Goldin-Meadow's more recent work strews not only that gesture shows our readiness to

　　learn, but that it actually helps to bring learning about. It does so in two ways. First, it elicits (引出) helpful behavior from others around us. Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction. Parents and teachers apparently receive the signal that children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques. The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor of psychology at the University of Iowa, reported that third-graders who were asked to gesture while learning algebra (代数) were nearly three times more likely to remember what they'd learned than classmates who did not gesture.

　　1. According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because __

　　A. he could litter express his ideas that way

　　B. he always pointed his finger at his professor

　　C. his professor did not like his gesturing

　　D. his gestures prevented his professor from thinking

　　2. How is gesturing important in acquiring knowledge?

　　A. It draws tasteful responses from others and increases learning speed.

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