Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
Mitchell J. Nathan, Department of Educational Psychology, United States ; Candace Walkington, Department of Teaching and Learning, United States ; Rebecca Boncoddo, Department of Psychological Science, Central Connecticut State University, United States ; Elizabeth Pier, Department of Educational Psychology, United States ; Caroline C. Williams, Department of Curriculum and Instruction, United States ; Martha W. Alibali, Department of Psychology, United States
Learning and Instruction Volume 33, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition relationship. Undergraduate students (
Nathan, M.J., Walkington, C., Boncoddo, R., Pier, E., Williams, C.C. & Alibali, M.W. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof. Learning and Instruction, 33(1), 182-193. Elsevier Ltd.