Goldin-Meadow Lab: Publications

Back To Susan Goldin-Meadow's Curriculum Vitae

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Books and Monographs:

Goldin-Meadow, S. & Mylander, C. Gestural communication in deaf children: The effects and non-effects of parental input on early language development. Monographs of the Society for Research in Child Development, 1984, 49 (3), No. 207.
Iverson, J. M. & Goldin-Meadow, S (Eds.). The nature and functions of gesture in children's communications, in the New Directions for Child Development series, No. 79, San Francisco: Jossey-Bass, 1998.
Goldin-Meadow, S. The resilience of language: What gesture creation in deaf children can tell us about how all children learn language. In the Essays in Developmental Psychologyseries (J. Werker & H. Wellman, Eds.). New York: Psychology Press, 2003.
Goldin-Meadow, S. Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press, 2003. Winner of the Best Authored 2003-2004 Book Award, Cognitive Development Society (awarded in 2007).
Gentner, D., & Goldin-Meadow, S. (Eds.). Language in mind: Advances in the study of language and thought. Cambridge, MA: MIT Press, 2003.

Peer-Reviewed Journal Articles, Book Chapters, Proceedings, Reviews:
148 Publications: 56 Chapters, 92 Articles

1970-1979	1991	1994	1997	2000	2003	2006
1980-1989	1992	1995	1998	2001	2004	2007
1990	1993	1996	1999	2002	2005	2008
2009	2010	2011	2012	2013

In Press

Under Review

In Preparation

1970-1979
7 Publications: 2 Chapters, 5 Articles (3 available on line)

Goldin-Meadow, S. & Feldman, H. The creation of a communication system: A study of deaf children of hearing parents. Sign Language Studies, 1975, 8, 225-234.
[Reprinted in W. C. Stokoe (Ed.), Sign and culture, pp. 362-375. Silver Spring, MD: Linstok Press, 1980.]
Goldin-Meadow, S., Seligman, M. E. P., & Gelman, R. Language in the two-year old: Receptive and productive stages. Cognition, 1976, 4 (2), 189-202. abstract PDF cited by
Goldin-Meadow, S. & Feldman, H. The development of language-like communication without a language model. Science, 1977, 197, 401-403. abstract PDF cited by
Goldin-Meadow, S. A study in human capacities. (Review of Genie: A psycholinguistic study of a modern-day 'Wild Child' by S. Curtiss). Science, 1978, 200, 649-651. PDF cited by
Feldman, H., Goldin-Meadow, S., & Gleitman, L. Beyond Herodotus: The creation of a language by linguistically deprived deaf children. In A. Lock (Ed.), Action, symbol, and gesture: The emergence of language. New York: Academic Press, 1978. PDF
Goldin-Meadow, S. Structure in a manual communication system developed without a conventional language model: Language without a helping hand. In H. Whitaker & H. A. Whitaker (Eds.), Studies in Neurolinguistics (Vol. 4). New York: Academic Press, 1979.
Goldin-Meadow, S. Underlying structure in simple and complex phrases of a communication system developed without a language model. Papers and Reports on Child Language Development, 1979, 17, 128-138.

1980-1989
15 Publications: 7 Chapters, 8 Articles (4 available on line)

Eimas, P. D., Mehler, J., Bormann-Kischkel, C., Gleitman, L. R., Goldin-Meadow, S. J., Jacobs, S., Leitner, H., Newport, E. L., Schmitz, H. W., Slobin, D. I., Supalla, T., & Wexler, K. The structuring of language by developmental processes. In U. Bellugi & M. Studdert-Kennedy (Eds.), Signed and spoken language: Biological constraints on linguistic form. Deerfield Beach, FL: Verlag Chemie, 1980.
Goldin-Meadow, S. Resilience of human language. (Review of The signs of language by E. Klima & U. Bellugi and Recent perspectives on American Sign Language edited by H. Lane & F. Grosjean). Contemporary Psychology, 1981, 26 (8), 587-589.
Goldin-Meadow, S. The resilience of recursion: A study of a communication system developed without a conventional language model. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: The state of the art. New York: Cambridge University Press, 1982. PDF
Angiolillo, C. & Goldin-Meadow, S. Experimental evidence for agent-patient categories in child language. Journal of Child Language, 1982, 9, 627-643. abstract PDF
Goldin-Meadow, S. & Mylander, C. Gestural communication in deaf children: Non-effect of parental input on language development. Science, 1983, 221 (4608), 372-374. PDF
[Reprinted in E. M. Hetherington & R. D. Parke, Contemporary Readings in Child Psychology. New York: McGraw-Hill Book Co., 1988.]
[Reprinted in M. Courage (Ed.), Readings in Developmental Psychology, Lewiston, NY: Broadview Press, 1988.]
Galambos, S. & Goldin-Meadow, S. Learning a second language and metalinguistic awareness. Papers from the Chicago Linguistic Society, 1983, 19, 117-133.
Goldin-Meadow, S. & Mylander, C. The development of morphology without a conventional language model. Papers from the Chicago Linguistic Society, 1984, 20, 117-133.
[Reprinted in V. Volterra & C. J. Erting (Eds.), From gesture to language in hearing and deaf children (pp. 165-177). New York: Springer-Verlag,1990.]
Hart, L. M. & Goldin-Meadow, S. The child as a non-egocentric art critic. Child Development, 1984, 55, 2122-2129. PDF cited by
Goldin-Meadow, S. Language development under atypical learning conditions: Replication and implications of a study of deaf children of hearing parents. In K. Nelson (Ed.), Children's Language (Vol. 5), pp. 197-245. Hillsdale, NJ: Lawrence Erlbaum & Associates, 1985.
Goldin-Meadow, S. & Morford, M. Gesture in early child language: Studies of deaf and hearing children. Merrill-Palmer Quarterly, 1985, 31 (2), 145-176.
[An adapted version reprinted under the title "Gesture in early child language," in V. Volterra & C. J. Erting (Eds.), From gesture to language in hearing and deaf children (pp. 249-262). New York: Springer-Verlag, 1990.] PDF
Church, R. B. & Goldin-Meadow, S. The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 1986, 23, 43-71. PDF cited by
Goldin-Meadow, S. Underlying redundancy and its reduction in a language developed without a language model: constraints imposed by conventional linguistic input. In B. Lust (Ed.), Studies in the acquisition of anaphora: Vol. II, Applying the constraints. Boston, MA: D. Reidel Publishing Company, 1987, pp. 105-133.
Mayberry, R., Wodlinger-Cohen, R., & Goldin-Meadow, S. Symbolic development in deaf children. In D. Cicchetti & M. Beeghly (Eds.), Symbolic development in atypical children, in the New Directions for Child Development series (No. 36). San Francisco: Jossey-Bass, 1987.
Perry, M., Church, R. B. & Goldin-Meadow, S. Transitional knowledge in the acquisition of concepts. Cognitive Development, 1988, 3, 359-400. PDF cited by
Goldin-Meadow, S. Review of Language development in exceptional circumstances edited by D. Bishop & K. Mogford. Language and Speech, 1989, 32 (3), 285-289.

1990
3 Publications: 1 Chapter, 2 Articles (1 available online)

Galambos, S. & Goldin-Meadow, S. The effects of learning two languages on levels of metalinguistic awareness. Cognition, 1990, 34, 1-56. PDF cited by
Goldin-Meadow, S. & Mylander, C. The role of parental input in the development of a morphological system. Journal of Child Language, 1990, 17, 527-563. abstract PDF
Goldin-Meadow, S. & Mylander, C. Beyond the input given: The child's role in the acquisition of language. Language, 1990, 66 (2), 323-355. abstract PDF
[Reprinted in P. Bloom (Ed.), Language acquisition: Core readings. New York: Harvester Wheatsheaf, 1993.]

1991
4 Publications: 2 Chapters, 2 Articles (1 available online)

Goldin-Meadow, S. & Mylander, C. Levels of structure in a communication system developed without a language model. In K. R. Gibson & A. C. Peterson (Eds.), Brain maturation and cognitive development: Comparative and cross-cultural perspectives (pp. 315-344). Hawthorn, NY: Aldine Press, 1991.
Mylander, C. & Goldin-Meadow, S. Home sign systems in deaf children: The development of morphology without a conventional language model. In P. Siple & S. D. Fischer (Eds.), Theoretical issues in sign language research, Vol. 2: Psychology (pp. 41-63). Chicago: University of Chicago Press, 1991.
Goldin-Meadow, S. Is "innate" another name for "developmentally resilient"? Behavioral and Brain Sciences, 1991, 14 (4), 619-620.
Butcher, C., Mylander, C. & Goldin-Meadow, S. Displaced communication in a self-styled gesture system: Pointing at the non-present. Cognitive Development, 1991, 6, 315-342. abstract PDF cited by

1992
4 Publications: 4 Articles (2 available online)

Perry, M., Church, R. B., & Goldin-Meadow, S. Is gesture-speech mismatch a general index of transitional knowledge? Cognitive Development, 1992, 7 (1), 109-122. abstract PDF cited by
Goldin-Meadow, S., Wein, D. & Chang, C. Assessing knowledge through gesture: Using children's hands to read their minds. Cognition and Instruction, 1992, 9 (3), 201-219. abstract PDF cited by
Morford, M. & Goldin-Meadow, S. Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language, 1992, 19 (3), 559-580.
Goldin-Meadow, S. The spectrum of innateness. (Review of The idea of innateness: Effects on language and communication research edited by J. R. Alberts, M. Leon, E. Thelen, C. H. Dent, and P. G. Zukow). Contemporary Psychology, 1992, 37 (6), 556-557.

1993
8 Publications: 2 Chapters, 6 Articles (5 available online)

Goldin-Meadow, S. When does gesture become language? A study of gesture used as a primary communication system by deaf children of hearing parents. In K. R. Gibson & T. Ingold (Eds.), Tools, language and cognition in human evolution (pp. 63-85). New York: Cambridge University Press, 1993. PDF
Goldin-Meadow, S., Nusbaum, H., Garber, P. & Church, R. B. Transitions in learning: Evidence for simultaneously activated strategies. Journal of Experimental Psychology: Human Perception and Performance, 1993, 19 (1), 92-107. abstract PDF cited by
Goldin-Meadow, S., Alibali, M. W., & Church, R. B. Transitions in concept acquisition: Using the hand to read the mind. Psychological Review, 1993, 100 (2), 279-297. abstract PDF cited by
Alibali, M. W. & Goldin-Meadow, S. Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology, 1993, 25, 468-523. abstract PDF cited by
Singleton, J. L., Morford, J. P. & Goldin-Meadow, S. Once is not enough: Standards of well-formedness in manual communication created over three different timespans. Language, 1993, 69, 683-715. PDF cited by
Wang, X-L., Mylander, C., & Goldin-Meadow, S. Language and environment: A cross-cultural study of the gestural communication systems of Chinese and American deaf children. Belgian Journal of Linguistics, 1993, 8, 167-185.
Alibali, M. W. & Goldin-Meadow, S. Modelling learning using evidence from speech and gesture. Proceedings of the 15th Annual Conference of the Cognitive Science Society, 1993, 203-208. PDF cited by
Morford, J. P., Singleton, J. L., & Goldin-Meadow, S. The role of iconicity in manual communication. In K. Beals, G. Cook, D. Kathman, S. Kita, K-E. McCullough, D. Testen (Eds.), Papers from the Chicago Linguistic Society: The parasession, 1993, 29 (2), 243-354. PDF

1994
2 Publications: 2 Articles (1 available online)

Goldin-Meadow, S., Butcher, C., Mylander, C. & Dodge, M. Nouns and verbs in a self-styled gesture system: What's in a name? Cognitive Psychology, 1994, 27, 259-319. abstract PDF cited by
Goldin-Meadow, S. & Alibali, M. W. Do you have to be right to redescribe? Behavioral and Brain Sciences, 1994, 17, 718-719. abstract cited by

1995
8 Publications: 5 Chapters, 3 Articles (1 available online)

Wang, X-L., Mylander, C., & Goldin-Meadow, S. The resilience of language: Mother-child interaction and its effect on the gesture systems of Chinese and American deaf children. In K. Emmorey & J. Reilly (Eds.), Language, gesture, and space (pp. 411-433). Hillsdale, NJ: Erlbaum Associates, 1995.
Morford, J. P., Singleton, J. L., & Goldin-Meadow, S. The genesis of language: How much time is needed to generate arbitrary symbols in a sign system? In K. Emmorey & J. Reilly (Eds.), Language, gesture, and space. (pp. 313-332). Hillsdale, NJ: Erlbaum Associates, 1995.
Singleton, J. L., Goldin-Meadow, S., & McNeill, D. The cataclysmic break between gesticulation and sign: Evidence against a unified continuum of gestural communication. In K. Emmorey & J. Reilly (Eds.), Language, gesture, and space (pp. 287-311). Hillsdale, NJ: Erlbaum Associates, 1995.
Morford, J. P., Singleton, J. L., & Goldin-Meadow, S. From homesign to ASL: Identifying the influences of a self-generated childhood gesture system upon language proficiency in adulthood. In D. MacLaughlin & S. McEwen (Eds.), Proceedings of the 19th Boston University Conference on Language Development, Vol. 2 (pp. 403-414). Somerville, MA: Cascadilla Press, 1995.
Goldin-Meadow, S., Mylander, C., & Butcher, C. The resilience of combinatorial structure at the word level: Morphology in self-styled gesture systems. Cognition, 1995, 56, 195-262. abstract PDF cited by
Goldin-Meadow, S. & Alibali, M. W. Mechanisms of transition: Learning with a helping hand. In D. Medin (Ed.), The Psychology of learning and motivation, Vol. 33 (pp. 115-157), New York: Academic Press, 1995.
Alibali, M. W., Bassok, M., Olseth, K. L., Syc, S. E., & Goldin-Meadow, S. Gestures reveal mental models of discrete and continuous change. In J. D. Moore & J. F. Lehman (Eds.), Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society, (pp. 391-396). Hillsdale, NJ: Erlbaum Associates, 1995.
Singleton, J., Morford, J. & Goldin-Meadow, S. The generation of standards of form within communication systems over different timespans. Journal of Contemporary Legal Issues, Vol. 6 (Spring, 1995). San Diego, CA: University of San Diego School of Law, 1995.

1996
3 Publications: 1 Chapter, 2 Articles (1 available online)

Goldin-Meadow, S. Book review. (Review of Kanzi: The ape at the brink of the human mind by S. Savage-Rumbaugh and R. Lewin). International Journal of Primatology, 1996, 17 (1), 145-148.
Goldin-Meadow, S., McNeill, D., & Singleton, J. Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review, 1996, 103, 34-55. abstract PDF cited by
Wang, X-L., Mylander, C., & Goldin-Meadow, S. Cross-cultural study of mother/child interaction in Chinese and American families. In M. Cusinato (Ed.). Research on family resources and needs across the world (pp. 363-374). Milano, Italy: Edizioni Universitarie di Lettere Economia Diritto, 1996.

1997
6 Publications: 2 Chapters, 4 Articles (4 available online)

Zheng, M-Y., & Goldin-Meadow, S. Lexical patterns in the expression of motion events in a self-styled gesture system. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), Proceedings of the 21st Annual Boston University Conference on Language Development, Vol. 2 (pp. 730-739). Somerville, MA: Cascadilla Press, 1997.
Goldin-Meadow, S. The resilience of language in humans. In C. T. Snowdon & M. Hausberger (Eds.), Social influences on vocal development (pp. 293-311). New York: Cambridge University Press, 1997.
Iverson, J. & Goldin-Meadow, S. What's communication got to do with it? Gesture in children blind from birth. Developmental Psychology, 1997, 33, 453-467. abstract PDF cited by
Alibali, M., Flevares, L., & Goldin-Meadow, S. Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology, 1997, 89, 183-193. abstract PDF cited by
Morford, J. P., & Goldin-Meadow, S. From here to there and now to then: The development of displaced reference in homesign and English. Child Development, 1997, 68, 420-435. abstract PDF cited by
Goldin-Meadow, S. When gesture and words speak differently. Current Directions in Psychological Science, 1997, 6, 138-143. PDF cited by

1998
7 Publications: 3 Chapters, 4 Articles (3 available online)

Goldin-Meadow, S. & Mylander, C. Spontaneous sign systems created by deaf children in two cultures. Nature, 1998, 391, 279-281. abstract PDF
Goldin-Meadow, S. The development of gesture and speech as an integrated system. In J. M. Iverson & S. Goldin-Meadow (Eds.). The nature and functions of gesture in children's communication (pp. 29-42), in the New Directions for Child Development series, No. 79, San Francisco: Jossey-Bass, 1998.
Gershkoff-Stowe, L. & Goldin-Meadow, S. The role of a communication partner in the creation of a gestural language system. In A. Greenhill, M. Hughes, H. Littlefield & H. Walsh (Eds.), Proceedings of the 22nd Annual Boston University Conference on Language Development, Vol. 1 (pp. 246-256). Somerville , MA: Cascadilla Press, 1998.
Garber, P., Alibali, M. W., & Goldin-Meadow, S. Knowledge conveyed in gesture is not tied to the hands. Child Development, 1998, 69, 75-84. abstract PDF cited by
Goldin-Meadow, S. & Zheng, M-Y. Thought before language: The expression of motion events prior to the impact of a conventional language model. In P. Carruthers and J. Boucher (Eds.), Language and thought: Interdisciplinary essays (pp. 26-54). New York: Cambridge University Press, 1998.
Goldin-Meadow. The second tongue (Review of Tutorials in bilingualism: Psycholinguistic perspectives edited by A. M. B. de Groot & J. F. Kroll). American Scientist, 1998, 86, 486.
Iverson, J. M. & Goldin-Meadow, S. Why people gesture when they speak. Nature, 1998, 396, 228. PDF cited by

1999
9 Publications: 3 Chapters, 6 Articles (5 available online)

Goldin-Meadow, S. & Sandhofer, C. M. Gesture conveys substantive information about a child's thoughts to ordinary listeners. Developmental Science, 1999, 2, 67-74. abstract PDF cited by
Goldin-Meadow, S. & McNeill, D. The role of gesture and mimetic representation in making language the province of speech. In M. C. Corballis & S. Lea (Eds.), The descent of mind (pp. 155-172). Oxford: Oxford University Press, 1999.
Goldin-Meadow, S. What children contribute to language learning. Science Progress, 1999, 82. 89-102.
Alibali, M. W., Bassok, M., Solomon, K. O., Syc, S. E., & Goldin-Meadow, S. Illuminating mental representations through speech and gesture. Psychological Science, 1999, 10, 327-333. abstract PDF cited by
Goldin-Meadow, S., & Alibali, M. W. Does the hand reflect implicit knowledge? Yes and no. Behavioral and Brain Sciences, 1999, 22, 766-7. abstract PDF cited by
Phillips, S. B., Goldin-Meadow, S., & Miller, P. Narrative development without submersion in a native language. In A. Greenhill, H. Littlefield & C. Tano (Eds.), Proceedings of the 23rd Boston University Conference on Language Development, Vol. 2 (pp. 565-574). Somerville, MA: Cascadilla Press, 1999.
Goldin-Meadow, S. The role of gesture in communication and thinking. Trends in Cognitive Science, 1999, 3, 419-429. abstract PDF cited by
Goldin-Meadow, S., Kim, S., & Singer, M. What the teacher's hands tell the student's mind about math. Journal of Educational Psychology, 1999, 91, 720-730. abstract PDF cited by
Goldin-Meadow, S. The development of gesture with and without speech in hearing and deaf children. In L. Messing & R. Campbell (Eds.), Gesture, speech and sign (pp. 117-132). Oxford: Oxford University Press, 1999.

2000
7 Publications: 4 Chapters, 3 Articles (3 available online)

Butcher, C., & Goldin-Meadow, S. Gesture and the transition from one- to two-word speech: When hand and mouth come together. In D. McNeill (Ed.), Language and gesture (pp. 235-257). New York: Cambridge University Press, 2000.
Goldin-Meadow, S. Beyond words: The importance of gesture to researchers and learners. Child Development (Special Issue: New Direction for Child Development in the Twenty-First Century), 2000, 71, 231-139. abstract PDF cited by
Goldin-Meadow, S., Yalabik, E., & Gershkoff-Stowe, L. The resilience of ergative structure in language created by children and by adults. In S. C. Howell, S. A. Fish, & T. Keith-Lucas (Eds.), Proceedings of the 24th Annual Boston University Conference on Language Development, Vol. 1 (pp. 343-353). Somerville, MA: Cascadilla Press, 2000.
Goldin-Meadow, S., & Saltzman, J. The cultural bounds of maternal accommodation: How Chinese and American mothers communicate with deaf and hearing children. Psychological Science, 2000, 11, 307-314. abstract PDF cited by
Iverson, J. M., Tencer, H. L., Lany, J., & Goldin-Meadow, S. The relation between gesture and speech in congenitally blind and sighted language-learners. Journal of Nonverbal Behavior, 2000, 24, 105-130. abstract PDF cited by
Goldin-Meadow, S. Language development, Syntax, and communication. In A. E. Kazdin (Ed.), Encyclopedia of psychology, Vol. 4 (pp. 482-488). New York: Oxford University Press, 2000.
Goldin-Meadow, S. Learning with and without a helping hand. In B. Landau, J. Sabini, J. Jonides & E. L. Newport (Eds.). Perception, cognition, and language: Essays in honor of Henry and Lila Gleitman (pp. 121-137). Cambridge: MIT Press, 2000.

2001
7 Publications: 3 Chapters, 4 Articles (4 available online)

Goldin-Meadow, S. Giving the mind a hand: The role of gesture in cognitive change. In J. McClelland & R. S. Siegler (Eds.). Mechanisms of cognitive development: Behavioral and neural perspectives (pp. 5-31). Mahwah, NJ: Earlbaum Associates, 2001.
Schulman, B. W., Mylander, C., & Goldin-Meadow, S. Ergative structure at sentence and discourse levels in a self-generated communication system. In A. H-J. Do, L. Dominguez, & A. Johansen (Eds.), Proceedings of the 25th Annual Boston University Conference on Language Development, Vol. 2 (pp. 815-824). Somerville, MA: Cascadilla Press, 2001.
Morford, J. P. & Goldin-Meadow, S. Time and again: Displaced reference in the communication of linguistic isolates. In G. Gyori (Ed.), Language evolution: Biological, linguistic and philosophical perspectives (pp. 173-197). Frankfurt: Peter Lang Verlag, 2001. PDF
Goldin-Meadow, S. & Mayberry, R. How do profoundly deaf children learn to read? Learning Disabilities Research and Practice (Special Issue: Emergent and early literacy: Current status and research directions), 2001, 16, 221-228. abstract PDF cited by
Goldin-Meadow, S., Nusbaum, H., Kelly, S., & Wagner, S. Explaining math: Gesturing lightens the load. Psychological Science, 2001, 12, 516-522. abstract PDF cited by
Iverson, J. M., & Goldin-Meadow, S. The resilience of gesture in talk: Gesture in blind speakers and listeners. Developmental Science, 2001, 4, 416-422. abstract PDF cited by
Phillips, S. B. V. D., Goldin-Meadow, S., & Miller, P. J. Enacting stories, seeing worlds: Similarities and differences in the cross-cultural narrative development of linguistically isolated deaf children. Human Development, 2001, 44, 311-336. abstract PDF cited by

2002
9 Publications: 4 Chapters, 5 Articles (5 available online)

Goldin-Meadow, S. From thought to hand: Structured and unstructured communication outside of conventional language. In J. Byrnes & E. Amsel (Eds.), Language, literacy, and cognitive development (pp. 121-150). Mahwah, NJ: Earlbaum Associates, 2002.
Hammond, A. J., & Goldin-Meadow, S. The robustness of non-English sequences in created gesture systems. In B. Skarabela, S. Fish, & A. H-J. Do (Eds.), Proceedings of the 26th Annual Boston University Conference on Language Development, Vol. 1 (pp. 278-289). Somerville, MA: Cascadilla Press, 2002.
Goldin-Meadow, S., & Alibali, M. W. Looking at the hands through time: A microgenetic perspective on learning and instruction. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 80-105). New York: Cambridge University Press, 2002.
Kelly, S. D., Singer, M. A., Hicks, J. & Goldin-Meadow, S. A helping hand in assessing children's knowledge: Instructing adults to attend to gesture. Cognition and Instruction, 2002, 20, 1-26. abstract PDF cited by
Goldin-Meadow, S. Constructing communication by hand. Cognitive Development, 2002, 17, 1385-1405. abstract PDF cited by
Gershkoff-Stowe, L., & Goldin-Meadow, S. Is there a natural order for expressing semantic relations? Cognitive Psychology, 2002, 45 (3), 375-412. abstract PDF cited by
Zheng, M., & Goldin-Meadow, S. Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 2002, 85, 145-175. abstract PDF cited by
Goldin-Meadow, S. Getting a handle on language creation. In T. Givon & B. F. Malle (eds.), The evolution of language out of pre-language, Typological Studies in Language 53 (pp. 342-374). Amsterdam: John Benjamins, 2002.
Garber, P., & Goldin-Meadow, S. Gesture offers insight into problem-solving in adults and children. Cognitive Science, 2002, 26, 817-831. abstract PDF cited by

2003
5 Publications: 4 Chapters, 1 Article (1 available online)

Goldin-Meadow, S. & Singer, M. A. From children's hands to adults' ears: Gesture's role in the learning process. Developmental Psychology, 2003, 39 (3), 509-520. abstract PDF cited by
Goldin-Meadow, S. The resilience of language. In B. Beachley, A. Brown & F. Conlin (eds). Proceedings of the 27th Annual Boston University Conference on Language Development, pp 1-25. Somerville, MA: Cascadilla Press. 2003.
Goldin-Meadow, S. & Butcher, C. Pointing toward two-word speech in young children. In S. Kita (Ed.), Pointing: Where language, culture, and cognition meet (pp. 85-107). Mahwah, NJ: Earlbaum Associates, 2003.
Goldin-Meadow, S. Gesture. Encyclopedia of cognitive science, volume 2 (pp. 289-293). London: Macmillan Reference Ltd., 2003.
Goldin-Meadow, S. Thought before language: Do we think ergative? In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 493-522). Cambridge, MA: MIT Press, 2003.

2004
7 Publications: 2 Chapters, 1 Manuscript, 4 Articles (3 available online)

Goldin-Meadow, S. U-shaped changes are in the eye of the beholder. Journal of Cognition and Development, 2004, 5, 109-11, 2004. abstract PDF
Ozcaliskan, S., & Goldin-Meadow, S. When mothers do not lead their children by the hand. In A. Brugos, L. Micciulla, & C. Smith (eds). Proceedings of the 28^th Annual Boston University Conference on Language Development, p. 424-435. Somerville, MA: Cascadilla Press, 2004.
Goldin-Meadow, S. Lexical development without a language model. In G. Hall & S. Waxman (eds.), Weaving a lexicon (pp. 225-256). Cambridge, MA: MIT Press, 2004.
Wagner, S., Nusbaum, H., & Goldin-Meadow, S. Probing the mental representation of gesture: Is handwaving spatial? Journal of Memory and Language, 2004, 50, 395-407. abstract PDF cited by
Goldin-Meadow, S. Review of Descartes baby: How the science of child development explains what makes us human by Paul Bloom. New England Journal of Medicine, 2004, 351(13), 1365.
Goldin-Meadow, S. Gestures role in the learning process. Theory into Practice, 43, 2004, 314-321. abstract PDF cited by
Goldin-Meadow, S., McClintock, M.K., & Wimsatt, W. C. Solving psychological problems in four dimensions: Heuristics for integrating the social and biological sciences. Manuscript, University of Chicago, 2004.

2005
13 Publications: 2 Chapters, 11 Articles (9 available online)

Singer, M. A., & Goldin-Meadow, S. Children learn when their teachers gestures and speech differ. Psychological Science, 2005, 16, 85-89. abstract PDF cited by
Goldin-Meadow, S. Watching language grow. Proceedings of the National Academy of Science. 2005, 102, 2271-2272. PDF
Goldin-Meadow, S. & Wagner, S. M. How our hands help us learn. Trends in Cognitive Sciences, 2005, 9, 234-241. abstract PDF cited by
Goldin-Meadow, S. Commentary on N.J. Enfield, The Body as a Cognitive Artifact in Kinship Representations. Current Anthropology, 2005, 46, 73-74.
Goldin-Meadow, S. Gesture in social interaction: A mechanism for cognitive change. In C. Tamis-Lemonda & B. Homer (eds.), The development of social cognition and communication (pp. 259-283). Mahwah, N.J.: Erlbaum, 2005.
Iverson, J.M., & Goldin-Meadow, S. Gesture paves the way for language development. Psychological Science, 2005, 16, 367-371. abstract PDF cited by
Ozcaliskan, S. & Goldin-Meadow, S. Gesture is at the cutting edge of early language development. Cognition, 2005, 96, B101-113. abstract PDF cited by
Goldin-Meadow, S., Gelman, S., & Mylander, C. Expressing generic concepts with and without a language model. Cognition, 2005, 96, 109-126. abstract PDF cited by
Goldin-Meadow, S. The two faces of gesture: Language and thought. Gesture, 2005, 5. 241-257. abstract
So, C., Coppola, M., Licciardello, V., & Goldin-Meadow, S. The seeds of spatial grammar in the manual modality. Cognitive Science, 2005, 29, 1029-1043. abstract PDF
Goldin-Meadow, S. What language creation in the manual modality tells us about the foundations of language. Linguistic Review, 2005, 22, 199-225. abstract PDF
Goldin-Meadow, S. Symbolic communication without a language model: The starting point for language-learning. In L. Namy (ed.), Symbol use and symbolic representation. (pp. 101 - 121). Mahwah, N.J.: Erlbaum, 2005.
Ozcaliskan, S. & Goldin-Meadow, S. Do parents lead their children by the hand? Journal of Child Language, 2005, 32, 481 - 505. abstract PDF cited by

2006
10 Publications: 6 Chapters, 4 Articles (4 available online)

Goldin-Meadow, S. Review of First language acquisition: The essential readings edited by B. C. Lust & C. Foley. Language, 2006, 81, 435-438. PDF
Goldin-Meadow, S. Talking and Thinking With Our Hands. Current Directions in Psychological Science, 2006, 15, 34 - 39. abstract PDF
Goldin-Meadow, S. Nonverbal communication: The hands role in talking and thinking. In William Damon, Richard Lerner, Deanna Kuhn and Robert Siegler (eds.), Handbook of Child Psychology, Sixth Edition, Volume Two: Cognitive Perception and Language N.Y.: John Wiley & Sons, Inc., 2006.
Goldin-Meadow, S. How children learn language: A focus on resilience. In K. McCartney & D. Phillips (eds.), Handbook of early child development. (pp. 252 - 273) Oxford: Blackwell, 2006.
Rowe, M., Ozcaliskan, S. & Goldin-Meadow, S. The added value of gesture in predicting vocabulary growth. In D. Bamman, T. Magnitskaia, & C. Zaller (eds.), Proceedings of the 30^th Annual Boston University Conference on Language Development (pp. 501-512). Somerville, MA: Cascadilla Press, 2006.
Cook, S.,M., & Goldin-Meadow, S. The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 2006, 7, 211 - 232. abstract PDF
Ozcaliskan, S. & Goldin-Meadow, S. How gesture helps children construct language. In E. V. Clark & B. F. Kelly (Eds.), Constructions in Acquisition (pp. 31-58). Palo Alto, CA:CSLI Publications, 2006.
Ozcaliskan, S. & Goldin-Meadow, S. X IS LIKE Y: The emergence of similarity mappings in children's early speech and gesture. In G. Kristianssen, M. Achard, R. Dirven & F. Ruiz de Mendoza (eds.), Cognitive linguistics: Foundations and fields of application (pp. 229-260). Mouton de Gruyter, 2006.
Goldin-Meadow, S. Meeting other minds through gesture: How children use their hands to reinvent language and distribute cognition. In N. J. Enfield & S. C. Levinson, Roots of sociality: Culture, cognition and interaction (pp. 353-374). N.Y., N.Y.: Berg, 2006.
Ehrlich, S. B., Levine, S., & Goldin-Meadow, S. The importance of gesture in children's spatial reasoning. Developmental Psychology, 2006, 42, 1259 - 1268. abstract PDF

2007
8 Publications: 1 Chapter, 7 Articles (7 available online)

Goldin-Meadow, S. Pointing sets the stage for learning language--and creating language. Child Development, 2007, 78, 741 - 745. abstract PDF
Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. Making children gesture reveals implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 2007, Vol. 136, No. 4, 539-550. abstract PDF cited by
Goldin-Meadow, S., Mylander, C., & Franklin, A. How children make language out of gesture: Morphological structure in gesture systems developed by American and Chinese deaf children. Cognitive Psychology, 2007, 55, 87-135. abstract PDF cited by
Goldin-Meadow, S. On inventing language. Daedalus: Journal of the Amercian Academy of Arts & Sciences, Summer 2007, 100-104. abstract PDF
Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. Young children use their hands to tell their mothers what to say. Developmental Science, 10:6, 778-785. abstract PDF cited by
Skipper, J. I., Goldin-Meadow, S., Nusbaum, H. C., & Small, S. L. Speech associated gestures, Broca's area, and the human mirror system. Brain and Language, 2007, 101, 260 - 277. abstract PDF cited by
Goldin-Meadow, S. Gesture with speech and without it. In S. Duncan (Ed), Gesture and the dynamic dimension of language: Essays in honor of David McNeill (pp. 31 - 49). Amsterdam, Netherlands: John Benjamins Publishing Company, 2007
Goldin-Meadow, S. The challenge: Some properties of language can be learned without linguistic input. The Linguistic Review, 2007, 24, 417 - 421. abstract PDF

2008
7 Publications: 1 Chapter, 1 Chapter Reprint, 5 Articles (5 available online)

Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. Gesture makes learning last, Cognition, 2008, 106, 1047 - 1058. abstract PDF
Rowe, M. L., Ozcaliskan, S., & Goldin-Meadow, S. Learning words by hand: Gesture's role in predicting vocabulary development. First Language, 2008, 28, 182 - 199. abstract PDF
Iverson, J. M., Capirci, O., Volterra, V., & Goldin-Meadow, S. Learning to talk in a gesture-rich world: Early communication in Italian vs. American children. First Language, 2008, 28, 164 - 181. abstract PDF
Goldin-Meadow, S. Theories of Language Acquisition. In M. W. Haith & J. B. Benson (eds.), Encyclopedia of Infant and Early Childhood Development, vol. 2 (pp. 177-187). Oxford, UK: Elsevier Ltd, 2008.

Reprinted in M. W. Haith & J. B. Benson (eds.), Language, Memory, and Cognition in Infancy and Early Childhood Oxford, UK: Elsevier Ltd, 2009.
Goldin-Meadow, S., So, W.-C., Ozyurek, A., & Mylander, C. The natural order of events: How speakers of different languages represent events nonverbally. Proceedings of the National Academy of Sciences, 2008, 105(27), 9163-9168. abstract clip PDF
Ping, R. & Goldin-Meadow, S. Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 2008, V. 44, I. 5, p. 1277 abstract PDF

2009
14 Publications: 6 Chapters, 8 Articles (8 available online)

Goldin-Meadow, S. Using the hands to study how children learn language. In J. Colombo, P. McCardle & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp.195-210). N.Y.: Taylor & Francis, 2009.

Goldin-Meadow, S. Gesture's role in creating and learning language. In J. Zlatev, M. Andren, M. Johansson Falck, & C. Lundmark (eds.) Studies in language and cognition (pp. 347-360). Newcastleupon Tyne: Cambridge Scholars Publishing, 2009.
Goldin-Meadow, S., Ozyurek, A., Sancar, B., & Mylander, C. Making language around the globe: A cross-linguistic study of homesign in the United States, China, and Turkey. In J. Guo, E. Lieven, N. Budwig & S. Ervin-Tripp (eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin. (pp. 27-39). N.Y.: Taylor & Francis, 2009.
Rowe, M.L., Levine, S. C., Fisher, J., & Goldin-Meadow, S. Does linguistic input play the same role in language learning for children with and without early brain injury? Developmental Psychology, 2009, 45, 90-102. abstract PDF
So, W.-C., Kita, S., & Goldin-Meadow, S. Using the hands to identify who does what to whom: Gesture and speech go hand-in-hand. Cognitive Science, 2009, 33, 115-125. abstract PDF
Ozcaliskan, S. & Goldin-Meadow, S. When gesture-speech combinations do and do not index linguistic change. Language and Cognitive Processes, 2009, 24(2), 190-217. abstract PDF
Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. Gesturing gives children new ideas about math. Psychological Science, 2009, 20(3), 267-272. abstract PDF
Rowe, M.L., & Goldin-Meadow, S. Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 2009, 323, 951-953. abstract PDF
Rowe, M.L, & Goldin-Meadow, S. Early gesture selectively predicts later language learning. Developmental Science, 12, 2009, 182-187. abstract PDF
Goldin-Meadow, S. How gesture promotes learning throughout childhood. Child Development Perspectives, 2009, 3, 106-111. abstract PDF
Ozcaliskan, S., Goldin-Meadow, S., Gentner, D., & Mylander, C. Does language about similarity play a role in fostering similarity comparison in children? Cognition, 2009, 112, 217-228. absract PDF
Goldin-Meadow, S. Homesign: When gesture becomes language. To appear in R. Pfau, M. Steinbach & B. Woll (eds.), Handbook on sign language linguistics (pp.145-160). Berlin: Mouton de Gruyter, 2009.
Goldin-Meadow, S. Gesture. In R.S. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 411-413). Chicago, IL: University of Chicago Press, 2009.
Goldin-Meadow, S. Sign Language. In R.S. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp.906-907). Chicago, IL: University of Chicago Press, 2009.
Skipper, J.I., Goldin-Meadow, S., Nusbaum, H., & Small, S. Gestures orchestrate brain networks for language understanding. Current Biology, 2009, 19(8), 661-667. abstract PDF
Dick, A. S., Goldin-Meadow, S., Hasson, U., Skipper, J., & Small, S. L. Co-speech gestures influence neural responses in brain regions associated with semantic processing. Human brain mapping, 2009, 30(11), 3509-3526. abstract PDF

2010
17 Publications: 14 Articles (11 available online)

Emmorey, K., Xu, J., Gannon, P., Goldin-Meadow, S., & Braun, A. CNS activation and regional connectivity during pantomime observation: No engagement of the mirror neuron system for deaf signers. NeuroImage, 2010, 49, 994-1005. abstract PDF
So, W.C., Demir, O. E., & Goldin-Meadow, S. When speech is ambiguous gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood. Applied Psycholinguistics, 2010, 31, 209-224 abstract PDF.
Sauer, E., Levine, S. C., & Goldin-Meadow, S. Early gesture predicts language delay in children with pre- and perinatal brain lesions. Child Development, 2010, 81, 528-539. abstract PDF
Broaders, S., & Goldin-Meadow, S. Truth is at hand: How gesture adds information during investigative interview. Psychological Science, 2010, 21(5), 623-628. abstract PDF
Goldin-Meadow, S. When gesture does and does not promote learning. Language and Cognition, 2010, 2, 1-19.
Demir, O. E., Levine, S. C., Goldin-Meadow, S. Narrative skill in children with early unilateral brain injury: A possible limit to functional plasticity, Developmental Science, 2010, 13(4), 636-647. abstract PDF
Ozcaliskan, S. & Goldin-Meadow, S. Sex differences in language first appear in gesture. Developmental Science, 2010, 13(5), 752-760. abstract PDF
Cartmill, E., Pruden, S. M., Levine, S. C., & Goldin-Meadow, S. The role of parent gesture in childrens spatial language development. In K. Franich, K. M Iserman & L.L. Kei (eds.), Proceedings of the 34^th Annual Boston University Conference on Language Development, (pp. 70-77). Somerville, MA: Cascadilla Press, 2010.
Hunsicker, D., Mylander, C., & Goldin-Meadow, S. Are there noun phrases in homesign? GESPIN (Gesture and Speech in Interaction) Proceedings (Vol. 1), 2010.
Senghas, A., Ozyurek, A., & Goldin-Meadow, S. The evolution of segmentation and sequencing: Evidence from homesign and Nicaraguan sign language. In A. D. M. Smith, M. Schouwstra, B. de Boer, & K. Smith (Ed.), Proceedings from the Eighth Evolution of Language Conference (pp. 279-289). Singapore: World Scientific Publishing Co., 2010.
Ping, R., & Goldin-Meadow, S. Gesturing saves cognitive resources when talking about non-present objects. Cognitive Science, 2010, 34(4), 602-619. abstract PDF
Cook, S. W., Yip, T.K., & Goldin-Meadow, S. Gesturing makes memories that last. Journal of Memory and Language, 2010, 63(4), 465-475. abstract PDF
Goldin-Meadow, S. Hands in the air. Scientific American Mind, 2010, 21(4), 48-55.
Beilock, S. L. & Goldin-Meadow, S. Gesture changes thought by grounding it in action. Psychological Science, 2010, 21, 1605-1610 abstract PDF.
Goldin-Meadow, S. Widening the lens on language learning: Language in deaf children and adults in Nicaragua. Human Development, 2010, 53, 301-308. PDF
Goldin-Meadow, S. Le role des gestes dans la creation et lacquisition du language. Enfance, 2010,3, 239-255.
Goldin-Meadow, S. & Beilock, S. L. Action's influence on thought: The case of gesture. Persepctives on Psychological Science, 2010, 5, 664-674. abstract PDF

2011
9 Publications: 6 Articles

Spaepen, E., Coppola, M., Spelke, E., Carey, S. & Goldin-Meadow, S. Number without a language model. Proceedings of the National Academy of Science of the United States of America, 2011, 108(8), 3163-3168.
Goldin-Meadow, S. Learning through gesture, WIREs (Wiley Interdisciplinary Reviews): Cognitive Science, published online, March 2011 (DOI:10. 1002/wcs. 132). abstract PDF
Brentari, D., Coppola, M., Mazzoni, L., & Goldin-Meadow, S. When does a system become phonological? Handshape production in gesturers, signers, and homesigners. Natural Language and Linguistic Theory, 2012, 30(1), 1-31.
Franklin, A., Giannakidou, A., & Goldin-Meadow, S. Negation and structure building in a home sign system. In E. Yuasa and T. Bagchi (eds.), Pragmatics and autolexical grammar: In honor of Jerry Sadock (pp. 261-276). John Benjamins, 2011.
Franklin, A., Giannakidou, A., & Goldin-Meadow, S. Negation and structure building in a home sign system. Cognition, 2011, 118(3), 398-416.
Demir, O. E., Applebaum, L., Levine, S. C., Petty, K., & Goldin-Meadow, S. The story behind parent-child book-reading interactions: Relations to later language and reading outcomes. In N. Danis, K. Mesh, and H. Sung (Eds.), Proceedings of the 35th Boston University Conference on Language Development (Volume 1) (pp. 157-169). Somerville, MA: Cascadilla Press, 2011.
Demir, O. E., So, W., Ozyurek, A., Goldin-Meadow, S. Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture. Language and Cognitive Processes, 2011, 1-24. PDF
Goldin-Meadow, S. What modern-day gesture can tell us about language evolution. In K. Gibson and M. Tallerman (eds.), Oxford handbook of language evolution, Oxford: Oxford University Press, 2011.
Spaepen, E., Coppola, M., Spelke, E.S., Carey, S.E., & Goldin-Meadow, S. Number without a language model. PNAS, 2011, 1-6. PDF

2012
18 Publications: 18 Articles

Brentari, D., Coppola, M., Mazzoni, L., & Goldin-Meadow, S. When does a system become phonological? Handshape production in gesturers, signers, and homesigners. Natural Language and Linguistic Theory, 2012, 30(1), 1-31. PDF
Sauter, A., Uttal, D., Alman. A. S., Goldin-Meadow, S., & Levine, S., C. Learning what children know about space from looking at their hands: The added value of gesture in spatial communication. Journal of Experimental Child Psychology, 2012, 111(4), 587-606. abstract PDF
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. The pace of early vocabulary growth helps predict later vocabulary skill. Child Development, 2012, 83(2), 508-525. abstract PDF
Dick, A., Goldin-Meadow, S., Solodkin, A., & Small, S. Gesture in the developing brain. Developmental Science, 2012, 15(2), 165-180.
Goldin-Meadow, S., Shield, A., Lenzen, D., Herzig, M., & Padden, C. The gestures ASL signers use tell us when they are ready to learn math. Cognition, 2012, 123, 448-453. PDF
Shneidman, L. A., Arroyo, M. E., Levine, S. C., & Goldin-Meadow, S. What counts as effective input for word learning? Journal of Child Language, 2012, 1-15. PDF
Cook, S. W., Yip, T., Goldin-Meadow, S. Gestures, but not meaningless movements, lighten working memory load when explaining math. Language and cognitive processes, 2012, 27(4), 594-610.
Cartmill, E., Demir, O. E., & Goldin-Meadow, S. Studying gesture. In E. Hoff (ed.), The research guide to methods in child language. (pp. 209-225) Malden, MA: Wiley-Blackwell, 2012. PDF
Cartmill, E. A., Beilock, S., & Goldin-Meadow, S. A word in the hand: Action, gesture, and mental representation in human evolutions. Philosophical Transactions of the Royal Society, Series B, 2012, 367, 129-143. PDF
Goldin-Meadow, S. Homesign: Gesture to language. In R. Pfau, M. Steinbach & B. Woll (eds.), Sign language: An international handbook (pp. 601-625). Berlin: Mouton de Gruyter, 2012.
Goldin-Meadow, S. What modern-day gesture can tell us about language evolution. In K. Gibson & M. Tallerman (eds.), Oxford handbook of language evolution (pp. 545-557). Oxford: Oxford University Press, 2012.
Cartmill, E. A., Demir, O.E., & Goldin-Meadow, S. Studying gseture. In E. Hoff (Ed.), The guide to research methonds in child lanauge. (pp. 208-225). Oxford, UK: Blackwell, 2012.
Quandt, L. C., Marshall, P.J., Shipley, T.F., Beilock, S.L., & Goldin-Meadow, S. Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: An EEG study of action production and gesture observation. Neuropsychologia, 50(12), 2745-51.
Demir, O.E., So, W-C., Ozyurek, A., & Goldin-Meadow, S. Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture. Language and Cognitive Processes. 2012, 27(6), 844-867.
Goldin-Meadow, S., & Alibali, M.W. Gesture's role in learning and development. In P. Zelazo (ed.), Oxford handbook of developmental psychology (pp. 953-973). Oxford: Oxford University Press, 2012.
Goldin-Meadow, S., Cook, S.W. Gesture in thought. In K. J. Holyoak & R. G. Morrison (eds.), Oxford handbook of thinking and reasoning. (pp. 631-649) N.Y.: Oxford University Press, 2012.
Shneidman L. & Goldin-Meadow, S. Mayan and U.S. caregivers simplify speech to children. In A. Biller, E. Chung & A. Kimball (eds.) Proceedings of the 36th annual Boston University Conference on Language Development. (vol 2, pp. 536-544) Summerville, MA: Cascadilla Press, 2012.
Shneidman, L. A., & Goldin-Meadow, S. Language input and acquisition in a Mayan village: How important is directed speech? Devleopmental Science, 2012, 15(5), 659-673.
Kontra, C. E., Goldin-Meadow, S., & Beilock, S.L. Embodied Learning across the lifespan. Topics in Cognitive Science, 2012, 1-9. PDF
Goldin-Meadow, S, Levine, S. L., Zinchenko, E., Yip, T.K-Y, Hemani, N., & Factor, L. Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science. 2012, 15(6), 876-884.

2013
7 Publications: 7 Article

Ozcaliskan, S., Levine, S., & Goldin-Meadow, S. Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions. Journal of Child Language, 2013, 40(5), 69-105. PDF
Goldin-Meadow, S., & Alibali, M.W. Gestures role in speaking, learning, and creading language. Annual Review of Psychology, 2013, 123, 448-453. PDF
Ozcaliskan, S., Gentner, D., & Goldin-Meadow, S. Do iconic gestures pave the way for children's early verbs? Applied Psycholinguistics, 2013, 1-20. PDF
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. Parent praise to 1- to 3-year-olds predicts children's motivational framworks 5 years later. Child Development, 2013, 1-16. PDF
Hunsicker, D., & Goldin-Meadow, S. Hierarchical structure in a self-created communication system: Building nominal constituents in homesign. Language, 2013, 732-763. PDF
Ping, R. M., Goldin-Meadow, S., & Beilock, S. L. Understanding gesture: Is the listener's motor system involved. Journal of Experimental Psychology: General, 2013, 1-10. PDF
Goksun, T., Goldin-Meadow, S., Newcombe, N., & Shipley, T. Individual differences in mental rotation: What does gesture tell us? Cognitive Processing, 2013, 14, 153-162. PDF

In Press:

Goldin-Meadow, S., & Alibali, M.W. Gesture's role in learning and development. Annual Review of Psychology, 2013, 64, in press.
Goldin-Meadow, S., & Iverson, J. M. Gesturing across the lifespan. In W. F. Overton (Ed.), Cognition, biology, and methods across the lifespan. Volume 1 of the Handbook of life-span development (pp. 36-55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley, in press 2010.
Ozcaliskan, S., & Goldin-Meadow, S. Is there an iconic gesture spurt at 26 months? In G. Stam & M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture. Amsterdam, NL: John Benjamins, in press.
Goldin-Meadow, S. Creating and learning language by hand. In M. A. Gernsbacher, R. W. Pew, L. Hough, & J. R. Pomerantz, J.R. (eds.), Psychology and the real world: Essays illustrating fundamental contributions to society. New York: Worth Publishers, in press, 2010.
Flaherty, M., & Goldin-Meadow, S. Does input matter? Homesign in Nicaragua, China, Turkey and the US. Proceedings from the Eighth Evolution of Language Conference, in press.
Goldin-Meadow, S. Homesigns: When gesture becomes language. In R. Pfau, M. Steinbach & B. Woll (eds.), Handbook on sign language linguistics (pp.145-160). Berlin: Mouton de Gruyter, in press 2010.
Goldin-Meadow, S., & Cook, S. W. Gesture in thought. In K. J. Holyoak & R. G. Morrison (eds.), Oxford handbook of thinking and reasoning. N.Y.: Oxford University Press, in press (2012).
Demir, O. E., So, W-C., Ozyurek, A., & Goldin-Meadow, S. Sensitivity to shared perceptual context in English- and Turkish-speaking children's referring expressions: Taking what listeners see into account. Language and Cognitive Processes, in press.
Senghas, A., Ozyurek, A., & Goldin-Meadow, S. Homesign as a way-station between co-speech gesture and sign language: The evolution of segmentation and sequencing. To appear in Rudolf Botha & Martin Everaert, The Evolutionary Emergence of Human Language in the Oxford Studies in the Evolution of Language series. London: Oxford Press, in press.
Shneidman L. & Goldin-Meadow, S. Mayan and U.S. caregivers simplify speech to children. Proceedings of the 36^th annual Boston University Conference on Language Development. Summerville, MA: Cascadilla Press, in press.
Goldin-Meadow, S., Levine., & Jacobs, S. Gestures role in learning arithmetic. In Edwards, L., Ferrara, F., & Moore-Russo, D. (eds). Emerging perspectives on gesture and embodiment in mathematics. Charlotte, N.C.: Information Age Publishing, in press.
Shneidman, L. A., Arroyo, M. E., Goldin-Meadow, S., & Levine, S. What counts as effective input for word learning? Journal of Child Language, in press.
Shneidman, L. A., & Goldin-Meadow, S. Language input and acquisition in a Mayan village: How important is directed speech? Developmental Science, in press.
Brentari, D., Coppola, M., Jung, A., & Goldin-Meadow, S. Acquiring word class distinctions in American Sign Language: Evidence from handshape. Language Learning and Development, in press.
Goldin-Meadow, S. (2012). Language and the manual modality: How our hands help us talk and think. In N.J. Enfield, P. Kockelman & J. Sidnell (eds.), The Cambridge Handbook of Linguistic Anthropology. N.Y.: Cambridge University Press, in press.

Under Review:

Andric, M., Solodkin, A. Buccino, G., Goldin-Meadow, S., Rizzolatti, G., & Small, S. L. Neural responses to observation of symbolic hand gestures overlap with those for language comprehension and action understanding. Under review.
Gentner, D., Ozyurek, A., Gurcanli, O., & Goldin-Meadow, S. Spatial language facilitates spatial cognition: Evidence from children who lack language input. Under review.
Ozyurek, A., Furman, R., Kita, S., Sancar, B., & Goldin-Meadow, S. From gesture to homesign: The emergence of action segmentation and sequencing. Cognition. Revision under review.
Coppola, M., Spaepen, E., & Goldin-Meadow, S. Communicating about number without a language model: Linguistic devices for number are robust. Under review.
Christie, S., Gentner D., & Goldin-Meadow, S. The influence of language on cognitive development. Child Development Perspectives. Under review.
Cook, S. W., & Goldin-Meadow, S. Gesture leads to knowledge change by creating implicit knowledge, under review.
Applebaum, L., Coppola, M., & Goldin-Meadow, S. Prosody in a communication system developed without a language model. Language and Speech, under review.
Spaepen, E., Coppola, M., & Goldin-Meadow, S. Number without a language model: Going beyond nonlinguistic representations. Under review.
Fisher, J. A., Levine, S. C., & Goldin-Meadow, S. Narrative production in kindergarten children: Input modality matters. Under review.
LeBarton, E. S., Raudenbush, S., & Goldin-Meadow, S. Experimentally-induced increases in early gesture lead to increases in spoken vocabulary. Under review.
Ping, R., Larson, S. W., Decatur, M-A., Ping, R., Zinchenko, E., & Goldin-Meadow, S. Gesture predicts readiness-to-learn in adults: The case of organic chemistry. Under review.
Gunderson, E. A., Gripshover, S., Romero, C., Goldin-Meadow, S., Dweck, & Levine, S. C. Parent praise to 1-3 year-olds predicts children's incremental theories 5 years later, under review.
Dick, A. S., Mok, E. H., Beharelle, A. R., Goldin-Meadow, S., & Small, S. Frontal and temporal contributions to understanding the iconic gestures that accompany speech, under review.
Goldin-Meadow, S., Namboodiripad, S., Mylander, C., Ozyurek, A., & Sancar, B. The resilience of structure built around the predicate: Homesign gesture systems in Turkish and American deaf children. Journal of Cognition and Development, Revison under review.
Demir, O. E., Fisher, J. A., Levine, S. C., & Goldin-Meadow, S. Narrative structure in typically developing children and children with early unilateral brain injury: The gestures you see matter. Under review.
Spaepen, E., Flaherty, M., Coppola, M., Spelke, E., & Goldin-Meadow, S. Generating a lexicon without a language model: Do words for number count? Under review.