How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence.
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| Title: | How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence. |
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| Authors: | Cook SW; Department of Psychological and Brain Sciences, University of Iowa., Wernette EMD; Department of Psychology, Michigan State University., Valentine M; Department of Psychology, Michigan State University., Aldugom M; Department of Psychological and Brain Sciences, University of Iowa., Pruner T; Department of Psychological and Brain Sciences, University of Iowa., Fenn KM; Department of Psychology, Michigan State University. |
| Source: | Cognitive science [Cogn Sci] 2024 Feb; Vol. 48 (2), pp. e13412. |
| Publication Type: | Journal Article; Research Support, U.S. Gov't, Non-P.H.S. |
| Journal Info: | Publisher: Wiley-Blackwell Country of Publication: United States NLM ID: 7708195 Publication Model: Print Cited Medium: Internet ISSN: 1551-6709 (Electronic) Linking ISSN: 03640213 NLM ISO Abbreviation: Cogn Sci Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
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| ISSN: | 1551-6709 |
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| DOI: | 10.1111/cogs.13412 |
