Publications

2 Publications: 2 Articles

• 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 

22 Publications: 2 Chapters, 20 Articles

• 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.]