Recent Publications

Novack, M., & Goldin-Meadow, S. (2022). Harnessing Gesture to Understand and Support Healthy Development. Reference Module In Biomedical Sciences. https://doi.org/10.1016/b978-0-12-818872-9.00075-3

Motamedi, Y., Montemurro, K., Abner, N., Flaherty, M., Kirby, S., & Goldin-Meadow, S. (2022). The Seeds of the Noun–Verb Distinction in the Manual Modality: Improvisation and Interaction in the Emergence of Grammatical Categories. Languages, (Vol. 7, Issue 2). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/languages7020095

Flaherty, M., Hunsicker, D., & Goldin-Meadow, S. (2021). Structural biases that children bring to language learning: A cross-cultural look at gestural input to homesign. Cognition211, 104608. https://doi.org/10.1016/j.cognition.2021.104608 

Frausel, R. R., Vollman, E., Muzard, A., Richland, L. E., Goldin‐Meadow, S., & Levine, S. C. (2021). Developmental Trajectories of Early Higher‐Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries. Mind, Brain, and Education16(2), 153–166. https://doi.org/10.1111/mbe.12301 

Padilla-Iglesias, C., Woodward, A.L., Goldin-Meadow, S., & Shneidman, L. A. (2021). Changing language input following market integration in a Yucatec Mayan community. PLOS One, (Vol. 16, Issue 6, p. e0252926). Public Library of Science (PLoS). https://doi.org/10.1371/journal.pone.0252926

Novack, M., Brentari, D., Goldin-Meadow, S., & Waxman, S. (2021). Sign language, like spoken language, promotes object categorization in young hearing infants. Cognition, (Vol. 215). Elsevier BV. https://doi.org/10.1016/j.cognition.2021.104845

Demir-Lira, O.E., Asaridou, S., Nolte, C., Small, S., & Goldin-Meadow, S. (2021). Parent language input prior to school forecasts change in children’s language-related cortical structures during mid-adolescence. Frontiers Human Neuroscience, (Vol. 15). Frontiers Media SA. https://doi.org/10.3389/fnhum.2021.650152

Abner, N., Namboodiripad, S., Spaepen, E., & Goldin-Meadow, S. (2021). Emergent morphology in child homesign: Evidence from number language. Language Learning and Development, 18:1, 16-40. https://doi.org/10.1080/15475441.2021.1922281

Wakefield, E., & Goldin-Meadow, S. (2021). How gesture helps learning: Exploring the benefits of gesture within an embodied framework. In S. Stolz (ed.), The body, embodiment, and education: An interdisciplinary approach. Routledge. https://doi.org/10.4324/9781003142010

Frausel, R. R., Vollman, E., Muzard, A., Richland, L. E., Goldin‐Meadow, S., & Levine, S. C. (2021). Developmental Trajectories of Early Higher‐Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries. Mind, Brain, and Education. Wiley. https://doi.org/10.1111/mbe.12301

Kısa, Y. D., Goldin-Meadow, S., & Casasanto, D. (2021). Do gestures really facilitate speech production? Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001135

 

 

 

 

 

 

Books & 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.