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Publications

Cook, S. W. & Tanenhaus, M. K. (in press). Embodied understanding: Speakers’ gestures affect listeners’ actions. Cognition.

Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20, 267-272.

Cook, S. W., Mitchell, Z., Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047-1058.

Broaders, S., Cook, S.W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making Children Gesture Reveals Implicit Knowledge and Leads to Learning. Journal of Experimental Psychology: General, 136, 539-550.

Cook, S. W. & Goldin-Meadow, S. (2006). The Role of Gesture in Learning: Do Children Use Their Hands to Change Their Minds? Journal of Cognition and Development, 7, 211-232.

Goldin-Meadow, S. & Wagner, S.M. (2005). How our hands help us learn. Trends in Cognitive Science, 9, 234-241

Wagner, S. M., Nusbaum, H., & Goldin-Meadow, S. (2004). Probing the Mental Representation of Gesture: Is Handwaving Spatial? Journal of Memory and Language, 50, 395-407.

Goldin-Meadow, S., Nusbaum, H., Kelly, S., & Wagner, S. (2001). Explaining Math: Gesturing Lightens the Load. Psychological Science, 12, 516-522.