While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech differentially affect narrative recall in university students. Participants were presented with a videotaped narrative told in one of four conditions: with gestures and no missing verbal information, with gestures and missing verbal information, with no gestures and no missing verbal information, or with no gestures and missing verbal information. Results showed that observing gestures that provided additional information to speech (i.e., when the speech was missing vital information) enhanced narrative recall compared to observing no gestures, while observing gestures that did not provide additional information to speech were no more beneficial than observing no gestures at all. Findings from the current study provide valuable insight into the beneficial effect of iconic gesture on narrative recall, with important implications for education and learning.

虽然观察手势已被证明有益于叙事回忆和学习，但研究尚未表明提供语音中缺失信息的手势是否有益于叙事回忆。本研究探讨了观察传递与语音相同信息的手势和提供语音中缺失信息的手势是否会不同地影响大学生的叙事回忆。参与者被呈现在以下四种情况之一的录像叙述：有手势但没有遗漏口头信息、有手势但没有遗漏口头信息、没有手势但没有遗漏口头信息，或没有手势但没有遗漏口头信息。结果表明，观察为语音提供额外信息的手势（即，当语音缺少重要信息时）与不观察手势相比增强了叙事回忆，而观察没有为语音提供额外信息的手势并不比根本不观察手势更有益。当前研究的结果为了解标志性手势对叙事回忆的有益影响提供了宝贵的见解，对教育和学习具有重要意义。