Publications

BOOK

Siegler, R. S. & Alibali, M. W. (2005). Children’s thinking (4th ed.). Upper Saddle River, NJ: Prentice Hall.

JOURNAL ARTICLES AND BOOK CHAPTERS

Kita, S. & Alibali, M. W. (in press). The role of gesture in speaking and thinking: Insights from Piagetian conservation tasks. In T. Sakamoto (Ed.), Communicating skills of intention. Tokyo: Hitsuji Shobo.

Koedinger, K. R., Alibali, M. W., & Nathan, M. J. (in press). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science.

McNeil, N. M., Grandau, et al. (in press). Middle-school students’ understanding of the equal sign: The books they read can’t help. Cognition & Instruction.

Prather, R. W. & Alibali, M. W. (2008). Understanding and using principles of arithmetic: Operations involving negative numbers. Cognitive Science, 32(2), 445-457.

Graf Estes, K., Evans, J. L., Alibali, M. W. & Saffran, J. R. (2007). Can infants map meaning to newly segmented words? Statistical segmentation and word learning. Psychological Science, 18, 254-260.

Hostetter, A. B. & Alibali, M. W. (2007). Raise your hand if you’re spatial: Relations between verbal and spatial skill and gesture production. Gesture, 7, 73-95.

Hostetter, A. B., Alibali, M. W. & Kita, S. (2007). I see it in my hands’ eye: Representational gestures reflect conceptual demands. Language & Cognitive Processes, 22, 313-336.

Alibali, M. W. & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video Research in the Learning Sciences. Mahwah, NJ: Erlbaum.

Hyde, J. S., Else-Quest, N. M., Alibali, M. W., Knuth, E. J., & Romberg, T. (2006). Mother-child interactions doing mathematics. Journal of Mathematical Behavior, 25, 136-152.

Mainela-Arnold, E., Evans, J. L. & Alibali, M. W. (2006). Understanding conservation delays in children with Specific Language Impairment: Task representations revealed in speech and gesture. Journal of Speech, Language, and Hearing Research, 49, 1267-1279.

Knuth, E. J., Stephens, A. C., McNeil, N. M. & Alibali, M. W. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312.

Alibali, M. W. (2005). Gesture in spatial cognition: Expressing, communicating and thinking about spatial information. Spatial Cognition & Computation, 5, 307-331.

Alibali, M. W. (2005). Mechanisms of change in the development of mathematical reasoning. In R. Kail (Ed.), Advances in Child Development & Behavior (Vol. 33, pp. 79-123). New York: Academic Press.

McNeil, N. M. & Alibali, M. W. (2005). Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899.

McNeil, N. M. & Alibali, M. W. (2005). Knowledge change as a function of mathematics experience: All contexts are not created equal. Journal of Cognition & Development, 6, 285-306.

Knuth, E. J., Alibali, M. W., McNeil, N. M., Weinberg, A., & Stephens, A. C. (2005). Middle school students’ understanding of core algebraic concepts: Equality and variable. Zentralblatt für Didaktik der Mathematik / International Reviews on Mathematics Education, 37, 68-76.

McNeil, N. M. & Alibali, M. W. (2004). You’ll see what you mean: Students encode equations based on their knowledge of arithmetic. Cognitive Science, 28, 451-466.

Valenzeno, L., Alibali, M. W., & Klatzky, R. L. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204.

Alibali, M. W. (2002). Mathematical processes. In L. Nadel (Ed.), Encyclopedia of Cognitive Science. London: Nature Publishing Group, Macmillan.

Goldin-Meadow, S. & Alibali, M. W. (2002). Looking at the hands through time: A microgenetic perspective on learning and instruction. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning. (pp. 80-105). Cambridge University Press.

Nathan, M. J., Long, S. D., & Alibali, M. W. (2002). Symbol precedence in mathematics textbooks: A corpus analysis. Discourse Processes, 33, 1-21.

Alibali, M. W., Heath, D. C., & Myers, H. J. (2001). Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen. Journal of Memory & Language, 44, 169-188.

Alibali, M. W. & Don, L. S. (2001). Children’s gestures are meant to be seen. Gesture, 1, 113-127.

Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.

Evans, J. L., Alibali, M. W., & McNeil, N. M. (2001). Divergence of embodied knowledge and verbal expression: Evidence from gesture and speech in children with Specific Language Impairment. Language & Cognitive Processes, 16, 309-331.

Alibali, M. W., Kita, S., & Young, A. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language & Cognitive Processes, 15, 593-613.

McNeil, N. M. & Alibali, M. W. (2000). Learning mathematics from procedural instruction: Externally imposed goals influence what is learned. Journal of Educational Psychology, 92, 734-744.

McNeil, N. M., Alibali, M. W., & Evans, J. L. (2000). The role of gesture in children’s comprehension of spoken language: Now they need it, now they don’t. Journal of Nonverbal Behavior, 24, 131-150.

Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000). Solving induction problems in mathematics: Not-so-trivial PURSUIT. Cognitive Science, 24, 249-298.

Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14, 37-56.

Alibali, M. W., Bassok, M., Solomon, K. O., Syc, S. E., & Goldin-Meadow, S. (1999). Illuminating mental representations through speech and gesture. Psychological Science, 10, 327-333.

Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175-189.

Alibali, M. W. (1999). How children change their minds: Strategy change can be gradual or abrupt. Developmental Psychology, 35, 127-145.

Garber, P., Alibali, M. W., & Goldin-Meadow, S. (1998). Knowledge conveyed in gesture is not tied to the hands. Child Development, 69, 75-84.

Alibali, M. W., Flevares, L., & Goldin-Meadow, S. (1997). Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology, 89, 183-193.

Goldin-Meadow, S., & Alibali, M. W. (1995). Mechanisms of transition: Learning with a helping hand. In D. Medin (Ed.), The psychology of learning and motivation, Vol. 33 (pp. 117-157). New York: Academic Press.

Goldin-Meadow, S., Alibali, M. W., & Church, R. B. (1993). Transitions in concept acquisition: Using the hand to read the mind. Psychological Review, 100, 279-297.

Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child’s state of mind. Cognitive Psychology, 25, 468-523.

PUBLISHED CONFERENCE PROCEEDINGS AND OTHER MINOR RESEARCH PUBLICATIONS

Hostetter, A. B., Bieda, K., Alibali, M. W., Nathan, M. J. & Knuth, E. J. (2006). Don’t just tell them, show them! Teachers can intentionally alter their instructional gestures. Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

McNeil, N., Grandau, L., Stephens, A., Krill, D., Alibali, M. W., & Knuth, E. (2004). Middle-school students’ experience with the equal sign: Saxon Math does not equal Connected Mathematics. In Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 271-275). Toronto, Canada: OISE/ University of Toronto.

Prather, R. W. & Alibali, M. W. (2004). Principles of arithmetic with positive and negative numbers. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (p. 1620). Mahwah, NJ: Erlbaum.

Hostetter, A. B. & Alibali, M .W. (2004). On the tip of the mind: Gesture as a key to conceptualization. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (pp. 589-594). Mahwah, NJ: Erlbaum.

Alibali, M. W. & Nathan, M. J. (2004). The role of gesture in instructional communication: Evidence from an early algebra lesson. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, and F. Herrerra (Eds.) Embracing Diversity in the Learning Sciences: Proceedings of the Sixth International Conference of the Learning Sciences (pp. 36-43). Mahwah, NJ: Erlbaum.

Nathan, M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W., & Koedinger, K. R. (2002). Representational fluency in middle school: A classroom study. In Mewborn, D. S., Sztajn, P., White, D. Y., Wiegel, H. G., Bryant, R. L. & Nooney, K. (Eds.) Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 462-472). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education.

Alibali, M. W. & Booth, T. L. (2002). Representation strength influences strategy use and strategy discovery. In C. D. Schunn & W. Gray (Eds.), Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 59-64) Mahwah, NJ: Lawrence Erlbaum Associates.

McNeil, N. M. & Alibali, M. W. (2002). A strong schema can interfere with learning: The case of children’s typical addition schema. In C. D. Schunn & W. Gray (Eds.), Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 661-666). Mahwah, NJ: Lawrence Erlbaum Associates.

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). The expert blindspot: When content knowledge eclipses pedagogical content knowledge. In Chen, L., Cheng, K., Chiu, C-Y., Cho, S-W., He, S., Jang, Y., Katanuma, J., Lee, C., Legendre, G., Ling, C., Lungarella, M., Nathan, M., Pfeifer, R., Zhang, J., Zhang, J., Zhang, S., & Zhuo, Y. (Eds.), Proceedings of the Third International Conference on Cognitive Science. Beijing, China: USTC Press.

Alibali, M. W., Kita, S., Bigelow, L. J., Wolfman, C. M., & Klein, S. M. (2001). Gestures play a role in thinking for speaking. In C. Cavé, I. Guaïtella, & S. Santi (Eds.), Oralité et gestualité: Interactions et comportements multimodaux dans la communication [Orality and gestuality: Multimodal interaction and behavior in communication]. Actes du colloque [Proceedings of the meeting of] ORAGE 2001 (pp. 407-410). Paris, France: L’Harmattan.

McNeil, N. M. & Alibali, M. W. (2001). Gesture production is associated with task motivation. In C. Cavé, I. Guaïtella, & S. Santi (Eds.), Oralité et gestualité: Interactions et comportements multimodaux dans la communication [Orality and gestuality: Multimodal interaction and behavior in communication]. Actes du colloque [Proceedings of the meeting of] ORAGE 2001 (pp. 247-252) Paris, France: L’Harmattan.

Alibali, M. W., McNeil, N. M., & Perrott, M. A. (1998). What makes children change their minds? Changes in encoding lead to changes in strategy selection. In M. A. Gernsbacher & S. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 36-41).Mahwah, NJ: Lawrence Erlbaum Associates.

Alibali, M. W., & Heath, D. C. (1998). Developmental differences in encoding and completing patterns. In M. A. Gernsbacher & S. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (p. 1194). Mahwah, NJ: Lawrence Erlbaum Associates.

Stergiou, C. S., Adolph, K. E., Alibali, M. W., Avolio, A. M., & Cenedella, C. (1997). Social expressions in infant locomotion: Vocalizations and gestures on slopes. In M. A. Schmuckler & J. M. Kennedy (Eds.), Studies in Perception and Action IV (pp. 215-219).

Alibali, M. W., Bassok, M., Olseth, K. L., Syc, S. E., & Goldin-Meadow, S. (1995). Gestures reveal mental models of discrete and continuous change. In J. D. Moore & J. F. Lehman (Eds.), Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 391-396). Hillsdale, NJ: Lawrence Erlbaum Associates.

Alibali, M. W., & Goldin-Meadow, S. (1993). Modeling learning using evidence from speech and gesture. In Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, (pp. 203-208). Hillsdale, NJ: Lawrence Erlbaum Associates.

Wagner, M. M. (1987). Linguistic manifestations of transitional knowledge. University of Chicago Working Papers in Linguistics, 3, 237-254.

BOOK REVIEWS AND COMMENTARIES

Alibali, M. W. (2001). Gestures with and without speech (Invited review of the book The Nature and Function of Children’s Gestures, edited by J. M. Iverson & S. Goldin-Meadow.) Gesture, 1, 102-106.

Alibali, M. W. & Koedinger, K. R. (1999). The developmental progression from implicit to explicit knowledge: A computational approach. (Commentary on Z. Dienes & J. Perner, A theory of implicit and explicit knowledge.) Behavioral and Brain Sciences, 22, 755-756.

Goldin-Meadow, S. & Alibali, M. W. (1999). Do gestures reveal implicit knowledge? Yes and no. (Commentary on Z. Dienes & J. Perner, A theory of implicit and explicit knowledge.) Behavioral and Brain Sciences, 22, 766-767.

Goldin-Meadow, S., & Alibali, M. W. (1994). Do you have to be right to redescribe? (Commentary on the book Beyond Modularity by A. Karmiloff-Smith.) Behavioral and Brain Sciences, 17, 718-719.