{"id":47,"date":"2020-07-05T12:34:59","date_gmt":"2020-07-05T16:34:59","guid":{"rendered":"http:\/\/sites.williams.edu\/calf\/?page_id=47"},"modified":"2025-06-20T10:30:09","modified_gmt":"2025-06-20T14:30:09","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.williams.edu\/calf\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

\n\t\tPeer-Reviewed Publications\n\t<\/h3>\n

\n\t\t2024\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

Congdon, E.L. (2024). Individual differences in working memory predict the efficacy of experimenter\u2010manipulated gestures in first\u2010grade children. Child Development, 95, 1494-1507.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n

\n\t\t2023\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n

\n\t\t2021\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n

\n\t\t2020\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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

\n\t\t2019\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n

\n\t\t2018\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tWakefield, E., Novack, M. A., Congdon, E. L., Franconeri, S., & Goldin\u2010Meadow, S. (2018). Gesture helps
\nlearners learn, but not merely by guiding their visual attention. Developmental Science, e12664.\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t

Glenn, D. E., Demir-Lira, \u00d6. 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.<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tCongdon, E. L., Novack, M. A., & Goldin-Meadow, S. (2018). Gesture in experimental studies: How videotape
\ntechnology can advance psychological theory. Organizational Research Methods, 21(2), 489-499.\n

\n\t\t2017\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tCongdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O’Keefe, L., & Goldin-Meadow, S. (2017).
\nBetter together: Simultaneous presentation of speech and gesture in math instruction supports
\ngeneralization and retention. Learning and Instruction, 50, 65-74.\n

\n\t\t2015\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tGibson, D. J., Congdon, E. L., & Levine, S. C. (2015). The effects of word\u2010learning biases on children’s
\nconcept of angle. Child Development, 86(1), 319-326.\n

\n\t\tEarlier\n\t<\/h4>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tNovack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction:
\nUsing the hands to learn math. Psychological Science, 25(4), 903-910.\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tRighi, G., Westerlund, A., Congdon, E. L., Troller-Renfree, S., & Nelson, C. A. (2014). Infants’ experience-
\ndependent processing of male and female faces: insights from eye tracking and event-related
\npotentials. Developmental Cognitive Neuroscience, 8, 144-152.\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\tCongdon, E. L., Westerlund, A., Algarin, C. R., Peirano, P. D., Gregas, M., Lozoff, B., & Nelson, C. A. (2012).
\nIron deficiency in infancy is associated with altered neural correlates of recognition memory at 10
\nyears. The Journal of Pediatrics, 160(6), 1027-1033.\n\n","protected":false},"excerpt":{"rendered":"

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…<\/p>\n","protected":false},"author":2391,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-47","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/pages\/47","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/users\/2391"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/comments?post=47"}],"version-history":[{"count":17,"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/pages\/47\/revisions"}],"predecessor-version":[{"id":587,"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/pages\/47\/revisions\/587"}],"wp:attachment":[{"href":"https:\/\/sites.williams.edu\/calf\/wp-json\/wp\/v2\/media?parent=47"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}