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Martha W. Alibali [9]Martha Wagner Alibali [4]
  1.  8
    Transitions in Concept Acquisition: Using the Hand to Read the Mind.Susan Goldin-Meadow, Martha W. Alibali & R. Breckinridge Church - 1993 - Psychological Review 100 (2):279-297.
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  2.  14
    A Sad Thumbs Up: Incongruent Gestures and Disrupted Sensorimotor Activity Both Slow Processing of Facial Expressions.Adrienne Wood, Jared D. Martin, Martha W. Alibali & Paula M. Niedenthal - 2018 - Cognition and Emotion 33 (6):1196-1209.
    ABSTRACTRecognising a facial expression is more difficult when the expresser's body conveys incongruent affect. Existing research has documented such interference for universally recognisable bodily expressions. However, it remains unknown whether learned, conventional gestures can interfere with facial expression processing. Study 1 participants viewed videos of people simultaneously producing facial expressions and hand gestures and reported the valence of either the face or hand. Responses were slower and less accurate when the face-hand pairing was incongruent compared to congruent. We hypothesised that (...)
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  3.  31
    Trade‐Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving.Kenneth R. Koedinger, Martha W. Alibali & Mitchell J. Nathan - 2008 - Cognitive Science 32 (2):366-397.
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  4.  9
    Leave Her Out of It: Person‐Presentation of Strategies is Harmful for Transfer.Anne E. Riggs, Martha W. Alibali & Charles W. Kalish - 2015 - Cognitive Science 39 (8):1965-1978.
    A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using “real-world” contexts in textbooks increases students’ motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. A total of 180 (...)
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  5.  11
    Property Content Guides Children’s Memory for Social Learning Episodes.Anne E. Riggs, Charles W. Kalish & Martha W. Alibali - 2014 - Cognition 131 (2):243-253.
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  6.  18
    You'll See What You Mean: Students Encode Equations Based on Their Knowledge of Arithmetic.Nicole M. McNeil & Martha W. Alibali - 2004 - Cognitive Science 28 (3):451-466.
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  7.  19
    Solving Inductive Reasoning Problems in Mathematics: Not‐so‐Trivial Pursuit.Lisa A. Haverty, Kenneth R. Koedinger, David Klahr & Martha W. Alibali - 2000 - Cognitive Science 24 (2):249-298.
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  8.  3
    Understanding and Using Principles of Arithmetic: Operations Involving Negative Numbers.Richard W. Prather & Martha W. Alibali - 2008 - Cognitive Science 32 (2):445-457.
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  9.  45
    The Developmental Progression From Implicit to Explicit Knowledge: A Computational Approach.Martha Wagner Alibali & Kenneth R. Koedinger - 1999 - Behavioral and Brain Sciences 22 (5):755-756.
    Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's ACT-R theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of (...)
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  10.  21
    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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  11.  8
    What Makes Children Change Their Minds? Changes in Problem Encoding Lead to Changes in Strategy Selection.Martha Wagner Alibali, Nicole M. McNeil & Michael A. Perrott - 1998 - In M. A. Gernsbacher & S. J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawerence Erlbaum.
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  12.  12
    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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  13.  11
    Mimicry and Simulation in Gesture Comprehension.Martha W. Alibali & Autumn B. Hostetter - 2010 - Behavioral and Brain Sciences 33 (6):433-434.
    According to the SIMS model, mimicry and simulation contribute to perceivers' understanding of smiles. We argue that similar mechanisms are involved in comprehending the hand gestures that people produce when speaking. Viewing gestures may elicit overt mimicry, or may evoke corresponding simulations in the minds of addressees. These real or simulated actions contribute to addressees' comprehension of speakers' gestures.
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