Martha W. Alibali
Martha W. Alibali
Professor of Psychology, University of Wisconsin
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Cited by
Cited by
Children's thinking
RS Siegler
Prentice-Hall, Inc, 1991
Developing conceptual understanding and procedural skill in mathematics: An iterative process.
B Rittle-Johnson, RS Siegler, MW Alibali
Journal of educational psychology 93 (2), 346, 2001
Visible embodiment: Gestures as simulated action
AB Hostetter, MW Alibali
Psychonomic bulletin & review 15 (3), 495-514, 2008
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
B Rittle-Johnson, MW Alibali
Journal of educational psychology 91 (1), 175, 1999
Gesture and the process of speech production: We think, therefore we gesture
MW Alibali, S Kita, AJ Young
Language and cognitive processes 15 (6), 593-613, 2000
Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child′ s state of mind
MW Alibali, S GoldinMeadow
Cognitive psychology 25 (4), 468-523, 1993
Transitions in concept acquisition: using the hand to read the mind.
S Goldin-Meadow, MW Alibali, RB Church
Psychological review 100 (2), 279, 1993
Does understanding the equal sign matter? Evidence from solving equations
EJ Knuth, AC Stephens, NM McNeil, MW Alibali
Journal for research in Mathematics Education, 297-312, 2006
Can infants map meaning to newly segmented words? Statistical segmentation and word learning
KG Estes, JL Evans, MW Alibali, JR Saffran
Psychological science 18 (3), 254-260, 2007
Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen
MW Alibali, DC Heath, HJ Myers
Journal of Memory and Language 44 (2), 169-188, 2001
Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures
MW Alibali, MJ Nathan
Journal of the learning sciences 21 (2), 247-286, 2012
The function of gesture in learning to count: More than keeping track
MW Alibali, AA DiRusso
Cognitive development 14 (1), 37-56, 1999
Teachers’ gestures facilitate students’ learning: A lesson in symmetry
L Valenzeno, MW Alibali, R Klatzky
Contemporary Educational Psychology 28 (2), 187-204, 2003
How children change their minds: Strategy change can be gradual or abrupt.
MW Alibali
Developmental psychology 35 (1), 127, 1999
Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations
NM McNeil, MW Alibali
Child development 76 (4), 883-899, 2005
Gesture's role in speaking, learning, and creating language
S Goldin-Meadow, MW Alibali
Annual review of psychology 64, 257-283, 2013
Middle school students' understanding of core algebraic concepts: Equivalence & Variable1
EJ Knuth, MW Alibali, NM McNeil, A Weinberg, AC Stephens
Zentralblatt für Didaktik der Mathematik 37 (1), 68-76, 2005
Gesture in spatial cognition: Expressing, communicating, and thinking about spatial information
MW Alibali
Spatial cognition and computation 5 (4), 307-331, 2005
Assessing knowledge conveyed in gesture: Do teachers have the upper hand?
MW Alibali, LM Flevares, S Goldin-Meadow
Journal of educational psychology 89 (1), 183, 1997
Illuminating mental representations through speech and gesture
MW Alibali, M Bassok, KO Solomon, SE Syc, S Goldin-Meadow
Psychological Science 10 (4), 327-333, 1999
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