Martha W. Alibali, Ph.D. - Publications

Affiliations: 
Psychology University of Wisconsin, Madison, Madison, WI 
Area:
gesture, mathematical thinking, problem solving, cognitive development
Website:
http://psych.wisc.edu/faculty/bio/kmAlibali.html

83 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any innacuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2018 Hostetter AB, Alibali MW. Gesture as simulated action: Revisiting the framework. Psychonomic Bulletin & Review. PMID 30511231 DOI: 10.3758/s13423-018-1548-0  1
2018 Wood A, Martin JD, Alibali MW, Niedenthal PM. A sad thumbs up: incongruent gestures and disrupted sensorimotor activity both slow processing of facial expressions. Cognition & Emotion. 1-14. PMID 30428767 DOI: 10.1080/02699931.2018.1545634  0.52
2018 Young AG, Alibali MW, Kalish CW. Causal learning from joint action: Collaboration helps first graders but hinders kindergartners. Journal of Experimental Child Psychology. 177: 166-186. PMID 30205299 DOI: 10.1016/j.jecp.2018.08.001  0.36
2018 Yeo A, Alibali MW. Does visual salience of action affect gesture production? Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 29648868 DOI: 10.1037/xlm0000458  0.36
2017 Yeo A, Ledesma I, Nathan MJ, Alibali MW, Church RB. Teachers' gestures and students' learning: sometimes "hands off" is better. Cognitive Research: Principles and Implications. 2: 41. PMID 29104912 DOI: 10.1186/s41235-017-0077-0  0.68
2017 Alibali MW, Crooks NM, McNeil NM. Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology. PMID 28857223 DOI: 10.1111/bjdp.12203  1
2017 Kita S, Alibali MW, Chu M. How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis. Psychological Review. PMID 28240923 DOI: 10.1037/rev0000059  0.4
2016 Hattikudur S, Sidney PG, Alibali MW. Does comparing informal and formal procedures promote mathematics learning? The benefits of bridging depend on attitudes toward mathematics Journal of Problem Solving. 9: 13-27. DOI: 10.7771/1932-6246.11  1
2015 Riggs AE, Alibali MW, Kalish CW. Leave Her out of It: Person-Presentation of Strategies Is Harmful for Transfer. Cognitive Science. PMID 25810315 DOI: 10.1111/cogs.12224  1
2015 Sidney PG, Alibali MW. Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning Journal of Cognition and Development. 16: 160-185. DOI: 10.1080/15248372.2013.792091  1
2015 Clinton V, Alibali MW, Nathan MJ. Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help? Journal of Experimental Education. DOI: 10.1080/00220973.2015.1048847  1
2015 Sidney PG, Hattikudur S, Alibali MW. How do contrasting cases and self-explanation promote learning? Evidence from fraction division Learning and Instruction. 40: 29-38. DOI: 10.1016/j.learninstruc.2015.07.006  1
2015 Alibali MW, Sidney PG. Variability in the natural number bias: Who, when, how, and why Learning and Instruction. 37: 56-61. DOI: 10.1016/j.learninstruc.2015.01.003  1
2014 Mainela-Arnold E, Alibali MW, Hostetter AB, Evans JL. Gesture-speech integration in children with specific language impairment. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists. 49: 761-70. PMID 25039671 DOI: 10.1111/1460-6984.12115  1
2014 Jiang MJ, Cooper JL, Alibali MW. Spatial factors influence arithmetic performance: the case of the minus sign. Quarterly Journal of Experimental Psychology (2006). 67: 1626-42. PMID 24730987 DOI: 10.1080/17470218.2014.898669  1
2014 Riggs AE, Kalish CW, Alibali MW. When you've seen one, have you seen them all? Children's memory for general and specific learning episodes. Developmental Psychology. 50: 1653-9. PMID 24611670 DOI: 10.1037/a0036130  1
2014 Riggs AE, Kalish CW, Alibali MW. Property content guides children's memory for social learning episodes. Cognition. 131: 243-53. PMID 24561188 DOI: 10.1016/j.cognition.2014.01.004  1
2014 Alibali MW, Nathan MJ, Wolfgram MS, Church RB, Jacobs SA, Johnson Martinez C, Knuth EJ. How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis Cognition and Instruction. 32: 65-100. DOI: 10.1080/07370008.2013.858161  1
2014 Nathan MJ, Walkington C, Boncoddo R, Pier E, Williams CC, Alibali MW. Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof Learning and Instruction. 33: 182-193. DOI: 10.1016/j.learninstruc.2014.07.001  1
2014 Crooks NM, Alibali MW. Defining and measuring conceptual knowledge in mathematics Developmental Review. 34: 344-377. DOI: 10.1016/j.dr.2014.10.001  1
2014 Walkington C, Boncoddo R, Williams C, Nathan MJ, Alibali MW, Simon E, Pier E. Being mathematical relations: Dynamic gestures support mathematical reasoning Proceedings of International Conference of the Learning Sciences, Icls. 1: 479-486.  1
2014 Lockwood E, Yeo A, Crooks N, Nathan MJ, Alibali MW. Teaching about confidence intervals: How instructors connect ideas using speech and gesture Proceedings of International Conference of the Learning Sciences, Icls. 2: 1042-1046.  1
2014 Pier E, Walkington C, Williams C, Boncoddo R, Waala J, Alibali MW, Nathan MJ. Hear what they say and watch what they do: Predicting valid mathematical proofs using speech and gesture Proceedings of International Conference of the Learning Sciences, Icls. 2: 649-656.  1
2013 Crooks NM, Alibali MW. Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding. Frontiers in Psychology. 4: 884. PMID 24324454 DOI: 10.3389/fpsyg.2013.00884  1
2013 Goldin-Meadow S, Alibali MW. Gesture's role in speaking, learning, and creating language. Annual Review of Psychology. 64: 257-83. PMID 22830562 DOI: 10.1146/annurev-psych-113011-143802  1
2013 Goldman SR, Ozuru Y, Braasch JLG, Manning FH, Lawless KA, Gomez KW, Slanovits MJ. Literacies for learning: A multiple source comprehension illustration Developmental Cognitive Science Goes to School. 30-44. DOI: 10.4324/9780203837535  0.64
2013 Alibali MW, Young AG, Crooks NM, Yeo A, Wolfgram MS, Ledesma IM, Nathan MJ, Church RB, Knuth EJ. Students learn more when their teacher has learned to gesture effectively Gesture. 13: 210-233. DOI: 10.1075/gest.13.2.05ali  1
2013 Alibali MW, Nathan MJ, Church RB, Wolfgram MS, Kim S, Knuth EJ. Teachers' gestures and speech in mathematics lessons: Forging common ground by resolving trouble spots Zdm - International Journal On Mathematics Education. 45: 425-440. DOI: 10.1007/s11858-012-0476-0  1
2012 Young AG, Alibali MW, Kalish CW. Disagreement and causal learning: others' hypotheses affect children's evaluations of evidence. Developmental Psychology. 48: 1242-53. PMID 22390663 DOI: 10.1037/a0027540  1
2012 Hostetter AB, Alibali MW, Niedenthal PM. Embodied social thought: Linking social concepts, emotion, and gesture The Sage Handbook of Social Cognition. 211-228. DOI: 10.4135/9781446247631.n11  1
2012 Alibali MW, Nathan MJ. Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures Journal of the Learning Sciences. 21: 247-286. DOI: 10.1080/10508406.2011.611446  1
2011 Alibali MW, Spencer RC, Knox L, Kita S. Spontaneous gestures influence strategy choices in problem solving. Psychological Science. 22: 1138-44. PMID 21813800 DOI: 10.1177/0956797611417722  1
2011 Mainela-Arnold E, Alibali MW, Ryan K, Evans JL. Knowledge of mathematical equivalence in children with specific language impairment: insights from gesture and speech. Language, Speech, and Hearing Services in Schools. 42: 18-30. PMID 20679410 DOI: 10.1044/0161-1461(2010/09-0070)  1
2011 Prather R, Alibali MW. Children's acquisition of arithmetic principles: The role of experience Journal of Cognition and Development. 12: 332-354. DOI: 10.1080/15248372.2010.542214  1
2011 Hostetter AB, Alibali MW. Cognitive skills and gesture-speech redundancy formulation difficulty or communicative strategy? Gesture. 11: 40-60. DOI: 10.1075/gest.11.1.03hos  1
2011 Nathan MJ, Walkington C, Srisurichan R, Alibali MW. Modal engagements in precollege engineering: Tracking math and science concepts across symbols sketches, software, silicone and wood Asee Annual Conference and Exposition, Conference Proceedings 1
2010 Nathan MJ, Wagner Alibali M. Learning sciences. Wiley Interdisciplinary Reviews. Cognitive Science. 1: 329-45. PMID 26271374 DOI: 10.1002/wcs.54  1
2010 Hattikudur S, Alibali MW. Learning about the equal sign: does comparing with inequality symbols help? Journal of Experimental Child Psychology. 107: 15-30. PMID 20488452 DOI: 10.1016/j.jecp.2010.03.004  1
2010 Alibali MW, Nathan MJ. Conducting research in schools: A practical guide Journal of Cognition and Development. 11: 397-407. DOI: 10.1080/15248372.2010.516417  1
2010 Alibali MW, Kita S. Gesture highlights perceptually present information for speakers Gesture. 10: 3-28. DOI: 10.1075/gest.10.1.02ali  1
2010 McNeil NM, Weinberg A, Hattikudur S, Stephens AC, Asquith P, Knuth EJ, Alibali MW. A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions Journal of Educational Psychology. 102: 625-634. DOI: 10.1037/a0019105  1
2010 Alibali MW, Hostetter AB. Mimicry and simulation in gesture comprehension Behavioral and Brain Sciences. 33: 433-434. DOI: 10.1017/S0140525X10001445  1
2010 Hostetter AB, Alibali MW. Language, gesture, action! A test of the Gesture as Simulated Action framework Journal of Memory and Language. 63: 245-257. DOI: 10.1016/j.jml.2010.04.003  1
2009 Alibali MW, Evans JL, Hostetter AB, Ryan K, Mainela-Arnold E. Gesture-speech integration in narrative: Are children less redundant than adults? Gesture (Amsterdam, Netherlands). 9: 290-311. PMID 26740817 DOI: 10.1075/gest.9.3.02ali  1
2009 Alibali MW, Evans JL, Hostetter AB, Ryan K, Mainela-Arnold E. Gesture-speech integration in narrative are children less redundant than adults? Gesture. 9: 290-311. DOI: 10.1075/gest.9.3.02ali  1
2009 Prather RW, Alibali MW. The development of arithmetic principle knowledge: How do we know what learners know? Developmental Review. 29: 221-248. DOI: 10.1016/j.dr.2009.09.001  1
2009 Alibali MW, Phillips KMO, Fischer AD. Learning new problem-solving strategies leads to changes in problem representation Cognitive Development. 24: 89-101. DOI: 10.1016/j.cogdev.2008.12.005  1
2009 Niedenthal PM, Alibali MW. Conceptualizing scaffolding and goals for a full account of embodied cognition European Journal of Social Psychology. 39: 1268-1271. DOI: 10.1002/ejsp.693  1
2008 Prather RW, Alibali MW. Understanding and using principles of arithmetic: operations involving negative numbers. Cognitive Science. 32: 445-57. PMID 21635342 DOI: 10.1080/03640210701864147  1
2008 Koedinger KR, Alibali MW, Nathan MJ. Trade-offs between grounded and abstract representations: evidence from algebra problem solving. Cognitive Science. 32: 366-97. PMID 21635340 DOI: 10.1080/03640210701863933  1
2008 Hostetter AB, Alibali MW. Visible embodiment: gestures as simulated action. Psychonomic Bulletin & Review. 15: 495-514. PMID 18567247 DOI: 10.3758/PBR.15.3.495  1
2008 Prather RW, Alibali MW. Implicit learning of arithmetic principles 2008 Ieee 7th International Conference On Development and Learning, Icdl. 220-225. DOI: 10.1109/DEVLRN.2008.4640833  1
2007 Graf Estes K, Evans JL, Alibali MW, Saffran JR. Can infants map meaning to newly segmented words? Statistical segmentation and word learning. Psychological Science. 18: 254-60. PMID 17444923 DOI: 10.1111/j.1467-9280.2007.01885.x  1
2007 Hostetter AB, Alibali MW, Kita S. I see it in my hands' eye: Representational gestures reflect conceptual demands Language and Cognitive Processes. 22: 313-336. DOI: 10.1080/01690960600632812  1
2006 Mainela-Arnold E, Evans JL, Alibali MW. Understanding conservation delays in children with specific language impairment: task representations revealed in speech and gesture. Journal of Speech, Language, and Hearing Research : Jslhr. 49: 1267-79. PMID 17197495 DOI: 10.1044/1092-4388(2006/091)  1
2006 McNeil NM, Grandau L, Knuth EJ, Alibali MW, Stephens AC, Hattikudur S, Krill DE. Middle-school students' understanding of the equal sign: The books they read can't help Cognition and Instruction. 24: 367-385. DOI: 10.1207/s1532690xci2403_3  1
2006 Hyde JS, Else-Quest NM, Alibali MW, Knuth E, Romberg T. Mathematics in the home: Homework practices and mother-child interactions doing mathematics Journal of Mathematical Behavior. 25: 136-152. DOI: 10.1016/j.jmathb.2006.02.003  1
2006 Knuth EJ, Stephens AC, McNeil NM, Alibali MW. Does understanding the equal sign matter? Evidence from solving equations Journal For Research in Mathematics Education. 37: 297-312.  1
2005 Alibali MW. Mechanisms of change in the development of mathematical reasoning. Advances in Child Development and Behavior. 33: 79-123. PMID 16101115 DOI: 10.1016/S0065-2407(05)80005-9  1
2005 McNeil NM, Alibali MW. Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development. 76: 883-99. PMID 16026503 DOI: 10.1111/j.1467-8624.2005.00884.x  1
2005 Alibali MW. Gesture in spatial cognition: Expressing, communicating, and thinking about spatial information Spatial Cognition and Computation. 5: 307-331. DOI: 10.1207/s15427633scc0504_2  1
2005 McNeil NM, Alibali MW. Knowledge change as a function of mathematics experience: All contexts are not created equal Journal of Cognition and Development. 6: 285-306. DOI: 10.1207/s15327647jcd0602_6  1
2005 Knuth EJ, Alibali MW, McNeil NM, Weinberg A, Stephens AC. Middle School Students' Understanding of Core Algebraic Concepts: Equivalence & Variable Zdm - International Journal On Mathematics Education. 37: 68-76.  1
2004 McNeil NM, Alibali MW. You'll see what you mean: Students encode equations based on their knowledge of arithmetic Cognitive Science. 28: 451-466. DOI: 10.1016/j.cogsci.2003.11.002  1
2003 Valenzeno L, Alibali MW, Klatzky R. Teachers' gestures facilitate students' learning: A lesson in symmetry Contemporary Educational Psychology. 28: 187-204. DOI: 10.1016/S0361-476X(02)00007-3  1
2001 Evans JL, Alibali MW, McNeil NM. Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment Language and Cognitive Processes. 16: 309-331. DOI: 10.1080/01690960042000049  1
2001 Rittle-Johnson B, Siegler RS, Alibali MW. Developing conceptual understanding and procedural skill in mathematics: An iterative process Journal of Educational Psychology. 93: 346-362. DOI: 10.1037//0022-0663.93.2.346  1
2001 Alibali MW, Heath DC, Myers HJ. Effects of Visibility between Speaker and Listener on Gesture Production: Some Gestures Are Meant to Be Seen Journal of Memory and Language. 44: 169-188. DOI: 10.1006/jmla.2000.2752  1
2000 Alibali MW, Kita S, Young AJ. Gesture and the process of speech production: We think, therefore we gesture Language and Cognitive Processes. 15: 593-613. DOI: 10.1080/016909600750040571  1
2000 McNeil NM, Alibali MW. Learning mathematics from procedural instruction: Externally imposed goals influence what is learned Journal of Educational Psychology. 92: 734-744.  1
2000 McNeil NM, Alibali MW, Evans JL. The role of gesture in children's comprehension of spoken language: Now they need it, now they don't Journal of Nonverbal Behavior. 24: 131-149.  1
2000 Haverty LA, Koedinger KR, Klahr D, Alibali MW. Solving inductive reasoning problems in mathematics: Not-so-trivial pursuit Cognitive Science. 24: 249-298.  1
1999 Alibali MW. How children change their minds: strategy change can be gradual or abrupt. Developmental Psychology. 35: 127-45. PMID 9923470  1
1999 Goldin-Meadow S, Alibali MW. Does the hand reflect implicit knowledge? Yes and no Behavioral and Brain Sciences. 22: 766-767. DOI: 10.1017/S0140525X99352183  1
1999 Alibali MW, Koedinger KR. The developmental progression from implicit to explicit knowledge: A computational approach Behavioral and Brain Sciences. 22: 755-756. DOI: 10.1017/S0140525X99222182  1
1999 Alibali MW, Bassok M, Solomon KO, Syc SE, Goldin-Meadow S. Illuminating mental representations through speech and gesture Psychological Science. 10: 327-333.  1
1999 Rittle-Johnson B, Alibali MW. Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology. 91: 175-189.  1
1999 Alibali MW, Dirusso AA. The function of gesture in learning to count: More than keeping track Cognitive Development. 14: 37-56.  1
1998 Garber P, Alibali MW, Goldin-Meadow S. Knowledge conveyed in gesture is not tied to the hands. Child Development. 69: 75-84. PMID 9499558  1
1997 Alibali MW, Flevares LM, Goldin-Meadow S. Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology. 89: 183-193.  1
1995 Goldin-Meadow S, Alibali MW. Mechanisms of Transition: Learning With a Helping Hand Psychology of Learning and Motivation - Advances in Research and Theory. 33: 115-157. DOI: 10.1016/S0079-7421(08)60373-4  1
1993 Goldin-Meadow S, Alibali MW, Church RB. Transitions in concept acquisition: using the hand to read the mind. Psychological Review. 100: 279-97. PMID 8483984  1
1993 Alibali MW, Goldin-Meadow S. Gesture-speech mismatch and mechanisms of learning: what the hands reveal about a child's state of mind. Cognitive Psychology. 25: 468-523. PMID 8243044 DOI: 10.1006/cogp.1993.1012  1
Show low-probability matches.