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Results: 1-13 |
Results: 13
Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen
Authors: Alibali, MW Heath, DC Myers, HJ
Citation: Mw. Alibali et al., Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen, J MEM LANG, 44(2), 2001, pp. 169-188
Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment
Authors: Evans, JL Alibali, MW McNeil, NM
Citation: Jl. Evans et al., Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment, LANG COGN P, 16(2-3), 2001, pp. 309-331
Developing conceptual understanding and procedural skill in mathematics: An iterative process
Authors: Rittle-Johnson, B Siegler, RS Alibali, MW
Citation: B. Rittle-johnson et al., Developing conceptual understanding and procedural skill in mathematics: An iterative process, J EDUC PSYC, 93(2), 2001, pp. 346-362
Solving inductive reasoning problems in mathematics: Not-so-trivial pursuit
Authors: Haverty, LA Koedinger, KR Klahr, D Alibali, MW
Citation: La. Haverty et al., Solving inductive reasoning problems in mathematics: Not-so-trivial pursuit, COGN SCI, 24(2), 2000, pp. 249-298
The role of gesture in children's comprehension of spoken language: Now they need it, now they don't
Authors: McNeil, NM Alibali, MW Evans, JL
Citation: Nm. Mcneil et al., The role of gesture in children's comprehension of spoken language: Now they need it, now they don't, J NONVERB B, 24(2), 2000, pp. 131-150
Gesture and the process of speech production: We think, therefore we gesture
Authors: Alibali, MW
Citation: Mw. Alibali, Gesture and the process of speech production: We think, therefore we gesture, LANG COGN P, 15(6), 2000, pp. 593-613
Learning mathematics from procedural instruction: Externally imposed goalsinfluence what is learned
Authors: McNeil, NM Alibali, MW
Citation: Nm. Mcneil et Mw. Alibali, Learning mathematics from procedural instruction: Externally imposed goalsinfluence what is learned, J EDUC PSYC, 92(4), 2000, pp. 734-744
Illuminating mental representations through speech and gesture
Authors: Alibali, MW Bassok, M Solomon, KO Syc, SE Goldin-Meadow, S
Citation: Mw. Alibali et al., Illuminating mental representations through speech and gesture, PSYCHOL SCI, 10(4), 1999, pp. 327-333
The function of gesture in learning to count: More than keeping track
Authors: Alibali, MW DiRusso, AA
Citation: Mw. Alibali et Aa. Dirusso, The function of gesture in learning to count: More than keeping track, COGN DEV, 14(1), 1999, pp. 37-56
The developmental progression from implicit to explicit knowledge: A computational approach
Authors: Alibali, MW Koedinger, KR
Citation: Mw. Alibali et Kr. Koedinger, The developmental progression from implicit to explicit knowledge: A computational approach, BEHAV BRAIN, 22(5), 1999, pp. 755
Does the hand reflect implicit knowledge? Yes and no
Authors: Goldin-Meadow, S Alibali, MW
Citation: S. Goldin-meadow et Mw. Alibali, Does the hand reflect implicit knowledge? Yes and no, BEHAV BRAIN, 22(5), 1999, pp. 766
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
Authors: Rittle-Johnson, B Alibali, MW
Citation: B. Rittle-johnson et Mw. Alibali, Conceptual and procedural knowledge of mathematics: Does one lead to the other?, J EDUC PSYC, 91(1), 1999, pp. 175-189
How children change their minds: Strategy change can be gradual or abrupt
Authors: Alibali, MW
Citation: Mw. Alibali, How children change their minds: Strategy change can be gradual or abrupt, DEVEL PSYCH, 35(1), 1999, pp. 127-145
Risultati: 1-13 |