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  1.  11
    Elucidating the influences of embodiment and conceptual metaphor on lexical and non-speech tone learning.Laura M. Morett, Jacob B. Feiler & Laura M. Getz - 2022 - Cognition 222 (C):105014.
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  2.  9
    Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice.Gabrielle Wilcox, Laura M. Morett, Zachary Hawes & Eleanor J. Dommett - 2021 - Frontiers in Psychology 11.
    The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, (...)
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    Semantic Relationships Between Representational Gestures and Their Lexical Affiliates Are Evaluated Similarly for Speech and Text.Sarah S. Hughes-Berheim, Laura M. Morett & Raymond Bulger - 2020 - Frontiers in Psychology 11.
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  4.  14
    Contrast Is in the Eye of the Beholder: Infelicitous Beat Gesture Increases Cognitive Load During Online Spoken Discourse Comprehension.Laura M. Morett, Jennifer M. Roche, Scott H. Fraundorf & James C. McPartland - 2020 - Cognitive Science 44 (10):e12912.
    We investigated how two cues to contrast—beat gesture and contrastive pitch accenting—affect comprehenders' cognitive load during processing of spoken referring expressions. In two visual‐world experiments, we orthogonally manipulated the presence of these cues and their felicity, or fit, with the local (sentence‐level) referential context in critical referring expressions while comprehenders' task‐evoked pupillary responses (TEPRs) were examined. In Experiment 1, beat gesture and contrastive accenting always matched the referential context of filler referring expressions and were therefore relatively felicitous on the global (...)
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    Gesture–Speech Integration in Typical and Atypical Adolescent Readers.Ru Yao, Connie Qun Guan, Elaine R. Smolen, Brian MacWhinney, Wanjin Meng & Laura M. Morett - 2022 - Frontiers in Psychology 13.
    This study investigated gesture–speech integration among adolescents who are deaf or hard of hearing and those with typical hearing. Thirty-eight adolescents performed a Stroop-like task in which they watched 120 short video clips of gestures and actions twice at random. Participants were asked to press one button if the visual content of the speaker’s movements was related to a written word and to press another button if it was unrelated to a written word while accuracy rates and response times were (...)
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