Susan Goldin-Meadow - Publications

Affiliations: 
University of Chicago, Chicago, IL 
Area:
Gesture, sign language, cognitive development
Website:
http://psychology.uchicago.edu/people/faculty/sgmeadow.shtml

202 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Rissman L, Horton L, Flaherty M, Senghas A, Coppola M, Brentari D, Goldin-Meadow S. The communicative importance of agent-backgrounding: Evidence from homesign and Nicaraguan Sign Language. Cognition. 203: 104332. PMID 32559513 DOI: 10.1016/j.cognition.2020.104332  0.84
2020 Lucero C, Brookshire G, Sava-Segal C, Bottini R, Goldin-Meadow S, Vogel EK, Casasanto D. Unconscious Number Discrimination in the Human Visual System. Cerebral Cortex (New York, N.Y. : 1991). PMID 32537630 DOI: 10.1093/cercor/bhaa155  0.32
2020 Frausel RR, Silvey C, Freeman C, Dowling N, Richland LE, Levine SC, Raudenbush S, Goldin-Meadow S. The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years. Cognition. 200: 104274. PMID 32388140 DOI: 10.1016/j.cognition.2020.104274  0.88
2020 Asaridou SS, Demir-Lira ÖE, Goldin-Meadow S, Levine SC, Small SL. Language development and brain reorganization in a child born without the left hemisphere. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 127: 290-312. PMID 32259667 DOI: 10.1016/j.cortex.2020.02.006  1
2020 Walker D, Sepulveda SJ, Hoff E, Rowe ML, Schwartz IS, Dale PS, Peterson CA, Diamond K, Goldin-Meadow S, Levine SC, Wasik BH, Horm DM, Bigelow KM. Language intervention research in early childhood care and education: A systematic survey of the literature Early Childhood Research Quarterly. 50: 68-85. DOI: 10.1016/j.ecresq.2019.02.010  0.88
2019 Gleitman L, Senghas A, Flaherty M, Coppola M, Goldin-Meadow S. The emergence of the formal category "symmetry" in a new sign language. Proceedings of the National Academy of Sciences of the United States of America. 116: 11705-11711. PMID 31138681 DOI: 10.1073/pnas.1819872116  0.32
2019 Wakefield EM, Congdon EL, Novack MA, Goldin-Meadow S, James KH. Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception & Psychophysics. PMID 31111452 DOI: 10.3758/s13414-019-01755-y  0.72
2019 Wakefield EM, Foley AE, Ping R, Villarreal JN, Goldin-Meadow S, Levine SC. Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning. Developmental Psychology. PMID 30777770 DOI: 10.1037/dev0000697  0.88
2018 Gibson DJ, Gunderson EA, Spaepen E, Levine SC, Goldin-Meadow S. Number gestures predict learning of number words. Developmental Science. e12791. PMID 30566755 DOI: 10.1111/desc.12791  0.88
2018 Demir-Lira ÖE, Applebaum LR, Goldin-Meadow S, Levine SC. Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science. e12764. PMID 30325107 DOI: 10.1111/desc.12764  0.88
2018 Novack MA, Filippi CA, Goldin-Meadow S, Woodward AL. Actions speak louder than gestures when you are 2 years old. Developmental Psychology. 54: 1809-1821. PMID 30234335 DOI: 10.1037/dev0000553  0.64
2018 Spaepen E, Gunderson EA, Gibson D, Goldin-Meadow S, Levine SC. Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition. 180: 59-81. PMID 30007878 DOI: 10.1016/j.cognition.2018.06.012  0.88
2018 Wakefield E, Novack MA, Congdon EL, Franconeri S, Goldin-Meadow S. Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science. e12664. PMID 29663574 DOI: 10.1111/desc.12664  0.64
2018 Wakefield EM, Hall C, James KH, Goldin-Meadow S. Gesture for generalization: gesture facilitates flexible learning of words for actions on objects. Developmental Science. PMID 29542238 DOI: 10.1111/desc.12656  0.72
2018 Levine SC, Goldin-Meadow S, Carlson MT, Hemani-Lopez N. Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training. Cognitive Science. PMID 29528134 DOI: 10.1111/cogs.12603  0.88
2018 Demir-Lira ÖE, Asaridou SS, Raja Beharelle A, Holt AE, Goldin-Meadow S, Small SL. Functional neuroanatomy of gesture-speech integration in children varies with individual differences in gesture processing. Developmental Science. PMID 29516653 DOI: 10.1111/desc.12648  1
2018 Uccelli P, Demir-Lira ÖE, Rowe ML, Levine S, Goldin-Meadow S. Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development. PMID 29359315 DOI: 10.1111/cdev.13034  0.88
2018 Rissman L, Woodward A, Goldin-Meadow S. Occluding the face diminishes the conceptual accessibility of an animate agent Language, Cognition and Neuroscience. 34: 273-288. DOI: 10.1080/23273798.2018.1525495  0.84
2017 Gunderson EA, Sorhagen NS, Gripshover SJ, Dweck CS, Goldin-Meadow S, Levine SC. Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology. PMID 29172567 DOI: 10.1037/dev0000444  0.88
2017 Congdon EL, Novack MA, 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. Learning and Instruction. 50: 65-74. PMID 29051690 DOI: 10.1016/j.learninstruc.2017.03.005  0.64
2017 Cartmill EA, Rissman L, Novack M, Goldin-Meadow S. The development of iconicity in children's co-speech gesture and homesign. Lia. 8: 42-68. PMID 29034011 DOI: 10.1075/lia.8.1.03car  1
2017 Rissman L, Goldin-Meadow S. The Development of Causal Structure without a Language Model. Language Learning and Development : the Official Journal of the Society For Language Development. 13: 286-299. PMID 28983210 DOI: 10.1080/15475441.2016.1254633  0.84
2017 Brooks NB, Barner D, Frank M, Goldin-Meadow S. The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic. Cognitive Science. PMID 28892176 DOI: 10.1111/cogs.12527  0.32
2017 Brookshire G, Lu J, Nusbaum HC, Goldin-Meadow S, Casasanto D. Visual cortex entrains to sign language. Proceedings of the National Academy of Sciences of the United States of America. PMID 28559320 DOI: 10.1073/pnas.1620350114  1
2017 Wakefield EM, Novack MA, Goldin-Meadow S. Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development. Child Development. PMID 28504410 DOI: 10.1111/cdev.12817  0.72
2016 Novack MA, Goldin-Meadow S. Gesture as representational action: A paper about function. Psychonomic Bulletin & Review. PMID 27604493 DOI: 10.3758/s13423-016-1145-z  0.64
2016 Andric M, Goldin-Meadow S, Small SL, Hasson U. Repeated movie viewings produce similar local activity patterns but different network configurations. Neuroimage. PMID 27492251 DOI: 10.1016/j.neuroimage.2016.07.061  1
2016 Asaridou SS, Demir-Lira ÖE, Goldin-Meadow S, Small SL. The Pace of Vocabulary Growth during Preschool Predicts Cortical Structure at School Age. Neuropsychologia. PMID 27212056 DOI: 10.1016/j.neuropsychologia.2016.05.018  1
2016 Özçalışkan Ş, Lucero C, Goldin-Meadow S. Is Seeing Gesture Necessary to Gesture Like a Native Speaker? Psychological Science. PMID 26980154 DOI: 10.1177/0956797616629931  0.56
2016 Trueswell JC, Lin Y, Armstrong B, Cartmill EA, Goldin-Meadow S, Gleitman LR. Perceiving referential intent: Dynamics of reference in natural parent-child interactions. Cognition. 148: 117-135. PMID 26775159 DOI: 10.1016/j.cognition.2015.11.002  1
2016 Congdon EL, Novack MA, Goldin-Meadow S. Gesture in Experimental Studies Organizational Research Methods. 21: 489-499. DOI: 10.1177/1094428116654548  0.64
2016 Trueswell JC, Lin Y, Armstrong B, Cartmill EA, Goldin-Meadow S, Gleitman LR. Perceiving referential intent: Dynamics of reference in natural parent-child interactions Cognition. 148: 117-135. DOI: 10.1016/j.cognition.2015.11.002  0.56
2015 Abner N, Cooperrider K, Goldin-Meadow S. Gesture for Linguists: A Handy Primer. Language and Linguistics Compass. 9: 437-451. PMID 26807141 DOI: 10.1111/lnc3.12168  1
2015 Horton L, Goldin-Meadow S, Coppola M, Senghas A, Brentari D. Forging a morphological system out of two dimensions: Agentivity and number. Open Linguistics. 1: 596-613. PMID 26740937 DOI: 10.1515/opli-2015-0021  0.32
2015 Özçalışkan Ş, Lucero C, Goldin-Meadow S. Does language shape silent gesture? Cognition. 148: 10-18. PMID 26707427 DOI: 10.1016/j.cognition.2015.12.001  0.56
2015 Goldin-Meadow S. From action to abstraction: Gesture as a mechanism of change. Developmental Review : Dr. 38: 167-184. PMID 26692629 DOI: 10.1016/j.dr.2015.07.007  1
2015 Goldin-Meadow S. Studying the mechanisms of language learning by varying the learning environment and the learner. Language, Cognition and Neuroscience. 30: 899-911. PMID 26668813 DOI: 10.1080/23273798.2015.1016978  1
2015 Novack MA, Wakefield EM, Goldin-Meadow S. What makes a movement a gesture? Cognition. 146: 339-348. PMID 26513354 DOI: 10.1016/j.cognition.2015.10.014  1
2015 Brooks N, Goldin-Meadow S. Moving to Learn: How Guiding the Hands Can Set the Stage for Learning. Cognitive Science. PMID 26400648 DOI: 10.1111/cogs.12292  1
2015 Novack M, Goldin-Meadow S. Learning from gesture: How our hands change our minds. Educational Psychology Review. 27: 405-412. PMID 26366048 DOI: 10.1007/s10648-015-9325-3  1
2015 Gunderson EA, Spaepen E, Gibson D, Goldin-Meadow S, Levine SC. Gesture as a window onto children's number knowledge. Cognition. 144: 14-28. PMID 26210644 DOI: 10.1016/j.cognition.2015.07.008  1
2015 LeBarton ES, Goldin-Meadow S, Raudenbush S. Experimentally-induced Increases in Early Gesture Lead to Increases in Spoken Vocabulary. Journal of Cognition and Development : Official Journal of the Cognitive Development Society. 16: 199-220. PMID 26120283 DOI: 10.1080/15248372.2013.858041  0.28
2015 Suskind DL, Leffel KR, Graf E, Hernandez MW, Gunderson EA, Sapolich SG, Suskind E, Leininger L, Goldin-Meadow S, Levine SC. A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study. Journal of Child Language. 1-41. PMID 26041013 DOI: 10.1017/S0305000915000033  1
2015 Novack MA, Goldin-Meadow S, Woodward AL. Learning from gesture: How early does it happen? Cognition. 142: 138-47. PMID 26036925 DOI: 10.1016/j.cognition.2015.05.018  1
2015 Berent I, Goldin-Meadow S. Language by mouth and by hand. Frontiers in Psychology. 6: 78. PMID 25762948 DOI: 10.3389/fpsyg.2015.00078  1
2015 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. 30: 251-260. PMID 25664327 DOI: 10.1080/23273798.2014.905692  1
2015 Goldin-Meadow S, Namboodiripad S, Mylander C, Özyürek 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 : Official Journal of the Cognitive Development Society. 16: 55-80. PMID 25663828 DOI: 10.1080/15248372.2013.803970  1
2015 Demir ÖE, Rowe ML, Heller G, Goldin-Meadow S, Levine SC. 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. 51: 161-75. PMID 25621756 DOI: 10.1037/a0038476  1
2015 Goldin-Meadow S, Brentari D, Coppola M, Horton L, Senghas A. Watching language grow in the manual modality: nominals, predicates, and handshapes. Cognition. 136: 381-95. PMID 25546342 DOI: 10.1016/j.cognition.2014.11.029  1
2015 Goldin-Meadow S. The impact of time on predicate forms in the manual modality: signers, homesigners, and silent gesturers. Topics in Cognitive Science. 7: 169-84. PMID 25329421 DOI: 10.1111/tops.12119  1
2015 Demir ÖE, Levine SC, Goldin-Meadow S. A tale of two hands: children's early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language. 42: 662-81. PMID 25088361 DOI: 10.1017/S0305000914000415  1
2015 Ozyürek A, Furman R, Goldin-Meadow S. On the way to language: event segmentation in homesign and gesture. Journal of Child Language. 42: 64-94. PMID 24650738 DOI: 10.1017/S0305000913000512  1
2015 Goldin-Meadow S. Establishing and accounting for the resilient properties of language Language, Cognition and Neuroscience. 30: 928-931. DOI: 10.1080/23273798.2015.1062902  1
2015 LeBarton ES, Goldin-Meadow S, Raudenbush S. Experimentally Induced Increases in Early Gesture Lead to Increases in Spoken Vocabulary Journal of Cognition and Development. 16: 199-220. DOI: 10.1080/15248372.2013.858041  1
2014 Applebaum L, Coppola M, Goldin-Meadow S. Prosody in a communication system developed without a language model. Sign Language and Linguistics. 17: 181-212. PMID 25574153 DOI: 10.1075/sll.17.2.02app  1
2014 Goldin-Meadow S. How gesture works to change our minds. Trends in Neuroscience and Education. 3: 4-6. PMID 25396115 DOI: 10.1016/j.tine.2014.01.002  1
2014 Ozçal??kan S, Gentner D, Goldin-Meadow S. Do iconic gestures pave the way for children's early verbs? Applied Psycholinguistics. 35: 1143-1162. PMID 25309008 DOI: 10.1017/S0142716412000720  1
2014 Goldin-Meadow S. Widening the lens: what the manual modality reveals about language, learning and cognition. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 369: 20130295. PMID 25092663 DOI: 10.1098/rstb.2013.0295  1
2014 Goldin-Meadow S. In search of resilient and fragile properties of language. Journal of Child Language. 41: 64-77. PMID 25023497 DOI: 10.1017/S030500091400021X  1
2014 Goldin-Meadow S, Levine SC, Hedges LV, Huttenlocher J, Raudenbush SW, Small SL. New evidence about language and cognitive development based on a longitudinal study: hypotheses for intervention. The American Psychologist. 69: 588-99. PMID 24911049 DOI: 10.1037/a0036886  1
2014 Fay N, Lister CJ, Ellison TM, Goldin-Meadow S. Creating a communication system from scratch: gesture beats vocalization hands down. Frontiers in Psychology. 5: 354. PMID 24808874 DOI: 10.3389/fpsyg.2014.00354  1
2014 Beaudoin-Ryan L, Goldin-Meadow S. Teaching moral reasoning through gesture. Developmental Science. 17: 984-90. PMID 24754707 DOI: 10.1111/desc.12180  1
2014 Cartmill EA, 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. 50: 1660-6. PMID 24588517 DOI: 10.1037/a0036003  1
2014 Novack MA, Congdon EL, Hemani-Lopez N, Goldin-Meadow S. From action to abstraction: using the hands to learn math. Psychological Science. 25: 903-10. PMID 24503873 DOI: 10.1177/0956797613518351  1
2014 Demir ÖE, Fisher JA, Goldin-Meadow S, Levine SC. Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters. Developmental Psychology. 50: 815-28. PMID 24127729 DOI: 10.1037/a0034322  1
2014 Ping RM, Goldin-Meadow S, Beilock SL. Understanding gesture: is the listener's motor system involved? Journal of Experimental Psychology. General. 143: 195-204. PMID 23565671 DOI: 10.1037/a0032246  1
2014 Dick AS, Mok EH, Raja Beharelle A, Goldin-Meadow S, Small SL. Frontal and temporal contributions to understanding the iconic co-speech gestures that accompany speech. Human Brain Mapping. 35: 900-17. PMID 23238964 DOI: 10.1002/hbm.22222  1
2014 Goldin-Meadow S. Language and the manual modality: The communicative resilience of the human species The Cambridge Handbook of Linguistic Anthropology. 78-101. DOI: 10.1017/CBO9781139342872.005  0.56
2013 Hunsicker D, Goldin-Meadow S. How handshape type can distinguish between nouns and verbs in homesign. Gesture (Amsterdam, Netherlands). 175: 354-376. PMID 25435844 DOI: 10.1075/gest.13.3.05hun  1
2013 Spaepen E, Coppola M, Flaherty M, Spelke E, Goldin-Meadow S. Generating a lexicon without a language model: Do words for number count? Journal of Memory and Language. 69. PMID 24187432 DOI: 10.1016/j.jml.2013.05.004  1
2013 Coppola M, Spaepen E, Goldin-Meadow S. Communicating about quantity without a language model: number devices in homesign grammar. Cognitive Psychology. 67: 1-25. PMID 23872365 DOI: 10.1016/j.cogpsych.2013.05.003  1
2013 Cartmill EA, Armstrong BF, Gleitman LR, Goldin-Meadow S, Medina TN, Trueswell JC. Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences of the United States of America. 110: 11278-83. PMID 23798423 DOI: 10.1073/pnas.1309518110  1
2013 Brentari D, Coppola M, Jung A, Goldin-Meadow S. Acquiring word class distinctions in American Sign Language: Evidence from handshape. Language Learning and Development : the Official Journal of the Society For Language Development. 9: 130-150. PMID 23671406 DOI: 10.1080/15475441.2012.679540  1
2013 Andric M, Solodkin A, Buccino G, Goldin-Meadow S, Rizzolatti G, Small SL. Brain function overlaps when people observe emblems, speech, and grasping. Neuropsychologia. 51: 1619-29. PMID 23583968 DOI: 10.1016/j.neuropsychologia.2013.03.022  1
2013 Gentner D, Ozyürek A, Gürcanli O, Goldin-Meadow S. Spatial language facilitates spatial cognition: evidence from children who lack language input. Cognition. 127: 318-30. PMID 23542409 DOI: 10.1016/j.cognition.2013.01.003  1
2013 Göksun T, Goldin-Meadow S, Newcombe N, Shipley T. Individual differences in mental rotation: what does gesture tell us? Cognitive Processing. 14: 153-62. PMID 23423638 DOI: 10.1007/s10339-013-0549-1  1
2013 Gunderson EA, Gripshover SJ, Romero C, Dweck CS, Goldin-Meadow S, Levine SC. Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later. Child Development. 84: 1526-41. PMID 23397904 DOI: 10.1111/cdev.12064  1
2013 So WC, 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. 42: 581-94. PMID 23337950 DOI: 10.1007/s10936-012-9230-6  1
2013 OzçaliÅŸkan S, Levine SC, Goldin-Meadow S. Gesturing with an injured brain: how gesture helps children with early brain injury learn linguistic constructions. Journal of Child Language. 40: 69-105. PMID 23217292 DOI: 10.1017/S0305000912000220  1
2013 Goldin-Meadow S, Alibali MW. Gesture's role in speaking, learning, and creating language. Annual Review of Psychology. 64: 257-83. PMID 22830562 DOI: 10.1146/annurev-psych-113011-143802  1
2013 Shneidman LA, Arroyo ME, Levine SC, Goldin-Meadow S. What counts as effective input for word learning? Journal of Child Language. 40: 672-86. PMID 22575125 DOI: 10.1017/S0305000912000141  1
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 & Linguistic Theory. 30: 1-31. PMID 23723534 DOI: 10.1007/s11049-011-9145-1  1
2012 Cook SW, Yip TK, Goldin-Meadow S. Gestures, but not meaningless movements, lighten working memory load when explaining math. Language and Cognitive Processes. 27: 594-610. PMID 23700353 DOI: 10.1080/01690965.2011.567074  1
2012 Hunsicker D, Goldin-Meadow S. Hierarchical structure in a self-created communication system: Building nominal constituents in homesign. Language. 88: 732-763. PMID 23626381 DOI: 10.1353/lan.2012.0092  1
2012 Goldin-Meadow S, Levine SC, Zinchenko E, Yip TK, Hemani N, Factor L. Doing gesture promotes learning a mental transformation task better than seeing gesture. Developmental Science. 15: 876-84. PMID 23106741 DOI: 10.1111/j.1467-7687.2012.01185.x  1
2012 Kontra C, Goldin-Meadow S, Beilock SL. Embodied learning across the life span. Topics in Cognitive Science. 4: 731-9. PMID 22961943 DOI: 10.1111/j.1756-8765.2012.01221.x  1
2012 Shneidman LA, Goldin-Meadow S. Language input and acquisition in a Mayan village: how important is directed speech? Developmental Science. 15: 659-73. PMID 22925514 DOI: 10.1111/j.1467-7687.2012.01168.x  1
2012 Quandt LC, Marshall PJ, Shipley TF, Beilock SL, Goldin-Meadow S. Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: an EEG study of action production and gesture observation. Neuropsychologia. 50: 2745-51. PMID 22910276 DOI: 10.1016/j.neuropsychologia.2012.08.005  1
2012 Demir OE, So WC, Ozyürek 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. 27: 844-867. PMID 22904588 DOI: 10.1080/01690965.2011.589273  1
2012 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. 123: 448-53. PMID 22421166 DOI: 10.1016/j.cognition.2012.02.006  1
2012 Dick AS, Goldin-Meadow S, Solodkin A, Small SL. Gesture in the developing brain. Developmental Science. 15: 165-80. PMID 22356173 DOI: 10.1111/j.1467-7687.2011.01100.x  1
2012 Rowe ML, Raudenbush SW, Goldin-Meadow S. The pace of vocabulary growth helps predict later vocabulary skill. Child Development. 83: 508-25. PMID 22235920 DOI: 10.1111/j.1467-8624.2011.01710.x  1
2012 Sauter M, Uttal DH, Alman AS, Goldin-Meadow S, Levine SC. Learning what children know about space from looking at their hands: the added value of gesture in spatial communication. Journal of Experimental Child Psychology. 111: 587-606. PMID 22209401 DOI: 10.1016/j.jecp.2011.11.009  1
2012 Cartmill EA, Beilock S, Goldin-Meadow S. A word in the hand: action, gesture and mental representation in humans and non-human primates. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 367: 129-43. PMID 22106432 DOI: 10.1098/rstb.2011.0162  1
2012 Saffran JR. Acquiring grammatical patterns: Constraints on learning Infant Pathways to Language: Methods, Models, and Research Directions. 31-48. DOI: 10.4324/9780203809907  0.44
2012 Goldin-Meadow S, Cook SW. Gesture in Thought The Oxford Handbook of Thinking and Reasoning. DOI: 10.1093/oxfordhb/9780199734689.013.0032  1
2012 Goldin-Meadow S, McNeill D. The role of gesture and mimetic representation in making language the province of speech The Descent of Mind: Psychological Perspectives On Hominid Evolution. DOI: 10.1093/acprof:oso/9780192632593.003.0009  1
2012 Cartmill EA, Ece Demir O, Goldin-Meadow S. Studying Gesture Research Methods in Child Language: a Practical Guide. 208-225. DOI: 10.1002/9781444344035.ch14  1
2011 Goldin-Meadow S. Learning through gesture. Wiley Interdisciplinary Reviews. Cognitive Science. 2. PMID 24187604 DOI: 10.1002/wcs.132  1
2011 Franklin A, Giannakidou A, Goldin-Meadow S. Negation, questions, and structure building in a homesign system. Cognition. 118: 398-416. PMID 23630971 DOI: 10.1016/j.cognition.2010.08.017  1
2011 Demir OE, Applebaum L, Levine SC, Petty K, Goldin-Meadow S. The Story Behind Parent-child Book-reading Interactions: Specific Relations to Later Language and Reading Outcomes. Proceedings of the ... Annual Boston University Conference On Language Development. Boston University Conference On Language Development. 157-169. PMID 22902865  0.88
2011 Goldin-Meadow S. Widening the Lens on Language Learning: Language Creation in Deaf Children and Adults in Nicaragua: Commentary on Senghas. Human Development. 53: 303-311. PMID 22476199 DOI: 10.1159/000321294  1
2011 Spaepen E, Coppola M, Spelke ES, Carey SE, Goldin-Meadow S. Number without a language model. Proceedings of the National Academy of Sciences of the United States of America. 108: 3163-8. PMID 21300893 DOI: 10.1073/pnas.1015975108  1
2011 Goldin-Meadow S. Introduction: Perspectives on cognition and language Language Learning and Development. 7: 251-252. DOI: 10.1080/15475441.2011.604829  1
2010 Goldin-Meadow S. GESTURE'S ROLE IN CREATING AND LEARNING LANGUAGE. Enfance; Psychologie, Pedagogie, Neuropsychiatrie, Sociologie. 2010: 239-255. PMID 23526836 DOI: 10.4074/S0013754510003034  1
2010 Cook SW, Yip TK, Goldin-Meadow S. Gesturing makes memories that last. Journal of Memory and Language. 63: 465-475. PMID 21731176 DOI: 10.1016/j.jml.2010.07.002  1
2010 Goldin-Meadow S, Beilock SL. Action's Influence on Thought: The Case of Gesture. Perspectives On Psychological Science : a Journal of the Association For Psychological Science. 5: 664-74. PMID 21572548 DOI: 10.1177/1745691610388764  1
2010 Ping R, Goldin-Meadow S. Gesturing saves cognitive resources when talking about nonpresent objects. Cognitive Science. 34: 602-19. PMID 21564226 DOI: 10.1111/j.1551-6709.2010.01102.x  1
2010 Beilock SL, Goldin-Meadow S. Gesture changes thought by grounding it in action. Psychological Science. 21: 1605-10. PMID 20889932 DOI: 10.1177/0956797610385353  1
2010 OzçaliÅŸkan S, Goldin-Meadow S. Sex differences in language first appear in gesture. Developmental Science. 13: 752-60. PMID 20712741 DOI: 10.1111/j.1467-7687.2009.00933.x  1
2010 Demir OE, Levine SC, Goldin-Meadow S. Narrative skill in children with early unilateral brain injury: a possible limit to functional plasticity. Developmental Science. 13: 636-47. PMID 20590727 DOI: 10.1111/j.1467-7687.2009.00920.x  1
2010 Broaders SC, Goldin-Meadow S. Truth is at hand: how gesture adds information during investigative interviews. Psychological Science. 21: 623-8. PMID 20483837 DOI: 10.1177/0956797610366082  1
2010 Sauer E, Levine SC, Goldin-Meadow S. Early gesture predicts language delay in children with pre- or perinatal brain lesions. Child Development. 81: 528-39. PMID 20438458 DOI: 10.1111/j.1467-8624.2009.01413.x  1
2010 So WC, Demir OE, Goldin-Meadow S. When speech is ambiguous gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood. Applied Psycholinguistics. 31: 209-224. PMID 20401173 DOI: 10.1017/S0142716409990221  1
2010 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. 49: 994-1005. PMID 19679192 DOI: 10.1016/j.neuroimage.2009.08.001  1
2009 Goldin-Meadow S. How gesture promotes learning throughout childhood. Child Development Perspectives. 3: 106-111. PMID 20228883 DOI: 10.1111/j.1750-8606.2009.00088.x  1
2009 So WC, Kita S, Goldin-Meadow S. Using the Hands to Identify Who Does What to Whom: Gesture and Speech Go Hand-in-Hand. Cognitive Science. 33: 115. PMID 20126430 DOI: 10.1111/j.1551-6709.2008.01006.x  1
2009 Ozçal??kan S, Goldin-Meadow S. When gesture-speech combinations do and do not index linguistic change. Language and Cognitive Processes. 24: 190. PMID 20126299 DOI: 10.1080/01690960801956911  1
2009 OzçaliÅŸkan S, Goldin-Meadow S, Gentner D, Mylander C. Does language about similarity play a role in fostering similarity comparison in children? Cognition. 112: 217-28. PMID 19524220 DOI: 10.1016/j.cognition.2009.05.010  1
2009 Dick AS, Goldin-Meadow S, Hasson U, Skipper JI, Small SL. Co-speech gestures influence neural activity in brain regions associated with processing semantic information. Human Brain Mapping. 30: 3509-26. PMID 19384890 DOI: 10.1002/hbm.20774  1
2009 Skipper JI, Goldin-Meadow S, Nusbaum HC, Small SL. Gestures orchestrate brain networks for language understanding. Current Biology : Cb. 19: 661-7. PMID 19327997 DOI: 10.1016/j.cub.2009.02.051  1
2009 Goldin-Meadow S, Cook SW, Mitchell ZA. Gesturing gives children new ideas about math. Psychological Science. 20: 267-72. PMID 19222810 DOI: 10.1111/j.1467-9280.2009.02297.x  1
2009 Rowe ML, Goldin-Meadow S. Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science (New York, N.Y.). 323: 951-3. PMID 19213922 DOI: 10.1126/science.1167025  1
2009 Rowe ML, Levine SC, Fisher JA, Goldin-Meadow S. Does linguistic input play the same role in language learning for children with and without early brain injury? Developmental Psychology. 45: 90-102. PMID 19209993 DOI: 10.1037/a0012848  1
2009 Rowe ML, Goldin-Meadow S. Early gesture selectively predicts later language learning. Developmental Science. 12: 182-7. PMID 19120426 DOI: 10.1111/j.1467-7687.2008.00764.x  1
2008 Rowe ML, Ozçali?kan S, Goldin-Meadow S. Learning words by hand: Gesture's role in predicting vocabulary development. First Language. 28: 182-199. PMID 19763249 DOI: 10.1177/0142723707088310  1
2008 Iverson JM, Capirci O, Volterra V, Goldin-Meadow S. Learning to talk in a gesture-rich world: Early communication in Italian vs. American children. First Language. 28: 164-181. PMID 19763226 DOI: 10.1177/0142723707087736  1
2008 Ping RM, Goldin-Meadow S. Hands in the air: using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology. 44: 1277-87. PMID 18793062 DOI: 10.1037/0012-1649.44.5.1277  1
2008 Goldin-Meadow S, So WC, Ozyürek A, Mylander C. The natural order of events: how speakers of different languages represent events nonverbally. Proceedings of the National Academy of Sciences of the United States of America. 105: 9163-8. PMID 18599445 DOI: 10.1073/pnas.0710060105  1
2008 Cook SW, Mitchell Z, Goldin-Meadow S. Gesturing makes learning last. Cognition. 106: 1047-58. PMID 17560971 DOI: 10.1016/j.cognition.2007.04.010  1
2008 Goldin-Meadow S. How Children Learn Language: A Focus on Resilience Blackwell Handbook of Early Childhood Development. 252-273. DOI: 10.1002/9780470757703.ch13  1
2007 Broaders SC, Cook SW, Mitchell Z, Goldin-Meadow S. Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology. General. 136: 539-50. PMID 17999569 DOI: 10.1037/0096-3445.136.4.539  1
2007 Goldin-Meadow S, Goodrich W, Sauer E, Iverson J. Young children use their hands to tell their mothers what to say. Developmental Science. 10: 778-85. PMID 17973795 DOI: 10.1111/j.1467-7687.2007.00636.x  1
2007 Skipper JI, Goldin-Meadow S, Nusbaum HC, Small SL. Speech-associated gestures, Broca's area, and the human mirror system. Brain and Language. 101: 260-77. PMID 17533001 DOI: 10.1016/j.bandl.2007.02.008  1
2007 Goldin-Meadow S. Pointing sets the stage for learning language--and creating language. Child Development. 78: 741-5. PMID 17517001 DOI: 10.1111/j.1467-8624.2007.01029.x  1
2007 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. 55: 87-135. PMID 17070512 DOI: 10.1016/j.cogpsych.2006.08.001  1
2007 Goldin-Meadow S. The challenge: Some properties of language can be learned without linguistic input Linguistic Review. 24: 417-421. DOI: 10.1515/TLR.2007.016  1
2006 Ehrlich SB, Levine SC, Goldin-Meadow S. The importance of gesture in children's spatial reasoning. Developmental Psychology. 42: 1259-68. PMID 17087558 DOI: 10.1037/0012-1649.42.6.1259  1
2006 Wagner Cook S, Goldin-Meadow S. The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development. 7: 211-232. DOI: 10.1207/s15327647jcd0702_4  1
2006 Goldin-Meadow S. Talking and thinking with our hands Current Directions in Psychological Science. 15: 34-39. DOI: 10.1111/j.0963-7214.2006.00402.x  1
2005 So WC, Coppola M, Licciardello V, Goldin-Meadow S. The seeds of spatial grammar in the manual modality. Cognitive Science. 29: 1029-43. PMID 21702801 DOI: 10.1207/s15516709cog0000_38  1
2005 OzçaliÅŸkan S, Goldin-Meadow S. Do parents lead their children by the hand? Journal of Child Language. 32: 481-505. PMID 16220632 DOI: 10.1017/S0305000905007002  1
2005 OzçaliÅŸkan S, Goldin-Meadow S. Gesture is at the cutting edge of early language development. Cognition. 96: B101-13. PMID 15996556 DOI: 10.1016/j.cognition.2005.01.001  1
2005 Goldin-Meadow S, Gelman SA, Mylander C. Expressing generic concepts with and without a language model. Cognition. 96: 109-26. PMID 15925572 DOI: 10.1016/j.cognition.2004.07.003  1
2005 Iverson JM, Goldin-Meadow S. Gesture paves the way for language development. Psychological Science. 16: 367-71. PMID 15869695 DOI: 10.1111/j.0956-7976.2005.01542.x  1
2005 Goldin-Meadow S, Wagner SM. How our hands help us learn. Trends in Cognitive Sciences. 9: 234-41. PMID 15866150 DOI: 10.1016/j.tics.2005.03.006  1
2005 Goldin-Meadow S. Watching language grow. Proceedings of the National Academy of Sciences of the United States of America. 102: 2271-2. PMID 15703285 DOI: 10.1073/pnas.0500166102  1
2005 Singer MA, Goldin-Meadow S. Children learn when their teacher's gestures and speech differ. Psychological Science. 16: 85-9. PMID 15686572 DOI: 10.1111/j.0956-7976.2005.00786.x  1
2005 Goldin-Meadow S. What language creation in the manual modality tells us about the foundations of language Linguistic Review. 22: 199-225. DOI: 10.1515/tlir.2005.22.2-4.199  1
2005 Goldin-Meadow S. The two faces of gesture: Language and thought Gesture. 5: 241-257. DOI: 10.1075/gest.5.1.16gol  1
2004 Goldin-Meadow S. Gesture's role in the learning process Theory Into Practice. 43: 314-321. DOI: 10.1207/s15430421tip4304_10  1
2004 Goldin-Meadow S. U-shaped changes are in the eye of the beholder Journal of Cognition and Development. 5: 109-111. DOI: 10.1207/s15327647jcd0501_9  1
2004 Wagner SM, Nusbaum H, Goldin-Meadow S. Probing the mental representation of gesture: Is handwaving spatial? Journal of Memory and Language. 50: 395-407. DOI: 10.1016/j.jml.2004.01.002  1
2003 Goldin-Meadow S, Singer MA. From children's hands to adults' ears: gesture's role in the learning process. Developmental Psychology. 39: 509-20. PMID 12760519 DOI: 10.1037/0012-1649.39.3.509  1
2002 Zheng M, Goldin-Meadow S. Thought before language: how deaf and hearing children express motion events across cultures. Cognition. 85: 145-75. PMID 12127697 DOI: 10.1016/S0010-0277(02)00105-1  1
2002 Kelly SD, Singer M, Hicks J, Goldin-Meadow S. A helping hand in assessing children's knowledge: Instructing adults to attend to gesture Cognition and Instruction. 20: 1-26. DOI: 10.1207/S1532690XCI2001_1  1
2002 Goldin-Meadow S. Constructing communication by hand Cognitive Development. 17: 1385-1405. DOI: 10.1016/S0885-2014(02)00122-3  1
2002 Garber P, Goldin-Meadow S. Gesture offers insight into problem-solving in adults and children Cognitive Science. 26: 817-831. DOI: 10.1016/S0364-0213(02)00087-3  1
2001 Goldin-Meadow S, Nusbaum H, Kelly SD, Wagner S. Explaining math: gesturing lightens the load. Psychological Science. 12: 516-22. PMID 11760141 DOI: 10.1111/1467-9280.00395  1
2001 Van Deusen-Phillips SB, Goldin-Meadow S, Miller PJ. Enacting stories, seeing worlds: Similarities and differences in the cross-cultural narrative development of linguistically isolated deaf children Human Development. 44: 311-336. DOI: 10.1159/000046153  1
2001 Iverson JM, Goldin-Meadow S. The resilience of gesture in talk: Gesture in blind speakers and listeners Developmental Science. 4: 416-422. DOI: 10.1111/1467-7687.00183  1
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. 11: 307-14. PMID 11273390 DOI: 10.1111/1467-9280.00261  1
2000 Goldin-Meadow S. Beyond words: the importance of gesture to researchers and learners. Child Development. 71: 231-9. PMID 10836578 DOI: 10.1111/1467-8624.00138  1
2000 Iverson JM, Tencer HL, Lany J, Goldin‐Meadow S. Journal of Nonverbal Behavior. 24: 105-130. DOI: 10.1023/A:1006605912965  0.68
2000 Iverson JM, Tencer HL, Lany J, Goldin-Meadow S. The relation between gesture and speech in congenitally blind and sighted language-learners Journal of Nonverbal Behavior. 24: 105-130.  1
1999 Goldin-Meadow S. The role of gesture in communication and thinking. Trends in Cognitive Sciences. 3: 419-429. PMID 10529797 DOI: 10.1016/S1364-6613(99)01397-2  1
1999 Goldin-Meadow S. What children contribute to language-learning. Science Progress. 82: 89-102. PMID 10445008 DOI: 10.1177/003685049908200105  1
1999 Alibali MW, Bassok M, Solomon KO, Syc SE, Goldin-Meadow S. Illuminating mental representations through speech and gesture Psychological Science. 10: 327-333. DOI: 10.1111/1467-9280.00163  1
1999 Goldin-Meadow S, Sandhofer CM. Gestures convey substantive information about a child's thoughts to ordinary listeners Developmental Science. 2: 67-74. DOI: 10.1111/1467-7687.00056  1
1999 Goldin-Meadow S, Kim S, Singer M. What the Teacher's Hands Tell the Student's Mind about Math Journal of Educational Psychology. 91: 720-730. DOI: 10.1037/0022-0663.91.4.720  1
1999 Goldin-Meadow S, Alibali MW. Does the hand reflect implicit knowledge? Yes and no Behavioral and Brain Sciences. 22: 766-767. DOI: 10.1017/S0140525X99352183  1
1998 Iverson JM, Goldin-Meadow S. Why people gesture when they speak. Nature. 396: 228. PMID 9834030 DOI: 10.1038/24300  1
1998 Goldin-Meadow S. The development of gesture and speech as an integrated system. New Directions For Child Development. 29-42. PMID 9507702 DOI: 10.1002/cd.23219987903  1
1998 Garber P, Alibali MW, Goldin-Meadow S. Knowledge conveyed in gesture is not tied to the hands. Child Development. 69: 75-84. PMID 9499558 DOI: 10.1111/j.1467-8624.1998.tb06134.x  1
1998 Goldin-Meadow S, Mylander C. Spontaneous sign systems created by deaf children in two cultures. Nature. 391: 279-81. PMID 9440690 DOI: 10.1038/34646  1
1998 Iverson JM, Tencer HL, Goldin-Meadow S. Prelinguistic communication in congenitally blind infants Infant Behavior and Development. 21: 480. DOI: 10.1016/S0163-6383(98)91693-9  0.96
1998 Goldin-Meadow S, Iverson JM. Editors' notes New Directions For Child and Adolescent Development. 1998: 1-7. DOI: 10.1002/cd.23219987901  0.96
1997 Morford JP, Goldin-Meadow S. From here and now to there and then: the development of displaced reference in homesign and English. Child Development. 68: 420-35. PMID 9249958  1
1997 Iverson JM, Goldin-Meadow S. What's communication got to do with it? Gesture in children blind from birth. Developmental Psychology. 33: 453-67. PMID 9149924 DOI: 10.1037/0012-1649.33.3.453  1
1997 Goldin-Meadow S. When gestures and words speak differently Current Directions in Psychological Science. 6: 138-143. DOI: 10.1111/1467-8721.ep10772905  1
1997 Alibali MW, Flevares LM, Goldin-Meadow S. Assessing knowledge conveyed in gesture: Do teachers have the upper hand? Journal of Educational Psychology. 89: 183-193. DOI: 10.1037/0022-0663.89.1.183  1
1996 Goldin-Meadow S, McNeill D, Singleton J. Silence is liberating: removing the handcuffs on grammatical expression in the manual modality. Psychological Review. 103: 34-55. PMID 8650298  1
1995 Goldin-Meadow S, Mylander C, Butcher C. The resilience of combinatorial structure at the word level: morphology in self-styled gesture systems. Cognition. 56: 195-262. PMID 7554795 DOI: 10.1016/0010-0277(95)00662-I  1
1995 Goldin-Meadow S, Alibali MW. Mechanisms of Transition: Learning With a Helping Hand Psychology of Learning and Motivation - Advances in Research and Theory. 33: 115-157. DOI: 10.1016/S0079-7421(08)60373-4  1
1994 Goldin-Meadow S, Alibali MW. Do you have to be right to redescribe? Behavioral and Brain Sciences. 17: 718-719. DOI: 10.1017/s0140525x00036748  1
1993 Goldin-Meadow S, Alibali MW, Church RB. Transitions in concept acquisition: using the hand to read the mind. Psychological Review. 100: 279-97. PMID 8483984 DOI: 10.1037/0033-295X.100.2.279  1
1993 Goldin-Meadow S, Nusbaum H, Garber P, Church RB. Transitions in learning: evidence for simultaneously activated strategies. Journal of Experimental Psychology. Human Perception and Performance. 19: 92-107. PMID 8440991 DOI: 10.1037//0096-1523.19.1.92  1
1993 Alibali MW, Goldin-Meadow S. Gesture-speech mismatch and mechanisms of learning: what the hands reveal about a child's state of mind. Cognitive Psychology. 25: 468-523. PMID 8243044 DOI: 10.1006/cogp.1993.1012  1
1993 Singleton JL, Morford JP, Goldin-Meadow S. Once Is Not Enough: Standards of Well-Formedness in Manual Communication Created over Three Different Timespans Language. 69: 683. DOI: 10.2307/416883  1
1992 Morford M, Goldin-Meadow S. Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language. 19: 559-80. PMID 1429948 DOI: 10.1017/S0305000900011569  1
1992 Perry M, Church RB, Goldin-Meadow S. Is gesture-speech mismatch a general index of transitional knowledge? Cognitive Development. 7: 109-122. DOI: 10.1016/0885-2014(92)90007-E  1
1991 Butcher C, Mylander C, Goldin-Meadow S. Displaced communication in a self-styled gesture system: Pointing at the nonpresent Cognitive Development. 6: 315-342. DOI: 10.1016/0885-2014(91)90042-C  1
1990 Galambos SJ, Goldin-Meadow S. The effects of learning two languages on levels of metalinguistic awareness. Cognition. 34: 1-56. PMID 2302940 DOI: 10.1016/0010-0277(90)90030-N  1
1990 Goldin-Meadow S, Mylander C. The role of parental input in the development of a morphological system. Journal of Child Language. 17: 527-63. PMID 2269698 DOI: 10.1017/S0305000900010874  1
1988 Perry M, Breckinridge Church R, Goldin-Meadow S. Transitional knowledge in the acquisition of concepts Cognitive Development. 3: 359-400. DOI: 10.1016/0885-2014(88)90021-4  1
1987 Mayberry R, Wodlinger-Cohen R, Goldin-Meadow S. Symbolic development in deaf children. New Directions For Child Development. 109-26. PMID 2441319 DOI: 10.1002/cd.23219873608  1
1986 Church RB, Goldin-Meadow S. The mismatch between gesture and speech as an index of transitional knowledge. Cognition. 23: 43-71. PMID 3742990 DOI: 10.1016/0010-0277(86)90053-3  1
1984 Goldin-Meadow S, Mylander C. Gestural communication in deaf children: the effects and noneffects of parental input on early language development. Monographs of the Society For Research in Child Development. 49: 1-151. PMID 6537463 DOI: 10.2307/1165838  1
1983 Goldin-Meadow S, Mylander C. Gestural communication in deaf children: noneffect of parental input on language development. Science (New York, N.Y.). 221: 372-4. PMID 6867713 DOI: 10.1126/science.6867713  1
1982 Angiolillo CJ, Goldin-Meadow S. Experimental evidence for agent-patient categories in child language. Journal of Child Language. 9: 627-43. PMID 7174760 DOI: 10.1017/S0305000900004943  1
1977 Goldin-Meadow S, Feldman H. The development of language-like communication without a language model. Science (New York, N.Y.). 197: 401-3. PMID 877567 DOI: 10.1126/science.877567  1
1976 Goldin-Meadow S, Seligman MEP, Gelman R. Language in the two-year old Cognition. 4: 189-202. DOI: 10.1016/0010-0277(76)90004-4  1
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