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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
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Year Citation  Score
2022 Donovan AM, Stephens A, Alapala B, Monday A, Szkudlarek E, Alibali MW, Matthews PG. Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign. Zdm : the International Journal On Mathematics Education. 1-15. PMID 35915849 DOI: 10.1007/s11858-022-01405-y  0.3
2020 Menendez D, Mathiaparanam ON, Liu D, Seitz V, Alibali MW, Rosengren KS. Representing Variability: The Case of Life Cycle Diagrams. Cbe Life Sciences Education. 19: ar49. PMID 32870076 DOI: 10.1187/Cbe.19-11-0251  0.399
2020 Abrahamson D, Nathan MJ, Williams-Pierce C, Walkington C, Ottmar ER, Soto H, Alibali MW. The Future of Embodied Design for Mathematics Teaching and Learning Frontiers in Education. 5. DOI: 10.3389/Feduc.2020.00147  0.352
2019 Alibali MW, Brown SA, Menendez D. Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors. Advances in Child Development and Behavior. 56: 227-256. PMID 30846048 DOI: 10.1016/Bs.Acdb.2018.11.004  0.352
2019 Nathan MJ, Yeo A, Boncoddo R, Hostetter AB, Alibali MW. Teachers’ attitudes about gesture for learning and instruction Gesture. 18: 31-56. DOI: 10.1075/Gest.00032.Nat  0.743
2019 Saffran A, Barchfeld P, Alibali MW, Reiss K, Sodian B. Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons Learning and Instruction. 59: 13-20. DOI: 10.1016/J.Learninstruc.2018.09.003  0.324
2019 Pier EL, Walkington C, Clinton V, Boncoddo R, Williams-Pierce C, Alibali MW, Nathan MJ. Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices Contemporary Educational Psychology. 58: 44-57. DOI: 10.1016/J.Cedpsych.2019.01.012  0.33
2019 Alibali MW, Nathan MJ, Boncoddo R, Pier E. Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse Zdm. 51: 347-360. DOI: 10.1007/S11858-019-01043-X  0.408
2018 Hostetter AB, Alibali MW. Gesture as simulated action: Revisiting the framework. Psychonomic Bulletin & Review. PMID 30511231 DOI: 10.3758/S13423-018-1548-0  0.686
2018 Fyfe ER, Matz LE, Hunt KM, Alibali MW. Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory. Journal of Communication Disorders. 77: 17-30. PMID 30472369 DOI: 10.1016/J.Jcomdis.2018.11.001  0.332
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  0.355
2018 Osterhaus C, Magee J, Saffran A, Alibali MW. Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology (2006). 1747021818775909. PMID 29685098 DOI: 10.1177/1747021818775909  0.391
2018 Gutiérrez JF, Brown SA, Alibali MW. Relational equity and mathematics learning: Mutual construction during collaborative problem solving Journal of Numerical Cognition. 4: 159-187. DOI: 10.5964/jnc.v4i1.91  0.34
2018 Brown SA, Alibali MW. Promoting Strategy Change: Mere Exposure to Alternative Strategies Helps, but Feedback Can Hurt Journal of Cognition and Development. 19: 301-324. DOI: 10.1080/15248372.2018.1477778  0.332
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  0.444
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  0.774
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  0.316
2017 Williams-Pierce C(, Pier EL, Walkington C, Boncoddo R, Clinton V, Alibali MW, Nathan MJ. What We Say and How We Do: Action, Gesture, and Language in Proving Journal For Research in Mathematics Education. 48: 248-260. DOI: 10.5951/Jresematheduc.48.3.0248  0.425
2017 Nathan MJ, Wolfgram M, Srisurichan R, Walkington C, Alibali MW. Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration The Journal of Educational Research. 110: 272-293. DOI: 10.1080/00220671.2017.1287046  0.391
2017 Fyfe ER, Evans JL, Matz LE, Hunt KM, Alibali MW. Relations between patterning skill and differing aspects of early mathematics knowledge Cognitive Development. 44: 1-11. DOI: 10.1016/J.Cogdev.2017.07.003  0.351
2017 Riggs AE, Alibali MW, Kalish CW. Does it matter how Molly does it? Person-presentation of strategies and transfer in mathematics Contemporary Educational Psychology. 51: 315-320. DOI: 10.1016/J.Cedpsych.2017.09.001  0.423
2017 Cooper JL, Sidney PG, Alibali MW. Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter Applied Cognitive Psychology. 32: 24-38. DOI: 10.1002/Acp.3371  0.428
2016 Saffran A, Barchfeld P, Sodian B, Alibali MW. Children's and adults' interpretation of covariation data: Does symmetry of variables matter? Developmental Psychology. 52: 1530-1544. PMID 27690493 DOI: 10.1037/Dev0000203  0.305
2016 Sanjeevan T, Mainela-Arnold E, Alibali MW, Evans JL. The temporal relationship between speech and manual communicative gesture in children with specific language impairment Gesture. 15: 321-339. DOI: 10.1075/Gest.15.3.03San  0.33
2016 Koumoutsakis T, Church RB, Alibali MW, Singer M, Ayman-Nolley S. Gesture in Instruction: Evidence from Live and Video Lessons Journal of Nonverbal Behavior. 1-15. DOI: 10.1007/S10919-016-0234-Z  0.431
2016 Clinton V, Morsanyi K, Alibali MW, Nathan MJ. Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive-user Interface Help? Applied Cognitive Psychology. 30: 440-453. DOI: 10.1002/Acp.3223  0.315
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  0.422
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  0.363
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  0.416
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  0.778
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  0.343
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  0.708
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  0.339
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  0.344
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  0.347
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  0.338
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  0.363
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  0.776
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.  0.766
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  0.79
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  0.592
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  0.789
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  0.384
2013 Nathan MJ, Srisurichan R, Walkington C, Wolfgram M, Williams C, Alibali MW. Building Cohesion Across Representations: A Mechanism for STEM Integration Journal of Engineering Education. 102: 77-116. DOI: 10.1002/Jee.20000  0.341
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  0.329
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  0.636
2012 Hattikudur S, Prather RW, Asquith P, Alibali MW, Knuth EJ, Nathan M. Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y-intercept School Science and Mathematics. 112: 230-240. DOI: 10.1111/J.1949-8594.2012.00138.X  0.752
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  0.381
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  0.34
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)  0.377
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  0.777
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  0.699
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  0.8
2010 Alibali MW, Kita S. Gesture highlights perceptually present information for speakers Gesture. 10: 3-28. DOI: 10.1075/Gest.10.1.02Ali  0.329
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  0.774
2010 Alibali MW, Hostetter AB. Mimicry and simulation in gesture comprehension Behavioral and Brain Sciences. 33: 433-434. DOI: 10.1017/S0140525X10001445  0.661
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  0.7
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  0.711
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  0.678
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  0.758
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  0.405
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  0.771
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  0.419
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  0.701
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  0.735
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  0.312
2007 Asquith P, Stephens AC, Knuth EJ, Alibali MW. Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable Mathematical Thinking and Learning. 9: 249-272. DOI: 10.1080/10986060701360910  0.411
2007 Alibali MW, Knuth EJ, Hattikudur S, McNeil NM, Stephens AC. A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations Mathematical Thinking and Learning. 9: 221-247. DOI: 10.1080/10986060701360902  0.783
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  0.681
2007 Hostetter AB, Alibali MW. Raise your hand if you’re spatial: Relations between verbal and spatial skills and gesture production Gesture. 7: 73-95. DOI: 10.1075/Gest.7.1.05Hos  0.704
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)  0.346
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  0.773
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  0.328
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.  0.613
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  0.351
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  0.697
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  0.718
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. DOI: 10.1007/978-3-642-17735-4_15  0.678
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  0.703
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  0.456
2002 Nathan MJ, Long SD, Alibali MW. The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks Discourse Processes. 33: 1-21. DOI: 10.1207/S15326950Dp3301_01  0.445
2002 Alibali MW, Don LS. Children’s gestures are meant to be seen Gesture. 1: 113-127. DOI: 10.1075/Gest.1.2.02Ali  0.326
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  0.677
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  0.397
2000 Haverty LA, Koedinger KR, Klahr D, Alibali MW. Solving inductive reasoning problems in mathematics: Not-so-trivial pursuit Cognitive Science. 24: 249-298. DOI: 10.1207/S15516709Cog2402_3  0.346
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  0.333
2000 McNeil NM, Alibali MW. Learning mathematics from procedural instruction: Externally imposed goals influence what is learned Journal of Educational Psychology. 92: 734-744. DOI: 10.1037/0022-0663.92.4.734  0.692
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. DOI: 10.1023/A:1006657929803  0.662
2000 McNeil NM, Alibali MW, Evans JL. Journal of Nonverbal Behavior. 24: 131-150. DOI: 10.1023/A:1006657929803  0.601
1999 Alibali MW. How children change their minds: strategy change can be gradual or abrupt. Developmental Psychology. 35: 127-45. PMID 9923470 DOI: 10.1037/0012-1649.35.1.127  0.328
1999 Alibali MW, Bassok M, Solomon KO, Syc SE, Goldin-Meadow S. Illuminating mental representations through speech and gesture Psychological Science. 10: 327-333. DOI: 10.1111/1467-9280.00163  0.576
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. DOI: 10.1037/0022-0663.91.1.175  0.443
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  0.561
1999 Alibali MW, Dirusso AA. The function of gesture in learning to count: More than keeping track Cognitive Development. 14: 37-56. DOI: 10.1016/S0885-2014(99)80017-3  0.331
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 DOI: 10.1111/J.1467-8624.1998.Tb06134.X  0.569
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. DOI: 10.1037/0022-0663.89.1.183  0.582
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  0.524
1994 Goldin-Meadow S, Alibali MW. Do you have to be right to redescribe? Behavioral and Brain Sciences. 17: 718-719. DOI: 10.1017/S0140525X00036748  0.451
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 DOI: 10.1037/0033-295X.100.2.279  0.552
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  0.583
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