Думая руками: Удивительная наука о том, как жесты формируют наши мысли

17. Philippot, P., Feldman, R., & Coats, E. (2003). The role of nonverbal behavior in clinical settings (pp. 3–13). In Pierre Philippot, Robert S. Feldman, Erik J. Coats, Nonverbal behavior in clinical settings (pp. 3–13). New York: Oxford University Press. Foley, G. N., & Gentile, J. P. (2010). Nonverbal communication in psychotherapy. Psychiatry, 7(6), 38–44.

<p>Глава 8</p>

1. Crowder, E. M. (1996). Gestures at work in sense-making science talk. Journal of the Learning Sciences, 5, 173–208, p. 196.

2. 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, p. 370.

3. Kelly, S. D., Singer, M., Hicks, J., & Goldin-Meadow, S. (2002). A helping hand in assessing children’s knowledge: Instructing adults to attend to gesture. Cognition and Instruction, 20, 1–26.

4. Singer, M., Radinsky, J., & Goldman, S. R. (2008). The role of gesture in meaning construction. Discourse Processes, 45(4), 365–386, pp. 366–367, p. 377.

5. Goldin-Meadow, S., & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in the learning process. Developmental Psychology, 39(3), 509–520, p. 516.

6. Cook, S. W., & 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, 211–232.

7. О том, зачем побуждать учителей математики использовать при объяснении разные формы презентации, см. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM. Shavelson, R. J., Webb, N. M., Stasz, C., & McArthur, D. (1988). Teaching mathematical problem solving: Insights from teachers and tutors. In R. I. Charles & E. A. Silver (eds.), The teaching and assessing of mathematical problem solving (pp. 203–231). Reston, VA: NCTM. О том, как учителя других дисциплин усиливают свою речь с помощью жестов, см. Neill, S., & Caswell, C. (1993). Body language for competent teachers. London: Routledge., p. 113.

8. Чтобы узнать больше об эффективности визуальной информации, когда она соотносится с информацией, выраженной вербально, см. Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408–417. Mayer, R. E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.

9. 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.