Gesture Supports Spatial Thinking in STEM

References

• Alibali, M. W. ( 2005). Gesture in spatial cognition: Expressing, communicating, and thinking about spatial information. Spatial Cognition and Computation, 5(4), 307–331.
   Google Scholar
• Alibali, M.W., & Nathan. M. ( 2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247–286.
   Web of Science ®Google Scholar
• Alibali, M. W., Spencer, R. C., Knox, L., & Kita, S. ( 2011). Spontaneous gestures influence strategy choices in problem solving. Psychological Science, 22(9), 1138–1144.
   Web of Science ®Google Scholar
• Breckinridge-Church, R., & Goldin-Meadow, S. ( 1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23(1), 43–71.
   Web of Science ®Google Scholar
• Cartmill, E., Demir, Ö. E., & Goldin-Meadow, S. ( 2012). Studying gesture. In E. Hoff (Eds.), The research guide to methods in child language (pp. 209–225). Malden, MA: Wiley-Blackwell.
   Google Scholar
• Chu, M., & Kita, S. ( 2008). Spontaneous gestures during mental rotation tasks: Insights into the microdevelopment of the motor strategy. Journal of Experimental Psychology: General, 137(4), 706.
   Web of Science ®Google Scholar
• Chu, M., & Kita, S. ( 2011). The nature of gestures' beneficial role in spatial problem solving. Journal of Experimental Psychology: General, 140(1), 102–116.
   Web of Science ®Google Scholar
• Cook, S. M., & Goldin-Meadow, S. ( 2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7(2), 211–232.
   Web of Science ®Google Scholar
• Ealy, J. B. ( 1999). A student evaluation of molecular modeling in first year college chemistry. Journal of Science Education and Technology, 8(4), 309–321.
   Google Scholar
• Ealy, J. B. ( 2004). Students' understanding is enhanced through molecular modeling. Journal of Science Education and Technology, 13(4), 461--471.
   Google Scholar
• Ehrlich, S. B., Levine, S. C., & Goldin-Meadow, S. ( 2006). The importance of gesture in children's spatial reasoning. Developmental Psychology, 42(6), 1259.
   Web of Science ®Google Scholar
• Garber, P., & Goldin-Meadow, S. ( 2002). Gesture offers insight into problem-solving in adults and children. Cognitive Science, 26(6), 817–831.
   Web of Science ®Google Scholar
• Göksun, T., Goldin-Meadow, S., Newcombe, N., & Shipley, T. ( 2013). Individual differences in mental rotation: What does gesture tell us? Cognitive Processing, 14(2), 153–162.
   Web of Science ®Google Scholar
• Goldin-Meadow, S. ( 2014). How gesture works to change our minds. Trends in Neuroscience & Education, 3(1), 4–6.
   Google Scholar
• Goldin-Meadow, S., & Beilock, S. ( 2010). Action's influence on thought: The case of gesture. Perspectives on Psychology Science, 5(6), 664–674.
   Web of Science ®Google Scholar
• Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. ( 2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272.
   Web of Science ®Google Scholar
• Goldin-Meadow, S., Levine, S. C., Zinchenko, E., Yip, T. K., Hemani, N., & Factor, L. ( 2012). Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science, 15(6), 876–884.
   Web of Science ®Google Scholar
• Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. ( 2001). Explaining math: Gesturing lightens the load. Psychological Science, 12(6), 516.
   Web of Science ®Google Scholar
• Goldin-Meadow, S., & Wagner, S. M. ( 2005). How our hands help us learn. Trends in Cognitive Sciences, 9(5), 234–241.
   Web of Science ®Google Scholar
• Goodwin, C. ( 2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522.
   Web of Science ®Google Scholar
• Hall, R. ( 1996). Representation as shared activity: Situated cognition and Dewey's cartography of experience. Journal of the Learning Sciences, 5(3), 209–238.
   Web of Science ®Google Scholar
• Harrison, A. G., & Treagust, D. F. ( 2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple‐model use in grade 11 chemistry. Science Education, 84(3), 352–381.
   Web of Science ®Google Scholar
• Hollan, J., Hutchins, E., & Kirsh, D. ( 2000). Distributed cognition: Toward a new foundation for human–computer interaction research. ACM Transactions on Computer-Human Interaction, 7, 174–196.
   Google Scholar
• Hostetter, A. B., & Alibali, M. W. ( 2008). Visible embodiment: Gestures as simulated action. Psychonomic Bulletin & Review, 15(3), 495–514.
   Web of Science ®Google Scholar
• Kirsh, D. ( 1995). Complementary strategies: Why we use our hands when we think. In J. D. Moore & J. F. Lehman (Eds.), Proceedings of the seventeenth annual conference of the cognitive science society (pp. 212–217). Mahway, NJ: Lawrence Erlbaum.
   Google Scholar
• McNeil, N. M., & Fyfe, E. R. ( 2012). “Concreteness fading” promotes transfer of mathematical knowledge. Learning and Instruction, 22(6), 440–448.
   Web of Science ®Google Scholar
• McNeill, D. ( 1996). Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press.
   Google Scholar
• McNeill, D. ( 2005). Gesture and thought. Chicago, IL: University of Chicago Press.
   Google Scholar
• Miller, D. I., & Halpern, D. F. ( 2013). Can spatial training improve long-term outcomes for gifted STEM undergraduates? Learning and Individual Differences, 26, 141–152.
   Web of Science ®Google Scholar
• Morsella, E., & Krauss, R. M. ( 2004). The role of gestures in spatial working memory and speech. American Journal of Psychology, 117(3), 411–424.
   Web of Science ®Google Scholar
• Nathan, M. J., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C. C., & Alibali, M. W. ( 2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof. Learning and Instruction, 33, 182–193.
   Web of Science ®Google Scholar
• National Research Council. ( 2006). Learning to think spatially. Washington, DC: National Academies Press.
   Google Scholar
• Newcombe, N. S. ( 2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29.
   Google Scholar
• Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. ( 2014). From action to abstraction using the hands to learn math. Psychological Science, 25(2), 1–8.
   Google Scholar
• Perry, M., & Elder, A. D. ( 1997). Knowledge in transition: Adults' developing understanding of a principle of physical causality. Cognitive Development, 12(1), 131–157.
   Web of Science ®Google Scholar
• Ping, R., & Goldin-Meadow, S. ( 2010). Gesturing saves cognitive resources when talking about nonpresent objects. Cognitive Science, 34, 602–619.
   Web of Science ®Google Scholar
• Pribyl, J. R., & Bodner, G. M. ( 1987). Spatial ability and its role in organic chemistry: A study of four organic courses. Journal of Research in Science Teaching, 24(3), 229–240.
   Web of Science ®Google Scholar
• Roth, W. M. ( 2000). From gesture to scientific language. Journal of Pragmatics, 32(11), 1683–1714.
   Web of Science ®Google Scholar
• Roth, W. M. ( 2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365–392.
   Web of Science ®Google Scholar
• Schwartz, D. L., & Black, J. B. ( 1996). Shuttling between depictive models and abstract rules: Induction and fallback. Cognitive Science, 20(4), 457–497.
   Web of Science ®Google Scholar
• Small, M. Y., & Morton, M. E. ( 1983). Spatial visualization training improves performance in organic chemistry. Journal of College Science Teaching, 13(1), 41–43.
   Google Scholar
• Sorby, S. A. ( 2009). Educational research in developing 3‐D spatial skills for engineering students. International Journal of Science Education, 31(3), 459–480.
   Web of Science ®Google Scholar
• Stieff, M. ( 2011). When is a molecule three-dimensional? A task-specific role for imagistic reasoning in advanced chemistry. Science Education, 95(2), 310–336.
   Web of Science ®Google Scholar
• Stieff, M., Dixon, B. L., Ryu, M., Kumi, B., & Hegarty, M ( 2014). Strategy training eliminates sex differences in STEM spatial problem solving. Journal of Educational Psychology, 106(2), 390–402.
   Web of Science ®Google Scholar
• Stieff, M., & Raje, S. ( 2010). Expert algorithmic and imagistic problem solving strategies in advanced chemistry. Spatial Cognition and Computation, 10(1), 53–81.
   Web of Science ®Google Scholar
• Stull, A. T., Barret, T., & Hegarty, M. ( 2013). Usability of concrete and virtual models in chemistry instruction. Computers in Human Behavior, 29, 2546–2556.
   Web of Science ®Google Scholar
• Stull, A. T., Hegarty, M., Dixon, B. L., & Stieff, M. ( 2012). Use it or lose it: Representational translation with concrete models. Cognition & Instruction, 30(4), 404–434.
   Web of Science ®Google Scholar
• Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. ( 2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352.
   PubMed Web of Science ®Google Scholar
• Valenzeno, L., Alibali, M. W., & Klatzky, R. ( 2003). Teachers' gestures facilitate students' learning: A lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204.
   Web of Science ®Google Scholar
• Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. ( 2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860.
   Web of Science ®Google Scholar
• Wesp, R., Hesse, J., Keutmann, D., & Wheaton, K. ( 2001). Gestures maintain spatial imagery. American Journal of Psychology, 114(4), 591–60.
   Web of Science ®Google Scholar
• Wilson, M. ( 2002). Six views of embodied cognition. Psychonomic Bulletin Review, 9, 625–636.
   Web of Science ®Google Scholar