Chapters in
Movement matters: How embodied cognition informs teaching and learning
Edited by S. L. Macrine & J. M. B. Fugate. MIT Press, Cambridge MA, 2022.

Publications Found: 20 · Show All Abstracts · Highlight Matches

Boaler J. (2022) Seeing is achieving: The importance of fingers, touch, and visual thinking to mathematics learners. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 121–130. Fulltext at https://cepa.info/7994
Butera C. & Aziz-Zadeh L. (2022) Mirror neurons and social implications for the classroom. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 261–274. Fulltext at https://cepa.info/8002
Davis C. P., Yee E. & Inge-Eigsti M. (2022) Beyond the social domain: Autism spectrum traits and the embodiment of manipulable object concepts. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 275–290. Fulltext at https://cepa.info/8003
Donovan M. A. & Alibali M. W. (2022) Manipulatives and mathematics learning: The roles of perceptual and interactive features. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 147–162. Fulltext at https://cepa.info/7996
Flood V. J., Shvarts A. & Abrahamson D. (2022) Responsive teaching for embodied learning with technology. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 179–196. Fulltext at https://cepa.info/7998
Fugate J. M. B. & Wilson-Mendenhall C. D. (2022) Embodied emotion, emotional granularity, and mindfulness: Improved learning in the classroom. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 291–306. Fulltext at https://cepa.info/8004
Gómez L. E. & Glenberg A. M. (2022) Embodied classroom activities for vocabulary acquisition. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 77–90. Fulltext at https://cepa.info/7991
Hutto D. D. & Abrahamson D. (2022) Embodied, enactive education: Conservative versus radical approaches. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 39–52. Fulltext at https://cepa.info/7989
James K. H. (2022) The embodiment of letter perception: The importance of handwriting in early childhood. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 55–76. Fulltext at https://cepa.info/7990
Johnson-Glenberg M. C. (2022) Evaluating embodied immersive VR S. using the quality of education in virtual reality rubric (QUIVRR). In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 237–258. Fulltext at https://cepa.info/8001
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