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Publications Found: 5357 · Show All Abstracts

Added more than 52 years and 11 months ago
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
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
Kaschak M. P. & McGraw A. L. (2022) Educational applications of enacted, embodied approaches to language comprehension. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 91–102. Fulltext at https://cepa.info/7992
Mangen A. & Pirhonen A. (2022) Reading, writing, technology, and embodiment. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 103–118. Fulltext at https://cepa.info/7993
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
Schenck K. E., Walkington C. & Nathan M. J. (2022) Groups that move together, prove together: Collaborative gestures and gesture attitudes among teachers performing embodied geometry. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 131–146. Fulltext at https://cepa.info/7995
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
Megowan-Romanowicz C. (2022) Physics and gesture: Spatial thinking and mutual manifestness. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 163–176. Fulltext at https://cepa.info/7997
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
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