Friday, September 1, 2023
Written by
Susan Wagner Cook

Online research profiles:    ORCID   Google Scholar    ResearchGate

 

Parrill, F., Shymanski, J. J., & Cook, S. W. (2023). Using the hands to learn about the brain: Testing action‐based instruction in brain anatomy. Applied Cognitive Psychology.
Zbaracki, J., Mistak, A., Aldugom, M., Pruner, T., Fenn, K., & Cook, S. W. (2023). The Influence of Instruction with Hand Gesture on Children’s Visual Attention after Instruction. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 45, No. 45).
Owen Van Horne, A. J., Curran, M., Cook, S. W., Cole, R., & McGregor, K. K. (2023). Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction. International journal of language & communication disorders.
Morey, R. D., Kaschak, M. P., Díez-Álamo, A. M., Glenberg, A. M., Zwaan, R. A., Lakens, D., ... & Ziv-Crispel, N. (2022). A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE). Psychonomic bulletin & review, 29(2), 613-626.
Cook, S. W. (2022). Understanding How Gestures Are Produced and Perceived. In Moregenstern, A., & Goldin-Meadow, S. (Eds), Gesture in Language: Development Across the Lifespan. American Psychological Association.
McGregor, K. K., Van Horne, A. O., Curran, M., Cook, S. W., & Cole, R. (2021). The challenge of rich vocabulary instruction for children with developmental language disorder. Language, speech, and hearing services in schools, 52(2), 467-484.

Aldugom, M., Fenn, K., Day, A., & Cook, S. W. (2021). The Role of Verbal and Visuospatial Working Memory in Supporting Mathematics Learning With and Without Hand Gesture. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 43, No. 43).

McGregor, K. K., Van Horne, A. O., Curran, M., Cook, S. W.**, & Cole, R. (2021). The challenge of rich vocabulary instruction for children with developmental language disorder. Language, speech, and hearing services in schools, 52(2), 467-484.

Aldugom, M., Fenn, K., & Cook, S. W.* (2020). Gesture during math instruction specifically benefits learners with high visuospatial working memory capacity. Cognitive research: principles and implications, 5(1), 1-12.

Hilverman, C., Clough, S., Duff, M. C., & Cook, S. W. (2018). Patients with hippocampal amnesia successfully integrate gesture and speech. Neuropsychologia, 117, 332-338.

Hilverman, C., Cook, S. W., & Duff, M. C. (2018). Hand gestures support word learning in patients with hippocampal amnesia. Hippocampus, 28(6), 406-415.

Hilverman, C., Cook, S. W., & Duff, M. C. (2017). The influence of the hippocampus and declarative memory on word use: Patients with amnesia use less imageable words. Neuropsychologia, 106, 179-186.

Cui, J., Adamo-Villani, N., Cook, S. W., Friedman, H., Duggan+, K. & Popescu, V. (in press). An animation stimuli system for research on instructor gestures in education. IEEE Computer Graphics and Applications.

Cook, S. W. & Fenn, K. M. (2017). The Function of Gesture in Learning and Memory. In. Church, R.B., Alibali, M.W. & Kelly, S.D. (Eds), Why Gesture? How the Hands Function in speaking, thinking and communicating. Amsterdam: John Benjamins Publishing Company.

Cook, S. W., Duggan, K. A., Friedman, H. S., Cui+, J., & Popescu, V. (2017). Hand Gesture and Mathematics Learning: Lessons from an Avatar. Cognitive Science, 41, 518-535.

Hilliard, C. A. & Cook, S.W. (2017). A Technique for Measuring Body Movement From Video. Behavioral Research Methods, 49(1), 1-12.
     (recipient of 2017 Clifford T. Morgan Best Article Award from the Psychonomic Society)

Hilverman, C., Cook, S. W., & Duff, M. C. (2016). Hippocampal declarative memory supports gesture production: Evidence from amnesia. Cortex, 85, 25-36.

Anasingaraju, S., Wu, M. L., Adamo-Villani, N., Popescu, V., Cook, S. W., Nathan, M., & Alibali, M. (2016). Digital Learning Activities Delivered by Eloquent Instructor Avatars:
Scaling With Problem Instance. In Proceedings of Siggraph Asia 2016 – Education Symposium. ACM Digital Library.

Hilliard, C. A. & Cook, S.W. (2016). Bridging Gaps In Common Ground: Speakers Design their Gestures for their Listeners. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(1), 91-103.

Hilliard, C. A., O’Neal, E., Plumert, J. & Cook, S.W. (2015). Mothers Modulate Their Gesture Independently of Their Speech. Cognition, 140, 89-94.

Klooster, N.B., Cook, S.W., Uc, E.Y., & Duff, M.C. (2015). Gestures make memories, but what kind? Patients with impaired procedural memory display disruptions in gesture production and comprehension. Frontiers in Human Neuroscience, 8, 1054. doi: 10.3389/fnhum.2014.01054

Cook, S. W. (2014).  Gesture and Working Memory. In Müller, C, Cienki, A., Fricke, E., Ladewig, S, McNeill, D. & Teßendor, S. (Eds), Handbook on Body – Language – Thought (pp 1936-1942). Berlin, Boston: de Gruyter. 

Cook, S. W., Duffy, R.G. & Fenn, K. M. (2013). Consolidation and transfer of learning after observing hand gesture.  Child Development, 84 (6), 1863-1871.

Goldin- Meadow, S. & Cook, S. W., (2012).  Gesture in Thought.  In K. J. Holyoak & R. G. Morrison (Eds.), Oxford handbook of thinking and reasoning (pp. 631-649). New York: Oxford University Press.

Cook, S. W., Yip, T., & Goldin-Meadow, S.  (2012). Gestures, but not meaningless movements, lighten working memory load when explaining math.  Language and Cognitive Processes, 27 4, 594-610.

Cook, S. W. (2011).  Abstract thinking in space and time: Using gesture to learn math.  Cognition, Brain, Behavior, 15, 553-570.

Cook, S. W., Yip, T., & Goldin-Meadow, S. (2010).  Gesture makes memories that last.  Journal of Memory and Language, 63, 465-475.

Cook, S. W. & Tanenhaus, M. K.  (2009).  Embodied understanding: Speakers’ gestures affect listeners’ actions.  Cognition, 113, 98-104.

Cook, S. W., Jaeger, T.F. & Tanenhaus, M. K. (2009). Producing Less Preferred Structures: More Gestures, Less Fluency. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 62-67).  Austin, TX: Cognitive Science Society. 

Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20, 267-272.

Cook, S. W., & Tanenhaus, M. K. (2008). Speakers Communicate Their Perceptual-Motor Experience to Listeners Nonverbally. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.),  Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 957-962). Austin, TX: Cognitive Science Society.

Cook, S. W., Mitchell, Z., Goldin-Meadow, S. (2008).  Gesturing makes learning last.  Cognition, 106, 1047-1058.

Broaders, S., Cook, S.W., Mitchell, Z., & Goldin-Meadow, S. (2007).  Making Children Gesture Reveals Implicit Knowledge and Leads to Learning.  Journal of Experimental Psychology: General, 136, 539-550.

Cook, S. W. & Goldin-Meadow, S.  (2006).  The Role of Gesture in Learning:  Do Children Use Their Hands to Change Their Minds?  Journal of Cognition and Development, 7, 211-232.

Goldin-Meadow, S. & Wagner, S.M.  (2005).  How our hands help us learn.  Trends in Cognitive Science, 9, 234-241

Wagner, S. M., Nusbaum, H. & Goldin-Meadow, S.  (2004).  Probing the Mental Representation of Gesture:  Is Handwaving Spatial?  Journal of Memory and Language, 50, 395-407.

Goldin-Meadow, S., Nusbaum, H., Kelly, S. & Wagner, S.  (2001).  Explaining Math:  Gesturing Lightens the Load.  Psychological Science, 12, 516-522.