| Children's thinking RS Siegler Prentice-Hall, Inc, 1991 | 2515 | 1991 |
| Developing conceptual understanding and procedural skill in mathematics: An iterative process. B Rittle-Johnson, RS Siegler, MW Alibali Journal of educational psychology 93 (2), 346, 2001 | 1826 | 2001 |
| Visible embodiment: Gestures as simulated action AB Hostetter, MW Alibali Psychonomic bulletin & review 15, 495-514, 2008 | 1277 | 2008 |
| Conceptual and procedural knowledge of mathematics: Does one lead to the other? B Rittle-Johnson, MW Alibali Journal of educational psychology 91 (1), 175, 1999 | 1074 | 1999 |
| Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures MW Alibali, MJ Nathan Journal of the learning sciences 21 (2), 247-286, 2012 | 1004 | 2012 |
| Does understanding the equal sign matter? Evidence from solving equations EJ Knuth, AC Stephens, NM McNeil, MW Alibali Journal for research in Mathematics Education 37 (4), 297-312, 2006 | 810 | 2006 |
| Gesture and the process of speech production: We think, therefore we gesture MW Alibali, S Kita, AJ Young Language and cognitive processes 15 (6), 593-613, 2000 | 789 | 2000 |
| Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child′ s state of mind MW Alibali, S GoldinMeadow Cognitive psychology 25 (4), 468-523, 1993 | 704 | 1993 |
| Transitions in concept acquisition: using the hand to read the mind. S Goldin-Meadow, MW Alibali, RB Church Psychological review 100 (2), 279, 1993 | 687 | 1993 |
| Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen MW Alibali, DC Heath, HJ Myers Journal of Memory and Language 44 (2), 169-188, 2001 | 656 | 2001 |
| Gesture's role in speaking, learning, and creating language S Goldin-Meadow, MW Alibali Annual review of psychology 64 (1), 257-283, 2013 | 643 | 2013 |
| Can infants map meaning to newly segmented words? Statistical segmentation and word learning KG Estes, JL Evans, MW Alibali, JR Saffran Psychological science 18 (3), 254-260, 2007 | 637 | 2007 |
| Teachers’ gestures facilitate students’ learning: A lesson in symmetry L Valenzeno, MW Alibali, R Klatzky Contemporary Educational Psychology 28 (2), 187-204, 2003 | 582 | 2003 |
| The function of gesture in learning to count: More than keeping track MW Alibali, AA DiRusso Cognitive development 14 (1), 37-56, 1999 | 537 | 1999 |
| Middle school students' understanding of core algebraic concepts: Equivalence & Variable1 EJ Knuth, MW Alibali, NM McNeil, A Weinberg, AC Stephens Zentralblatt für Didaktik der Mathematik 37 (1), 68-76, 2005 | 485 | 2005 |
| Gesture in spatial cognition: Expressing, communicating, and thinking about spatial information MW Alibali Spatial cognition and computation 5 (4), 307-331, 2005 | 463 | 2005 |
| Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations NM McNeil, MW Alibali Child development 76 (4), 883-899, 2005 | 439 | 2005 |
| How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis. S Kita, MW Alibali, M Chu Psychological review 124 (3), 245, 2017 | 383 | 2017 |
| How children change their minds: Strategy change can be gradual or abrupt. MW Alibali Developmental psychology 35 (1), 127, 1999 | 378 | 1999 |
| Teachers' gestures as a means of scaffolding students' understanding: Evidence from an early algebra lesson MW Alibali, MJ Nathan Video research in the learning sciences, 349-365, 2014 | 341 | 2014 |
