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Susan Goldin-Meadow
University of Chicago
PsychologyCognitive psychologyGestureLinguisticsSign language
319Publications
72H-index
16.9kCitations
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Publications 321
Newest
#1Lilia Rissman (UW: University of Wisconsin-Madison)
#2Laura Horton (University of Texas at Austin)H-Index: 1
Last. Susan Goldin-Meadow (U of C: University of Chicago)H-Index: 72
view all 7 authors...
Abstract Some concepts are more essential for human communication than others. In this paper, we investigate whether the concept of agent-backgrounding is sufficiently important for communication that linguistic structures for encoding this concept are present in young sign languages. Agent-backgrounding constructions serve to reduce the prominence of the agent – the English passive sentence a book was knocked over is an example. Although these constructions are widely attested cross-linguistica...
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#1Rebecca R. Frausel (U of C: University of Chicago)H-Index: 2
#2Catriona Silvey (UCL: University College London)
Last. Susan Goldin-Meadow (U of C: University of Chicago)H-Index: 72
view all 8 authors...
Abstract Higher-order thinking is relational reasoning in which multiple representations are linked together, through inferences, comparisons, abstractions, and hierarchies. We examine the development of higher-order thinking in 64 preschool-aged children, observed from 14 to 58 months in naturalistic situations at home. We used children's spontaneous talk about and with relations (i.e., higher-order thinking talk, or HOTT) as a window onto their higher-order thinking skills. We find that surfac...
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#1Ché Lucero (U of C: University of Chicago)H-Index: 3
#2Geoffrey Brookshire (U of C: University of Chicago)H-Index: 5
Last. Daniel Casasanto (U of C: University of Chicago)H-Index: 32
view all 7 authors...
How do humans compute approximate number? According to one influential theory, approximate number representations arise in the intraparietal sulcus and are amodal, meaning that they arise independent of any sensory modality. Alternatively, approximate number may be computed initially within sensory systems. Here we tested for sensitivity to approximate number in the visual system using steady state visual evoked potentials. We recorded electroencephalography from humans while they viewed dotclou...
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#1Roni O. Maimon-Mor (University of Oxford)H-Index: 2
#2Emeka Obasi (UCL: University College London)H-Index: 1
Last. Tamar R. Makin (UCL: University College London)H-Index: 21
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When people talk, they move their hands to enhance meaning. Here we ask whether people spontaneously use their artificial limbs (prostheses) to gesture, and whether prosthesis gesture behaviour relates to everyday prosthesis use and perceived embodiment. One-handed participants with congenital and acquired hand loss and two-handed controls participated in gesture-facilitating tasks, measured using acceleration monitors and further validated with offline video coding. Everyday functional prosthes...
2 CitationsSource
#1Salomi S. Asaridou (UCI: University of California, Irvine)H-Index: 3
#2Ö. Ece Demir-Lira (UI: University of Iowa)H-Index: 1
Last. Steven L. Small (UCI: University of California, Irvine)H-Index: 47
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Abstract We present a case of a 14-year-old girl born without the left hemisphere due to prenatal left internal carotid occlusion. We combined longitudinal language and cognitive assessments with functional and structural neuroimaging data to situate the case within age-matched, typically developing children. Despite having had a delay in getting language off the ground during the preschool years, our case performed within the normal range on a variety of standardized language tests, and excepti...
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#1Dale Walker (KU: University of Kansas)H-Index: 19
#2Samantha J. Sepulveda (KU: University of Kansas)H-Index: 1
Last. Kathryn M. Bigelow (KU: University of Kansas)H-Index: 13
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Abstract Children vary extensively in their language skills at school entry, and a substantial part of this variation is due to disparities in language exposure prior to school. Because these differences have continuing impact on academic, cognitive and social development, prevention and intervention programs have been developed to address deficits in early experience with language and prevent continuing difficulties. We report the findings from a systematic survey of research on non-parental in...
4 CitationsSource
#1Salomi S Asaridou (University of Oxford)
#1Salomi S. Asaridou (University of Oxford)H-Index: 3
Last. Steven L. Small (UTD: University of Texas at Dallas)
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Adolescence is a developmental period in which social interactions become increasingly important. Successful social interactions rely heavily on pragmatic competence, the appropriate use of language in different social contexts, a skill that is still developing in adolescence. In the present study, we used fMRI to characterize the brain networks underlying pragmatic language processing in typically developing adolescents. We used an indirect speech paradigm whereby participants were presented wi...
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#1Olessia Jouravlev (MIT: Massachusetts Institute of Technology)H-Index: 7
#2David Zheng (Princeton University)H-Index: 1
Last. Evelina Fedorenko (MIT: Massachusetts Institute of Technology)H-Index: 34
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Abstract Speech-accompanying gestures constitute one information channel during communication. Some have argued that processing gestures engages the brain regions that support language comprehension. However, studies that have been used as evidence for shared mechanisms suffer from one or more of the following limitations: they (a) have not directly compared activations for gesture and language processing in the same study and relied on the fallacious reverse inference (Poldrack, 2006) for inter...
7 CitationsSource
#1Paola Uccelli (Harvard University)H-Index: 15
#2Özlem Ece Demir-Lira (U of C: University of Chicago)H-Index: 3
Last. Susan Goldin-Meadow (U of C: University of Chicago)H-Index: 72
view all 5 authors...
This study examines whether children's decontextualized talk-talk about nonpresent events, explanations, or pretend-at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its...
40 CitationsSource
#1Lila R. Gleitman (UPenn: University of Pennsylvania)H-Index: 38
#2Ann Senghas (Columbia University)H-Index: 16
Last. Susan Goldin-Meadow (U of C: University of Chicago)H-Index: 72
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Logical properties such as negation, implication, and symmetry, despite the fact that they are foundational and threaded through the vocabulary and syntax of known natural languages, pose a special problem for language learning. Their meanings are much harder to identify and isolate in the child’s everyday interaction with referents in the world than concrete things (like spoons and horses) and happenings and acts (like running and jumping) that are much more easily identified, and thus more eas...
1 CitationsSource
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