, D., Goldin-Meadow, S., & Levine, S. C. (2015). Gesture as a window onto children’s number knowledge. Cognition, 144, 14–28. doi: 10.1016/j.cognition.2015.07.008. Crowder, E. M., & Newman, D. (1993). Telling what they know: The role of gesture and language in children’s science explanations. Pragmatics and Cognition, 1, 341–376. Church, R. B., Schonert-Reichl, K., Goodman, N., Kelly, S. D., & Ayman-Nolley, S. (1995). The role of gesture and speech communication as rejections of cognitive understanding. Journal of Contemporary Legal Issues, 6, 123–154. Garber, P., & Goldin-Meadow, S. (2002). Gesture offers insight into problem-solving in children and adults. Cognitive Science, 26, 817–831. Stone, A., Webb, R., & Mahootian, S. (1992). The generality of gesture-speech mismatch as an index of transitional knowledge: Evidence from a control-of-variables task. Cognitive Development, 6, 301–313. Schwartz, D. L., & Black, J. B. (1996). Shuttling between depictive models and abstract rules: Induction and fallback. Cognitive Science, 20, 457–497. Morrell-Samuels, P., & Krauss, R. M. (1992). Word familiarity predicts temporal asynchrony of hand gestures and speech. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 615–622. Alibali, M. W., Bassok, M., Solomon, K. O., Syc, S. E., & Goldin-Meadow, S. (1999). Illuminating mental representations through speech and gesture. Psychological Sciences, 10, 327–333. Beattie, G., & Shovelton, H. (1999). Do iconic hand gestures really contribute anything to the semantic information conveyed by speech? An experimental investigation. Semiotica, 123, 1–30. McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press. Rauscher, F. H., Krauss, R. M., & Chen, Y. (1996). Gesture, speech, and lexical access: The role of lexical movements in speech production. Psychological Science, 7, 226–231.
15. Lakshmi, A., Fiske, S. T., & Goldin-Meadow, S. (July 20, 2020). The communication of stereotype content through gestures. https:// aspredicted.org/gt4ff.pdf.
16. Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 368–371.
17. Ping, R., Church, R. B., Decatur, M-A., Larson, S. W., Zinchenko, E., & Goldin-Meadow, S. (2021). Unpacking the gestures of chemistry learners: What the hands tell us about correct and incorrect conceptions of stereochemistry. Discourse Processes, 58(2), 213–232. doi: 10.1080/0163853X.2020.1839343.
18. Подробнее о том, как незаметно интегрировать жесты и речь, см. McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press. Kelly, S. D., Özyürek, A., & Maris, E. (2009). Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21(2), 260–267. doi: 10.1177/0956797609357327.
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21. Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24–37.
22. Goldin-Meadow, S., & Sandhofer, C. M. (1999). Gesture conveys substantive information about a child’s thoughts to ordinary listeners. Developmental Science, 2, 67–74. Morford, M., & Goldin-Meadow, S. (1992). Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language, 19, 559–580. Kelly, S. D. (2001). Broadening the units of analysis in communication: Speech and nonverbal behaviours in pragmatic comprehension. Journal of Child Language, 28, 325–349. Kelly, S. D., & Church, R. B. (1997). Can children detect conceptual information conveyed through other children’s nonverbal behaviors? Cognition and Instruction, 15, 107–134. Kelly, S. D., & Church, R. B. (1998). A comparison between children’s and adults’ ability to detect conceptual information conveyed through representational gestures. Child Development, 69, 85–93.
23. Goldin-Meadow, S., & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in teaching and learning. Developmental Psychology, 39(3), 509–520. Goldin-Meadow, S., Kim, S., & Singer, M. (1999). What the teacher’s hands tell the student’s mind about math. Journal of Educational Psychology, 91, 720–730.
24. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.
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1. McNeil, N. M., Alibali, M. W., & Evans, J. L. (2000). The role of gesture in children’s comprehension of spoken language: Now they need it, now they don’t. Journal of Nonverbal Behavior, 24(2), 131–150. https://doi.org/10.1023/A:1006657929803; см. также Perry, M., Berch, D., & Singleton, J. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues, 6, 213–235. Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204.
2. Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7(4), 303–319. doi: 10.1080/13670050408667815.
3. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.
4. Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O’Keefe, L., & Goldin-Meadow, S. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65–74. doi: 10.1016/j.learninstruc.2017.03.005.
5. Подробнее о преимуществах предоставления более одной стратегии решения проблемы см. Woodward, J., Beckman, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., & Ogbuehi, P. (2018). Improving mathematical problem solving in grades 4 through 8 (NCEE 2012–4055). US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov /ncee/wwc/PracticeGuide/16. О том, как учителя корректируют программу обучения в соответствии с жестикуляцией учеников, см. Goldin-Meadow, S., & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in teaching and learning. Developmental Psychology, 39(3), 509–520. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.
6. Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 367–371. Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10, 778–785.
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9. Pine, K. J., Lufkin, N., & Messer, D. (2004). More gestures than answers: Children learning about balance. Developmental Psychology, 40, 1059–1106. Schwartz, D. L., & Black, J. B. (1996). Shuttling between depictive models and abstract rules: Induction and fallback. Cognitive Science, 20, 457–497. Cook, S. W., & Tanenhaus, M. K. (2009). Embodied communication: Speakers’ gestures affect listeners’ actions. Cognition, 113(1), 98–104. doi: 10.1016/j.cognition.2009.06.006. Stevanoni, E., & Salmon, K. (2005). Giving memory a hand: Instructing children to gesture enhances their event recall. Journal of Nonverbal Behavior, 29(4), 217–233.
10. Alibali, M., Spencer, R. S., Knox, L., & Kita, S. (2011). Spontaneous gestures influence strategy choices in problem solving. Psychological Science, 22(9), 1138–1144. doi: 10.1177/0956797611417722.
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