Recent Publications

Silvey, C., Demir-Lira, Ö. E., Goldin-Meadow, S., & Raudenbush, S. W. (2021) Effects of time-varying parent input on children’s language outcomes differ for vocabulary and syntax, Psychological Science, 1-13, DOI:

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, 104608.

Carrazza, C., Wakefield, E., 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, 104604

Brentari, D., Horton, L., & Goldin-Meadow, S. (2021). Crosslinguistic similarity and variation in the simultaneous morphology of sign languagesThe Linguistic Review1(ahead-of-print).

Ping, R., Church, R. B., Decatur, M., Larson, S. W., Zinchenko, E., & Goldin-Meadow, S. (2021). Unpacking the gestures of chemistry learners: What the hands tell us about correct and incorrect conceptions of stereochemistry, Discourse Processes, 58(3), 213-232, DOI: 10.1080/0163853X.2020.1839343.

    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.