| scholarly article | Q13442814 |
| P50 | author | Susan Goldin-Meadow | Q7647881 |
| P2860 | cites work | Embodied communication: speakers' gestures affect listeners' actions | Q30479286 |
| Gesturing saves cognitive resources when talking about nonpresent objects | Q34184503 | ||
| Gesture paves the way for language development | Q34415791 | ||
| Gesture is at the cutting edge of early language development | Q34431267 | ||
| Action's Influence on Thought: The Case of Gesture | Q34976896 | ||
| Learning to talk in a gesture-rich world: Early communication in Italian vs. American children | Q35003853 | ||
| Gesturing makes learning last | Q36490810 | ||
| Visible embodiment: gestures as simulated action | Q37195928 | ||
| Hands in the air: using ungrounded iconic gestures to teach children conservation of quantity | Q37347036 | ||
| Gesturing gives children new ideas about math | Q37361339 | ||
| The role of gestures in spatial working memory and speech. | Q38419813 | ||
| Transitions in concept acquisition: using the hand to read the mind | Q40902493 | ||
| When gesture-speech combinations do and do not index linguistic change | Q42556009 | ||
| Making children gesture brings out implicit knowledge and leads to learning. | Q51901132 | ||
| The importance of gesture in children's spatial reasoning. | Q51910419 | ||
| Explaining math: gesturing lightens the load. | Q51961240 | ||
| Children learn when their teacher's gestures and speech differ. | Q51979183 | ||
| A comparison between children's and adults' ability to detect conceptual information conveyed through representational gestures. | Q51996042 | ||
| More gestures than answers: children learning about balance. | Q52085850 | ||
| From children's hands to adults' ears: gesture's role in the learning process. | Q52105185 | ||
| Gestures maintain spatial imagery. | Q52125222 | ||
| Why people gesture when they speak. | Q52181925 | ||
| Gesture-speech mismatch and mechanisms of learning: what the hands reveal about a child's state of mind. | Q52222660 | ||
| The mismatch between gesture and speech as an index of transitional knowledge | Q69588697 | ||
| P433 | issue | 1 | |
| P304 | page(s) | 1-19 | |
| P577 | publication date | 2010-05-01 | |
| P1433 | published in | Language and cognition | Q27723011 |
| P1476 | title | When gesture does and does not promote learning | |
| P478 | volume | 2 |
| Q55265917 | Embodied learning: introducing a taxonomy based on bodily engagement and task integration. |
| Q38384448 | Gesturing more diminishes recall of abstract words when gesture is allowed and concrete words when it is taboo |
| Q38184926 | Influences of motor contexts on the semantic processing of action-related language |
| Q50643908 | Learning from text benefits from enactment. |
| Q41987985 | Learning through gesture |
| Q37947099 | Observing social signals in scaffolding interactions: how to detect when a helping intention risks falling short. |
| Q40641059 | Social communication in young children with traumatic brain injury: relations with corpus callosum morphometry |
| Q36539423 | What makes a movement a gesture? |
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