Abstract
Abstract The purpose of this chapter will be to expand our understanding of the effects that gestures have on learning by exploring their impact on the acquisition of non-spatial concepts. This is crucial to our understanding of how exactly gestures help learners – a premise at the very heart of this book. It could be the case that gesture simply aids in the learning of spatial information. In and of itself, this is a remarkable contribution. Alternatively, it could be that gesture actually conveys a general cognitive benefit by aiding in the learning of both spatial and non-spatial information, making gesture a potent tool for understanding the world around us. Using extant literature in conjunction with experimental findings, I will make a case for the latter.
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