Raedy M Ping
Biographic Data
| ID | 5764089 |
|---|---|
| NAME | Raedy M Ping |
| GIVEN NAMES | Raedy M |
| FAMILY NAME | Ping |
| SIGNATURE | PING R M |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0003-4196-1548 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry
In this study, adults, who were naïve to organic chemistry, drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that were explanatorily relevant to the solution. …
Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning
Past research has shown that children's mental rotation skills are malleable and can be improved through action experience-physically rotating objects-or gesture experience-showing how objects could rotate (e.g., Frick, Ferrara, & Newcombe, 2013; Goldin-Meadow et al., 2012; Levine, Goldin-Meadow, Carlson, & Hemani-Lopez, 2018). These two types of movements both involve rotation, but differ on a number of components. Here, we break down action and…
Separate but correlated: The latent structure of space and mathematics across development.
The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent,…
Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity
Including gesture in instruction facilitates learning. Why? One possibility is that gesture points out objects in the immediate context and thus helps ground the words learners hear in the world they see. Previous work on gesture's role in instruction has used gestures that either point to or trace paths on objects, thus providing support for this hypothesis. The experiments described here investigated the possibility that gesture helps children …
Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity
Including gesture in instruction facilitates learning. Why? One possibility is that gesture points out objects in the immediate context and thus helps ground the words learners hear in the world they see. Previous work on gesture's role in instruction has used gestures that either point to or trace paths on objects, thus providing support for this hypothesis. The experiments described here investigated the possibility that gesture helps children …
Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning
Past research has shown that children's mental rotation skills are malleable and can be improved through action experience-physically rotating objects-or gesture experience-showing how objects could rotate (e.g., Frick, Ferrara, & Newcombe, 2013; Goldin-Meadow et al., 2012; Levine, Goldin-Meadow, Carlson, & Hemani-Lopez, 2018). These two types of movements both involve rotation, but differ on a number of components. Here, we break down action and…
Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry
In this study, adults, who were naïve to organic chemistry, drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that were explanatorily relevant to the solution. …
Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity
Including gesture in instruction facilitates learning. Why? One possibility is that gesture points out objects in the immediate context and thus helps ground the words learners hear in the world they see. Previous work on gesture's role in instruction has used gestures that either point to or trace paths on objects, thus providing support for this hypothesis. The experiments described here investigated the possibility that gesture helps children …
Separate but correlated: The latent structure of space and mathematics across development.
The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent,…
Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning
Past research has shown that children's mental rotation skills are malleable and can be improved through action experience-physically rotating objects-or gesture experience-showing how objects could rotate (e.g., Frick, Ferrara, & Newcombe, 2013; Goldin-Meadow et al., 2012; Levine, Goldin-Meadow, Carlson, & Hemani-Lopez, 2018). These two types of movements both involve rotation, but differ on a number of components. Here, we break down action and…
Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry
In this study, adults, who were naïve to organic chemistry, drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that were explanatorily relevant to the solution. …
Cognitive psychology (4 works) · Psychology (4 works) · Artificial Intelligence (3 works) · Computer Science (3 works) · Gesture (3 works) · Artificial Intelligence (2 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Communication (2 works) · Communication (2 works)