Publications & Presentations

PUBLICATIONS

Wakefield, E. M., Congdon, E., L., Novack, M. A., Goldin-Meadow, S., James, K. H. (2019). Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception, & Psychophysics

 

Wakefield, E. M., Foley, A. E., Ping, R., Villarreal, J., Goldin-Meadow, S., & Levine, S. (2019). Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning. Developmental Psychology

 

Congdon, E. L., Novack, M. A., Wakefield, E. M., & Goldin-Meadow (2019) Gesture as a Window Onto the Science of Learning. In D.V. Damme, S. Guerriero, S. Lim & P. Kuhl (Eds.) Learning in the Digital Age: Towards a Science of Learning for 21st Century Education. Educational Research and Innovation, OECD Publishing, Paris.

 

Wakefield, E. M., & Goldin-Meadow, S. (2019). Harnessing our hands to teach mathematics: How gesture can be used as a teaching tool in the classroom. In J. Dunlosky, & K. Rawson (Eds.), Cambridge University Handbook on Cognition and Education.

 

Wakefield, E. M., Novack, M. A., Congdon, E. L., Franconeri, S., & Goldin-Meadow, S. (2018). Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science. doi: 10.1111/desc.12664

 

Wakefield, E. M., Hall, C., James, K.H., & Goldin-Meadow, S. (2018). Gesture for generalization: Gesture facilitates flexible learning of words for actions on objects. Developmental Science.

Novack, M. A., Congdon, E. L., Wakefield, E. M., & Goldin-Meadow, S. (2018). Gesture’s role in reflecting and fostering conceptual change. To appear in T. Amin, & O. Levrini, (Eds.), Converging and Complementary Perspectives on Conceptual Change

Wakefield, E. M., Novack, M. A., & Goldin-Meadow, S. (2017). Unpacking the ontogeny of gesture understanding: How movement becomes meaningful across development. Child Development.

Tan, S. L., Spackman, M., & Wakefield, E. M., (2017). Effects of diegetic and nondiegetic music on viewers’ interpretations of film. Music Perception.

Novack, M., Wakefield, E. M., & Goldin-Meadow, S. (2016). What makes a movement a gesture? Cognition, online first. (Novack and Wakefield are co-first authors)

Wakefield, E. M. & James, K. H. (2015). Effects of learning with gesture on children’s understanding of a new language concept. Developmental Psychology, 51, 1105-1114.

Church, R. B., Kelly, S. D., & Wakefield, E. M. (2015). Measuring Gesture. In D. Matsumoto, H. C. Hwang, & M. G. Frank (Eds.), APA Handbook of Non-Verbal Communication.

Wakefield, E. M., James, T. W., & James, K. H. (2013). Neural correlates of gesture processing across human development. Cognitive Neuropsychology, 30, 58-76.

Wakefield, E. M. & James, K. H. (2011). The effects of sensori-motor learning on melody processing across development. Cognition, Brain, & Behavior: An Interdisciplinary Journal, 15, 505-534.

Batsell, W. R., Jr., Wakefield, E., Ulrey, L. A., Reimink, K., Rowe, S. L., & Dexheimer, S. (2012). CS-US interval determines the transition from overshadowing to potentiation with flavor compounds. Learning & Behavior, 40, 180-194.

Tan, S. L., Wakefield, E. M., & Jeffries, W. P. (2009). Musically untrained college students’ interpretations of musical notation: Sound, silence, loudness, duration, and temporal order. Psychology of Music, 37, 5-24.

SELECTED PRESENTATIONS

Wakefield, E. M., Hall, C., James, K. H., & Goldin-Meadow, S. (2016). Representational gesture as a tool for promoting word learning in young children. In Proceedings of the 41st Annual Boston University Conference on Language Development, Boston, MA.

Novack, M. A., Wakefield, E. M., Congdon, E. L., Franconeri, S., & Goldin-Meadow, S. (2016). There is more to gesture than meets the eye: Visual attention to gesture’s referents cannot account for its facilitative effects during math instruction. In Proceedings of the 38th Annual Cognitive Science Society, Philadelphia, PA.

Wakefield, E. M., Congdon, E. L., Novack, M., Franconeri, S., & Goldin-Meadow, S. (July, 2016). Gesture guides visual attention during math learning: Insights from eye tracking. Talk presented at the International Society of Gesture Studies 2016 meeting, Paris, France.

 

Wakefield, E. M., Novack, M., Woodward, A. (July, 2016). Unpacking the ontogeny of gesture understanding: How movement becomes meaningful across development. Talk presented at the International Society of Gesture Studies 2016 meeting, Paris, France.

 

Hall, C., Wakefield, E. M., James, K. H., & Goldin-Meadow, S. G. (July, 2016). Action for learning, but gesture for generalization: Effects of different movement experience on verb learning. Talk presented at the International Society of Gesture Studies 2016 meeting, Paris, France.

Cooperrider, K., Wakefield, E. M., & Goldin-Meadow, S. (2015). More than meets the eye: Gesture changes thought, even without visual feedback. In Proceedings of the 37th Annual Cognitive Science Society, Pasadena, CA.

Wakefield, E. M., James, K. H., & Goldin-Meadow, S. G. (March, 2015). Can you show me 'yocking'? Learning novel verbs through producing and observing actions and gestures. Talk presented in E. Wakefield & M. Novack (chairs) Comparing the Effects of Active and Passive Learning Experiences Through Action and Gesture at the Society for Research on Child Development, Philadelphia, PA.

 

Wakefield, E. M., Congdon, E., Novack, M., Goldin-Meadow, S. G., & James, K. H. (March, 2015). Why does gesture facilitate learning? An investigation of the underlying neural mechanism. Poster presented at the Society for Research on Child Development, Philadelphia, PA.

 

Wakefield, E. M., Novack, M., Congdon, E., Goldin-Meadow, S., & James, K. H. (July, 2014). Understanding the neural effects of learning with gesture: Does gesture help learners because it is grounded in action? Talk presented at the International Society of Gesture Studies meeting, San Diego, California.