Abstract
When people talk, they gesture. We now know that these gestures are associated with learning-they can index moments of cognitive instability and reflect thoughts not yet found in speech. But gesture has the potential to do more than just reflect learning-it might be involved in the learning process itself. This review focuses on two non-mutually exclusive possibilities: (1) The gestures we see others produce have the potential to change our thoughts. (2) The gestures that we ourselves produce have the potential to change our thoughts, perhaps by spatializing ideas that are not inherently spatial. The review ends by exploring the mechanisms responsible for gesture's impact on learning, and by highlighting ways in which gesture can be effectively used in educational settings.
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