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Psychology

D-Index
57
Citations
22233
World Ranking
3953
National Ranking
2213

Overview

Martha W. Alibali is affiliated with the University of Wisconsin-Madison in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on subfields such as Education, Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology, and Statistics and Probability.

Their research topics cover areas including Mathematics Education and Teaching Techniques, Cognitive and Developmental Aspects of Mathematical Skills, Visual and Cognitive Learning Processes, Innovative Teaching and Learning Methods, Science Education and Pedagogy, Animal and Plant Science Education, and Hearing Impairment and Communication.

Alibali's recent publications include:

  • "The Future of Embodied Design for Mathematics Teaching and Learning" (2020) published in Frontiers in Education
  • "Complex fraction comparisons and the natural number bias: The role of benchmarks" (2020) published in Learning and Instruction
  • "Do details bug you? Effects of perceptual richness in learning about biological change" (2020) published in Applied Cognitive Psychology
  • "Detailed bugs or bugging details? The influence of perceptual richness across elementary school years" (2021) published in Journal of Experimental Child Psychology
  • "Adding and subtracting by hand: Metaphorical representations of arithmetic in spontaneous co-speech gestures" (2022) published in Acta Psychologica

Frequent co-authors that have collaborated with Alibali include:

  • David Menéndez
  • Andrea Marquardt Donovan
  • Karl S. Rosengren
  • Nicholas A. Vest
  • Olympia N. Mathiaparanam

The venues where Alibali regularly publishes are:

  • Journal of Experimental Child Psychology
  • Applied Cognitive Psychology
  • Gesture
  • Educational Research for Policy and Practice
  • Journal of Cognition and Development

Best Publications

  • Children's Thinking

    Robert S. Siegler;Martha Wagner Alibali

  • Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

    Bethany Rittle-Johnson;Robert S. Siegler;Martha Wagner Alibali

  • Visible embodiment: Gestures as simulated action

    Autumn B. Hostetter;Martha W. Alibali

  • Conceptual and procedural knowledge of mathematics: Does one lead to the other?

    Bethany Rittle-Johnson;Martha Wagner Alibali

  • Gesture and the process of speech production: We think, therefore we gesture

    Martha W. Alibali;Sotaro Kita;Amanda J. Young

  • Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures

    Martha W. Alibali;Mitchell J. Nathan

  • Does Understanding the Equal Sign Matter? Evidence from Solving Equations

    Eric J. Knuth;Ana C. Stephens;Nicole M. McNeil;Martha W. Alibali

  • Gesture-Speech Mismatch and Mechanisms of Learning: What the Hands Reveal about a Child's State of Mind.

    Martha Wagner Alibali;Susan Goldin-Meadow

  • Transitions in concept acquisition: Using the hand to read the mind

    Susan Goldin-Meadow;Martha Wagner Alibali;R. Breckinridge Church

  • Effects of Visibility between Speaker and Listener on Gesture Production: Some Gestures Are Meant to Be Seen

    Martha W. Alibali;Dana C. Heath;Heather J. Myers

  • Can Infants Map Meaning to Newly Segmented Words?: Statistical Segmentation and Word Learning

    Katharine Graf Estes;Julia L. Evans;Martha W. Alibali;Jenny R. Saffran

  • Gesture's Role in Speaking, Learning, and Creating Language

    Susan Goldin-Meadow;Martha Wagner Alibali

  • Teachers’ gestures facilitate students’ learning: A lesson in symmetry

    Laura Valenzeno;Martha W Alibali;Roberta Klatzky

  • The function of gesture in learning to count: more than keeping track *

    Martha Wagner Alibali;Alyssa A. DiRusso

  • Why Won't You Change Your Mind? Knowledge of Operational Patterns Hinders Learning and Performance on Equations

    Nicole M. McNeil;Martha W. Alibali

  • Gesture in Spatial Cognition: Expressing, Communicating, and Thinking About Spatial Information

    Martha W. Alibali

  • Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable

    Eric J. Knuth;Martha W. Alibali;Nicole M. McNeil;Aaron Weinberg

  • How Do Gestures Influence Thinking and Speaking? The Gesture-for-Conceptualization Hypothesis

    Sotaro Kita;Martha W. Alibali;Mingyuan Chu

  • How children change their minds: strategy change can be gradual or abrupt.

    Martha Wagner Alibali

  • Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving

    Kenneth R. Koedinger;Martha W. Alibali;Mitchell J. Nathan

Frequent Co-Authors

Nicole M. McNeil
Nicole M. McNeil University of Notre Dame
Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago
Julia L. Evans
Julia L. Evans The University of Texas at Dallas
Sotaro Kita
Sotaro Kita University of Warwick
Charles W. Kalish
Charles W. Kalish University of Wisconsin–Madison
Paula M. Niedenthal
Paula M. Niedenthal University of Wisconsin–Madison
Karl S. Rosengren
Karl S. Rosengren University of Wisconsin–Madison
Bethany Rittle-Johnson
Bethany Rittle-Johnson Vanderbilt University
Robert S. Siegler
Robert S. Siegler Columbia University
Beate Sodian
Beate Sodian Ludwig-Maximilians-Universität München

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