Recent Publications

Goldin-Meadow, S. (2024). How important is it to learn language rather than create it? Behavioral and Brain Sciences47, 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).

Deniz Kısa, Y., Goldin-Meadow, S., & Casasanto, D. (2024). Gesturing during disfluent speech: A pragmatic account. Cognition, 250.

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.

Stieg, P. (Host). (2024, April 5). What Are Your Hands Saying? with Susan Goldin-Meadow [Audio podcast episode]. In This is Your Brain.

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.

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.

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.

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.

Rissman, L., Horton, L., & Goldin-Meadow, S. (2023). Universal constraints on linguistic event categories: A cross-cultural study of child homesign. Psychological Science.

Novack, M., & Goldin-Meadow, S. (2022). Harnessing Gesture to Understand and Support Healthy Development. Reference Module In Biomedical Sciences.

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).

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.

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 Education16(2), 153–166. 

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).

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.

Congdon, E. L., & Goldin-Meadow, S. (2021). Mechanisms of embodied learning through gestures and actions: Lessons from development. Handbook of Embodied Psychology, 527–546.

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.

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.

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.

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







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.