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Raedy Ping [3]Raedy M. Ping [2]
  1.  29
    Rapid Learning in a Children's Museum Via Analogical Comparison.Dedre Gentner, Susan C. Levine, Raedy Ping, Ashley Isaia, Sonica Dhillon, Claire Bradley & Garrett Honke - 2016 - Cognitive Science 40 (1):224-240.
    We tested whether analogical training could help children learn a key principle of elementary engineering—namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.
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  2.  29
    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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    Separate but Correlated: The Latent Structure of Space and Mathematics Across Development.Kelly S. Mix, Susan C. Levine, Yi-Ling Cheng, Chris Young, D. Zachary Hambrick, Raedy Ping & Spyros Konstantopoulos - 2016 - Journal of Experimental Psychology: General 145 (9):1206-1227.
  4.  24
    Reach For What You Like: The Body's Role in Shaping Preferences.Raedy M. Ping, Sonica Dhillon & Sian L. Beilock - 2009 - Emotion Review 1 (2):140-150.
    The position of individuals' bodies (e.g., holding a pencil in the mouth in a way that either facilitates or inhibits smiling musculature) can influence their emotional reactions to the stimuli they encounter, and can even impact their explicit preferences for one item over another. In this article we begin by reviewing the literature demonstrating these effects, explore mechanisms to explain this body-preference link, and introduce new work from our lab that asks whether one's bodily or motor experiences might also shape (...)
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    Understanding Gesture: Is the Listener’s Motor System Involved?Raedy M. Ping, Susan Goldin-Meadow & Sian L. Beilock - 2014 - Journal of Experimental Psychology: General 143 (1):195-204.