| scholarly article | Q13442814 |
| P8978 | DBLP publication ID | journals/cogsci/BrooksG16 |
| P356 | DOI | 10.1111/COGS.12292 |
| P698 | PubMed publication ID | 26400648 |
| P50 | author | Susan Goldin-Meadow | Q7647881 |
| P2093 | author name string | Neon Brooks | |
| P2860 | cites work | Six views of embodied cognition | Q22305484 |
| Brain mechanisms linking language and action | Q30992168 | ||
| Eye movements and problem solving: guiding attention guides thought | Q31154451 | ||
| Action's Influence on Thought: The Case of Gesture | Q34976896 | ||
| Gesturing makes learning last | Q36490810 | ||
| Sports experience changes the neural processing of action language | Q36858818 | ||
| Gesturing gives children new ideas about math | Q37361339 | ||
| Covert shifts of attention function as an implicit aid to insight | Q37403055 | ||
| From action to abstraction: using the hands to learn math | Q37698979 | ||
| Motor action and emotional memory | Q39337871 | ||
| Moving eyes and moving thought: on the spatial compatibility between eye movements and cognition | Q48897943 | ||
| Making children gesture brings out implicit knowledge and leads to learning. | Q51901132 | ||
| Realizing that you don't understand: elementary school children's awareness of inconsistencies | Q52106565 | ||
| Knowledge conveyed in gesture is not tied to the hands. | Q52189877 | ||
| Gesture-speech mismatch and mechanisms of learning: what the hands reveal about a child's state of mind. | Q52222660 | ||
| P433 | issue | 7 | |
| P304 | page(s) | 1831-1849 | |
| P577 | publication date | 2015-09-24 | |
| P1433 | published in | Cognitive Science | Q15758457 |
| P1476 | title | Moving to Learn: How Guiding the Hands Can Set the Stage for Learning. | |
| P478 | volume | 40 |
| Q47639471 | Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention |
| Q55265917 | Embodied learning: introducing a taxonomy based on bodily engagement and task integration. |
| Q54964209 | Embodied science and mixed reality: How gesture and motion capture affect physics education. |
| Q30368602 | From action to abstraction: Gesture as a mechanism of change. |
| Q38948738 | Gesture as representational action: A paper about function |
| Q52319323 | Gesture helps learners learn, but not merely by guiding their visual attention. |
| Q51230714 | Making sense of movement in embodied design for mathematics learning. |
| Q50438071 | Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development |
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