Peer-Reviewed Publications

2021

Wakefield EM, Novack MA, Congdon EL, Howard LH. (2021) Individual differences in gesture interpretation predict children's propensity to pick a gesturer as a good informant. Journal of Experimental Child Psychology, pp 1-14.

Congdon E.L., Goldin-Meadow, S. (2021) Mechanisms of Embodied Learning Through Gestures and Actions: Lessons from Development. In: Robinson M.D., Thomas L.E. (eds) Handbook of Embodied Psychology. Springer, Cham, pp. 527-546.

2020

Congdon E.L., Novack, A. (2020) Gesture and Communication Across Development. Encyclopedia of Infant and Early Childhood Development, pp. 48-54.

2019

Wakefield, E., Congdon, E.L., Novack, M.A., Goldin-Meadow, S. & James, K.H. (2019) Learning math byhand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception & Psychophysics, pp. 1-11.

2018

Congdon, E. L., Kwon, M. K., & Levine, S. C. (2018). Learning to measure through action and gesture: Children’s prior knowledge matters. Cognition, 180, 182-190.

Wakefield, E., 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, e12664.

Glenn, D. E., Demir-Lira, Ö. E., Gibson, D. J., Congdon, E. L., & Levine, S. C. (2018). Resilience in mathematics after early brain injury: The roles of parental input and early plasticity. Developmental Cognitive Neuroscience, 30, 304-313.

Congdon, E. L., Novack, M. A., & Goldin-Meadow, S. (2018). Gesture in experimental studies: How videotape
technology can advance psychological theory. Organizational Research Methods, 21(2), 489-499.

2017

Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O'Keefe, L., & Goldin-Meadow, S. (2017).
Better together: Simultaneous presentation of speech and gesture in math instruction supports
generalization and retention. Learning and Instruction, 50, 65-74.

2015

Gibson, D. J., Congdon, E. L., & Levine, S. C. (2015). The effects of word‐learning biases on children's
concept of angle. Child Development, 86(1), 319-326.

Earlier

Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction:
Using the hands to learn math. Psychological Science, 25(4), 903-910.

Righi, G., Westerlund, A., Congdon, E. L., Troller-Renfree, S., & Nelson, C. A. (2014). Infants’ experience-
dependent processing of male and female faces: insights from eye tracking and event-related
potentials. Developmental Cognitive Neuroscience, 8, 144-152.

Congdon, E. L., Westerlund, A., Algarin, C. R., Peirano, P. D., Gregas, M., Lozoff, B., & Nelson, C. A. (2012).
Iron deficiency in infancy is associated with altered neural correlates of recognition memory at 10
years. The Journal of Pediatrics, 160(6), 1027-1033.