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

10. Чтобы узнать больше про использование жестов при изучении широкого спектра тем, изучаемых в школе, см. Graham, T. A. (1999). The role of gesture in children’s learning to count. Journal of Experimental Child Psychology, 74, 333–355. Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child’s state of mind. Cognitive Psychology, 25, 468–523. Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359–400. 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. Perry, M., & Elder, A. D. (1997). Knowledge in transition: Adults’ developing understanding of a principle of physical causality. Cognitive Development, 12, 131–157. 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. Чтобы узнать больше о том, как жест материализует речь в мире предметов и действий, см. Glenberg, A. M., & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43, 379–401. Чтобы узнать больше об использовании жестов во время занятий, см. 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. Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93, 330–345. Neill, S. (1991). Classroom nonverbal communication. London: Routledge. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103–136. Zukow-Goldring, P., Romo, L., & Duncan, K. R. (1994). Gestures speak louder than words: Achieving consensus in Latino classrooms. In A. Alvarez & P. del Rio (eds.), Education as cultural construction: Exploration in socio-cultural studies, Vol. 4 (pp. 227–239). Madrid: Fundacio Infancia y Aprendizage. О том, что опытные учителя склонны жестикулировать, см. Neill, S., & Caswell, C. (1993). Body language for competent teachers. London: Routledge.

11. Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93, 330–345, p. 340.

12. 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. 517.

13. Чтобы узнать больше о трендах в обучении математике и естественным наукам по всему миру, см. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M.-Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study (NCES 2003-013). Washington, DC: US Department of Education, NCES. Чтобы узнать больше о том, что учителя в США используют жесты не так эффективно, как их коллеги в Японии и Гонконге, см. Richland, L. E., Zur, O., & Holyoak, K. (2007). Cognitive supports for analogies in the mathematics classroom. Science, 316, 1128–1129.

14. Чтобы узнать о том, как использование жестов может помочь детям из неблагополучных семей, см. Tank, S., Pantelic, J., Sansone, J., Yun, Y. E., Alonzo, Y., Sansone, J., Pantelic, J., Koumoutsakis, T., & Church, R. B. (March 2019). The effect of gesture on math learning in conjunction with effects of parental education level on math learning. Poster presented as part of the 2019 Biennial Meeting Society for Research in Child Development (SRCD) Conference, Baltimore, Maryland.

<p>Глава 9</p>

1. Gentner, D., Özyürek, A., Gurcanli, O., & Goldin-Meadow, S. (2013). Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition, 127(3), 318–330.

2. Loewenstein, J., & Gentner, D. (2005). Relational language and the development of relational mapping. Cognitive Psychology, 50, 315–353.

3. Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539–550. Beaudoin-Ryan, L., & Goldin-Meadow, S. (2014). Teaching moral reasoning through gesture. Developmental Science, 17(6), 984–990. doi: 10.1111/desc.12180.