Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies.

Zhang IY, Zhao Z, Yu R, Tan J, Son JY

DOI: 10.1186/s41235-026-00740-y
Published: 2026 Jul 13
Container: Cognitive research: principles and implications
Publisher: Not recorded
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1186/s41235-026-00740-y,
  title = {Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies.},
  author = {Zhang IY and Zhao Z and Yu R and Tan J and Son JY},
  year = {2026},
  journal = {Cognitive research: principles and implications},
  doi = {10.1186/s41235-026-00740-y},
  url = {https://doi.org/10.1186/s41235-026-00740-y}
}

RIS

TY  - JOUR
TI  - Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies.
AU  - Zhang IY
AU  - Zhao Z
AU  - Yu R
AU  - Tan J
AU  - Son JY
PY  - 2026
JO  - Cognitive research: principles and implications
DO  - 10.1186/s41235-026-00740-y
UR  - https://doi.org/10.1186/s41235-026-00740-y
ER  -

APA

IY, Z., Z, Z., R, Y., J, T., & JY, S. (2026). Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies.. Cognitive research: principles and implications. https://doi.org/10.1186/s41235-026-00740-y

Source records

pubmed · retrieved 2026-09-26T13:54:05.915Z