Martha W. Alibali
University of Wisconsin-Madison
Embodied cognitionDevelopmental psychologyCognitive developmentMathematics educationNonverbal communicationPsychologyCognitionCognitive psychologyCognitive scienceGesturePerceptionContext (language use)Mathematics instructionMathematicsComputer scienceLinguisticsCommunicationConcept learningComprehensionTeaching method
179Publications
53H-index
9,258Citations
Publications 178
Newest
#1David Menendez (UW: University of Wisconsin-Madison)H-Index: 6
#2Karl S. Rosengren (UR: University of Rochester)H-Index: 1
Last. Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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Abstract null null Visualizations are commonly used in educational materials; however, not all visualizations are equally effective at promoting learning. Prior research has supported the idea that both perceptually rich and bland visualizations are beneficial for learning and generalization. We investigated whether the perceptual richness of a life cycle diagram influenced children’s learning of metamorphosis, a concept that prior work suggests is difficult for people to generalize. Using ident...
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#1Anna N. Bartel (UW: University of Wisconsin-Madison)H-Index: 3
#2Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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#1Andrea Marquardt Donovan (UW: University of Wisconsin-Madison)
#2Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
This research examined whether children’s construals of mathematical manipulatives – as toys or as tools for doing mathematics – influenced their learning from a lesson with the manipulatives. Chil...
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#1Nicholas VestH-Index: 2
#2Martha W. AlibaliH-Index: 53
Author(s): Vest, Nicholas; Alibali, Martha W | Abstract: Humans are able to make sense of extraordinarily abstract concepts in mathematics (e.g., negative numbers). What is the underlying representation of these concepts? Integers extend natural numbers by including zero and negative numbers. To study the mental representation of integers, we employed a number comparison task in an online context. We replicated the previously-reported distance effect, in that far comparisons were faster than nea...
#1Mitchell J. Nathan (UW: University of Wisconsin-Madison)H-Index: 28
#2Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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#1Tomohiro NagashimaH-Index: 2
#2Anna N. BartelH-Index: 3
Last. Vincent AlevenH-Index: 59
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Author(s): Nagashima, Tomohiro; Bartel, Anna N.; Tseng, Stephanie; Vest, Nicholas; Silla, Elena Marie; Alibali, Martha W; Aleven, Vincent | Abstract: Although visual representations are generally beneficial for learners, past research also suggests that often only a subset of learners benefits from visual representations. In this work, we designed and evaluated anticipatory diagrammatic self-explanation, a novel form of instructional scaffolding in which visual representations are used to guide ...
#1Nicholas Vest (UW: University of Wisconsin-Madison)H-Index: 2
#2Emily R. Fyfe (IU: Indiana University)H-Index: 17
Last. Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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#1Mitchell J. Nathan (UW: University of Wisconsin-Madison)H-Index: 28
#2Amelia Yeo (NIE: National Institute of Education)H-Index: 3
Last. Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
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Abstract We developed and tested a survey instrument to measure teachers’ attitudes about gesture in learning and instruction (TAGLI). Teachers (N = 192) generally believed that instructional gestures are beneficial for learning, and not distracting for students. Teachers had positive expectations, both for gestures that are redundant with (i.e., match) the accompanying speech, and gestures that are complementary to (i.e., mismatch) speech. However, teachers’ attitudes varied with teachers’ grad...
1 CitationsSource
#1David Menendez (UW: University of Wisconsin-Madison)H-Index: 6
#2Karl S. Rosengren (UR: University of Rochester)H-Index: 1
Last. Martha W. Alibali (UW: University of Wisconsin-Madison)H-Index: 53
view all 3 authors...
5 CitationsSource