuggestthatteachersshouldhelpchildrengetridofphysicalobjectsandbodygesturestopreparethemfortheadultworld.Butintruth,thephysicalworldneverreallyleavesourthinking.Forexample,whenweprocessverbssuchaslick,kickandpick,medicalscannersshowthatthepartsofourbrainthatcontrolthemusclesinourface,legsandhands,respectively,lightupwithactivity.Andeventhemostabstractofconceptsmayhavegroundingintherealworld.
C．Bodyandmind--Thistheoryiscalledembodiedcognition(体验认知),anditsuggeststhatwhatgoesoninourmindsstemsfromouractionsandinteractionswiththeworldaroundus.Itmeansthatencouragingchildrentothinkandlearninapurelyabstractwaymightactuallymakelessonsharderforthemtounderstandandremember.Scienceisbeginningtobackuptheideathatactionsreallymightspeaklouderthanwordsintheclassroom.
D．SpencerKelly,apsychologistatColgateUniversityinHamilton,NewYork,hasfoundthatpeoplespendthreetimesasmuchtimegesturingwhentheythinkitisparticularlyimportantthattheygetamessageacross,suggestingthatevenatthesubconsciouslevel,weappreciatethecommunicativevalueofourbodylanguage.Studiesshowthatyoungchildrenlearnmoreiftheirteacherusesgestureswhenexplainingaconcept.
E．Meanwhile,SusanWagnerCook,apsychologistattheUniversityofIowainIowaCity,hasfoundthatchildrenpickupnewconceptsmoreeffectivelyiftheyaretaughttomirrorandrepeatthegesturestheirteacheruses,andthatlessonsinvolvingwordsandgestureslivelongerinastudent'smemorythanlessonsusingwordsalone.
F．There'saplacefortechnology--particularlywiththeriseofgesture-recognitiondevicesliketheNintendoWii(任天堂游戏机),Microsoft'sKinectadd-on(外设设备)fortheXboxandtouchscreentabletPCs.Rese-archersattheUniversityofCalifornia,Berkeley,turnedtwoWii-motevideogamecontrollersintoadevicethathelpschildrenvisualizeequivalenceratios(等值比)--forinstance,understandinghowifoneplantgrowstwiceasfastasanother,thedifferencebetweentheirrespectiveheightswillbecomelargerovertime.Thiscanbeatrickyconceptforchildrentounderstand.
Whenaskedtousetheirhandstorepresentthedifferentgrowthrates,somestudentswillplaceonehandslightlyhigherthantheother,butthenraisebothhandsatthesamespeed.TheBerkeleyteam'sdevicegivesthechildreninstantfeedback,helpingthemworkoutwhentheirhandgesturescorrectlymatchwhatwouldhappenasthetwoplantsgrow.Afterwards,almostallstudentssaythattheyactuallyunderstandwhymovingtheirhandsatdifferentspeedsisthecorrectresponse.
G．TheKinectsensor,meanwhile,isbeingusedinstudiestohelpchildrenlearntomoreaccuratelymapnumbersontophysicalspace--asimpleskillbutonethatisfundamentaltoourunderstandingofmathematics.Mostpeopleknow,forinstance,toplacethenumber50exactlymidwayalongalinemarked"0"atoneendand"100"attheother.ResearchersatEberhardKarlsUniversityinTuebingen,Germany,foundthatseven-year-oldscanplacenumbersalongsuchalinemoreaccuratelyiftheyphysicallywalkthelineonthefloor--withtheirmotioncapturedandanalysedbytheKinectsensor--thaniftheyuseamousetointeractwithacomputerscreenrepresentationoftheline.MancheshasbegunexploringwhetherKinectoffersawaytore-imaginetraditionalchildren'sblocks(积木).Thetechnologyallowschildrentopickupandmanipulatevirtualblocksonthescreenusingthesamegesturestheywouldusetoplaywithrealblocks--butthevirtualblockscandonewthingslikechangecolourastheyarepulledapartintosmallerunits,givingchildrenfreshideasaboutthewaynumberscanbebrokendown.
H．Inlightofallthis,it'stemptingtoconcludethatteachers,andtheirstudents,shouldbejumpingupanddown,orwavingtheirarmsaboutduringlessons.
Manches,however,advisescaution.Thetroubleis,sciencehasnotquiteworkedoutexactlyhowtherelationshipbetweenbodyandmindeffectswork.
"Youcan'tjumpintothepredictionandinterventionstagetooearly,"saysManches.
I．Thisisn'ttosaytherearen'tworkingtheoriesforwhat'sgoingon,particularlywhenitcomestounderstandingwhygesturinghelpsstoreinformationmorefirmlyinthemind,saysCook.Thelessonswelearnatschoolusuallyinvolvedeclarativememory(陈述性记忆)--thesearethefactsthatwecanconsciouslyrecallor"declare"atalaterdate.Butsomeofourmemoriesarenon-declarative--thingswecanrememberwithoutreallybeingabletoexplainwhy.
J．Theclassicexampleishowweneverreallyforgethowtorideabike.Physicalmovementsseemtobeparticularlysuitablefodder(素材)formakingnon-declarativememories,andsobybothspeakingandgesturing,wemayencourageourbrainstomaketwoindependentmemoriesofanevent,boostingourchancesofrememberingtheeventlater.
K．EventhoughresearcherslikeManchesandCookremainreluctanttosetoutprescriptiveguidelinesforteachers,theircautionisbeginningtoweaken."FiveyearsagoImighthavesaidthere'spotentialforrealharmingivingteachersinstructionsfromthisresearch,"saysCook.Today,sheislessworriedofthepotentialtododamage--inpartbecausenoneofherstudiesto-datehasuncoveredanyevidenceofsideeffects.
Youngchildrencanlearnmoreiftheirteacherusesgestureswhenexplainingaconcept.
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