Susan Goldin-Meadow
TitreCitée parAnnée
Hearing gesture: How our hands help us think
S Goldin-Meadow
Harvard University Press, 2005
17342005
Gesture paves the way for language development
JM Iverson, S Goldin-Meadow
Psychological science 16 (5), 367-371, 2005
10012005
Explaining math: Gesturing lightens the load
S Goldin-Meadow, H Nusbaum, SD Kelly, S Wagner
Psychological science 12 (6), 516-522, 2001
7322001
The resilience of language: What gesture creation in deaf children can tell us about how all children learn language
S Goldin-Meadow
7252003
The mismatch between gesture and speech as an index of transitional knowledge
RB Church, S Goldin-Meadow
Cognition 23 (1), 43-71, 1986
6971986
The role of gesture in communication and thinking
S Goldin-Meadow
Trends in cognitive sciences 3 (11), 419-429, 1999
6801999
Why people gesture when they speak
JM Iverson, S Goldin-Meadow
Nature 396 (6708), 228-228, 1998
5781998
Language in mind: Advances in the study of language and thought
D Gentner, S Goldin-Meadow
MIT press, 2003
5752003
Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child′ s state of mind
MW Alibali, S GoldinMeadow
Cognitive psychology 25 (4), 468-523, 1993
5521993
Transitions in concept acquisition: using the hand to read the mind.
S Goldin-Meadow, MW Alibali, RB Church
Psychological review 100 (2), 279, 1993
5431993
Gesturing makes learning last
SW Cook, Z Mitchell, S Goldin-Meadow
Cognition 106 (2), 1047-1058, 2008
5342008
Gestural communication in deaf children: The effects and noneffects of parental input on early language development
S Goldin-Meadow, C Mylander, J de Villiers, E Bates, V Volterra
Monographs of the society for research in child development, 1-151, 1984
4661984
Spontaneous sign systems created by deaf children in two cultures
S Goldin-Meadow, C Mylander
Nature 391 (6664), 279-281, 1998
4451998
Gesturing gives children new ideas about math
S Goldin-Meadow, SW Cook, ZA Mitchell
Psychological Science 20 (3), 267-272, 2009
4252009
Making children gesture brings out implicit knowledge and leads to learning.
SC Broaders, SW Cook, Z Mitchell, S Goldin-Meadow
Journal of Experimental Psychology: General 136 (4), 539, 2007
4002007
The development of language-like communication without a language model
S Goldin-Meadow, H Feldman
Science 197 (4301), 401-403, 1977
3871977
Differences in early gesture explain SES disparities in child vocabulary size at school entry
ML Rowe, S Goldin-Meadow
Science 323 (5916), 951-953, 2009
3862009
Transitional knowledge in the acquisition of concepts
M Perry, R Breckinridge Church, S Goldin-Meadow
Elsevier, 1988
3851988
How do profoundly deaf children learn to read?
S Goldin‐Meadow, RI Mayberry
Learning disabilities research & practice 16 (4), 222-229, 2001
3732001
The effects of learning two languages on levels of metalinguistic awareness
SJ Galambos, S Goldin-Meadow
Cognition 34 (1), 1-56, 1990
3711990
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