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

22. Goldin-Meadow, S., & Sandhofer, C. M. (1999). Gesture conveys substantive information about a child’s thoughts to ordinary listeners. Developmental Science, 2, 67–74. Morford, M., & Goldin-Meadow, S. (1992). Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language, 19, 559–580. Kelly, S. D. (2001). Broadening the units of analysis in communication: Speech and nonverbal behaviours in pragmatic comprehension. Journal of Child Language, 28, 325–349. Kelly, S. D., & Church, R. B. (1997). Can children detect conceptual information conveyed through other children’s nonverbal behaviors? Cognition and Instruction, 15, 107–134. Kelly, S. D., & Church, R. B. (1998). A comparison between children’s and adults’ ability to detect conceptual information conveyed through representational gestures. Child Development, 69, 85–93.

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

24. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.

<p>Глава 3</p>

1. McNeil, N. M., Alibali, M. W., & Evans, J. L. (2000). The role of gesture in children’s comprehension of spoken language: Now they need it, now they don’t. Journal of Nonverbal Behavior, 24(2), 131–150. https://doi.org/10.1023/A:1006657929803; см. также Perry, M., Berch, D., & Singleton, J. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues, 6, 213–235. Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28(2), 187–204.

2. Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7(4), 303–319. doi: 10.1080/13670050408667815.

3. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.

4. Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O’Keefe, L., & Goldin-Meadow, S. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65–74. doi: 10.1016/j.learninstruc.2017.03.005.

5. Подробнее о преимуществах предоставления более одной стратегии решения проблемы см. Woodward, J., Beckman, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., & Ogbuehi, P. (2018). Improving mathematical problem solving in grades 4 through 8 (NCEE 2012–4055). US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov /ncee/wwc/PracticeGuide/16. О том, как учителя корректируют программу обучения в соответствии с жестикуляцией учеников, см. Goldin-Meadow, S., & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in teaching and learning. Developmental Psychology, 39(3), 509–520. Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teachers’ gestures and speech differ. Psychological Science, 16, 85–89.

6. Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 367–371. Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10, 778–785.

7. Newell, A., & Simon, H. A. (1972). Human problem-solving. Englewood Cliffs, NJ: Prentice Hall.

8. Beilock, S. L., & Goldin-Meadow, S. (2010). Gesture grounds thought in action. Psychological Science, 21, 1605–1610. GoldinMeadow, S., & Beilock, S. L. (2010). Action’s influence on thought: The case of gesture. Perspectives on Psychological Science, 5, 664–674. Trofatter, C., Kontra, C., Beilock, S., Goldin-Meadow, S. (2015). Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30(3), 251–260. doi: 10.1080/23273798.2014.905692.