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

14. Gershkoff-Stowe, L., & Smith, L. B. (1997). A curvilinear trend in naming errors as a function of early vocabulary growth. Cognitive Psychology, 34, 37–71. Evans, M. A., & Rubin, K. H. (1979). Hand gestures as a communicative mode in school-aged children. Journal of Genetic Psychology, 135, 189–196. Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14, 37–56. Graham, T. A. (1999). The role of gesture in children’s learning to count. Journal of Experimental Child Psychology, 74, 333–355. Gunderson, E. A., Spaepen, E., Gibson, 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.

19. McNeill, D., Cassell, J., & McCullough, K.-E. (1994). Communicative effects of speech-mismatched gestures. Research on Language and Social Interaction, 27, 223–237.

20. Goldin-Meadow, S., Wein, D., & Chang, C. (1992). Assessing knowledge through gesture: Using children’s hands to read their minds. Cognition and Instruction, 9, 201–219. Alibali, M. W., Flevares, L., & Goldin-Meadow, S. (1997). Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology, 89, 183–193.

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.