* indicates graduate or undergraduate student co-authors

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Foy, E.*, Bottei, L.*, & Wakefield, E. M. (accepted). Functions of produced and observed gesture in choral singing. Psychology of Music.

 

Kersey, A. J., Carrazza, C*, Hemani-Lopez, N., Congdon, E. L., Novack, M. A., Wakefield, E. M., & Goldin-Meadow, S. (2024). The effects of gesture and action training on the retention of math equivalence. Frontiers in Psychology

 

Congdon, E. L., Wakefield, E. M., Novack, M. A., Hemani-Lopez, N. & Goldin-Meadow, S. (2024). Learners’ spontaneous gesture before a math lesson predicts the efficacy of seeing versus doing gesture during the lesson. Cognitive Science.

 

Congdon, E. L., Novack, M. A. & Wakefield, E. M. (2024). Exploring individual differences: A case for measuring children’s spontaneous gesture production as a predictor of learning from gesture instruction. Topics in Cognitive Science. 

 

Guarino, K.*, Wakefield, E. M., Morrison, R., & Richland, L. E. (2022). Why do children struggle on analogical reasoning tasks? Considering the role of problem format by measuring visual attention. Acta Psychologica, 224.Article 103505. https://doi.org/10.1016/j.actpsy.2022.103505

 

Wakefield, E. M., & Goldin-Meadow, S. (2022). How gesture helps learning: Exploring the benefits of gesture within an embodied framework. In S. Stolz (Ed.) The Body, Embodiment, and Education: An Interdisciplinary Approach. Routledge.

 

Guarino, K. F.*, Wakefield, E. M., Morrison, R. G., & Richland, L. E. (2021). Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability. Cognitive Development

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Carazza, C.*, Wakefield, E. M., Hemani-Lopez, N., Plath, K., & Goldin-Meadow, S. (2021). Children integrate speech and gesture across a wider temporal window than speech and action when learning a math concept. Cognition.

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Wakefield, E. M., Novack., M. N., Congdon, E. L., & Howard, L. (2021). Individual differences in gesture interpretation predict children’s propensity to pick a gesturer as a good informant. Journal of Experimental Psychology, 205, doi:10.1016/j.jecp.2020.105069

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Guarino, K.*, & Wakefield, E. M. (2020). Teaching analogical reasoning with co-speech gesture shows children where to look, but only boosts learning for some. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.575628

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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

 

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.

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

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

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Novack, M., Wakefield, E. M., & Goldin-Meadow, S. (2016). What makes a movement a gesture? Cognition

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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.​

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

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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.