48 found
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  1.  40
    Gesture, sign, and language: The coming of age of sign language and gesture studies.Susan Goldin-Meadow & Diane Brentari - 2017 - Behavioral and Brain Sciences 40:1-82.
    How does sign language compare with gesture, on the one hand, and spoken language on the other? Sign was once viewed as nothing more than a system of pictorial gestures without linguistic structure. More recently, researchers have argued that sign is no different from spoken language, with all of the same linguistic structures. The pendulum is currently swinging back toward the view that sign is gestural, or at least has gestural components. The goal of this review is to elucidate the (...)
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  2.  23
    The mismatch between gesture and speech as an index of transitional knowledge.R. Breckinridge Church & Susan Goldin-Meadow - 1986 - Cognition 23 (1):43-71.
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  3.  15
    Transitions in concept acquisition: Using the hand to read the mind.Susan Goldin-Meadow, Martha Wagner Alibali & R. Breckinridge Church - 1993 - Psychological Review 100 (2):279-297.
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  4.  15
    Gesturing makes learning last.Susan Wagner Cook, Zachary Mitchell & Susan Goldin-Meadow - 2008 - Cognition 106 (2):1047-1058.
  5.  20
    Perceiving referential intent: Dynamics of reference in natural parent–child interactions.John C. Trueswell, Yi Lin, Benjamin Armstrong, Erica A. Cartmill, Susan Goldin-Meadow & Lila R. Gleitman - 2016 - Cognition 148 (C):117-135.
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  6.  12
    Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.Elizabet Spaepen, Elizabeth A. Gunderson, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2018 - Cognition 180 (C):59-81.
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  7.  23
    Creating a communication system from scratch: gesture beats vocalization hands down.Nicolas Fay, Casey J. Lister, T. Mark Ellison & Susan Goldin-Meadow - 2014 - Frontiers in Psychology 5.
  8.  35
    Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects.Raedy Ping & Susan Goldin-Meadow - 2010 - Cognitive Science 34 (4):602-619.
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  9.  6
    Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality.Susan Goldin-Meadow, David McNeill & Jenny Singleton - 1996 - Psychological Review 103 (1):34-55.
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  10.  52
    Using the Hands to Identify Who Does What to Whom: Gesture and Speech Go Hand‐in‐Hand.Wing Chee So, Sotaro Kita & Susan Goldin-Meadow - 2009 - Cognitive Science 33 (1):115-125.
    In order to produce a coherent narrative, speakers must identify the characters in the tale so that listeners can figure out who is doing what to whom. This paper explores whether speakers use gesture, as well as speech, for this purpose. English speakers were shown vignettes of two stories and asked to retell the stories to an experimenter. Their speech and gestures were transcribed and coded for referent identification. A gesture was considered to identify a referent if it was produced (...)
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  11.  23
    What makes a movement a gesture?Miriam A. Novack, Elizabeth M. Wakefield & Susan Goldin-Meadow - 2016 - Cognition 146 (C):339-348.
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  12.  15
    Does language shape silent gesture?Şeyda Özçalışkan, Ché Lucero & Susan Goldin-Meadow - 2016 - Cognition 148 (C):10-18.
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  13.  43
    Gesture is at the cutting edge of early language development.Şeyda Özçalışkan & Susan Goldin-Meadow - 2005 - Cognition 96 (3):B101-B113.
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  14. Embodied Learning Across the Life Span.Carly Kontra, Susan Goldin-Meadow & Sian L. Beilock - 2012 - Topics in Cognitive Science 4 (4):731-739.
    Developmental psychologists have long recognized the extraordinary influence of action on learning (Held & Hein, 1963; Piaget, 1952). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; Woodward, 2009) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; Kontra, Lyons, Fischer, & Beilock, 2012). Theories of embodied cognition provide a structure within which we can investigate the mechanisms underlying action’s (...)
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  15.  23
    Gesture as a window onto children’s number knowledge.Elizabeth A. Gunderson, Elizabet Spaepen, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2015 - Cognition 144 (C):14-28.
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  16.  18
    Blind Speakers Show Language-Specific Patterns in Co-Speech Gesture but Not Silent Gesture.Şeyda Özçalışkan, Ché Lucero & Susan Goldin-Meadow - 2018 - Cognitive Science 42 (3):1001-1014.
    Sighted speakers of different languages vary systematically in how they package and order components of a motion event in speech. These differences influence how semantic elements are organized in gesture, but only when those gestures are produced with speech, not without speech. We ask whether the cross-linguistic similarity in silent gesture is driven by the visuospatial structure of the event. We compared 40 congenitally blind adult native speakers of English or Turkish to 80 sighted adult speakers as they described three-dimensional (...)
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  17.  31
    Spatial language facilitates spatial cognition: Evidence from children who lack language input.Dedre Gentner, Asli Özyürek, Özge Gürcanli & Susan Goldin-Meadow - 2013 - Cognition 127 (3):318-330.
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  18.  19
    Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training.Susan C. Levine, Susan Goldin-Meadow, Matthew T. Carlson & Naureen Hemani-Lopez - 2018 - Cognitive Science 42 (4):1207-1228.
    We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...)
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  19.  13
    Gesture offers insight into problem‐solving in adults and children.Philip Garber & Susan Goldin-Meadow - 2002 - Cognitive Science 26 (6):817-831.
    When asked to explain their solutions to a problem, both adults and children gesture as they talk. These gestures at times convey information that is not conveyed in speech and thus reveal thoughts that are distinct from those revealed in speech. In this study, we use the classic Tower of Hanoi puzzle to validate the claim that gesture and speech taken together can reflect the activation of two cognitive strategies within a single response. The Tower of Hanoi is a well‐studied (...)
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  20.  13
    The resilience of combinatorial structure at the word level: morphology in self-styled gesture systems.Susan Goldin-Meadow, Carolyn Mylander & Cynthia Butcher - 1995 - Cognition 56 (3):195-262.
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  21. Thought before language: how deaf and hearing children express motion events across cultures.Mingyu Zheng & Susan Goldin-Meadow - 2002 - Cognition 85 (2):145-175.
  22.  25
    Language in the two-year old.Susan Goldin-Meadow, Martin E. P. Seligman & Rochel Gelman - 1976 - Cognition 4 (2):189-202.
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  23.  15
    Manual directional gestures facilitate cross-modal perceptual learning.Anna Zhen, Stephen Van Hedger, Shannon Heald, Susan Goldin-Meadow & Xing Tian - 2019 - Cognition 187 (C):178-187.
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  24.  36
    The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic.Neon B. Brooks, David Barner, Michael Frank & Susan Goldin-Meadow - 2018 - Cognitive Science 42 (2):554-575.
    People frequently gesture when problem-solving, particularly on tasks that require spatial transformation. Gesture often facilitates task performance by interacting with internal mental representations, but how this process works is not well understood. We investigated this question by exploring the case of mental abacus, a technique in which users not only imagine moving beads on an abacus to compute sums, but also produce movements in gestures that accompany the calculations. Because the content of MA is transparent and readily manipulated, the task (...)
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  25.  10
    The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years.Rebecca R. Frausel, Catriona Silvey, Cassie Freeman, Natalie Dowling, Lindsey E. Richland, Susan C. Levine, Steve Raudenbush & Susan Goldin-Meadow - 2020 - Cognition 200 (C):104274.
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  26.  17
    The communicative importance of agent-backgrounding: Evidence from homesign and Nicaraguan Sign Language.Lilia Rissman, Laura Horton, Molly Flaherty, Ann Senghas, Marie Coppola, Diane Brentari & Susan Goldin-Meadow - 2020 - Cognition 203 (C):104332.
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  27.  25
    When Gesture Becomes Analogy.Kensy Cooperrider & Susan Goldin-Meadow - 2017 - Topics in Cognitive Science 9 (3):719-737.
    Analogy researchers do not often examine gesture, and gesture researchers do not often borrow ideas from the study of analogy. One borrowable idea from the world of analogy is the importance of distinguishing between attributes and relations. Gentner observed that some metaphors highlight attributes and others highlight relations, and called the latter analogies. Mirroring this logic, we observe that some metaphoric gestures represent attributes and others represent relations, and propose to call the latter analogical gestures. We provide examples of such (...)
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  28.  33
    Expressing generic concepts with and without a language model.Susan Goldin-Meadow, Susan A. Gelman & Carolyn Mylander - 2005 - Cognition 96 (2):109-126.
  29.  10
    The Seeds of Spatial Grammar in the Manual Modality.Wing Chee So, Marie Coppola, Vincent Licciardello & Susan Goldin-Meadow - 2005 - Cognitive Science 29 (6):1029-1043.
    Sign languages modulate the production of signs in space and use this spatial modulation to refer back to entities—to maintain coreference. We ask here whether spatial modulation is so fundamental to language in the manual modality that it will be invented by individuals asked to create gestures on the spot. English speakers were asked to describe vignettes under 2 conditions: using gesture without speech, and using speech with spontaneous gestures. When using gesture alone, adults placed gestures for particular entities in (...)
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  30.  30
    The effects of learning two languages on levels of metalinguistic awareness.Sylvia Joseph Galambos & Susan Goldin-Meadow - 1990 - Cognition 34 (1):1-56.
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  31.  13
    The gestures ASL signers use tell us when they are ready to learn math.Susan Goldin-Meadow, Aaron Shield, Daniel Lenzen, Melissa Herzig & Carol Padden - 2012 - Cognition 123 (3):448-453.
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  32.  40
    The Impact of Time on Predicate Forms in the Manual Modality: Signers, Homesigners, and Silent Gesturers.Susan Goldin-Meadow - 2015 - Topics in Cognitive Science 7 (1):169-184.
    It is difficult to create spoken forms that can be understood on the spot. But the manual modality, in large part because of its iconic potential, allows us to construct forms that are immediately understood, thus requiring essentially no time to develop. This paper contrasts manual forms for actions produced over three time spans—by silent gesturers who are asked to invent gestures on the spot; by homesigners who have created gesture systems over their life spans; and by signers who have (...)
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  33.  23
    Learning from gesture: How early does it happen?Miriam A. Novack, Susan Goldin-Meadow & Amanda L. Woodward - 2015 - Cognition 142 (C):138-147.
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  34.  4
    Sign language, like spoken language, promotes object categorization in young hearing infants.Miriam A. Novack, Diane Brentari, Susan Goldin-Meadow & Sandra Waxman - 2021 - Cognition 215 (C):104845.
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  35.  2
    Children integrate speech and gesture across a wider temporal window than speech and action when learning a math concept.Elizabeth M. Wakefield, Cristina Carrazza, Naureen Hemani-Lopez, Kristin Plath & Susan Goldin-Meadow - 2021 - Cognition 210 (C):104604.
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  36.  15
    Does language about similarity play a role in fostering similarity comparison in children?Şeyda Özçalışkan, Susan Goldin-Meadow, Dedre Gentner & Carolyn Mylander - 2009 - Cognition 112 (2):217-228.
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  37.  11
    Moving to Learn: How Guiding the Hands Can Set the Stage for Learning.Neon Brooks & Susan Goldin-Meadow - 2016 - Cognitive Science 40 (7):1831-1849.
    Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children were taught movements that were either relevant or irrelevant to solving mathematical equivalence problems and were told to produce the movements on a series of problems (...)
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  38. Thought before language: Do we think ergative.Susan Goldin-Meadow - 2003 - In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 493--522.
     
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  39.  15
    Creating Images With the Stroke of a Hand: Depiction of Size and Shape in Sign Language.Jenny C. Lu & Susan Goldin-Meadow - 2018 - Frontiers in Psychology 9.
  40.  5
    Gesture and language: Distinct subsystem of an integrated whole.Susan Goldin-Meadow & Diane Brentari - 2017 - Behavioral and Brain Sciences 40.
    The commentaries have led us to entertain expansions of our paradigm to include new theoretical questions, new criteria for what counts as a gesture, and new data and populations to study. The expansions further reinforce the approach we took in the target article: namely, that linguistic and gestural components are two distinct yet integral sides of communication, which need to be studied together.
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  41.  10
    Language by mouth and by hand.Iris Berent & Susan Goldin-Meadow - 2015 - Frontiers in Psychology 6.
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  42.  2
    Structural biases that children bring to language learning: A cross-cultural look at gestural input to homesign.Molly Flaherty, Dea Hunsicker & Susan Goldin-Meadow - 2021 - Cognition 211 (C):104608.
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  43. Fly~, Rex A., 203.Sylvia Joseph Galambos, C. R. Gallistel, Rachel Gelman, Susan Goldin-Meadow, Trevor A. Harley, Annette Karmiloff-Smith, Jonathan D. Kaye, Stephen M. Kosslyn, Robert J. Melara & Elizabeth F. Shipley - 1990 - Cognition 34 (303):303.
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  44.  24
    Do gestures communicate?Susan Goldin-Meadow & Susan M. Wagner - 2005 - Trends in Cognitive Sciences 9 (5):234-241.
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  45.  34
    Does the hand reflect implicit knowledge? Yes and no.Susan Goldin-Meadow & Martha Wagner Alibali - 1999 - Behavioral and Brain Sciences 22 (5):766-767.
    Gesture does not have a fixed position in the Dienes & Perner framework. Its status depends on the way knowledge is expressed. Knowledge reflected in gesture can be fully implicit (neither factuality nor predication is explicit) if the goal is simply to move a pointing hand to a target. Knowledge reflected in gesture can be explicit (both factuality and predication are explicit) if the goal is to indicate an object. However, gesture is not restricted to these two extreme positions. When (...)
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  46.  21
    Do you have to be right to redescribe?Susan Goldin-Meadow & Martha Wagner Alibali - 1994 - Behavioral and Brain Sciences 17 (4):718-719.
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  47.  29
    Is “innate” another name for “developmentally resilient”?Susan Goldin-Meadow - 1991 - Behavioral and Brain Sciences 14 (4):619-620.
  48. Ned Block (massachusetts institute of technology, cambridge, ma) how heritability misleads about race, 99-128.Susan Goldin-Meadow, Carolyn Mylander & Cynthia Butcher - 1995 - Cognition 56:283.
     
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