Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts

By Wolff‐Michael Roth, Daniel V. Lawless. 2002

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b219f4b918dad544ea0310df5ca886e5ed28bca9

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. S. Goldin‐Meadow
2. Susan Wagner Cook
3. Iulian Radu
4. Tamer G. Amin
5. Martha W. Alibali
6. Joel Krueger
7. Autumn B. Hostetter
8. Sotaro Kita

In Experimental and Cognitive Psychology

1. S. Goldin‐Meadow
2. Iulian Radu
3. Susan Wagner Cook
4. Tamer G. Amin
5. Joel Krueger

In Social Psychology

1. S. Goldin‐Meadow
2. Iulian Radu
3. Tamer G. Amin

Citations in the corpus

• The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? (2006, background): “Children who are exposed to gesture and who gesture might better represent the relations between objects in the world (the numbers and symbols in the physical problem), their mental models of the problem, and their understanding of the concept underlying the problem ( Roth & Lawless, 2002; Roth & W”
• Augmented reality in education: a meta-review and cross-media analysis (2014, background): “Further, Roth and Lawless [43] show that when students discuss a physical phenomenon (such as electron movement), using gestures is helpful in gaining abstract understanding of the phenomenon.”
• Conceptual Metaphor Meets Conceptual Change (2009, background): “…1989], psycholinguistic [Boroditsky, 2000; Gibbs, 1994, 2006; Gibbs & Colston, 1995; Wilson & Gibbs, 2007], and gesture studies [Casasanto & Lozano, 2006; Roth & Lawless, 2002] is that many concepts might not be understood literally but metaphorically in terms of another domain of knowledge.”