Hearing Gesture: How Our Hands Help Us Think

By S. Goldin‐Meadow. 2003

1,001 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a1529b8d3fa71c33220d9d2b14f357b83da5cc18

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In Developmental and Educational Psychology

Citations in the corpus

Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008, methodology): “Brianna, in contrast, turns the class’s attention to the only activity that could have caused any change in the paper’s properties—the crumpling—and helps the other students recall that crumpling does not change an object’s amount of “stuff.” Second, Brianna’s use of an animated model helps the stud”
Forms of Relational Meaning: Issues in the Relations Between the Implicit and Reflective-Verbal Domains (2008, background): “Indeed, movement is the source of many linguistic concepts (Golden Meadow, 2003).”
Let's go to the whiteboard: how and why software developers use drawings (2007, positive): “Once externalized, these phases can happen collaboratively, capturing joint attention and enabling gesturing [1,8].”
Designing persuasive robots: How robots might persuade people using vocal and nonverbal cues (2012, background): “Gestures: Research in nonverbal behavior suggests that people produce diﬀerent types of gestures when they speak [34, 27, 28, 18] and that these gestures shape the persua-siveness of their speech [32].”
Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children (2020, background): “to learning material and may facilitate children’s learning because they complement the use of more cognitive learning strategies (Cook et al. 2012; Goldin-Meadow 2003; Gullberg et al. 2008).”
Gesture's Role in the Learning Process (2004, background): “Gesture and speech encode meaning differently (Goldin-Meadow, 2003; McNeill, 1992).”
Visible embodiment: Gestures as simulated action (2008, methodology): “The GLD framework (Goldin-Meadow, 2003) also considers gesture and speech to be two components of a single system in mature speakers; a speaker’s meaning can be understood best by considering both gesture and speech, particularly when there is a mismatch between the meaning of the gesture and the me”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Similarly, Goldin-Meadow and colleagues (see Goldin-Meadow, 2005 ) have repeatedly demonstrated the importance of gesture in learning and comprehension and have even shown that experimental manipulations of individuals’ gesturing can help or hinder their learning (eg, Cook, Mitchell, & Goldin-Meado”
Dynamic Development of Action and Thought (2007, background): “Contemporary task-analytic methods make it possible to overcome this methodological divide and study the ways that short- and long-term reorganizations relate within a common framework (Goldin-Meadow, 2003; Granott & Parziale, 2002; Miller & Coyle, 1999; Siegler & Crowley, 1991).”
Metaphor, gesture, and thought (2008, background): “by Goldin-Meadow (2003) .Studying children as they tried to solve Piagetian conservation tasks 19”
Visualizing Thought (2011, background): “The plasticity of the horizontal left–right (or right–left) dimension, suggested by its influence from cultural factors, is no doubt partly due to the absence of salient left–right asymmetries in the body or the world (e.g., Clark, 1973; Franklin & Tversky, 1990).”
Introduction: Multimodal interaction (2005, background): “Although certain types of gesture may be connected with language production (e.g., Goldin-Meadow 2003; Kita and Özyürek 2003; McNeill 1992), strong evidence exists to suggest that gestures have basic communicative import for interaction (e.g., Bavelas et al. 1992; C. Goodwin 1986; M. H. Goodwin…”