Susan Goldin-Meadow

University of Chicago, Chicago, IL 
Gesture, sign language, cognitive development
"Susan Goldin-Meadow"
Mean distance: 15.27 (cluster 15)
Cross-listing: LinguisTree - PsychTree - CSD Tree


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Rochel Gelman grad student 1975 Penn
Lila R. Gleitman grad student 1975 Penn


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Ozlem Ece Demir-Lira grad student
Jill P. Morford grad student Chicago (LinguisTree)
Jeremy I. Skipper grad student UCL
Martha W. Alibali grad student 1994 Chicago
Susan Duncan grad student 1996 Chicago
Jana M. Iverson grad student 1996 Chicago
Spencer D. Kelly grad student 1999 Chicago
Mingyu Zheng grad student 2000 Chicago
Lisa A. Hoogstra grad student 2002 Chicago
Sara C. Broaders grad student 2003 Chicago
Melissa A. Singer grad student 2004 Chicago
Bari Wieselman Schulman grad student 2004 Chicago
Amy J. Hammond grad student 2005 Chicago
Irene Kimbara grad student 2006 Chicago
Susan W. Wagner Cook grad student 2006 Chicago (PsychTree)
So C. Wing Chee grad student 2007 Chicago
Amy L Franklin grad student 1999-2007 Chicago (LinguisTree)
Elizabet U. Spaepen grad student 2008 Chicago
Sarah B. Van Deusen Phillips grad student 2008 Chicago
Raedy M. Ping grad student 2009 Chicago
Eve A. LeBarton grad student 2010 Chicago
Laura A. Shneidman grad student 2010 Chicago
James Goss grad student 2011 Chicago
Leanne Beaudoin-Ryan grad student 2012 Chicago
Margaret D. Hunsicker grad student 2012 Chicago
Neon B. Brooks grad student 2014 Chicago
Molly E. Flaherty grad student 2014 Chicago
Heather Harden Mangelsdorf grad student 2013-2018 University of Chicgo (PsychTree)
Erica Cartmill post-doc (Evolution Tree)
Alyssa J. Kersey post-doc 2018- Chicago
Seyda Ozcaliskan post-doc 2003-2008 Chicago (LinguisTree)
Margaret E. Echelbarger research scientist 2009-2010 Chicago (LinguisTree)
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Demir-Lira ÖE, Applebaum LR, Goldin-Meadow S, et al. (2018) Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science. e12764
Novack MA, Filippi CA, Goldin-Meadow S, et al. (2018) Actions speak louder than gestures when you are 2 years old. Developmental Psychology. 54: 1809-1821
Spaepen E, Gunderson EA, Gibson D, et al. (2018) Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition. 180: 59-81
Wakefield E, Novack MA, Congdon EL, et al. (2018) Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science. e12664
Wakefield EM, Hall C, James KH, et al. (2018) Gesture for generalization: gesture facilitates flexible learning of words for actions on objects. Developmental Science
Levine SC, Goldin-Meadow S, Carlson MT, et al. (2018) Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training. Cognitive Science
Demir-Lira ÖE, Asaridou SS, Raja Beharelle A, et al. (2018) Functional neuroanatomy of gesture-speech integration in children varies with individual differences in gesture processing. Developmental Science
Uccelli P, Demir-Lira ÖE, Rowe ML, et al. (2018) Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development
Gunderson EA, Sorhagen NS, Gripshover SJ, et al. (2017) Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology
Congdon EL, Novack MA, Brooks N, et al. (2017) Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. 50: 65-74
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