APA (7th ed.) Citation

SW, C., EMD, W., M, V., M, A., T, P., & KM, F. (2024). How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence. Cognitive science, 48(2), e13412. https://doi.org/10.1111/cogs.13412

Chicago Style (17th ed.) Citation

SW, Cook, Wernette EMD, Valentine M, Aldugom M, Pruner T, and Fenn KM. "How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence." Cognitive Science 48, no. 2 (2024): e13412. https://doi.org/10.1111/cogs.13412.

MLA (9th ed.) Citation

SW, Cook, et al. "How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence." Cognitive Science, vol. 48, no. 2, 2024, p. e13412, https://doi.org/10.1111/cogs.13412.