Recent Publications
Alhama, R. G., Foushee, R., Byrne, D., Ettinger, A., Alishahi, A., & Goldin-Meadow, S. (2024). Using computational modeling to validate the onset of productive determiner–noun combinations in English-learning children. Proceedings of the National Academy of Sciences, 121(50). https://doi.org/10.1073/pnas.2316527121
Goldin-Meadow, S., & Arnon, I. (2024). Whole-to-part development in language creation. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2024.09.015
Ravindran, S. (2024). Profile of Susan Goldin-Meadow. Proceedings of the National Academy of Sciences, 121(49). https://doi.org/10.1073/pnas.2421379121
Özçalışkan, Ş., Lucero, C., & Goldin‐Meadow, S. (2024). Is vision necessary for the timely acquisition of language‐specific patterns in co‐speech gesture and their lack in silent gesture? Developmental Science, 27(5). https://doi.org/10.1111/desc.13507
Congdon, E. L., Wakefield, E. M., Novack, M. A., Hemani‐Lopez, N., & Goldin‐Meadow, S. (2024). Learners’ spontaneous gesture before a math lesson predicts the efficacy of seeing versus doing gesture during the lesson. Cognitive Science, 48(7). https://doi.org/10.1111/cogs.13479
Kersey, A. J., Carrazza, C., Novack, M. A., Congdon, E. L., Wakefield, E. M., Hemani-Lopez, N., & Goldin-Meadow, S. (2024). The effects of gesture and action training on the retention of math equivalence. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1386187
Goldin-Meadow, S. (2024). Podcast #972 Susan Goldin-Meadow: Thinking with your hands (R. Lopez, Interviewer). The Dissenter. https://bit.ly/4dlJvYj
Goldin-Meadow, S. (2024). How important is it to learn language rather than create it? Behavioral and Brain Sciences, 47, e127. doi:10.1017/S0140525X23003254
Brentari, D., Goldin-Meadow, S., Horton, L., Senghas, A., & Coppola, M. (2024). The organization of verb meaning in lengua de Señas Nicaragüense (LSN): Sequential or simultaneous structures? Volume 9, 9(1). https://doi.org/10.16995/glossa.10342
Deniz Kısa, Y., Goldin-Meadow, S., & Casasanto, D. (2024). Gesturing during disfluent speech: A pragmatic account. Cognition, 250. https://doi.org/10.1016/j.cognition.2024.105855
Özçalışkan, Ş., Lucero, C., & Goldin‐Meadow, S. (2024). Is vision necessary for the timely acquisition of language‐specific patterns in co‐speech gesture and their lack in silent gesture? Developmental Science. https://doi.org/10.1111/desc.13507
Stieg, P. (Host). (2024, April 5). What Are Your Hands Saying? with Susan Goldin-Meadow [Audio podcast episode]. In This is Your Brain. https://thisisyourbrain.com/2024/04/what-are-your-hands-saying-with-susan-goldin-meadow/
Eapen, G. (Host). (2024, February 16). Prof. Susan Goldin-Meadow of the University of Chicago on gestures and language [Audio podcast episode]. In Scientific Sense. https://www.youtube.com/watch?v=80lq3DRbZu8
UCPN Podcast. (2024, January 25). What Our Hand Gestures Reveal About Our Thoughts, with Susan Goldin-Meadow. Big Brains. episode, Chicago, IL.
Tamis‐LeMonda, C. S., Kachergis, G., Masek, L. R., Gonzalez, S. L., Soska, K. C., Herzberg, O., … Yurovsky, D. (2024). Comparing apples to Manzanas and oranges to Naranjas: A new measure of English‐Spanish vocabulary for dual language learners. Infancy. doi:10.1111/infa.12571
Özçalışkan, Ş., Lucero, C., Goldin-Meadow, S. (2023). What the development of gesture with and without speech can tell us about the effect of language on thought. Language and Cognition, 1–22. doi:10.1017/langcog.2023.34
Gomes, V., Doherty, R., Smits, D., Goldin-Meadow, S., Trueswell, J. C., & Feiman, R. (2023). It’s not just what we don’t know: The mapping problem in the acquisition of negation. Cognitive Psychology, 145, 101592. https://doi.org/10.1016/j.cogpsych.2023.101592
Silvey, C., Gentner, D., Richland, L. E., & Goldin-Meadow, S. (2023). Children’s early spontaneous comparisons predict later analogical reasoning skills: An investigation of parental influence. Open Mind, 7, 483–509. https://doi.org/10.1162/opmi_a_00093
Gomes, V., Doherty, R., Smits, D., Goldin-Meadow, S., Trueswell, J. C., & Feiman, R. (2023). It’s not just what we don’t know: The mapping problem in the acquisition of negation. Cognitive Psychology, 145, 101592. doi:10.1016/j.cogpsych.2023.101592
Alda, A. (Host). (2023, April 26). Susan Goldin-Meadow: Thinking with your Hands [Audio podcast episode]. In Clear+Vivid with Alan Alda. Apple Podcasts. https://podcasts.apple.com/us/podcast/clear-vivid-with-alan-alda/id1400082430?i=1000610499411
Rissman, L., Horton, L., & Goldin-Meadow, S. (2023). Universal constraints on linguistic event categories: A cross-cultural study of child homesign. Psychological Science. https://doi.org/10.1177/09567976221140328
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. Cognition, 211, 104608. https://doi.org/10.1016/j.cognition.2021.104608
Carrazza, C., Wakefield, E. M., Hemani-Lopez, N., Plath, K., & Goldin-Meadow, S. (2021). Children integrate speech and gesture across a wider temporal window than speech and action when learning a math concept. Cognition, 210, 104604. doi:10.1016/j.cognition.2021.104604
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, 16(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
Congdon, E. L., & Goldin-Meadow, S. (2021). Mechanisms of embodied learning through gestures and actions: Lessons from development. Handbook of Embodied Psychology, 527–546. https://doi.org/10.1007/978-3-030-78471-3_23
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
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/
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.