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# Using our hands to change our minds

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A nonconserver producing gestures that match her speech. The child says, ‘They're different because you spreaded them apart,’ while producing a gesture that mimics the experimenter's movements.
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Gestures children were taught to produce during a math lesson. Children were instructed to produce a V‐point under the first two plastic numbers and then point at the blank. (Reprinted with permission from Ref Copyright 2014 SAGE Publications)
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Actions children were taught to produce during a math lesson. Children were instructed to pick up the first two plastic numbers and then hold them under the blank. (Reprinted with permission from Ref Copyright 2014 SAGE Publications)
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A child taught to produce a partially correct grouping strategy in gesture. The child says, ‘I want to make one side equal to the other side,’ while producing a V‐point under the 4 and 9, two numbers that should not be grouped and summed; after producing the V‐point, the child points at the blank. The gesture is partially correct in that the V‐handshape instantiates grouping and is followed by the point at the blank, which highlights the fact that the equation has two sides.
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A child taught to produce a fully correct grouping strategy in gesture. The child says, ‘I want to make one side equal to the other side,’ while producing a V‐point under the 2 and 4, the two numbers that can be grouped and summed to give the correct answer; after producing the V‐point, the child points at the blank.
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A nonconserver producing gestures that do not match her speech. The child says, ‘They're different because you moved them,’ while indicating in gesture the one‐to‐one correspondence between the checkers in the two rows.
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