Learning from text benefits from enactment

Classical studies on enactment have highlighted the beneficial effects of gestures performed in the encoding phase on memory for words and sentences, for both adults and children. In the present investigation, we focused on the role of enactment for learning from scientific texts among primary-school children. We assumed that enactment would favor the construction of a mental model of the text, and we verified the derived predictions that gestures at the time of encoding would result in greater numbers of correct recollections and discourse-based inferences at recall, as compared to no gestures (Exp. 1 ), and in a bias to confound paraphrases of the original text with the verbatim text in a recognition test (Exp. 2 ). The predictions were confirmed; hence, we argue in favor of a theoretical framework that accounts for the beneficial effects of enactment on memory for texts.