ABSTRACT
One critical aspect of modern psychology involves limitations to the currently dominant variable-oriented methodological approach. In this paper, I address those limitations using gesture studies as an example. I first discuss the theoretical and methodological problems of this approach, which prevent a full understanding of the nature of gestures. Specifically, I explain how variable-oriented approaches do not allow researchers to understand initial behavior; how causal relationships do not demonstrate the mechanisms of the relationship between gestures and other psychological processes; and how the analysis of individual differences does not allow researchers to make conclusions on an individual level. I argue that an alternative approach could benefit researchers' understanding of the nature of gestures, both from a theoretical and methodological point of view. Based on Vygotskian principles and Luria's framework, I offer an example of how to establish the nature of gestures. Finally, I provide an example of alternative study designs and discuss possible further direction in gesture use studies.
Subject(s)
Gestures , HumansABSTRACT
The aim of this study was to replicate a previous experiment using a different stimulus event. The present study examined the relationship between age, development of conceptual thinking, and responses to free recall, suggestive and specific option-posing questions in children and adults. Sixty-three children (aged 7-14) and 30 adults took part in an experiment in which they first participated in a live staged event, then, a week later, were interviewed about the event and tested using the Word Meaning Structure Test. Age and level of conceptual thinking were positively correlated in children. Compared to age, conceptual thinking ability better predicted children's accurate free recall and inaccurate responses to specific option-posing questions, but not inaccurate responses to suggestive questions.
