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Mendeley readers
Attention Score in Context
| Title |
Learning from Gesture: How Our Hands Change Our Minds
|
|---|---|
| Published in |
Educational Psychology Review, July 2015
|
| DOI | 10.1007/s10648-015-9325-3 |
| Pubmed ID | |
| Authors |
Miriam Novack, Susan Goldin-Meadow |
| Abstract |
When people talk, they gesture, and those gestures often reveal information that cannot be found in speech. Learners are no exception. A learner's gestures can index moments of conceptual instability, and teachers can make use of those gestures to gain access into a student's thinking. Learners can also discover novel ideas from the gestures they produce during a lesson, or from the gestures they see their teachers produce. Gesture thus has the power not only to reflect a learner's understanding of a problem, but also to change that understanding. This review explores how gesture supports learning across development, and ends by offering suggestions for ways in which gesture can be recruited in educational settings. |
X Demographics
The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 25% |
| United States | 1 | 25% |
| Unknown | 2 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 75% |
| Scientists | 1 | 25% |
Mendeley readers
The data shown below were compiled from readership statistics for 228 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 6 | 3% |
| Italy | 1 | <1% |
| China | 1 | <1% |
| Belgium | 1 | <1% |
| Japan | 1 | <1% |
| Spain | 1 | <1% |
| Unknown | 217 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 34 | 15% |
| Student > Master | 31 | 14% |
| Researcher | 18 | 8% |
| Lecturer | 17 | 7% |
| Student > Doctoral Student | 16 | 7% |
| Other | 68 | 30% |
| Unknown | 44 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 62 | 27% |
| Social Sciences | 32 | 14% |
| Linguistics | 15 | 7% |
| Unspecified | 13 | 6% |
| Computer Science | 8 | 4% |
| Other | 40 | 18% |
| Unknown | 58 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 24. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 April 2024.
All research outputs
#1,609,669
of 25,748,735 outputs
Outputs from Educational Psychology Review
#142
of 800 outputs
Outputs of similar age
#19,810
of 275,754 outputs
Outputs of similar age from Educational Psychology Review
#6
of 19 outputs
Altmetric has tracked 25,748,735 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 93rd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 800 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 21.7. This one has done well, scoring higher than 82% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 275,754 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 92% of its contemporaries.
We're also able to compare this research output to 19 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 68% of its contemporaries.