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.
  
  
• 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:
140 Publications: 56 Chapters, 84 Articles

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

• Goldin-Meadow, S. & Feldman, H. The spontaneous generation of a communication system in 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.
  
  
• 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.
  
  
• Angiolillo, C. & Goldin-Meadow, S. Experimental evidence for agent-patient categories in child language. Journal of Child Language, 1982, 9, 627-643.
  
  
• 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. Metalinguistic awareness and learning a second language. 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.]
  
  
• 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: The importance of 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.
  
  
• Goldin-Meadow, S. & Mylander, C. Beyond the input given: The child's role in the acquisition of language. Language, 1990, 66 (2), 323-355.
  [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 language 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.
  
  
• 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.
  
  

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 an evolutionary continuum of manual 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 blind children. 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 communications (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 as 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, 311-318. 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.
  
  
• 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, 1385-1406. 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 teaching and learning. 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.  Gesture’s 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 Science, 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, 368-371. 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. 239-255. 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 mothers 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 hand’s 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
3 Publication: 3 Article (3 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

In Press:

• Goldin-Meadow, S.  When gesture is and is not language.  Proceedings from the 32^nd Annual Meeting of the Berkeley Linguistics Society, in press.
  
  
• Goldin-Meadow, S., Özyürek, A., Sancar, B., & Mylander, C.   Making language around the globe:  A cross-linguistic study of homesign in the United States, China, and Turkey. In E. Lieven, J. Guo, S. Ervin-Tripp, & N. Budwig (eds.), Crosslinguistic approaches to the psychology of language:  Research in the tradition of Dan Slobin.  Mahwah, N.J.:  Erlbaum, in press.
  
  
• 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. Mahwah, N.J.:  Erlbaum Associates, in press.
  
  
• Ping, R.M. & Goldin-Meadow, S. Hands in the air: using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, in press.

Under Review:

• Broaders, S., & Goldin-Meadow, S.  The role of gesture in forensic interviews.  Under review.
  
  
• Ozcaliskan, S., Mylander, C., & Goldin-Meadow, S.  Similarity mapping with and without a language model.  Under review.
  
  
• Iverson, J. M., Capirci, O., Volterra, V., & Goldin-Meadow, S.  (2007).  The hands have it:  Gesture in the early communication of Italian and American children.  accepted pending revisions.
  

In Preperation:

• Broaders, S., & Goldin-Meadow, S. Leading children by the hand:  The impact of gesture on eyewitness testimony, in preparation.
  
  
• Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. Children learn better when told to gesture correctly, in preparation.

Last updated 23 April 2008

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