Gesture in Spatial Cognition: Expressing, Communicating, and Thinking About Spatial Information

By Martha W. Alibali. Spatial Cogn. Comput., 2005

332 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/94f65e53740b20f4527043dfee1cac606002a246

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Martha W. Alibali
2. Autumn B. Hostetter
3. Mitchell J. Nathan
4. Paul Ginns
5. J. Bobis
6. Fang‐Tzu Hu
7. Sotaro Kita
8. P. P. Shein

In Experimental and Cognitive Psychology

1. Martha W. Alibali
2. J. Bobis
3. Fang‐Tzu Hu
4. Autumn B. Hostetter
5. Paul Ginns
6. Mitchell J. Nathan
7. Fred Paas
8. P. P. Shein

Citations in the corpus

• Raise your hand if you’re spatial: Relations between verbal and spatial skills and gesture production (2007, background): “Representational gestures clearly reflect spatial thinking (Alibali, 2005), and indeed, such gestures are more likely to occur with spatial words than non-spatial words (Krauss, 1998).”
• Getting the point: Tracing worked examples enhances learning (2015, background): “The visuo-spatial form of gestures make them particularly good at conveying spatial and motor information, so people often use gestures when expressing information that involves images (Alibali, 2005; Hostetter & Alibali, 2008; McNeill, 1992).”
• To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, methodology): “This annotation was reflected in the extensive use of multimodal forms of communication2 of the solutions (e.g., Alibali, 2005; Engle, 1998).”
• Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors (2012, methodology): “Studies have shown the important role that gestures play in helping students attain mathematical understanding in counting (Alibali & DiRusso, 1999), number sequence (Steffe, 1988), algebraic thinking (Radford, 2003), spatial reasoning (Alibali, 2005; Ehrlich, Levine, & Goldin-Meadow, 2006), and Car”
• I see it in my hands’ eye: Representational gestures reflect conceptual demands (2007, background): “…of the Taylor & Francis Group, an informa business http://www.psypress.com/lcp DOI: 10.1080/01690960600632812 underlying mental representations (Alibali, 2005; Alibali, Bassok, Solomon, Syc, & Goldin-Meadow, 1999; Beattie & Shovelton, 2002), even when the speaker does not convey the same…”
• Visible embodiment: Gestures as simulated action (2008, background): “, Alibali et al., 2000; Chawla & Krauss, 1994; Hostetter et al., 2007; Melinger & Kita, 2007; Morsella & Krauss, 2004). In addition, in line with theories that gestures facilitate speech production (described in the previous section), lowering one’s threshold in order to produce a gesture may also h”
• Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad (2015, methodology): “Recently, Alibali (2005) and Ping and Goldin-Meadow (2010) have drawn on Kita’s (2001) information-packaging hypothesis to explain results in gesturing studies. This hypothesis holds that Bthe production of a representational gesture helps speakers organize rich spatio-motoric information into packa”