Eliza Lincoln Congdon

Affiliations: 
Psychology University of Chicago, Chicago, IL 
Area:
Developmental
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"Eliza Congdon"
Cross-listing: Neurotree

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Publications

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Congdon EL. (2024) Individual differences in working memory predict the efficacy of experimenter-manipulated gestures in first-grade children. Child Development
Congdon EL, Levine SC. (2023) Unlocking the Power of Gesture: Using Movement-Based Instruction to Improve First Grade Children's Spatial Unit Misconceptions. Journal of Intelligence. 11
Wakefield EM, Novack MA, Congdon EL, et al. (2021) Individual differences in gesture interpretation predict children's propensity to pick a gesturer as a good informant. Journal of Experimental Child Psychology. 205: 105069
Wakefield EM, Congdon EL, Novack MA, et al. (2019) Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception & Psychophysics
Congdon EL, Kwon MK, Levine SC. (2018) Learning to measure through action and gesture: Children's prior knowledge matters. Cognition. 180: 182-190
Wakefield E, Novack MA, Congdon EL, et al. (2018) Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science. e12664
Congdon EL, Novack MA, Brooks N, et al. (2017) Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. 50: 65-74
Glenn DE, Demir-Lira ÖE, Gibson DJ, et al. (2017) Resilience in mathematics after early brain injury: The roles of parental input and early plasticity. Developmental Cognitive Neuroscience
Gibson DJ, Congdon EL, Levine SC. (2015) The effects of word-learning biases on children's concept of angle. Child Development. 86: 319-26
Novack MA, Congdon EL, Hemani-Lopez N, et al. (2014) From action to abstraction: using the hands to learn math. Psychological Science. 25: 903-10
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