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15 Publications: 1 Chapter, 14 Articles


16 Publications: 4 Chapters, 12 Articles


10 Publications: 10 Articles


24 Publications: 5 Chapters, 19 Articles


18 Publications: 5 Chapters, 13 Articles


16 Publications: 3 Chapters, 13 Articles


19 Publications: 5 Chapters, 14 Articles


7 Publications: 5 Chapter, 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 gestureWIREs (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 systemCognition, 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 Chapter, 14 Articles


16 Publications: 6 Chapters, 10 Articles


6 Publications: 1 Chapter, 5 Articles


8 Publications: 1 Chapter, 7 Articles


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 30th 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


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 28th 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


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


3 Publications: 1 Chapter, 2 Articles


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. Abstract, PDF
  • 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


8 Publications: 2 Chapters, 6 Articles


4 Publications: 4 Articles


4 Publications: 2 Chapters, 2 Articles


3 Publications: 1 Chapter, 2 Articles


15 Publications: 7 Chapters, 8 Articles

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

7 Publications: 2 Chapters, 5 Articles

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