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  1. Four-year-olds’ visuospatial cognitive abilities and their relation to observer‑viewpoint gestures across three communicative tasks.Ulrich J. Boden, Friederike Kern, Sofia Koutalidis, Olga Abramov, Anne Nemeth, Stefan Kopp & Katharina J. Rohlfing - 2024 - Pragmatics and Cognition 31 (1):49-96.
    The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures. Because little is known about whether this relationship is either the product of becoming a competent speaker in different communicative tasks or exists from an early age, we investigated 4-year-olds. In the first session, 55 children performed three different communicative tasks. In the second session, we administered a SON-R non-verbal intelligence test to assess children’s (...)
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  • Analyzing Self-Explanations in Mathematics: Gestures and Written Notes Do Matter.Alexander Salle - 2020 - Frontiers in Psychology 11.
    When learners self-explain, they try to make sense of new information. Although research has shown that bodily actions and written notes are an important part of learning, previous analyses of self-explanations rarely take into account written and non-verbal data produced spontaneously. In this paper, the extent to which interpretations of self-explanations are influenced by the systematic consideration of such data is investigated. The video recordings of 33 undergraduate students, who learned with worked-out examples dealing with complex numbers, were categorized successively (...)
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  • Does Motor Simulation Theory Explain the Cognitive Mechanisms Underlying Motor Imagery? A Critical Review.Helen O’Shea & Aidan Moran - 2017 - Frontiers in Human Neuroscience 11.
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