Peer-Reviewed Publications
2024
Congdon, E. L., Liu, S., & Upton, E. M. (2024). A Cross-Sectional Exploration of Cognitive Ability Across Age via Stacked Ensembles. Psychology and Aging, 40, 159-177.
Kersey, A., Carrazza, C., Novack, M., Congdon, E.L., Wakefield, E., Hemani-Lopez, N., & Goldin-Meadow, S. (2024). The effects of gesture and action training on the retention of math equivalence. Frontiers in Psychology, 15.
Congdon, E.L., Wakefield, E.M., Novack, M.A., Hemani-Lopez, N. and Goldin-Meadow, S. (2024), Learners’ Spontaneous Gesture Before a Math Lesson Predicts the Efficacy of Seeing Versus Doing Gesture During the Lesson. Cognitive Science, 48: e13479.
Kwon, M.-K., Congdon, E., Ping, R., & Levine, S. C. (2024). Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence. Journal of Intelligence, 12(7), 62.
Congdon, E.L. (2024). Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children. Child Development, 95, 1494-1507.
Congdon, E.L., Novack, M., & Wakefield, E. (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.
2023
Congdon, E. L., & Levine, S. C. (2023). Unlocking the Power of Gesture: Using Movement-Based Instruction to Improve First Grade Children’s Spatial Unit Misconceptions. Journal of Intelligence, 11(10), 200.
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.