Abstract
Research has shown that gesture production supports learning across a number of tasks. It is unclear, however, whether gesture production during encoding can support narrative recall, who gesture production benefits most, and whether certain types of gestures are more beneficial than others. This study, therefore, investigated the effect of gesture production during the encoding of a narrative on subsequent narrative recall, and whether individuals' levels of verbal and nonverbal memory moderated this effect. Additionally, this study investigated whether producing certain types of gestures during encoding was more beneficial than others. Participants (N = 90, M(age) = 20.43) read aloud a narrative while under instruction to produce gestures, under no specific instruction to produce gestures, or were required to keep their hands behind their back to prevent them from gesturing. Participants completed measures assessing verbal and nonverbal memory. While gesture production during encoding benefitted narrative recall (as measured through specific questions), verbal memory moderated the effect, such that gesture production was more beneficial for individuals with higher than lower verbal memory. Furthermore, producing representational gestures during encoding benefitted recall of points in the narrative at which those gestures were produced, while beat gestures had no effect. Findings have implications for understanding the mechanisms underlying the links between gesture and learning, as well as practical implications in instructional settings.