Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Eliza L. Congdon"'
Autor:
Alyssa J. Kersey, Cristina Carrazza, Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield, Naureen Hemani-Lopez, Susan Goldin-Meadow
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionHand gestures and actions-with-objects (hereafter ‘actions’) are both forms of movement that can promote learning. However, the two have unique affordances, which means that they have the potential to promote learning in different way
Externí odkaz:
https://doaj.org/article/da0c28e1fef0483f905166954311461a
Autor:
Eliza L. Congdon, Susan C. Levine
Publikováno v:
Journal of Intelligence, Vol 11, Iss 10, p 200 (2023)
Gestures are hand movements that are produced simultaneously with spoken language and can supplement it by representing semantic information, emphasizing important points, or showing spatial locations and relations. Gestures’ specific features make
Externí odkaz:
https://doaj.org/article/c05211eeb9b349ba9cff658fb4c54918
Resilience in mathematics after early brain injury: The roles of parental input and early plasticity
Publikováno v:
Developmental Cognitive Neuroscience, Vol 30, Iss , Pp 304-313 (2018)
Children with early focal unilateral brain injury show remarkable plasticity in language development. However, little is known about how early brain injury influences mathematical learning. Here, we examine early number understanding, comparing cardi
Externí odkaz:
https://doaj.org/article/ac3d6bd77df04f6cbd98614b06d3857f
Publikováno v:
Developmental Cognitive Neuroscience, Vol 8, Iss C, Pp 144-152 (2014)
The goal of the present study was to investigate infants’ processing of female and male faces. We used an event-related potential (ERP) priming task, as well as a visual-paired comparison (VPC) eye tracking task to explore how 7-month-old “female
Externí odkaz:
https://doaj.org/article/70a5fcbdeadc43c6b99972d677d7deb4
Publikováno v:
Cognition. 180:182-190
Learning through physical action with mathematical manipulatives is an effective way to help children acquire new ideas and concepts. Gesture is a type of physical action, but it differs from other kinds of actions in that it does not involve interac
Autor:
Eliza L. Congdon, Susan Goldin-Meadow
Publikováno v:
Handbook of Embodied Psychology ISBN: 9783030784706
The body plays a central role in learning across the lifespan. Looking at embodiment through the lens of human development can therefore help us recognize important patterns and consistencies across time and contexts that may otherwise go unnoticed.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8feae3ffb168af5c98ca02c5826aec4
https://doi.org/10.1007/978-3-030-78471-3_23
https://doi.org/10.1007/978-3-030-78471-3_23
Publikováno v:
Journal of Experimental Child Psychology. 205:105069
To learn from others, children rely on cues (e.g., familiarity, confidence) to infer who around them will provide useful information. We extended this research to ask whether children will use an informant’s inclination to gesture as a marker of wh
Autor:
Lucy O'Keefe, Miriam A. Novack, Susan Goldin-Meadow, Naureen Hemani-Lopez, Neon Brooks, Eliza L. Congdon
Publikováno v:
Learning and Instruction. 50:65-74
When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson whe
Autor:
Miriam A. Novack, Susan Goldin-Meadow, Elizabeth M. Wakefield, Eliza L. Congdon, Karin H. James
Publikováno v:
Attention, perceptionpsychophysics. 81(7)
Producing gesture can be a powerful tool for facilitating learning. This effect has been replicated across a variety of academic domains, including algebra, chemistry, geometry, and word learning. Yet the mechanisms underlying the effect are poorly u