Abstract is: Susan Goldin-Meadow is the Beardsley Ruml Distinguished Service Professor in the Departments of Psychology, Comparative Human Development, the college, and the Committee on Education at the University of Chicago. She is the principal investigator of a 10-year program project grant, funded by the National Institute of Child Health and Human Development, designed to explore the impact of environmental and biological variation on language growth. She is also a co-PI of the Spatial Intelligence and Learning Center (SILC), one of six Science of Learning Centers funded by the National Science Foundation to explore learning in an interdisciplinary framework with an eye toward theory and application. She is the founding editor of Language Learning and Development, the official journal of the Society for Language Development. She was President of the International Society for Gesture Studies from 2007–2012.
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| P6594 | Guggenheim fellows ID | susan-goldin-meadow |
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| P409 | Libraries Australia ID | 35821191 |
| P244 | Library of Congress authority ID | n83051145 |
| P6005 | Muck Rack journalist ID | susan-goldin-meadow |
| P271 | NACSIS-CAT author ID | DA11197337 |
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| P166 | award received | William James Fellow Award | Q15253460 |
| Honorary doctorate from the University of Geneva | Q25287226 | ||
| Fellow of the American Academy of Arts and Sciences | Q52382875 | ||
| Fellow of the American Psychological Association | Q58006745 | ||
| CSS Fellow | Q59766571 | ||
| Fellow of the Linguistic Society of America | Q61744832 | ||
| Guggenheim Fellowship | Q1316544 | ||
| Rumelhart Prize | Q2175611 | ||
| Fellow of the American Association for the Advancement of Science | Q5442484 | ||
| P27 | country of citizenship | United States of America | Q30 |
| P69 | educated at | University of Pennsylvania | Q49117 |
| Smith College | Q49204 | ||
| P108 | employer | University of Chicago | Q131252 |
| P101 | field of work | language development | Q2330667 |
| P735 | given name | Susan | Q14936243 |
| Susan | Q14936243 | ||
| P1412 | languages spoken, written or signed | English | Q1860 |
| P463 | member of | American Academy of Arts and Sciences | Q463303 |
| P106 | occupation | psychologist | Q212980 |
| linguist | Q14467526 | ||
| P21 | sex or gender | female | Q6581072 |
| Q50909280 | A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study. |
| Q35050183 | A tale of two hands: children's early gesture use in narrative production predicts later narrative structure in speech |
| Q35572283 | A word in the hand: action, gesture and mental representation in humans and non-human primates |
| Q40615946 | Acquiring word class distinctions in American Sign Language: Evidence from handshape |
| Q34976896 | Action's Influence on Thought: The Case of Gesture |
| Q91571457 | Actions speak louder than gestures when you are 2 years old |
| Q47639471 | Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention |
| Q38377072 | Blind Speakers Show Language-Specific Patterns in Co-Speech Gesture but Not Silent Gesture |
| Q30555802 | Brain function overlaps when people observe emblems, speech, and grasping |
| Q91688279 | Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning |
| Q37403838 | CNS activation and regional connectivity during pantomime observation: no engagement of the mirror neuron system for deaf signers |
| Q51979183 | Children learn when their teacher's gestures and speech differ. |
| Q48188530 | Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence |
| Q35065938 | Clinical inquiries. Are drug therapies effective in treating Bell's palsy? |
| Q30478871 | Co-speech gestures influence neural activity in brain regions associated with processing semantic information |
| Q28661016 | Communicating about quantity without a language model: number devices in homesign grammar |
| Q90948236 | Creating Images With the Stroke of a Hand: Depiction of Size and Shape in Sign Language |
| Q28657939 | Creating a communication system from scratch: gesture beats vocalization hands down. |
| Q101164513 | Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children |
| Q34944092 | Differences in early gesture explain SES disparities in child vocabulary size at school entry |
| Q42111955 | Do iconic gestures pave the way for children's early verbs? |
| Q81342632 | Do parents lead their children by the hand? |
| Q37361310 | Does language about similarity play a role in fostering similarity comparison in children? |
| Q36495078 | Does language shape silent gesture? |
| Q37098839 | Does linguistic input play the same role in language learning for children with and without early brain injury? |
| Q36374938 | Doing gesture promotes learning a mental transformation task better than seeing gesture |
| Q33831307 | Early gesture predicts language delay in children with pre- or perinatal brain lesions |
| Q37180130 | Early gesture selectively predicts later language learning |
| Q40065328 | Embodied learning across the life span |
| Q35781715 | Experimentally-induced Increases in Early Gesture Lead to Increases in Spoken Vocabulary |
| Q50472869 | Expressing generic concepts with and without a language model. |
| Q30368602 | From action to abstraction: Gesture as a mechanism of change. |
| Q37698979 | From action to abstraction: using the hands to learn math |
| Q52105185 | From children's hands to adults' ears: gesture's role in the learning process. |
| Q30550933 | Frontal and temporal contributions to understanding the iconic co-speech gestures that accompany speech |
| Q87999153 | Functional neuroanatomy of gesture-speech integration in children varies with individual differences in gesture processing |
| Q36709743 | GESTURE'S ROLE IN CREATING AND LEARNING LANGUAGE |
| Q42929608 | Generating a lexicon without a language model: Do words for number count? |
| Q47859635 | Gesture and language: Distinct subsystem of an integrated whole |
| Q48003120 | Gesture as a window onto children's number knowledge |
| Q36041912 | Gesture as a window onto communicative abilities: Implications for diagnosis and intervention |
| Q38948738 | Gesture as representational action: A paper about function |
| Q30371161 | Gesture for Linguists: A Handy Primer |
| Q52654691 | Gesture for generalization: gesture facilitates flexible learning of words for actions on objects. |
| Q52319323 | Gesture helps learners learn, but not merely by guiding their visual attention. |
| Q30529036 | Gesture in the developing brain |
| Q34431267 | Gesture is at the cutting edge of early language development |
| Q34415791 | Gesture paves the way for language development |
| Q38029375 | Gesture's role in speaking, learning, and creating language |
| Q30359428 | Gesture, sign and language: The coming of age of sign language and gesture studies. |
| Q30449554 | Gestures orchestrate brain networks for language understanding |
| Q30454505 | Gestures, but not meaningless movements, lighten working memory load when explaining math |
| Q37361339 | Gesturing gives children new ideas about math |
| Q33360011 | Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words |
| Q36490810 | Gesturing makes learning last |
| Q35071568 | Gesturing makes memories that last |
| Q34184503 | Gesturing saves cognitive resources when talking about nonpresent objects |
| Q36848120 | Gesturing with an injured brain: how gesture helps children with early brain injury learn linguistic constructions |
| Q37347036 | Hands in the air: using ungrounded iconic gestures to teach children conservation of quantity |
| Q38452391 | Hierarchical structure in a self-created communication system: Building nominal constituents in homesign |
| Q57484928 | How Do Profoundly Deaf Children Learn to Read? |
| Q47179762 | How children make language out of gesture: morphological structure in gesture systems developed by American and Chinese deaf children |
| Q34103929 | How gesture promotes learning throughout childhood |
| Q38268116 | How gesture works to change our minds |
| Q34575643 | How handshape type can distinguish between nouns and verbs in homesign |
| Q36113347 | How our hands help us learn |
| Q33907406 | In search of resilient and fragile properties of language |
| Q36828976 | Individual differences in mental rotation: what does gesture tell us? |
| Q47326391 | Is Seeing Gesture Necessary to Gesture Like a Native Speaker? |
| Q47143085 | Language Emergence |
| Q42110737 | Language by mouth and by hand |
| Q91663564 | Language development and brain reorganization in a child born without the left hemisphere |
| Q30449892 | Language input and acquisition in a Mayan village: how important is directed speech? |
| Q35846967 | Learning from gesture: How early does it happen? |
| Q38586226 | Learning from gesture: How our hands change our minds |
| Q92180841 | Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children |
| Q41987985 | Learning through gesture |
| Q35003853 | Learning to talk in a gesture-rich world: Early communication in Italian vs. American children |
| Q36800289 | Learning what children know about space from looking at their hands: the added value of gesture in spatial communication |
| Q24653387 | Learning words by hand: Gesture's role in predicting vocabulary development |
| Q102371597 | Linking language to sensory experience: onomatopoeia in early language development |
| Q101237147 | Longitudinally adaptive assessment and instruction increase numerical skills of preschool children |
| Q51901132 | Making children gesture brings out implicit knowledge and leads to learning. |
| Q92407365 | Manual directional gestures facilitate cross-modal perceptual learning |
| Q90213957 | Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering |
| Q50419883 | Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training |
| Q50559448 | Moving to Learn: How Guiding the Hands Can Set the Stage for Learning. |
| Q34268722 | Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters |
| Q35989020 | Narrative skill in children with early unilateral brain injury: a possible limit to functional plasticity |
| Q38494206 | Negation, questions, and structure building in a homesign system |
| Q34156502 | New evidence about language and cognitive development based on a longitudinal study: hypotheses for intervention |
| Q90637801 | Number gestures predict learning of number words |
| Q34602324 | Number without a language model |
| Q100439330 | Occluding the face diminishes the conceptual accessibility of an animate agent |
| Q30394862 | On the way to language: event segmentation in homesign and gesture |
| Q47207346 | Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets |
| Q36847340 | Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later |
| Q57456790 | Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input |
| Q36495427 | Perceiving referential intent: Dynamics of reference in natural parent-child interactions |
| Q33737430 | Pointing and naming are not redundant: children use gesture to modify nouns before they modify nouns in speech |
| Q38397142 | Pointing sets the stage for learning language--and creating language |
| Q30370611 | Prosody in a communication system developed without a language model. |
| Q30541446 | Quality of early parent input predicts child vocabulary 3 years later |
| Q47682152 | Repeated movie viewings produce similar local activity patterns but different network configurations |
| Q36322801 | Sensitivity of alpha and beta oscillations to sensorimotor characteristics of action: an EEG study of action production and gesture observation |
| Q34073535 | Sex differences in language first appear in gesture |
| Q52727678 | Spatial analogies pervade complex relational reasoning: Evidence from spontaneous gestures. |
| Q34336065 | Spatial language facilitates spatial cognition: evidence from children who lack language input |
| Q91652123 | Speech-accompanying gestures are not processed by the language-processing mechanisms |
| Q24656233 | Speech-associated gestures, Broca's area, and the human mirror system |
| Q39045076 | Statistical evidence that a child can create a combinatorial linguistic system without external linguistic input: Implications for language evolution |
| Q38669630 | Studying the mechanisms of language learning by varying the learning environment and the learner |
| Q100995102 | Talking with Your (Artificial) Hands: Communicative Hand Gestures as an Implicit Measure of Embodiment |
| Q30595807 | Teaching moral reasoning through gesture |
| Q47095806 | The Development of Causal Structure without a Language Model |
| Q46816673 | The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic |
| Q114000388 | The Seeds of the Noun–Verb Distinction in the Manual Modality: Improvisation and Interaction in the Emergence of Grammatical Categories |
| Q42279331 | The Story Behind Parent-child Book-reading Interactions: Specific Relations to Later Language and Reading Outcomes |
| Q96591373 | The communicative importance of agent-backgrounding: Evidence from homesign and Nicaraguan Sign Language |
| Q50072024 | The development of iconicity in children's co-speech gesture and homesign |
| Q92355352 | The emergence of the formal category "symmetry" in a new sign language |
| Q34261686 | The gestures ASL signers use tell us when they are ready to learn math |
| Q35027777 | The impact of time on predicate forms in the manual modality: signers, homesigners, and silent gesturers |
| Q51910419 | The importance of gesture in children's spatial reasoning. |
| Q30482672 | The natural order of events: how speakers of different languages represent events nonverbally |
| Q94593161 | The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years |
| Q45993986 | The pace of vocabulary growth during preschool predicts cortical structure at school age. |
| Q35684520 | The pace of vocabulary growth helps predict later vocabulary skill |
| Q39273967 | The resilience of structure built around the predicate: Homesign gesture systems in Turkish and American deaf children |
| Q84440045 | The seeds of spatial grammar in the manual modality |
| Q47435801 | Thought before language: how deaf and hearing children express motion events across cultures |
| Q28750367 | Truth is at hand: how gesture adds information during investigative interviews |
| Q36169642 | Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture |
| Q96347558 | Unconscious Number Discrimination in the Human Visual System |
| Q55433102 | Understanding gesture: is the listener's motor system involved? |
| Q50438071 | Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development |
| Q101164531 | Using Gesture To Identify and Address Early Concerns About Language and Pragmatics |
| Q39025608 | Using our hands to change our minds |
| Q33623331 | Using the Hands to Identify Who Does What to Whom: Gesture and Speech Go Hand-in-Hand |
| Q33810390 | Visual cortex entrains to sign language |
| Q35017575 | 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 |
| Q33850976 | Watching language grow |
| Q36243412 | What counts as effective input for word learning? |
| Q36539423 | What makes a movement a gesture? |
| Q50199494 | What the hands can tell us about language emergence |
| Q52602267 | When Gesture Becomes Analogy. |
| Q37667908 | When do speakers use gestures to specify who does what to whom? The role of language proficiency and type of gestures in narratives. |
| Q41101648 | When does a system become phonological? Handshape production in gesturers, signers, and homesigners |
| Q42120986 | When gesture does and does not promote learning |
| Q42556009 | When gesture-speech combinations do and do not index linguistic change |
| Q33788622 | When speech is ambiguous gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood |
| Q34542302 | Widening the Lens on Language Learning: Language Creation in Deaf Children and Adults in Nicaragua: Commentary on Senghas |
| Q42772957 | Widening the lens: what the manual modality reveals about language, learning and cognition |
| Q51973592 | Young children use their hands to tell their mothers what to say. |
| Susan Goldin-Meadow | wikipedia | |
| Susan Goldin-Meadow | wikipedia |
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