Part of
Why Gesture?: How the hands function in speaking, thinking and communicating
Edited by Ruth Breckinridge Church, Martha W. Alibali and Spencer D. Kelly
[Gesture Studies 7] 2017
► pp. 175196
Abrahamson, D.
2014‘The monster in the machine, or why educational technology needs embodied design.” In Learning Technologies and The body: Integration and Implementation, V. Lee (ed), 21–38. New York: Routledge: Taylor & Francis Group.Google Scholar
Abrahamson, D., & Trninic, D.
2011, June. “Toward an embodied-interaction design framework for mathematical concepts.” In Proceedings of the 10th International Conference on Interaction Design and Children, 1–10. ACM.Google Scholar
2015 “Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action.” ZDM, 1–12.Google Scholar
Alibali, M. W., Boncoddo, R., & Hostetter, A. B.
2014 “An embodied perspective.” In The Routledge Handbook of Embodied Cognition, L. Shapiro (ed), 150–159. Routledge.Google Scholar
Alibali, M. W., Kita, S., & Young, A. J.
2000 “Gesture and the process of speech production: We think, therefore we gesture.” Language and Cognitive Processes 15 (6): 593–613. DOI logoGoogle Scholar
Baird, D.
2004Thing Knowledge: A Philosophy of Scientific Instruments. Univ of California Press.Google Scholar
Bargh, J.A.
1994 “The four horsemen of automaticity: Awareness, intention, efficiency, and control in social cognition.” In Handbook of Social Cognition, R. Wyer & T. Srull (eds). 1–40. Lawrence Erlbaum.Google Scholar
Barsalou, Lawrence W.
2008 “Grounded cognition.” Annual Review of Psychology 59: 617–645. DOI logoGoogle Scholar
Beilock, S. L., & Goldin-Meadow, S.
2010 “Gesture changes thought by grounding it in action.” Psychological Science 21 (11): 1605–1610. DOI logoGoogle Scholar
Blanton, Maria, Despina Stylianou, & M. Manuela David
2009 “Understanding instructional scaffolding in classroom discourse on proof.”Google Scholar
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S.
2007 “Making children gesture brings out implicit knowledge and leads to learning.” Journal of Experimental Psychology: General 136 (4): 539–550. DOI logoGoogle Scholar
Brooks, R. A.
1991 “Intelligence without representation.” Artificial Intelligence 47: 139–159. DOI logoGoogle Scholar
Butcher, K. R.
2006 “Learning from text with diagrams: Promoting mental model development and inference generation.” Journal of Educational Psychology 98: 182–197. DOI logoGoogle Scholar
Chu, M., & Kita, S.
2009 “Co-speech gestures do not originate from speech production processes: Evidence from the relationship between co-thought and co-speech gestures.” In 31st Annual Conference of the Cognitive Science Society, 591–595. Cognitive Science Society.Google Scholar
2008 “Spontaneous gestures during mental rotation tasks: Insights into the microdevelopment of the motor strategy.” Journal of Experimental Psychology: General 137: 706–723. DOI logoGoogle Scholar
Cook, S. W., & Goldin-Meadow, S.
2006 “The role of gesture in learning: Do children use their hands to change their minds?” Journal of Cognition and Development 7 (2): 211–232. DOI logoGoogle Scholar
Cook, S. W., Yip, T. K., & Goldin-Meadow, S.
2012 “Gestures, but not meaningless movements, lighten working memory load when explaining math.” Language and Cognitive Processes 27 (4): 594–610. DOI logoGoogle Scholar
Cutica, Ilaria, & Monica Bucciarelli
2008 “The Deep Versus the Shallow: Effects of Co Speech Gestures in Learning From Discourse.” Cognitive Science 32, no. 5: 921–935. DOI logoGoogle Scholar
Decety, J., & Grezes, J.
2006 “The power of simulation: imagining one's own and other's behavior.” Brain Research 1079 (1): 4–14. DOI logoGoogle Scholar
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D.
1991 “Moving from the old to the new: Research on reading comprehension instruction.” Review of Educational Research 61 (2): 239–264. DOI logoGoogle Scholar
Duncker, K., & Lees, L. S.
1945 “On problem-solving.” Psychological Monographs 58 (5, Whole No. 270). DOI logoGoogle Scholar
Eisenberg, M.
2002 “Output devices, computation, and the future of mathematical crafts.” International Journal of Computers for Mathematical Learning 7 (1): 1–44. DOI logoGoogle Scholar
Emmorey, K., Tversky, B., & Taylor, H. A.
2000 “Using space to describe space: Perspective in speech, sign, and gesture.” Spatial Cognition and Computation 2 (3): 157–180. DOI logoGoogle Scholar
Evans, J.
2003 “In two minds: dual-process accounts of reasoning.” TRENDS in Cognitive Sciences 7 (10). DOI logoGoogle Scholar
Gick, M. L., & Holyoak, K. J.
1983 “Schema induction and analogical transfer.” Cognitive Psychology 15 (1): 1–38. DOI logoGoogle Scholar
Glenberg, A. M.
1997 “What memory is for: Creating meaning in the service of action.” Behavioral and Brain Sciences 20 (01): 41–50. DOI logoGoogle Scholar
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P.
2004 “Activity and imagined activity can enhance young children's reading comprehension.” Journal of Educational Psychology 96 (3): 424. DOI logoGoogle Scholar
Goldin-Meadow, S.
1998 “The development of gesture and speech as an integrated system.” New Directions for Child and Adolescent Development 1998 (79): 29–42. DOI logoGoogle Scholar
Goldin-Meadow, S., & Beilock, S. L.
2010 “Action’s influence on thought: The case of gesture.” Perspectives on Psychological Science 5 (6): 664–674. DOI logoGoogle Scholar
Grant, Elizabeth R., and Michael J. Spivey
2003 “Eye movements and problem solving: Guiding attention guides thought.” Psychological Science 14, no. 5: 462–466. DOI logoGoogle Scholar
Haidt, J.
2001 “The emotional dog and its rational tail: a social intuitionist approach to moral judgment.” Psychological Review 108 (4): 814. DOI logoGoogle Scholar
2007 “The new synthesis in moral psychology.” Science 316 (5827): 998–1002. DOI logoGoogle Scholar
Harel, G., & Sowder, L.
2005 “Toward comprehensive perspectives on the learning and teaching of proof.” In Second Handbook of Research on Mathematics Teaching and Learning, F. Lester (ed). NCTM.Google Scholar
Haruno, M., Wolpert, D. M., & Kawato, M.
2001 “Mosaic model for sensorimotor learning and control.” Neural Computation 13: 2201–2220. DOI logoGoogle Scholar
Havas, David A., Arthur M. Glenberg, Karol A. Gutowski, Mark J. Lucarelli, & Richard J. Davidson
2010 “Cosmetic use of botulinum toxin-A affects processing of emotional language.” Psychological Science 21: 895–900. DOI logoGoogle Scholar
Healy, Lulu, & Celia Hoyles
2000 “A study of proof conceptions in algebra.” Journal for Research in Mathematics Education 31 (4): 396–428. DOI logoGoogle Scholar
Hostetter, A. B. & Alibali, M. W.
Hostetter, A. B., & Alibali, M. W.
2008 “Visible embodiment: Gestures as simulated action.” Psychonomic Bulletin and Review 15: 495–514. DOI logoGoogle Scholar
2010 “Language, gesture, action! A test of the Gesture as Simulated Action framework.” Journal of Memory and Language 63 (2): 245–257. DOI logoGoogle Scholar
Kahneman, D.
2011Thinking, Fast and Slow. Macmillan.Google Scholar
Kendon, A.
2004Gesture: Visible Action as Utterance. Cambridge University Press. DOI logoGoogle Scholar
Kintsch, W.
1993 “Information accretion and reduction in text processing: Inferences.” Discourse Processes 16: 193–202. DOI logoGoogle Scholar
1998Comprehension: A Paradigm for Cognition. New York, NY: Cambridge University Press.Google Scholar
Kita, S.
2000 “How representational gestures help speaking.” In Language and Gesture, D. McNeill (ed), 162–185. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Kita, S., & Özyürek, A.
2003 “What does cross-linguistic variation in semantic coordination of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and speaking.” Journal of Memory and Language 48 (1): 16–32. DOI logoGoogle Scholar
Krauss, R. M.
1998 “Why do we gesture when we speak?” Current Directions in Psychological Science 7: 54–60. DOI logoGoogle Scholar
Krauss, R. M., Chen, Y., & Gottesman, R. F.
2000 “Lexical gestures and lexical access: A process model.” In Language and Gesture, D. McNeill (ed), 261–283. New York: Cambridge University Press. DOI logoGoogle Scholar
Kuczala, Mike
2015. Training in Motion: How to Use Movement to Create Engaging and Effective Learning. New York: AMACOM.
Lakoff, G., & Johnson, M.
1980Metaphors We Live By. Chicago: University of Chicago Press.Google Scholar
Lakoff, G., & Núñez, R. E.
2000Where Mathematics Comes From: How the Embodied Mind Brings Mathematics Into Being. Basic Books.Google Scholar
Landy, D., Trninic, D., Soylu, F., Kehoe, J., & Fishwick, P.
2014 “The implications of embodiment for mathematics and computing education.” In Proceedings of the Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.Google Scholar
Marrongelle, K.
2007 “The function of graphs and gestures in algorithmatization.” The Journal of Mathematical Behavior 26 (3): 211–229. DOI logoGoogle Scholar
Martinez, Chelsea V.
2012 “Manipulations of Gesture Production Indicate the Role of the Body in Situation Model Development: Implications for Computer-based Assessment.” PhD diss., The University of Wisconsin-Madison.Google Scholar
McNeill, D.
1992Hand and Mind: What Gestures Reveal About Thought. University of Chicago Press.Google Scholar
2008Gesture and Thought. University of Chicago Press.Google Scholar
Nathan, M. J.
2012 “Rethinking formalisms in formal education.” Educational Psychologist 47 (2): 125–148. DOI logoGoogle Scholar
2014 “Grounded mathematical reasoning.” In The Routledge Handbook of Embodied Cognition, L. Shapiro (ed), 171–183. Routledge: New York.Google Scholar
Nathan, M. J. & Martinez, C. V. J.
2015 “Gesture as model enactment: The role of gesture in mental model construction and inference making when learning from text.” Learning: Research and Practice 1 (1): 4–37. DOI logoGoogle Scholar
Nathan, M. J., Walkington, C., Boncoddo, R., Pier, E., Williams, C. C., & Alibali, M. W.
2014 “Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof.” Learning and Instruction 33: 182–193. DOI logoGoogle Scholar
Niedenthal, P.M.
2007 “Embodying emotion.” Science 316 (5827): 1002–1005. DOI logoGoogle Scholar
Novack, Miriam A., Eliza L. Congdon, Naureen Hemani-Lopez, and Susan Goldin-Meadow
From action to abstraction: Using the hands to learn math.” Psychological Science 25 (4): 903–910. DOI logo
Ottmar, E., Landy, D., & Goldstone, R. L.
2012 “Teaching the perceptual structure of algebraic expressions: Preliminary findings from the pushing symbols intervention.” In The Proceedings of the Thirty-Fourth Annual Conference of the Cognitive Science Society, 2156–2161.Google Scholar
Perrig, W., & Kintsch, W.
1985 “Propositional and situational representations of text.” Journal of Memory and Language 24 (5): 503–518. DOI logoGoogle Scholar
Petrick Smith, Carmen, King, Barbara, & Hoyte, Jennifer
2014 “Learning angles through movement: Critical actions for developing understanding in an embodied activity.” The Journal of Mathematical Behavior 36: 95. DOI logoGoogle Scholar
Ping, R. M., Goldin-Meadow, S., & Beilock, S. L.
2014 “Understanding gesture: Is the listener’s motor system involved?” Journal of Experimental Psychology: General 143 (1): 195. DOI logoGoogle Scholar
Radford, L., Edwards, L., & Arzarello, F.
2009 “Introduction: beyond words.” Educational Studies in Mathematics 70 (2): 91–95. DOI logoGoogle Scholar
Rayner, K.
1978 “Eye movements in reading and information processing.” Psychological Bulletin 85 (3): 618. DOI logoGoogle Scholar
Schooler, J. W., Ohlsson, S., & Brooks, K.
1993 “Thoughts beyond words: When language overshadows insight.” Journal of Experimental Psychology: General 122 (2): 166–183. DOI logoGoogle Scholar
Sfard, A.
1991 “On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin.” Educational Studies in Mathematics 22 (1): 1–36. DOI logoGoogle Scholar
Stanovich, K. E., & West, R. F.
2000 “Advancing the rationality debate.” Behavioral and Brain Sciences 23 (05): 701–717. DOI logoGoogle Scholar
Stylianou, Despina, Maria Blanton, & Eric Knuth
(eds.) 2009Teaching and learning proof across the grades: A K–16 perspective. New York, NY: Routledge.Google Scholar
Thomas, L. E.
2013 “Spatial working memory is necessary for actions to guide thought.” Journal of Experimental Psychology: Learning, Memory, and Cognition 39: 1974–1981.Google Scholar
Thomas, L. E., & Lleras, A.
2009 “Swinging into thought: Directed movement guides insight in problem solving.” Psychonomic Bulletin & Review 16 (4): 719–723. DOI logoGoogle Scholar
Thomas, L. E., Lleras, A.
2007 “Moving eyes and moving thought: on the spatial compatibility between eye movements and cognition.” Psychonomic Bulletin & Review 14: 663–668. DOI logoGoogle Scholar
Wheatley, T., & Haidt, J.
2005Psychological Sciences, 16, 780 (2005). DOI logoGoogle Scholar
Wolfe, M. B., Schreiner, M. E., Rehder, B., Laham, D., Foltz, P. W., Kintsch, W., & Landauer, T. K.
1998 “Learning from text: Matching readers and texts by latent semantic analysis.” Discourse Processes 25 (2): 309–336. DOI logoGoogle Scholar
Wolpert, D. M., & Kawato, M.
1998 “Multiple paired forward and inverse models for motor control.” Neural Networks 11: 1317–1329. DOI logoGoogle Scholar
Woods, D, and Fassnacht, C.
2009Transana v2.41. [URL]. Madison, WI: The Board of Regents of the University of Wisconsin System.
Cited by

Cited by 7 other publications

Abrahamson, Dor, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali
2020. The Future of Embodied Design for Mathematics Teaching and Learning. Frontiers in Education 5 DOI logo
Hordemann, Glen, Francis Quek & Larry Powell
2023. 2023 IEEE Frontiers in Education Conference (FIE),  pp. 1 ff. DOI logo
Hyusein, Gyulten, Tilbe Göksun & Silva Ibrahimi
2023. The creative interplay between hand gestures, convergent thinking, and mental imagery. PLOS ONE 18:4  pp. e0283859 ff. DOI logo
Mathayas, Nitasha, David E. Brown & Robb Lindgren
2021. “I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction. Journal of Research in Science Teaching 58:10  pp. 1557 ff. DOI logo
Nathan, Mitchell J. & Martha W. Alibali
2021. An Embodied Theory of Transfer of Mathematical Learning. In Transfer of Learning [Research in Mathematics Education, ],  pp. 27 ff. DOI logo
Nathan, Mitchell J. & Michael I. Swart
2021. Materialist epistemology lends design wings: educational design as an embodied process. Educational Technology Research and Development 69:4  pp. 1925 ff. DOI logo
Walkington, Candace, Mitchell J. Nathan, Min Wang & Kelsey Schenck
2022. The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning. Cognitive Science 46:9 DOI logo

This list is based on CrossRef data as of 13 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.