Eliza Lincoln Congdon
Affiliations: | Psychology | University of Chicago, Chicago, IL |
Area:
DevelopmentalGoogle:
"Eliza Congdon"Cross-listing: Neurotree
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Publications
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| Kwon MK, Congdon E, Ping R, et al. (2024) Overturning Children's Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence. Journal of Intelligence. 12 |
| Kersey AJ, Carrazza C, Novack MA, et al. (2024) The effects of gesture and action training on the retention of math equivalence. Frontiers in Psychology. 15: 1386187 |
| Congdon EL, Wakefield EM, Novack MA, et al. (2024) Learners' Spontaneous Gesture Before a Math Lesson Predicts the Efficacy of Seeing Versus Doing Gesture During the Lesson. Cognitive Science. 48: e13479 |
| 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 |