Publications

12 Publications: 8 Articles, 4 Podcasts

• 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

10 Publications: 8 Articles, 1 Book, 1 Podcast

• 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

• 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. doi:10.1016/j.cogpsych.2023.101592
• 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
• Goldin-Meadow, S. (2023) Thinking with your hands: The surprising science behind how gestures shape our thoughts. New York, New York: Basic Books.
• 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
• Congdon, E.L., & Goldin-Meadow, S.  Mechanisms of embodied learning through gestures and actions:  Lessons from development. In M.D. Robinson & L.E. Thomas (eds.), Embodied psychology:  Thinking, feeling and acting.  Springer, in press.
• Novack, M.A., & Goldin-Meadow, S.  Gesture in learning and education. In A. J. Cienki (ed.), Handbook of Gesture Studies, in the Cambridge Handbooks in Language and Linguistics series, in press.
• Ping, R., Parrill, F., Church, R.B., & Goldin-Meadow, S.  Teaching stereoisomers through gesture, action, and mental imagery. Chemistry Education: Research and Practice, in press.
• Gibson, D.J., Berkowitz, T., Butts, J., Goldin-Meadow, S., & Levine, S.C. Young children interpret number gestures differently than nonsymbolic sets.  Developmental Science, in press.

2 Publications: 2 Articles

• 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 

23 Publications: 2 Chapters, 21 Articles

• 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

• 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. 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
• Vilà-Giménez, I., Dowling, N., Demir-Lira, Ö.E., Prieto, P. and Goldin-Meadow, S. (2021), The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent–Child Interactions Predicts Narrative Abilities at 5 Years of Age. Child Dev, 92: 2335-2355. https://doi.org/10.1111/cdev.13583

• Goldin-Meadow, S., & Karmiloff-Smith, A. (2021). The cognitive underpinnings of relative clause comprehension in children. In Taking development SERIOUSLY: A festschrift for ANNETTE Karmiloff-Smith: NEUROCONSTRUCTIVISM and the Multi-disciplinary approach to understanding the emergence of mind (pp. 16–32). essay, Routledge.

• Frausel, R. R., Richland, L. E., Levine, S. C., & Goldin-Meadow, S. (2021). Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions. Developmental Psychology, 57(4), 519–534. https://doi.org/10.1037/dev0001166
• Brown, A. R., Pouw, W., Brentari, D., & Goldin-Meadow, S. (2021). People Are Less Susceptible to Illusion When They Use Their Hands to Communicate Rather Than Estimate. Psychological Science. https://doi.org/10.1177/0956797621991552
• Cooperrider, K., Fenlon, J., Keane, J., Brentari, D., & Goldin-Meadow, S. (2021). How Pointing is Integrated into Language: Evidence From Speakers and Signers. Frontiers in Communication, 6. https://doi.org/10.3389/fcomm.2021.567774
• 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: https://doi.org/10.1177/0956797620970559
• 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 languages, The Linguistic Review, 1(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.

12 Publications: 2 Chapters, 10 Articles

• Motamedi, Y., Murgiano, M., Perniss, P., Wonnacott, E., Marshall, C., Goldin-Meadow, S., & Vigliocco, G. (2020). Linking language to sensory experience: Onomatopoeia in early language development. Developmental Science, 24(3), e13066, DOI: https://doi.org/10.1111/desc.13066.
• Goldin-Meadow, S. (2020). Discovering the biases children bring to language learning, Child Development Perspectives, 1-7.
• Goldin-Meadow, S. (2020). Using gesture to identify and address early concerns about language and pragmatics. Pediatrics, 146(Supplement 3), S278-S283.
• Paul, R., Paatsch, L., Caelli, N., Garberoglio, C. L., Goldin-Meadow, S., & Lederber, A. (2020). Current research in pragmatic language use among deaf and hard of hearing children, Pediatrics, 146(Supplement 3), S237-S245.
• Raudenbush, S. W., Hernandez, M., Goldin-Meadow, S., Carrazza, C., Foley, A., Leslie, D., Sorkin, J. E., & Levine, S. C. (2020). Longitudinally adaptive assessment and instruction increase numerical skills of preschool children, Proceedings of the National Academy of Sciences
• Maimon-Mor, R. O., Obasi, E., Lu, J., Odeh, N., Kirker, S., MacSweeney, M., Goldin-Meadow, S., & Makin, T. R. (2020). Talking with your (artificial) hands: Communicative hand gestures as an implicit measure of embodiment, iScience, 101650.
• Goldin-Meadow, S. (2020) Approaching learning hands first: How gesture influences thought. In: Dess, N. K. (Ed.), A Multidisciplinary Approach to Embodiment (pp. 46-50). Routledge.
• Rissman, L., Horton, L., Flaherty, M., Senghas, A., Coppola, M., Brentari, D., & Goldin-Meadow, S. (2020). The communicative importance of agent-backgrounding: Evidence from homesign and Nicaraguan Sign Language, Cognition, 203, DOI: https://doi.org/10.1016/j.cognition.2020.104332. 
• Frausel, R. R., Silvey, C., Freeman, C., Dowling, N., Richland, L. E., Levine, S. C., Raudenbush, S., & Goldin-Meadow, S. (2020). The origins of higher-order thinking lie in children’s spontaneous talk across the pre-school years, Cognition, 200, DOI: https://doi.org/10.1016/j.cognition.2020.104274.
• Goldin-Meadow, S. 2020. Theories of Language Acquisition. In: Benson, J. B. (Ed.), Encyclopedia of Infant and Early Childhood Development, 2nd edition. vol. 3, Elsevier, pp. 356-364.
• Asaridou, S. S., Demir-Lira, Ö. E., Goldin-Meadow, S., Levine, S. C., & Small, S. L. (2020). Language development and brain reorganization in a child born without the left hemisphere. Cortex, 1-54, DOI: https://doi.org/10.1016/j.cortex.2020.02.006.
• Walker, D., Sepulveda, S. J., Hoff, E., Rowe, M. L., Schwartz, I. S., Dale, P. S., Peterson, C. A., Diamond, K., Goldin-Meadow, S., Levine, S. C., Wasik, B. H., Horm, D. M., & Bigelow, K. M. (2020). Language intervention research in early childhood care and education: A systematic survey of the literature. Early Childhood Research Quarterly, 50, 68-85.

 13 Publications: 2 Chapters, 11 Articles

• Asaridou, S. S., Demir-Lira, Ö. E., Uddén, J., Goldin-Meadow, S., & Small, S. L. (2019). Pragmatic language processing in the adolescent brain. BioRxiv, 87134, 1-14, DOI: https://doi.org/10.1101/871343.
• Goldin-Meadow, S. (2019). Theories of Language Acquisition, Reference Module in Neuroscience and Biobehavioral Psychology, 1-9. (Originally printed in Encyclopedia of Infant and Early Childhood Development, vol. 2, 2008).
• Jouravlev, O., Zheng, D., Balewski, Z., Pongos, A. L. A., Levan, Z., Goldin-Meadow, S., & Fedorenko, E. (2019). Speech-accompanying gestures are not processed by the language-processing mechanisms. Neuropsychologia, 132, 107132.
• Wakefield, E. M. & Goldin-Meadow, S. (2019). Harnessing Our Hands to Teach Mathematics In Dunlosky, J., & Rawson, K. A. (Eds.), The Cambridge Handbook of Cognition and Education, (pp. 209-233). New York: Cambridge University Press.
• Abner, M., Flaherty, M., Stangl, K., Coppola, M., Brentari, D., & Goldin-Meadow, S. (2019). The noun-verb distinction in established and emergent sign systems. Language, 95(2), 230-267, DOI: 10.1353/lan.2019.0030.
• Jouravlev, O., Zheng, D., Balewski, Z., Pongos, A. L. A., Levan, Z., Goldin-Meadow, S., & Fedorenko, E. (2019). Speech-accompanying gestures are not processed by the language-processing mechanisms. Neuropsychologia, 132, DOI: 107132.
• Fenlon, J., Cooperrider, K., Keane, J., Brentari, D., & Goldin-Meadow, S. (2019). Comparing sign language and gesture: Insights and pointing. Glossa: A Journal of General Linguistics, 4(1): 2, 1-26, DOI: 10.5334/gjgl.499.
• Zhen, A., Van Hedger, S., Heald, S., Goldin-Meadow, S., & Tian, X. (2019). Manual directional gestures facilitate cross-modal perceptual learning. Cognition, 187, 178-187, DOI: 10.1016/j.cognition.2019.03.004.
• Gleitman, L., Senghas, A., Flaherty, M., Coppola, M., & Goldin-Meadow, S. (2019). The emergence of the formal category “symmetry” in a new sign language. Proceedings of the National Academy of Sciences, 116(24), 11705-11711, DOI: 10.1073/pnas.1819872116.
• Wakefield, E. M., Congdon, E. L., Novack, M. A., Goldin-Meadow, S., & James, K. H. (2019). Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception, & Psychophysics. pp 1-11, DOI: 10.3758/s13414-019-01755-y.
• Wakefield, E. M., Foley, A. E., Ping, R., Villarreal, J. N., Goldin-Meadow, S., & Levine, S. C. (2019). Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning. Developmental Psychology, 1-13, DOI: 10.1037/dev0000697.
• Rissman, L., Woodward, A, & Goldin-Meadow, S. (2019). Occluding the face diminishes the conceptual accessibility of an animate agent. Language, Cognition, and Neuroscience, 34(3), 271-288, DOI: 10.1080/23273798.2018.1525495. 
• Gibson, D. J., Gunderson, E. A., Spaepen, E., Levine, S. C., & Goldin‐Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science, 22(3), e12791, DOI:10.1111/desc.12791.

17 Publications: 2 Chapters, 15 Articles

• Ece Demir‐Lira, Ö., Applebaum, L. R., Goldin‐Meadow, S., & Levine, S. C. (2018). Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Science, 22(3), e12764, DOI:10.1111/desc.12764.
• Hynes-Berry, M., McCray, J. S., & Goldin-Meadow, S. The Role of Gesture in Teaching and Learning Math. In Growing Mathematical Minds (pp. 83-108). Routledge, 2018.
• Novack, M., Filippi, C. A., Goldin-Meadow, S., & Woodward, A. L. (2018). Actions speak louder than gestures when you are 2 years old. Developmental Psychology, 54(10), 1809-1821, DOI: 10.1037/dev0000553.
• Goldin-Meadow, S. (2018). Taking a hands-on approach to learning. Policy Insights from the Behavioral and Brain Sciences, 5(2), 163–170, DOI: 10.1177/2372732218785393.
• Lu, J. & Goldin-Meadow, S. (2018). Creating images with the stroke of a hand: Depiction of size and shape in sign language. Frontiers in Psychology, 9(1276), 1-15, DOI: 10.3389/fpsyg.2018.01276.
• Spaepen, E., Gunderson, E., Gibson, D., Goldin-Meadow, S., & Levine, S. (2018). Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition, 180, 59-81, DOI: 10.1016/j.cognition.2018.06.012.
• Cooperrider, K., Abner, N., & Goldin-Meadow, S. (2018). The palm-up puzzle: Meanings and origins of a widespread form in gesture and sign. Frontiers in Communication, 3(23), 1-16, DOI: 10.3389/fcomm.2018.00023.
• Wakefield, E., Novack, M.A., Congdon, E.L., Franconeri, S., & Goldin-Meadow, S. (2018). Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science, 21(6), DOI: 10.1111/desc.12664.
• Gunderson, E. A., Sorhagen, N., Gripshover, S. J., Dweck C.S., Goldin-Meadow, S. & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental Psychology, 54(3), 397-409. DOI: 10.1037/dev0000444.
• Wakefield, E., Hall, C., James, J., & Goldin-Meadow, S. (2018). Gesture for generalization: Gesture facilitates flexible learning of words for actions on objects. Developmental Science, 21(5), 1-14, DOI:10.1111/desc.12656.
• Brooks, N., Barner, D., Frank, M., & Goldin-Meadow, S. (2018). The role of gesture in supporting mental representations: The case of mental abacus arithmetic. Cognitive Science, 42(2), 554-575. DOI: 10.1111/cogs.12527.
• Levine, S., Goldin-Meadow, S., Carlson, M., & Hemani-Lopez, N. (2018). Mental transformation skill in young children: The role of concrete and abstract motor training. Cognitive Science, 42, 1207–1228, DOI: 10.1111/cogs.12603.
• Wakefield, E., Hall, C., James, J., & Goldin-Meadow, S. (2018). Gesture for generalization: Gesture facilitates flexible learning of words for actions on objects. Developmental Science, 21(5), DOI:10.1111/desc.12656.
• Congdon, E., Novack, M., & Goldin-Meadow, S. (2018). Gesture in Experimental Studies: How Videotape Technology Can Advance Psychological Theory. Organizational Research Methods, 21(2), 489-499, DOI:10.1177/1094428116654548.
• Uccelli, P., Demir-Lira, O.E., Rowe, M., Levine, S. & Goldin-Meadow, S. (2018). Children’s Early Decontextualized Talk Predicts Academic Language Profiency in Midadolescence. Child Development, DOI:10.1111/cdev.13034.
• Demir-Lira, O.E., Asaridou, S., Beharelle, A.R., Holt, A., Goldin-Meadow, S., & Small, S. (2018). Functional neuroanatomy of gesture-speech integration in children varies with individual differences in gesture processing. Developmental Science, 21(5), DOI:10.1111/desc.12648.
• Novack, M., A., Congdon, E. L., Wakefield, E. M., & Goldin-Meadow, S.  Gesture’s role in reflecting and fostering conceptual change.  In T. Amin & O. Levrini (eds.), Converging perspectives on conceptual change:  Mapping an emerging paradigm in the learning sciences (pp. 97-104).  N.Y.:  Routledge, 2018

16 Publications: 4 Chapters, 12 Articles

• Goldin-Meadow, S. & Brentari, D. Gesture, sign, and language: The coming of age of sign language and gesture studies. Cambridge Core in Behavioral and Brain Sciences, 2017, 40, e46. doi: 10.1017/S0140525X1600039X
• Cartmill, E., Rissman, L., Novack, M., & Goldin-Meadow, S. The development of iconicity in children’s co-speech gesture and homesign. Language, Interaction and Acquisition, 2017, 8(1), 43-70. doi: 10.1075/lia.8.1.03car
• Brentari, D., & Goldin-Meadow, S. Language emergence. Annual Review of Linguistics, 2017, 3, 363-388. doi: 10.1146/annurev-linguistics-011415-040743
• Cooperrider, K., & Goldin-Meadow, S. When gesture becomes analogy. Topics in Cognitive Science, doi: 10.1111/tops.12276
• Brookshire, G., Lu, J., Nusbaum, H., Goldin-Meadow, S., & Casasanto, D. Visual cortex entrains to sign language. PNAS, 2017. doi: 10.1073/pnas.1620350114
• Wakefield, E.M., Novack, M., & Goldin-Meadow, S. Unpacking the ontogeny of gesture understanding: How movement becomes meaningful across development. Child Development, doi: 10.1111/cdev.12817
• Congdon, E.L., Novack, M.A., Brooks, N., Hemani-Lopez, N., & O’Keefe, L., & Goldin-Meadow, S.  Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Journal of Learning and Instruction, 2017, 50, 65-74. doi: 10.1016/j.learninstruc.2017.03.005
• Novack, M., & Goldin-Meadow, S. Understanding gesture as representational action: A functional account of how action and gesture differ with respect to thinking and learning. In: R.B. Church, M. Alibali, & S. Kelly (eds.), Why Gesture: How the hands function in speaking, thinking and communicating, (pp. 381-396). Philadelphia, PA: John Benjamins, 2017. doi: 10.1075/gs.7.18nov.
• Novack, M., & Goldin-Meadow, S. Gesture as representational action:  A paper about function.  Psychonomic Bulletin and Review, 2017, 24, 652-665. doi:10.3758/s13423-016-1145-z
• Church, R. B., & Goldin-Meadow, S. So how does gesture function in speaking, communication, and thinking? In: R.B. Church, M. Alibali, & S. Kelly (eds.), Why Gesture: How the hands function in speaking, thinking and communicating, (pp.397-412). Philadelphia, PA: John Benjamins, 2017. doi: 10.1075/gs.7.19chu.
• Rissman, L., & Goldin-Meadow, S. The development of causal structure without a language model. Language Learning and Development, 2017, 13(3), 286-299. doi: 10.1080/15475441.2016.1254633
• Goldin-Meadow, S. What the hands can tell us about language emergence. Psychonomic Bulletin & Review, 2017, 24(1), 213-218, doi:10.3758/s13423-016-1074-x
• Goldin-Meadow, S., & Yang, C. Statistical evidence that a child can create a combinatorial linguistic system without external linguistic input: Implications for language evolution. Neuroscience & Biobehavioral Reviews, 2017, 81(Part B), 150-157. doi: 10.1016/j.neubiorev.2016.12.016
• Wakefield, E. M., Hall, C., James, K. H., & Goldin-Meadow, S. Representational gesture as a tool for promoting word learning in young children. In: LaMendola, M. & Scott, J. (eds), Proceedings of the 41^st Annual Boston University Conference on Language Development, (pp.718-729). Somerville, MA: Cascadilla Press, 2017.
• Cooperrider, K., & Goldin-Meadow, S. Gesture, language, and cognition. In: B. Dancygier (ed.), Cambridge Handbook of Cognitive Linguistics, Cambridge University Press, 2017.
• Ozcaliskan, S., Lucero, C., & Goldin-Meadow, S. Blind speakers show language-specific patterns in co-speech gesture but not silent gesture. Cognitive Science, 2017, 1-14. Doi: 10.1111/cogs.12502

11 Publications: 11 Articles

• Goldin-Meadow, S. (2016). L’enfant parle d’abord avec les mains [Children speak first with their hands]. Enfance, (4), 435-443.
• Cooperrider, K., Gentner, D. & Goldin-Meadow, S. Spatial analogies pervade complex relational reasoning: Evidence from spontaneous gestures. Cognitive Research: Principles and Implications. 2016, 1, 28. doi: 10.1186/s41235-016-0024-5
• Andric, M., Goldin-Meadow, S., Small, S. & Hasson, U. Repeated movie viewings produce similar local activity patterns but different network configurations.  Neuroimage, 2016, 142, 613-627. doi: 10.1016/j.neuroimage.2016.07.061.
• Cooperrider, K., Gentner, D., & Goldin-Meadow, S. Gesture reveals spatial analogies during complex relational reasoning. Proceedings of the 38th Annual Meeting of the Cognitive Science Society (pp. 692-697). Austin, TX: Cognitive Science Society, 2016.
• Novack, M.A., Wakefield, E.M., Congdon, E.L., Franconeri, S., & Goldin-Meadow, S. There is more to gesture than meets the eye:  Visual attention to gesture’s referents cannot account for its facilitative effects during math instruction. Proceedings of the 38th Annual Meeting of the Cognitive Science Society,(pp/ 2141-2146). Austin, TX: Cognitive Science Society, 2016.
• Ozcaliskan, S., Lucero, C., & Goldin-Meadow, S. Is seeing gesture necessary to gesture like a native speaker?  Psychological Science, 2016, 27(5), 737-747, doi:10.1177/0956797616629931.
• Ozcaliskan, S., Lucero, C., & Goldin-Meadow, S. Does language shape silent gesture? Cognition, 2016, 148, 10-18, doi: 10.1016/j.cognition.2015.12.001.
• Trueswell, J., Lin, Y., Armstrong III, B., Cartmill, E., Goldin-Meadow, S. & Gleitman, L. Perceiving referential intent: Dynamics of reference in natural parent–child interactions. Cognition, 2016, 148, 117-135, doi:10.1016/j.cognition.2015.11.002.
• Novack, M., Wakefield, E. & Goldin-Meadow, S. What makes a movement a gesture? Cognition, 2016, 146, 339-348, doi:10.1016/j.cognition.2015.10.014.
• Goldin-Meadow, S. Using our hands to change our minds. WIREs Cognitive Science, 2016, 8. doi: 10.1002/wcs.1368
• Asaridou, S., Demir-Lira, O.E., Goldin-Meadow, S., & Small, S.L. The pace of vocabulary growth during preschool predicts cortical structure at school age. Neuropsychologia, 2016, 98, 13-23, doi: 10.1016/j.neuropsychologia.2016.05.018

24 Publications: 5 Chapters, 19 Articles

• Abner, N., Cooperrider, K., & Goldin-Meadow, S. Gesture for linguists: A handy primer. Language and Linguistics Compass, 2015, 9/11, 437-449, doi:10.1111/lnc3.12168. 
• Horton, L., Goldin-Meadow, S., Coppola, M., Senghas, A., & Brentari, D. Forging a morphological system out of two dimensions: Agentivity and number. Open Linguistics, 2015, 1, 596-613.
• Novack, M., Goldin-Meadow, S., & Woodward, A. Learning from gesture:  How early does it happen? Cognition, 2015, 142,138-147. doi: 10.1016/j.cognition.2015.05.018.
• Cartmill, E., & Goldin-Meadow, S. Gesture.  In D. Marsumoto, H.C. Hwang, & M.G. Frank (Editors-in-Chief).  APA Handbook of Nonverbal Communication.  Washington, D.C.:  American Psychological Association, 2015.
• Demir, O., E., & Goldin-Meadow, S.  Gesture’s role in learning and processing language.  In G. Hickok & S. Small (eds.), Neurobiology of Language (pp.275-283). Elsevier, 2015.
• Novack, M., & Goldin-Meadow, S. Learning from gesture: How our hands change our minds. Educational Psychology Review, 2015, 27(3), 405-412, doi: 10.1007/s10648-015-9325-3.
• Goldin-Meadow, S., From Action to Abstraction: Gesture as a mechanism of change. Developmental Review, 2015, 38, 167-184, doi: 10.1016/j.dr.2015.07.007.
• Gunderson, E., Spaepen, E., Gibson, D., Goldin-Meadow, S., Levine, S., Gesture as a window onto children’s number knowledge. Cognition, 2015, 144, 14-28, doi:10.1016/j.cognition.2015.07.008.
• Goldin-Meadow, S., Brentari, D., Coppola, M., Horton, L., Senghas, A., Watching language grow in the manual modality: Nominals, predicates, and handshapes. Cognition, 2015, 135, 381-395. doi:10.1016/j.cognition.2014.11.029.
• Goldin-Meadow, S. Gesture as a window onto communicative abilities:  Implications for diagnosis and intervention. SIG 1 Perspectives on Language Learning and Education, 2015, 22, 50-60. doi:10.1044/lle22.2.50.
• Demir, O.E., Rowe, M., Heller, G., & Goldin-Meadow, S., Levine, S.C. Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury:  Early parental talk about the there-and-then matters, Developmental Psychology, 2015, 51(2), 161-175. doi:10.1037/a0038476.
• Goldin-Meadow, S. The impact of time on predicate forms in the manual modality:  Signers, homesigners, and silent gesturers. TopICS, 2015, 7, 169-184. doi:10.1111/tops.12119.
• Goldin-Meadow, S., Namboodiripad, S., Mylander, C., Ozyurek, A., & Sancar, B. The resilience of structure built around the predicate: Homesign gesture systems in Turkish and American deaf children. Journal of Cognition and Development, 2015, 16(1), 55-80. doi:10.1080/15248372.2013.803970.
• Goldin-Meadow, S. Studying the mechanisms of language learning by varying the learning environment and the learner. Language, Cognition & Neuroscience, 2015, 30(8), 899-911, doi:10.1080/23273798.2015.1016978.
• Goldin-Meadow, S. Establishing and Accounting for the Resilient Properties of Language. Language, Cognition, and Neuroscience, 2015, 30(8), 928-931, Doi: 10.1080/23273798.2015.1062902
• Goldin-Meadow, S.  Language and thought.  In R. A. Scott & S. M. Kosslyn (eds.), Emerging trends in the social and behavioral sciences: an interdisciplinary, searchable, and linkable resource (pp.1-14). Wiley, 2015. DOI: 10.1002/9781118900772.etrds0199
• Demir, O.E., Levine, S., & Goldin-Meadow, S. A tale of two hands: Children’s gesture use in narrative production predicts later narrative structure in speech, Journal of Child Language, 2015, 42(3), 662-681. doi:10.1017/S0305000914000415.
• Trofatter, C., Kontra, C., Beilock, S., Goldin-Meadow, S. Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 2015, 30(3), 251-260. doi:10.1080/23273798.2014.905692.
• LeBarton, E. S., Raudenbush, S., & Goldin-Meadow, S. Experimentally-induced increases in early gesture lead to increases in spoken vocabulary. Journal of Cognition and Development, 2015, 16(2), 199-220. doi:10.1080/15248372.2013.858041.
• Ozyurek, A., Furman, R., & Goldin-Meadow, S. On the way to language:  event segmentation in homesign and gesture. Journal of Child Language, 2015, 42(1), 64-94.  doi:10.1017/S0305000913000512.
• Goldin-Meadow, S. Gesture and cognitive development. In L. S. Liben & U. Müller (Eds.), Cognitive processes. Volume 2 of the Handbook of child psychology and developmental science (7^th ed.). Editor-in-Chief: R. M. Lerner. Hoboken, NJ: Wiley, 2015.
• Brooks, N. & Goldin-Meadow, S. Moving to learn:  How guiding the hands can set the stage for learning. Cognitive Science, 2015, 40(7), 1831-1849. doi: 10.1111/cogs.12292.
• Suskind, D., Leffel, K. R., Leininger, L., Gunderson, E. A., Sapolich, S. G., Suskind, E., Hernandez, M.W., Goldin-Meadow, S., Graf, E. & Levine, S. A Parent-Directed Language Intervention for Children of Low Socioeconomic Status: A Randomized Controlled Pilot Study. Journal of Child Language, 2015, 43(2), 336-406. doi:10.1017/S0305000915000033.

18 Publications: 5 Chapters, 13 Articles

• Goldin-Meadow, S. How gesture helps children learn language. In I. Arnon, M. Casillas, C. Kurumada & B. Estigarribia (eds) Language in Interaction. Studies in honor of Eve V. Clark, (pp. 157-171). The Netherlands: John Benjamins Publishing Company, 2014.
• Goldin-Meadow, S. Widening the lens: What the manual modality reveals about language, learning, and cognition.  Philosophical Transactions of the Royal Society, Series B, 2014, 369(1651), 20130295. doi:10.1098/rstb.2013.0295, 
• Beaudoin-Ryan, L. & Goldin-Meadow, S.  Teaching moral reasoning through gesture.  Developmental Science, 2014, 17(6), 984-990. doi:10.1111/desc.12180.
• Ping, R., Goldin-Meadow, S., & Beilock S. Understanding gesture: Is the listener’s motor system involved?  Journal of Experimental Psychology:  General, 2014, 143(1), 195-204. doi:10.1037/a0032246.
• Goldin-Meadow, S. How gesture works to change or our minds. Trends in Neuroscience and Education, 2014, 3, 4-6. doi:10.1016/j.tine.2014.01.002.
• Novack, M.A., Congdon, E.L., Hemani-Lopez, N., & Goldin-Meadow, S. From action to abstraction: Using the hands to learn math. Psychological Science, 2014, 25(4), 903-910. doi:10.1177/0956797613518351.
• Cartmill, E. A., Hunsicker, D., & Goldin-Meadow, S. Pointing and naming are not redundant: Children use gesture to modify nouns before they modify nouns in speech. Developmental Psychology, 2014, 50(6), 1660-1666. doi:10.1037/a0036003.
• Dick, A. S., Mok, E. H., Beharelle, A. R., Goldin-Meadow, S., & Small, S. Frontal and temporal contributions to understanding the iconic co-speech gestures that accompany speech, Human Brain Mapping, 2014, 35(3), 900-971. doi:10.1002/hbm.22222.
• Fay, N., Lister, C., Ellison, T.M., & Goldin-Meadow, S. Creating a communication system from scratch: Gesture beats vocalization hands down. Frontiers in Psychology (Language Sciences), 2014, 5, 354. doi:10.3389/fpsyg.2014.00354.
• Demir, O. E., Fisher, J. A., Goldin-Meadow, S. & Levine, S.C. Narrative processing in typically developing children and children with early unilateral brain injury: Seeing gestures matters. Developmental Psychology, 2014, 50(3), 815-828. doi:10.1037/a0034322.
• Goldin-Meadow, S., Levine, S.C., Hedges, L. V., Huttenlocher, J., Raudenbush, S., & Small, S. New evidence about language and cognitive development based on a longitudinal study:  Hypotheses for intervention, American Psychologist, 2014, 69(6), 588-599. doi:10.1037/a0036886.
• Goldin-Meadow, S. In search of resilient and fragile properties of language. Journal of Child Language, 2014, 41, 64-77. doi:10.1017/S030500091400021X.
• Applebaum, L., Coppola, M., & Goldin-Meadow, S. Prosody in a communication system developed without a language model. Sign Language and Linguistics, 2014, 17(2), 181-212. doi:10.1075/sll.17.2.02app.
• Goldin-Meadow, S.  Gesture in all of its forms––following in the footsteps of Adam Kendon. In M. Seyfeddinipur & M. Gullberg, M. (Eds.). From gesture in conversation to visible action as utterance (pp.289-308). Amsterdam: Benjamins, 2014.
• Goldin-Meadow, S., Levine., & Jacobs, S. Gesture’s role in learning arithmetic. In Edwards, L., Ferrara, F., & Moore-Russo, D. (eds). Emerging perspectives on gesture and embodiment in mathematics. Charlotte, NC: Information Age Publishing, 2014.
• Özçalişkan, S., Gentner, D., & Goldin-Meadow, S. Do iconic gestures pave the way for children’s early verbs? Applied Psycholinguistics, 2014, 35(6), 1143-1162. doi:10.1017/ S0142716412000720.
• Goldin-Meadow, S. Language and the manual modality: The communicative resilience of the human species. In N.J. Enfield, P. Kockelman & J. Sidnell (eds.), The Cambridge Handbook of Linguistic Anthropology (pp.78-101). NY: Cambridge University Press, 2014.
• Goldin-Meadow, S.  Homesign.  In P. Brooks, V. Kempe, J. G. Golson (eds.),  Encyclopedia of Language Development(pp. 267-269). Sage Publications, 2014.

16 Publications: 3 Chapters, 13 Articles

• Hunsicker, D., & Goldin-Meadow, S. How handshape type can distinguish between nouns and verbs in homesign. Gesture, 2013, 13(3), 354-376. doi:10.1075/gest.13.3.05hun.
• Brentari, D., Coppola, M., Jung, A., & Goldin-Meadow, S. Acquiring word class distinctions in American Sign Language:  Evidence from handshape. Language Learning and Development, 2013, 9(2), 130-150. doi:10.1080/15475441.2012.679540.
• Gentner, D., Özyurek, A., Gurcanli, O., & Goldin-Meadow, S. Spatial language facilitates spatial cognition:  Evidence from children who lack language input. Cognition, 2013, 127(3), 318–330. doi: 10.1016/j.cognition.2013.01.003.
• Özçalişkan, S., Levine, S., & Goldin-Meadow, S. Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions. Journal of Child Language, 2013, 40(5), 69-105. doi:10.1017/S0305000912000220.
• Goldin-Meadow, S., & Alibali, M.W. Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 2013, 123, 448-453. doi:10.1146/annurev-psych-113011-143802.
• Shneidman, L. A., Arroyo, M. E., Levine, S  & Goldin-Meadow, S. What counts as effective input for word learning?  Journal of Child Language, 2013, 40(3), 672-86. doi:10.1017/S0305000912000141.
• Andric, M., Solodkin, A. Buccino, G., Goldin-Meadow, S., Rizzolatti, G., & Small, S. L. Brain function overlaps when people observe emblems, speech, and grasping. Neuropsychologia, 2013, 51(8), 1619-1629.doi:10.1016/j.neuropsychologia.2013.03.022.
• Göksun, T., Goldin-Meadow, S., Newcombe, N., & Shipley, T. Individual differences in mental rotation: What does gesture tell us? Cognitive Processing, 2013, 14, 153-162. doi:10.1007/s10339-013-0549-1.
• Senghas, A., Ozyurek, A., & Goldin-Meadow, S. Homesign as a way-station between co-speech gesture and sign language:  The evolution of segmentation and sequencing.  In R. Botha & M. Everaert (eds.), The evolutionary emergence of language: Evidence and inference (pp, 62-76).  Oxford: Oxford University Press, 2013.
• So, W-C., Kita, S., & Goldin-Meadow, S. When do speakers use gestures to specify who does what to whom? The role of language proficiency and type of gestures in narratives.  Journal of Psycholinguistic Research, 2013, 42, 581-594, doi:10.1007/s10936-012-9230-6.
• Coppola, M., Spaepen, E., & Goldin-Meadow, S. Communicating about quantity without a language model: Number devices in homesign grammar. Cognitive Psychology, 2013, 67, 1-25, doi:10.1016/j.cogpsych.2013.05.003.
• Spaepen, E., Flaherty, M., Coppola, M., Spelke, E., & Goldin-Meadow, S. Generating a lexicon without a language model: Do words for number count? Journal of Memory and Language, 2013, 69(4), 496-505. doi:10.1016/j.jml.2013.05.004.
• Cartmill, E.A., Armstrong, B.F., Gleitman, L.R., Goldin-Meadow, S., Medina, T.N., & Trueswell, J. D.  Quality of early parent input predicts child vocabulary three years later. Proceedings of the National Academy of Sciences of the United States of America, 2013, 110(28), 11278-11283. doi:10.1073/pnas.1309518110.
• Goldin-Meadow, S. Homesign:  When gesture is called upon to be language.  In C. Muller, A. Cienki, E. Fricke, S.H. Ladewig, D. McNeill, & S. TeBendorf (eds.), Body– language–communication:  An international handbook on multimodality in human interaction (pp. 113-135). Berlin:  De Gruyter Mouton, 2013.
• Goldin-Meadow, S.  How our gestures help us learn. In C. Muller, A. Cienki, E. Fricke, S.H. Ladewig, D. McNeill, & S. TeBendorf (eds.),  Body–language–communication:  An international handbook on multimodality in human interaction (pp. 792-803). Berlin:  De Gruyter Mouton, 2013.
• Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. Parent praise to 1- to 3-year-olds predicts children’s motivational framworks 5 years later. Child Development, 2013, 84(5), 1526-1541. doi:10.1111/cdev.12064.

19 Publications: 5 Chapters, 14 Articles

• Goldin-Meadow, S. Homesign: gesture to language. In R. Pfau, M. Steinbach & B. Woll (eds.), Sign language: An international handbook (pp. 601-625). Berlin: Mouton de Gruyter, 2012.
• Brentari, D., Coppola, M., Mazzoni, L., & Goldin-Meadow, S. When does a system become phonological? Handshape production in gesturers, signers, and homesigners. Natural Language and Linguistic Theory, 2012, 30(1), 1-31. doi: 10.1007/s11049-011-9145-1.
• Sauter, A., Uttal, D., Alman. A. S., Goldin-Meadow, S., & Levine, S., C. Learning what children know about space from looking at their hands: The added value of gesture in spatial communication. Journal of Experimental Child Psychology, 2012, 111(4), 587-606. doi:10.1016/j.jecp.2011.11.009.
• Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. The pace of early vocabulary growth helps predict later vocabulary skill. Child Development, 2012, 83(2), 508-525. doi:10.1111/j.1467-8624.2011.01710.x.
• Dick, A., Goldin-Meadow, S., Solodkin, A., & Small, S. Gesture in the developing brain. Developmental Science, 2012, 15(2), 165-180. doi:10.1111/j.1467-7687.2011.01100.x.
• Goldin-Meadow, S., Shield, A., Lenzen, D., Herzig, M., & Padden, C. The gestures ASL signers use tell us when they are ready to learn math. Cognition, 2012, 123, 448-453. doi:10.1016/j.cognition.2012.02.006.
• Cook, S. W., Yip, T., & Goldin-Meadow, S. Gestures, but not meaningless movements, lighten working memory load when explaining math. Language and Cognitive Processes, 2012, 27, 594-610. doi:10.1080/01690965.2011.567074.
• Cartmill, E., Demir, O.E., & Goldin-Meadow, S. Studying gesture. In E. Hoff (ed.), The research guide to methods in child language. (pp. 209-225) Malden, MA: Wiley-Blackwell, 2012.
• Cartmill, E. A., Beilock, S., & Goldin-Meadow, S. A word in the hand: Action, gesture, and metal representation in human evolutions. Philosophical Transaction of the Royal Society, Series B, 2012, 367, 129-143. doi:10.1098/rstb.2011.0162.
• Goldin-Meadow, S. What modern-day gesture can tell us about language evolution. In K. Gibson & M. Tallerman (eds.), Oxford handbook of language evolution (pp. 545-577). Oxford: Oxford University Press, 2012.
• Quandt, L. C., Marshall, P.J., Shipley, T.F., Beilock, S.L., & Goldin-Meadow, S. Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: An EEG study of action production and gesture observation. Neuropsychologia, 2012, 50(12), 2745-51. doi:10.1016/j.neuropsychologia.2012.08.005.
• Demir, O.E., So, W-C., Ozyurek, A., & Goldin-Meadow, S. Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture. Language and Cognitive Processes. 2012, 27(6), 844-867. doi:10.1080/01690965.2011.589273.
• Goldin-Meadow, S., & Alibali, M.W. Gesture’s role in learning and development. In P. Zelazo (ed.), Oxford handbook of developmental psychology. (pp.953-973). Oxford: Oxford University Press, 2012.
• Goldin-Meadow, S., Cook, S.W. Gesture in thought. In K. J. Holyoak & R. G. Morrison (eds.), Oxford handbook of thinking and reasoning. (pp. 631-649). N.Y.: Oxford University Press, 2012. 
• Shneidman, L., & Goldin-Meadow, S. Mayan and U.S. caregivers simplify speech to children. In A. Biller, E. Chung & A. Kimball (eds.), Proceedings of the 36th annual Boston University Conference on Language Development. (vol 2, pp. 536-544). Summerville, MA: Cascadilla Press, 2012.
• Shneidman, L. A., & Goldin-Meadow, S. Language input and acquistion in Mayan village: How important is directed speech? Developmental Science, 2012, 15(5), 659-673. doi:10.1111/j.1467-7687.2012.01168.x. 
• Kontra, C. E., Goldin-Meadow, S., & Beilock, S.L. Embodied Learning across the lifespan. Topics in Cognitive Science, 2012, 1-9. doi:10.1111/j.1756-8765.2012.01221.x.
• Hunsicker, D., & Goldin-Meadow, S. Hierarchical structure in a self-created communication system: Building nominal constituents in homesign. Language, 2012, 88(4), 732-763. doi:10.1353/lan.2012.0092. , Corrected Figure 1  NOTE: Original publication included incorrect graph in Figure 1. Please see corrected Figure 1.
• Goldin-Meadow, S, Levine, S. L., Zinchenko, E., Yip, T.K-Y, Hemani, N., & Factor, L. Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science. 2012, 15(6), 876-884. doi:10.1111/j.1467-7687.2012.01185.x.

7 Publications: 5 Chapters, 2 Articles

• Spaepen, E., Coppola, M., Spelke, E., Carey, S. & Goldin-Meadow, S. Number without a language model. Proceedings of the National Academy of Science of the United States of America, 2011, 108(8), 3163-3168. doi:10.1073/pnas.1015975108.
• Goldin-Meadow, S. Learning through gesture, WIREs (Wiley Interdisciplinary Reviews): Cognitive Science, 2011, 2(6), 595-607. doi:10.1002/wcs.132.
• Özçalişkan, S., & Goldin-Meadow, S.  Is there an iconic gesture spurt at 26 months?  In G. Stam & M. Ishino (Eds.),  Integrating gestures: The interdisciplinary nature of gesture(pp. 163-174). Amsterdam, NL: John Benjamins, 2011.
• Franklin, A., Giannakidou, A., & Goldin-Meadow, S. Negation as structure building in a home sign system. In E. Yuasa and T. Bagchi (eds.), Pragmatics and autolexical grammar: In honor of Jerry Sadock(pp. 261-276). John Benjamins, 2011.
• Franklin, A., Giannakidou, A., & Goldin-Meadow, S. Negation, questions, and structure building in a homesign system. Cognition, 2011, 118(3), 398-416. doi:10.1016/j.cognition.2010.08.017.
• Demir, O. E., Applebaum, L., Levine, S. C., Petty, K., & Goldin-Meadow, S. The story behind parent-child book-reading interactions: Relations to later language and reading outcomes. In N. Danis, K. Mesh, and H. Sung (Eds.), Proceedings of the 35th Boston University Conference on Language Development (Volume 1) (pp. 157-169). Somerville, MA: Cascadilla Press, 2011.
• Goldin-Meadow, S. Introduction: Perspectives on cognition and language. Language Learning and Development, 2011, 7(4), 251-252.

19 Publications: 5 Chapters, 14 Articles

• So, W.C., Demir, O. E., & Goldin-Meadow, S. When speech is ambiguous gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood. Applied Psycholinguistics, 2010, 31, 209-224. doi:10.1017/s0142716409990221.
• Sauer, E., Levine, S. C., & Goldin-Meadow, S. Early gesture predicts language delay in children with pre- and perinatal brain lesions. Child Development, 2010, 81, 528-539. doi:10.1111/j.1467-8624.2009.01413.x.
• Emmorey, K., Xu, J., Gannon, P., Goldin-Meadow, S., & Braun, A. CNS activation and regional connectivity during pantomime observation: No engagement of the mirror neuron system for deaf signers. NeuroImage, 2010, 49, 994-1005. doi:10.1016/j.neuroimage.2009.08.001.
• Goldin-Meadow, S.  Creating and learning language by hand.  In M. A. Gernsbacher, R. W. Pew, L. Hough, & J. R. Pomerantz, J.R.  (eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 90-97). New York: Worth Publishers, 2010.
• Goldin-Meadow, S., & Iverson, J. M. Gesturing across the lifespan. In W. F. Overton (Ed.), Cognition, biology, and methods across the lifespan.  Volume 1 of the Handbook of life-span development (pp. 36-55), Editor-in-chief: R. M. Lerner.  Hoboken, NJ: Wiley, 2010.
• Demir, O. E., Levine, S. C., Goldin-Meadow, S. Narrative skill in children with early unilateral brain injury: A possible limit to functional plasticity, Developmental Science, 2010, 13(4), 636-647. doi:10.1111/j.1467-7687.2009.00920.x
• Özçalişkan, S. & Goldin-Meadow, S. Sex differences in language first appear in gesture. Developmental Science, 2010, 13(5), 752-760. doi:10.1111/j.1467-7687.2009.00933.x
• Broaders, S., & Goldin-Meadow, S. Truth is at hand: How gesture adds information during investigative interview. Psychological Science, 2010, 21(5), 623-628. doi:10.1177/0956797610366082. Video
• Goldin-Meadow, S. When gesture does and does not promote learning. Language and Cognition, 2010, 2, 1-19. doi:10.1515/LANGCOG.2010.001.
• Cartmill, E., Pruden, S. M., Levine, S. C., & Goldin-Meadow, S. The role of parent gesture in childrens spatial language development. In K. Franich, K. M Iserman & L.L. Kei (eds.), Proceedings of the 34^th Annual Boston University Conference on Language Development, (pp. 70-77). Somerville, MA: Cascadilla Press, 2010.
• Senghas, A., Ozyurek, A., & Goldin-Meadow, S. The evolution of segmentation and sequencing: Evidence from homesign and Nicaraguan sign language. In A. D. M. Smith, M. Schouwstra, B. de Boer, & K. Smith (Ed.), Proceedings from the Eighth Evolution of Language Conference (pp. 279-289). Singapore: World Scientific Publishing Co., 2010.
• Flaherty, M. & Goldin-Meadow, S. Does input matter? Gesture and homesign in Nicaragua, China, Turkey, and the USA. In A. D. M. Smith, M. Schouwstra, B de Boer, & K. Smith, (Ed.), Proceedings of the Eighth Evolution of Language Conference (pp. 403-404). Singapore:  World Scientific Publishing Co, 2010.
• Ping, R., & Goldin-Meadow, S. Gesturing saves cognitive resources when talking about non-present objects. Cognitive Science, 2010, 34(4), 602-619. doi:10.1111/j.1551-6709.2010.01102.x
• Goldin-Meadow, S. Hands in the air. Scientific American Mind, 2010, 21(4), 48-55.
• Beilock, S. L. & Goldin-Meadow, S. Gesture changes thought by grounding it in action. Psychological Science, 2010, 21, 1605-1610. doi:10.1177/0956797610385353.
• Goldin-Meadow, S. Widening the lens on language learning: Language in deaf children and adults in Nicaragua. Human Development, 2010, 53, 301-308. doi:10.1159/000321294.
• Goldin-Meadow, S. Le role des gestes dans la creation et lacquisition du language. Enfance, 2010, 3, 239-255.
• Goldin-Meadow, S. & Beilock, S. L. Action’s influence on thought: The case of gesture. Persepctives on Psychological Science, 2010, 5, 664-674. doi:10.1177/1745691610388764.
• Cook, S. W., Yip, T.K., & Goldin-Meadow, S. Gesturing makes memories that last. Journal of Memory and Language, 2010, 63(4), 465-475. doi:10.1016/j.jml.2010.07.002

16 Publications: 6 Chapters, 10 Articles

• 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 (pp.195-210).  NY: Taylor & Francis, 2009.
• Goldin-Meadow, S. Gesture’s role in creating and learning language. In J. Zlatev, M. Andren, M. Johansson Falck, & C. Lundmark (eds.) Studies in language and cognition (pp. 347-360). Newcastleupon Tyne: Cambridge Scholars Publishing, 2009.
• Goldin-Meadow, S., Ozyurek, A., Sancar, B., & Mylander, C. Making language around the globe: A cross-linguistic study of homesign in the United States, China, and Turkey. In J. Guo, E. Lieven, N. Budwig & S. Ervin-Tripp (eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin. (pp. 27-39). N.Y.: Taylor & Francis, 2009.
• Rowe, M.L., Levine, S. C., Fisher, J., & Goldin-Meadow, S. Does linguistic input play the same role in language learning for children with and without early brain injury? Developmental Psychology, 2009, 45, 90-102. doi:0.1037/a0012848.
• So, W.-C., Kita, S., & Goldin-Meadow, S. Using the hands to identify who does what to whom: Gesture and speech go hand-in-hand. Cognitive Science, 2009, 33, 115-125. doi:10.1111/j.1551-6709.2008.01006.x.
• Özçalişkan, S. & Goldin-Meadow, S. When gesture-speech combinations do and do not index linguistic change. Language and Cognitive Processes, 2009, 24(2), 190-217. doi:10.1080/01690960801956911.
• Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. Gesturing gives children new ideas about math. Psychological Science, 2009, 20(3), 267-272. doi:10.1111/j.1467-9280.2009.02297.x.
• Rowe, M.L., & Goldin-Meadow, S. Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 2009, 323, 951-953. doi:10.1126/science.1167025.
• Rowe, M.L, & Goldin-Meadow, S. Early gesture selectively predicts later language learning. Developmental Science, 2009, 12, 182-187. doi:10.1111/j.1467-7687.2008.00764.x.
• Goldin-Meadow, S. How gesture promotes learning throughout childhood. Child Development Perspectives, 2009, 3,106-111. doi:10.1111/j.1750-8606.2009.00088.x.
• Özçalişkan, S., Goldin-Meadow, S., Gentner, D., & Mylander, C. Does language about similarity play a role in fostering similarity comparison in children? Cognition, 2009, 112, 217-228. doi:10.1016/j.cognition.2009.05.010
• Goldin-Meadow, S. Gesture. In R.S. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 411-413). Chicago, IL: University of Chicago Press, 2009.
• Goldin-Meadow, S. Sign Language. In R.S. Shweder, T.R. Bidell, A.C. Dailey, S.D. Dixon, P.J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp.906-907). Chicago, IL: University of Chicago Press, 2009.
• Skipper, J.I., Goldin-Meadow, S., Nusbaum, H., & Small, S. Gestures orchestrate brain networks for language understanding. Current Biology, 2009, 19(8), 661-667. doi:10.1016/j.cub.2009.02.051.
• Dick, A. S., Goldin-Meadow, S., Hasson, U., Skipper, J., & Small, S. L. Co-speech gestures influence neural activity in brain regions associated with processing semantic information. Human Brain Mapping, 2009, 30(11), 3509-3526. doi:10.1002/hbm.20774.
• Hunsicker, D., Mylander, C., & Goldin-Meadow, S. Are there noun phrases in homesign? In: GESPIN (Gesture and Speech in Interaction) Proceedings (Vol. 1), 2009.

6 Publications: 1 Chapter, 5 Articles

• Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. Gesture makes learning last, Cognition, 2008, 106, 1047-1058, doi:10.1016/j.cognition.2007.04.010.
• Rowe, M. L., Özçalişkan, S., & Goldin-Meadow, S. Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 2008, 28, 182 – 199. doi:10.1177/0142723707088310.
• 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. doi:10.1177/0142723707087736.
• Goldin-Meadow, S. Theories of Language Acquisition. In M. W. Haith & J. B. Benson (eds.), Encyclopedia of Infant and Early Childhood Development, vol. 2 (pp. 177-187). Oxford, UK: Elsevier Ltd, 2008. [Reprinted in M. W. Haith & J. B. Benson (eds.), Language, Memory, and Cognition in Infancy and Early Childhood Oxford, UK: Elsevier Ltd, 2009.]
• Goldin-Meadow, S., So, W.-C., Ozyurek, A., & Mylander, C. The natural order of events: How speakers of different languages represent events nonverbally. Proceedings of the National Academy of Sciences, 2008, 105(27), 9163-9168. doi:10.1073pnas.0710060105.
• Ping, R. & Goldin-Meadow, S. Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 2008, 44(5), 1277. doi:10.1037/0012-1649.44.5.1277.

8 Publications: 1 Chapter, 7 Articles

• Goldin-Meadow, S. Pointing sets the stage for learning language–and creating language. Child Development, 2007, 78, 741-745. [Reprinted under the title, L’enfant parle d’abord avec les mains (The child enters language hands first), as part of a thematic issue on pointing and communication in Enfance, 2016.]
• 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, 136(4), 539-550. doi: 10.1037/0096-3445.136.4.539
• 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.
• Goldin-Meadow, S. On inventing language. Daedalus: Journal of the Amercian Academy of Arts & Sciences, Summer 2007, 100-104.
• Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. Young children use their hands to tell their mothers what to say. Developmental Science, 2007, 10(6), 778-785.
• 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.
• 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.

10 Publications: 6 Chapters, 4 Articles

• Goldin-Meadow, S. Review of First language acquisition: The essential readings edited by B. C. Lust & C. Foley. Language, 2006, 81, 435-438.
• Goldin-Meadow, S. Talking and Thinking With Our Hands. Current Directions in Psychological Science, 2006, 15, 34-39.
• Goldin-Meadow, S. Nonverbal communication: The hands 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., Özçalişkan, 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.
• Özçalişkan, 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.
• Özçalişkan, 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.

13 Publications: 2 Chapters, 11 Articles

• Singer, M. A., & Goldin-Meadow, S. Children learn when their teachers gestures and speech differ. Psychological Science, 2005, 16, 85-89.
• Goldin-Meadow, S. Watching language grow. Proceedings of the National Academy of Science. 2005, 102, 2271-2272.
• Goldin-Meadow, S. & Wagner, S. M. How our hands help us learn. Trends in Cognitive Sciences, 2005, 9, 234-241.
• 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, 367-371.
• Özçalişkan, S. & Goldin-Meadow, S. Gesture is at the cutting edge of early language development. Cognition, 2005, 96, B101-113.
• Goldin-Meadow, S., Gelman, S., & Mylander, C. Expressing generic concepts with and without a language model. Cognition, 2005, 96, 109-126.
• Goldin-Meadow, S. The two faces of gesture: Language and thought. Gesture, 2005, 5. 241-257. [Reprinted in K. Liebal, C. Mueller, & S. Pika (eds.), Gestural communication in nonhuman and human primates (pp. 217-231).  Amsterdam:  John Benjamins Publishing Co., 2007.]
• So, C., Coppola, M., Licciardello, V., & Goldin-Meadow, S. The seeds of spatial grammar in the manual modality. Cognitive Science, 2005, 29, 1029-1043.
• Goldin-Meadow, S. What language creation in the manual modality tells us about the foundations of language. Linguistic Review, 2005, 22, 199-225.
• 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.
• Özçalişkan, S. & Goldin-Meadow, S. Do parents lead their children by the hand? Journal of Child Language, 2005, 32, 481 – 505.

Publications: 2 Chapters, 1 Manuscript, 4 Articles

• Goldin-Meadow, S. U-shaped changes are in the eye of the beholder. Journal of Cognition and Development, 2004, 5, 109-11, 2004.
• Özçalişkan, 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.
• 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. Gestures role in the learning process. Theory into Practice, 2004, 43, 314-321.
• 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.

5 Publications: 4 Chapters, 1 Article

• Goldin-Meadow, S. & Singer, M. A. From children’s hands to adults’ ears: Gesture’s role in the learning process. Developmental Psychology, 2003, 39(3), 509-520.
• 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.

9 Publications: 4 Chapters, 5 Articles

• 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.
• Goldin-Meadow, S. Constructing communication by hand. Cognitive Development, 2002, 17, 1385-1405.
• Gershkoff-Stowe, L., & Goldin-Meadow, S. Is there a natural order for expressing semantic relations? Cognitive Psychology, 2002, 45(3), 375-412.
• Zheng, M., & Goldin-Meadow, S. Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 2002, 85, 145-175.
• 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.

7 Publications: 3 Chapters, 4 Articles

• 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.
• Goldin-Meadow, S., Nusbaum, H., Kelly, S., & Wagner, S. Explaining math: Gesturing lightens the load. Psychological Science, 2001, 12, 516-522.
• Iverson, J. M., & Goldin-Meadow, S. The resilience of gesture in talk: Gesture in blind speakers and listeners. Developmental Science, 2001, 4, 416-422.
• 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.

7 Publications: 4 Chapters, 3 Articles

• 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.
• 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, 307-314.
• 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.
• 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.

9 Publications: 3 Chapters, 6 Articles

• Goldin-Meadow, S. & Sandhofer, C. M. Gesture conveys substantive information about a child’s thoughts to ordinary listeners. Developmental Science, 1999, 2, 67-74.
• 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.
• Goldin-Meadow, S., & Alibali, M. W. Does the hand reflect implicit knowledge? Yes and no. Behavioral and Brain Sciences, 1999, 22, 766-7.
• 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.
• 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.
• 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.

7 Publications: 3 Chapters, 4 Articles

• Goldin-Meadow, S. & Mylander, C. Spontaneous sign systems created by deaf children in two cultures. Nature, 1998, 391, 279-281.
• 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 communication (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.
• 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 when they speak. Nature, 1998, 396, 228.

6 Publications: 2 Chapters, 4 Articles

• 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 children blind from birth. Developmental Psychology, 1997, 33, 453-467.
• 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.
• Morford, J. P., & Goldin-Meadow, S. From here and now to there and then: The development of displaced reference in homesign and English. Child Development, 1997, 68, 420-435.
• Goldin-Meadow, S. When gesture and words speak differently. Current Directions in Psychological Science, 1997, 6, 138-143.

3 Publications: 1 Chapter, 2 Articles

• 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.
• 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.

8 Publications: 5 Chapters, 3 Articles

• 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 a unified continuum of gestural 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.
• 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.

2 Publications: 2 Articles

• 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.
• Goldin-Meadow, S. & Alibali, M. W. Do you have to be right to redescribe? Behavioral and Brain Sciences, 1994, 17, 718-719.

9 Publications: 2 Chapters, 7 Articles

• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Butcher, C. & Goldin-Meadow, S. From one spoken word to two: Exploring the changing nature of gesture. Biennial meeting of the Society for Research in Child Development, 1993 and the meeting of the Midwestern Psychological Association, 1993

4 Publications: 4 Articles

• 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.
• 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.
• 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.

4 Publications: 2 Chapters, 2 Articles

• Goldin-Meadow, S. & Mylander, C. (1991). Levels of structure in a communication system 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.
• Mylander, C. & Goldin-Meadow, S. (1991). 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.
• Goldin-Meadow, S. (1991). Is “innate” another name for “developmentally resilient”? Behavioral and Brain Sciences, 14(4), 619-620.
• Butcher, C., Mylander, C. & Goldin-Meadow, S. (1991). Displaced communication in a self-styled gesture system: Pointing at the non-present. Cognitive Development, 6, 315-342.

3 Publications: 3 Articles

• Galambos, S. & Goldin-Meadow, S. (1990). The effects of learning two languages on levels of metalinguistic awareness. Cognition, 34, 1-56.
• Goldin-Meadow, S. & Mylander, C. (1990). The role of parental input in the development of a morphological system. Journal of Child Language, 17, 527-563.
• Goldin-Meadow, S. & Mylander, C. (1990). Beyond the input given: The child’s role in the acquisition of language. Language, 66(2), 323-355. [Reprinted in P. Bloom (Ed.), Language acquisition: Core readings. New York: Harvester Wheatsheaf, 1993.]

15 Publications: 5 Chapters, 10 Articles

• Goldin-Meadow, S. (1989). Review of Language development in exceptional circumstances edited by D. Bishop & K. Mogford. Language and Speech, 32(3), 285-289.
• Perry, M., Church, R. B. & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400.
• Goldin-Meadow, S. (1987). Underlying redundancy and its reduction in a language developed without a language model: constraints imposed by conventional linguistic input. In B. Lust (Ed.), Studies in the acquisition of anaphora: Vol. II, Applying the constraints. (pp. 105-133), Boston, MA: D. Reidel Publishing Company.
• Mayberry, R., Wodlinger-Cohen, R., & Goldin-Meadow, S. (1987). 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.
• Church, R. B. & Goldin-Meadow, S. (1986). The mismatch between gesture and speech as an index of transitional knowledge. Cognition, 23, 43-71.
• Goldin-Meadow, S. (1985). 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.
• Goldin-Meadow, S. & Morford, M. (1985). Gesture in early child language: Studies of deaf and hearing children. Merrill-Palmer Quarterly, 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.]
• Goldin-Meadow, S. & Mylander, C. (1984). The development of morphology without a conventional language model. Papers from the Chicago Linguistic Society, 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. (1984). The child as a non-egocentric art critic. Child Development, 55, 2122-2129.
• Goldin-Meadow, S. & Mylander, C. (1983). Gestural communication in deaf children: Non-effect of parental input on language development. Science, 221(4608), 372-374. [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. (1983). Learning a second language and metalinguistic awareness. Papers from the Chicago Linguistic Society, 19, 117-133.
• Goldin-Meadow, S. (1982). 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.
• Angiolillo, C. & Goldin-Meadow, S. (1982). Experimental evidence for agent-patient categories in child language. Journal of Child Language, 9, 627-643.
• Goldin-Meadow, S. (1981). 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, 26(8), 587-589.
• 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. (1980). 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.

 7 Publications: 2 Chapters, 5 Articles

• Goldin-Meadow, S. (1979). 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.
• Goldin-Meadow, S. (1979). Underlying structure in simple and complex phrases of a communication system developed without a language model. Papers and Reports on Child Language Development, 17, 128-138.
• Goldin-Meadow, S. (1978). A study in human capacities. (Review of Genie: A psycholinguistic study of a modern-day ‘Wild Child’ by S. Curtiss). Science, 200, 649-651.
• Feldman, H., Goldin-Meadow, S., & Gleitman, L. (1978). Beyond Herodotus: The creation of a language by linguistically deprived deaf children. In A. Lock (Ed.), Action, symbol, and gesture: The emergence of language (pp.351-414). New York: Academic Press.
• Goldin-Meadow, S. & Feldman, H. (1977). The development of language-like communication without a language model. Science, 197, 401-403.
• Goldin-Meadow, S., Seligman, M. E. P., & Gelman, R. (1976). Language in the two-year old: Receptive and productive stages. Cognition, 4(2), 189-202.
• Goldin-Meadow, S. & Feldman, H. (1975). The creation of a communication system: A study of deaf children of hearing parents. Sign Language Studies, 8, 225-234. [Reprinted in W. C. Stokoe (Ed.), Sign and culture, pp. 362-375. Silver Spring, MD: Linstok Press, 1980.]