Eliza L Congdon
Biographic Data
| ID | 5759792 |
|---|---|
| NAME | Eliza L Congdon |
| GIVEN NAMES | Eliza L |
| FAMILY NAME | Congdon |
| SIGNATURE | CONGDON E L |
| AFFILIATIONS | Williams College |
| ORCID | 0000-0002-4587-3441 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A handy tool
Early math difficulties can stem from children's failure to link nonsymbolic and symbolic representations of number. Well-designed math games have been consistently shown to help children make this link (Balladares et al., 2024), but research using fingers as numerical representations is more mixed (e.g., Moeller et al., 2011). In the present study, 95 kindergarteners (5-7 years old; estimated demographics based on publicly available data: 81% Wh…
Individual differences in working memory predict the efficacy of experimenter-manipulated gestures in first-grade children
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between-subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first-grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx-identified; 70% White; 6% Black; 6% Asian; 18% multiple racia…
No prominent works on this page.
Individual differences in working memory predict the efficacy of experimenter-manipulated gestures in first-grade children
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between-subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first-grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx-identified; 70% White; 6% Black; 6% Asian; 18% multiple racia…
A handy tool
Early math difficulties can stem from children's failure to link nonsymbolic and symbolic representations of number. Well-designed math games have been consistently shown to help children make this link (Balladares et al., 2024), but research using fingers as numerical representations is more mixed (e.g., Moeller et al., 2011). In the present study, 95 kindergarteners (5-7 years old; estimated demographics based on publicly available data: 81% Wh…
Developmental psychology (2 works) · Psychology (2 works) · Action (physics) (1 work) · Action Observation and Synchronization (1 work) · Child Development and Education (1 work) · Children's Physical and Motor Development (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work) · Context (archaeology) (1 work)