Robert Golinkoff, Ph. DUDEL

Articles and Book Chapters

Verdine, B., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. (In press). Finding the missing piece: blocks, puzzles, and shapes fuel school readiness.

Stahl, A., Romberg, A., Golinkoff, R. M., Hirsh-Pasek, K. (In press). Find the action: Infants segment continuous events using statistical probabilities. Child Development.

Verdine, B., Irwin, C., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). Contributions of executive function and spatial-geometric skill to preschool mathematics achievement. Journal of Experimental Child Psychology.

Ilgaz, H., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (In press). Language for reading. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.

Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (In press). Talking it up: An analysis of the role of play in language development. American Journal of Play, special issue, edited by R. M. Golinkoff, K. Hirsh-Pasek, S. Russ, & A. Lillard.

Zosh, J., Reed, J., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). Language and play. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.

Damonte, J., Johanson, M., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). The changing nature of word learning in the first two years of life: The Emergentist Coalition Model. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.

George, N., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R. M. (In press). Event perception and language. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.

Verdine, B., Chang, A., Filipowicz, A. T., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N.S. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematics skills. Child Development, 85, 1062-1076.

McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development.

Mahajan, N., Song, L., Steuhling, A., Golinkoff, R. M., Hirsh-Pasek, K., & Moynihan, N. (In press). Is the learning that occurs in children’s museum exhibits apparent to parents and experts? Journal of Applied Developmental Psychology.

Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., Collins, M. (In press). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brain, and Education.

Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956-970.

Fisher, K., Hirsh-Pasek, K., & Golinkoff, R. M. (In press). Fostering mathematical thinking through playful learning. In E. Reese & S. P. Suggate (Eds.), Contemporary debates on child development and education.

Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R.M. (In press). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education.

Deniz Can, D., Ginsburg-Block, M., Golinkoff, M., & Hirsh-Pasek, K. (In press). Long-term predictive validity of the MCDI Short Forms: Early parental reports of language in relation to children’s language and literacy abilities four years later. Journal of Child Language.

Singh, L., Chan, C., Tam, J. H., & Golinkoff, R. M. (In press). Infants' sensitivity to tone and vowel mispronunciations in novel word learning. Developmental Science.

Fisher, K., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (In press). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development.

Zosh, J. M., Fisher, K., Golinkoff, R. M., & Hirsh-Pasek, K. (in press). The Ultimate Block Party: Bridging the science of learning and the importance of play. In M. Honey & D. Kantner (Eds.), Design, make, play: Growing the next generation of STEM innovators. New York, NY: Taylor & Francis.

Konishi, H., Johanson, M., Damonte, J., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). Applying lessons from the lab to the classroom: Using play to promote language development. [To be translated into German] In C. Kieferle, E. Reichert-Garschhammer, & F. Becker-Stoll, F. (Eds.) Sprachliche bildung von anfang an - Strategien, konzepte und erfahrungen. Göttingen, Germany: Vandenhoeck & Ruprecht.

Hirsh-Pasek, K. & Golinkoff, R. M. (In press). Early language and literacy: Six principles. In S. Gilford (Ed.), Head Start Teacher’s Guide. NY: Teacher’s College Press.

Goksun, T., George, N., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Forces and motion: How young children understand causal events. Child Development, 84, 1285-1295.

Golinkoff, R. M., Ma, W., Song, L., & Hirsh-Pasek, K. (2013). Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned? Perspectives on Psychological Science, 8, 316-339.

Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. M. (2013). A critical look at the evidence for play and learning. Psychological Bulletin, 139, 35-39.

Parish-Morris J., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). From coo to code: Language acquisition in early childhood. In P. Zelazo (Ed.), The Oxford handbook of developmental psychology, Vol. 1 (pp. 867-908). NY: Oxford University Press.

Pulverman, R., Song, L., Golinkoff, R. M., Hirsh-Pasek, K. (2013). Preverbal infants’ attention to manner and path: Foundations for learning relational terms. Child Development, 84, 241-252.

Pulverman, R., Song, L., Golinkoff, R. M., Hirsh-Pasek, K. (2013). The development of English- and Spanish-learning infants’ attention to manner and path: Foundations for relational term learning. Child Development, 84 241-252.

Pruden, S., Goksun, T., Roseberry, S., Hirsh-Pasek, K., Golinkoff, R. M. (2013). Infant categorization of path relations during dynamic events. Child Development, 84, 331-345.

Pruden, S. M., Göksun,T., Roseberry, S., Hirsh-Pasek, K., & Golinkoff. R. M. (2012) Find your manners: Infants’ categorization of the manner of motion in dynamic events. Child Development, 83, 977-991.

Deniz Can, D., Ginsburg-Block, M., Golinkoff, M., & Hirsh-Pasek, K. (2012). Long-term predictive validity of the MCDI Short Forms: Early parental reports of language in relation to children’s language and literacy abilities four years later. Journal of Child Language.

Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Carving categories in a continuous world: Infants discriminate categorical changes before distance changes in dynamic events. Spatial Cognition and Computation: An Interdisciplinary Journal, 12,, 231-251.

Gardner, M. P., Golinkoff, R. M., Hirsh-Pasek, K. & Heiney-Gonzalez, D. (2012). Marketing toys without playing around. Young Consumers: Insight and Ideas for Responsible Marketers, 13, 381–391.

Hirsh-Pasek, K. & Golinkoff, R. M. (2012). How babies talk: Six principles of early language development. In S. Odom, E. Pungello & N. Gardner-Neblett (Eds.), Infants, toddlers, and families in poverty: Research implications for early childcare (pp. 77-100). NY: Guilford.

Palmer, S. B., Fais, L., Golinkoff, R. M., & Werker, J. F. (2012). Perceptual narrowing of linguistic sign occurs in the first year of life. Child Development, 83, 543-553.

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Drawing on the arts: Less-traveled paths toward a science of learning? In A. M. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood (pp. 71-89). NY: Guilford.

Golinkoff, R. M. & Hirsh-Pasek, K. (2012). How do babies learn their mother tongue? In E. M. Rickerson & B. Hilton (Eds.), The 5-minute linguist (pp. 68-71). Bristol, CT: Equinox, 2nd edition.

Dickinson, D., Griffith, J., Golinkoff, R. M., Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 2012, 1-15. doi:10.1155/2012/602807.

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). A tale of two schools: The promise of playful learning. In B. Falk (Ed.), In defense of childhood (pp. 24-47). New York: Teachers College Press.

Göksun, T., Roeper, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2011). From nounphrase ellipsis to verbphrase ellipsis: The acquisition path from context to abstract reconstruction. In J. Harris and M. Grant, (Eds.) UMOP38: Processing linguistic structure. Amherst, MA: GLSA.

Göksun, T., Hirsh-Pasek. K, & Golinkoff, R. M. (2011). Who is crossing where?: Infants’ discrimination of figures and grounds in events. Cognition, 121, 176-195.

Golinkoff, R. M. & Hirsh-Pasek, K. (2011). Comment les touts-petits apprennent les verbes? Enfance, 3, 363-382.

Ferrara, K., Shallcross, W. L., Hirsh-Pasek, K., Golinkoff, R. M., & Newcombe, N. (2011) Block talk: Parent and child use of spatial language during block play. Mind, Brain, and Education, 5, 143-151.

Roseberry, S., Richie, R., Hirsh-Pasek, K., Golinkoff, R. M., & Shipley, T. (2011). Babies catch a break: Seven- to 9-month-olds track statistical probabilities in continuous dynamic events. Psychological Science, 22, 1422-1424.

Ma, W., Golinkoff, R. M., Houston, D. & Hirsh-Pasek, K. (2011). Word learning in infant- and adult-directed speech. Language Learning and Development, 7, 209-225.

Golinkoff, R. M. & Hirsh-Pasek, K. (2012). Methods for studying language in infants: Back to the future. In E. Hoff (Ed.), Research methods in child language: A practical guide (pp.60-75). NY: Wiley-Blackwell.

Song, L., Nazzi, T., Moukawane, S., Golinkoff, R. M., Stahl, A., Ma, W., Hirsh-Pasek, K., Connell, M. (2010). Sleepy vs. sleeping: Preschoolers’ sensitivity to morphological cues for adjectives and verbs in English and French. In K. Franich, K. M. Iserman, & L. Keil (Eds.), Proceedings of the Annual Boston University Conference on Language Development (pp409-420). Somerville, MA: Cascadilla Press.

Blanchard, D., Heinz, J., & Golinkoff, R. M. (2010). Modeling the contribution of phonotactic cues to the problem of word segmentation. Journal of Child Language, 37, 487-512.

Dickinson, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central for learning development. Educational Researcher, 29, 305-310.

McDonough, C., Song, L., Hirsh-Pasek, K., Golinkoff, R. M., & Lannon, R. (2011). An image is worth a thousand words: Why nouns tend to dominate verbs in early word learning. Developmental Science, 14, 181-189.

Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In S. B. Neuman & D. K. Dickinson (Eds.) Handbook of early literacy research, Vol. 3 (pp. 49-65). NY: Guilford Press.

Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D., & Berk, L. E. (2011). Playing around in school: Implications for learning and educational policy. In A. Pellegrini (Ed.), The Oxford handbook of the development of play (pp. 341-360). NY: Oxford University Press.

Hirsh-Pasek, K. & Golinkoff, R. M. (2010, January). The Ultimate Block Party: Putting our science in the hands of families. Developments: Newsletter of SRCD, 54, 5-6.

Golinkoff, R.M., Hirsh-Pasek, & Schickedanz, J. (2010). California preschool curriculum framework- language and literacy, Vol 1 (pp. 97-176). Sacramento, CA: California Department of Education Press.

Maguire, M., Hirsh-Pasek, K., Golinkoff, R. M., Imai, M., Haryu, E., Vengas, S., Okada, H., Pulverman, R., & Sanchez-Davis, B. (2010). Cognition. A developmental shift from similar to language specific strategies in verb acquisition: A comparison of English, Spanish, and Japanese. Cognition, 114, 299-319.

Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). How do preschoolers express cause in gesture and speech? Cognitive Development, 25, 56-68.

Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). Trading spaces: Carving up events for learning language. Perspectives on Psychological Science, 5, 33-42.

Parish, J., Pruden, S., Ma, W., Ma, W., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). A world of relations: Relational words. In B. Malt and P. Wolf (Eds.), Words and the mind: How words capture human experience (pp. 219- 242). New York, NY: Oxford University Press.

Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy. National Institute for Early Education Research website: http://nieer.org/docs/index.php?DocID=252

Hirsh-Pasek, K., Pasek, B., & Golinkoff, R. M. (2009, September 21). Essay in sifting your Harvard questions, looking for parenting (and other) lessons. New York Times, http://thechoice.blogs.nytimes.com/2009/09/21/harvardquestions/#more-8381.

Roseberry, S., Hirsh-Pasek, K., Parish-Morris, J., & Golinkoff, R. M. (2009). Live action: Can young children learn verbs from video? Child Development, 80, 1360-1375.

Seston, R., Golinkoff, R. M., Ma, W., & Hirsh-Pasek, K. (2009). Vacuuming with my mouth?: Children’s comprehension of novel extensions of familiar verbs. Cognitive Development, 24, 113-124.

Golinkoff, R. M. & Hirsh-Pasek, K. (April, 2009). The bicultural scientist: traveling in the twin worlds of basic and translational science. American Psychological Science Observer.

Ma, W., Golinkoff, R. M., Hirsh-Pasek, K., McDonough, C., & Tardif, T. (2009). Imageability predicts the age of acquisition of verbs in Chinese children. Journal of Child Language, 36, 405-423.

Golinkoff, R. M., Hirsh-Pasek, K., Berk, L. E., Singer, D. (2009, January). Sharing the science: From the lab to the classroom or why we write books for audiences beyond the academy. Developments: Newsletter of the Society for Research in Child Development, 52.

Hirsh-Pasek, K. & Golinkoff, R. M. (2008). Why play = learning. In A. Petitclerc (Ed.), Encyclopedia on early childhood development.

Golinkoff, R. M. & Hirsh-Pasek, K. (2008). How toddlers begin to learn verbs. Trends in Cognitive Science, 12, 397-403.

Pulverman, R., Golinkoff, R. M., Hirsh-Pasek, K. Sootsman Buresh, J. (2008). Manners matter: Infants’ attention to manner and path in non-linguistic dynamic events. Cognition, 108, 825-830.

Maguire, M., Hirsh-Pasek, K., Golinkoff, R. M., & Brandone, A. (2008). Focusing on the relation: Fewer exemplars facilitate children’s initial verb learning and extension. Developmental Science, 11, 628-634.

Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, R. G. (2008). Conceptual split? Parents’ and experts’ perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29, 305-316.

Hirsh-Pasek, K., & Golinkoff, R. (2008) King Solomon’s take on word learning: An integrative account from the radical middle. In R. Kail (Ed.), Advances in child development and behavior (Vol, 36, pp. 2-29). Oxford, UK: Elsevier.

Pruden, S. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Current events: How infants parse the world events for language. In T. Shipley & J. Zacks (Eds.), Understanding events: From perception to action (pp. 160-192). New York, NY: Oxford University Press.

Pruden, S., Hirsh-Pasek, K., Shallcross, W. L., & Golinkoff, R. M. (2008). Foundations of verb learning: Comparison helps infants abstract event components. In H. Chan, H. Jacob, & E. Kapia (Eds.), Proceedings of the 32st Annual Boston University Conference on Language Development, Vol 2, pp. 402-414. Somerville, MA: Cascadilla Press.

Hirsh-Pasek, K. & Golinkoff, R. M. (2008) Language acquisition in childhood. In W. Donsbach (Ed), The Blackwell international encyclopedia of communication, Vol. VI (pp. 2636-2638). Oxford, UK and Malden, MA: Wiley-Blackwell.

Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Brains in a box: Do new age toys deliver on the promise? In R. Harwood, (Ed.), Child development in a changing society. Hoboken, NJ: Wiley Press.

Brandone, A., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Development, 78, 1322-1342.

Parish, J., Hennon, E., Hirsh-Pasek, K., Golinkoff, R. M., & Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78, 1265-1287.

Hirsh-Pasek, K., & Golinkoff, R. M. (2007). From the lab to the living room: Stories that talk the talk and walk the walk. In M. K. Welch-Ross & L. G. Fasig (Eds.), Handbook on communicating and disseminating behavioral science (pp. 185-202). CA: Sage Publishers.

Hirsh-Pasek, K., Golinkoff, R. M., Hennon, E. A., Maguire, M. J., & Sootsman, J. (2007). O modelo “emergenista” de colalizão da aprendizagem de palavaras: Uma nova maneira de se pensar na psicologia do desenvolvimento (The emergentist coalition model of word learning: A new mode of thinking in developmental psychology). In L. M. S. Corrê (Ed.), Aquisicão de linguagem e problemas do desenvolvimento lingüistico (Language development and problems in the development of language). Rio de Janeiro: Editora da PUC-Rio.

Golinkoff, R. M. & Hirsh-Pasek, K. (2007). Language development: The view from the radical middle. [Keynote address.] In H. Caunt-Nulton, S. Kulatilake, & I. Woo (Eds.), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 1-25). Somerville, MA: Cascadilla Press.

Brandone, A., Golinkoff, R. M., Pulverman, R., Maguire, M. J., Hirsh-Pasek, K., & Pruden, S. M. (2007). Speaking for the wordless: Methods for studying cognitive linguistic constructs in infants. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M. J. Spivey (Eds.), Methods in cognitive linguistics (pp. 345-366). Amsterdam: John Benjamins.

Hollich, G., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Young children associate novel words with complex objects rather than salient parts. Developmental Psychology, 43, 1051-1061.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). The emergentist coalition model of word learning in children has implications for language in aging. In E. Bialystok, & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 207-222). New York, NY: Oxford University Press.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Introduction: Progress on the verb learning front. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 3-28). New York, NY: Oxford University Press.

Maguire, M., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning: Putting verb acquisition in context. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 364-391). New York, NY: Oxford University Press.

Pulverman, R., Hirsh-Pasek, K., Golinkoff, R. M., Pruden, S., & Salkind, S. (2006). Conceptual foundations for verb learning: Celebrating the event. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 134-159). New York, NY: Oxford University Press.

Pruden, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). The social dimension in language development: A rich history and a new frontier. In P. Marshall & N. Fox (Eds.), The development of social engagement: Neurobiological perspectives (pp. 118-152). New York, NY: Oxford University Press.

Pruden, S. M., Hirsh-Pasek, K., Golinkoff, R., & Hennon, E. A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280.

Brandone, A., Salkind, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Language development. In G. Bear & K. Minke (Eds.), Children’s needs: Development, prevention, and intervention, pp. 499-514. Bethesda, MD: National Association of School Psychologists.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Baby wordsmith: From associationist to social sophisticate. Current Directions in Psychological Science, 15, 30-33.

Pulverman, R., Hirsh-Pasek, K., Pruden, S., & Golinkoff, R. M. (2006). Frühkindliche Voraussetzunger für das Erlenen von Verben (Precursors to verb learning: Infant attention to manner and path). Frühförderung interdisziplinar interdisziplinär. Journal of Interdisciplinary Early Childhood Interventions, 25, 3-14.

Baker, S. A., Golinkoff, R. M., & Petitto, L. A. (2006). New insights into old puzzles from infants’ categorical discrimination of soundless phonetic units. Language Learning and Development, 2, 147-162.

Golinkoff, R. M., Hirsh-Pasek, K., & Singer, D. (2006). Play=Learning: A challenge for parents and educators. In D. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds). Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York, NY: Oxford University Press.

Hirsh-Pasek, K., & Golinkoff, R. M. (2006). How to choose toys for your baby. In S. Ettus (Ed.), The experts’ guide to the baby years. New York, NY: Random House.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). How do babies learn to talk? In E. M. Rickerson (Ed.), The five-minute linguist: Bite-sized essays on language and languages. London: Equinox Publishing.

Brandone, A., Addy, D. A., Pulverman, R., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). One-for one- and two-for-two: Anticipating parallel structure between events and language. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp. 36-47). Somerville, MA: Cascadilla Press.

Pence, K., Golinkoff, R. M., Brand, R., & Hirsh-Pasek, K. (2005). When actions can’t speak for themselves: How might infant-directed speech and infant-directed action influence verb learning? In T. Trabasso, J. Sabatini, D. W. Massaro, & R. C. Calfee, (Eds.), From orthography to pedagogy: Festschrift for Richard L. Venezky (pp. 63-79). Mahwah, NJ: Lawrence Erlbaum Associates.

Bortfeld, H., Morgan, J. L., Golinkoff, R. M., & Rathbun, K. (2005). Mommy and me: Familiar names help launch babies into speech steam segmentation. Psychological Science, 4, 298-304.

Baker, S. A., Idsardi, W. J., Golinkoff, R. M., & Petitto, L. (2005). The perception of handshapes in American sign language. Memory and Cognition, 33, 887-904.

Haryu, E., Imai, M., Okada, H., Li, L., Meyer, M., Hirsh-Pasek, K., & Golinkoff, R. M. (2005). Noun bias in Chinese children: Novel noun and verb learning in Chinese, Japanese, and English preschoolers. In A. Brugos, M. R. Clark-Cotton, & S. Ha (Eds.), Proceedings of the 29th Annual Boston University Conference on Language Development (pp. 272-283). Somerville, MA: Cascadilla Press

Pulverman, R. & Golinkoff, R. M. (2004). Seven-month-olds’ attention to potential verb referents in nonlinguistic events. In A. Brugos, L. Micciulla, & C. E. Smith (Eds.), Proceedings of the 28th Annual Boston University Conference on Language Development (pp. 473-481). Somerville, MA: Cascadilla Press.

Hirsh-Pasek, K., Golinkoff, R. M., Hennon, E. A., & Maguire, M.J. (2004). Hybrid theories at the frontier of developmental psychology: The emergentist coalition model of learning as a case in point. In G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 173-204). Cambridge, MA: MIT Press.

Rosenberg, K., Golinkoff, R. M., & Zosh, J. M. (2004). Did australophithecines (or early Homo) sling? Behavioral and Brain Sciences, 4, 555.

Bortfeld, H., Rathbun, K., Morgan, J., & Golinkoff, R. M. (2003). What’s in a name? Highly familiar items anchor infants’ segmentation of fluent speech. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language (pp. 162-172). Somerville, MA: Cascadilla Press.

Pulverman, R., Sootsman, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2003). Infants' non-linguistic processing of motion events: One-year-old English speakers are interested in manner and path. In E. Clark (Ed.), Proceedings of the Stanford Child Language Research Forum. Stanford: Center for the Study of Language and Information.

Pulverman, R., Sootsman, J. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2003). The role of lexical knowledge in nonlinguistic event processing: English-speaking infants’ attention to manner and path. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development (pp. 662-673). Somerville, MA: Cascadilla Press.

Golinkoff, R. M., Chung, H. L., Hirsh-Pasek, K., Liu, J., Bertenthal, B. I., Brand, R., Maguire, et al. (2002). Young children can extend motion verb labels to point-light displays. Developmental Psychology, 38, 604-614.

Hirsh-Pasek, K. & Golinkoff, R. M. (2002). Language development. In N. J. Salkind (Ed.), Child development encyclopedia (pp. 228-232). NY: MacMillan Reference USA.

Maguire, M. J., Hennon, E. A., Hirsh-Pasek, K. Golinkoff, R. M., Slutzky, C. B., & Sootsman, J. (2002). Mapping words to actions and events: How do 18-month-olds learn a verb? In B. Skarabela, S. Fish, & A. H. Do (Eds.), Proceedings of the 27th Annual Boston University Conference on Language (pp. 371-382). Somerville, MA: Cascadilla Press.

Golinkoff, R. M., Hirsh-Pasek, K., & Schweisguth, M. A. (2001). A reappraisal of young children’s knowledge of grammatical morphemes. In J. Weissenborn & B. Hoehle (Eds.). Approaches to bootstrapping: Phonological, syntactic and neurophysiological aspects of early language acquisition (pp. 176-188). Amsterdam-Philadelphia: John Benjamin.

Hirsh-Pasek, K., Hennon, E., Golinkoff, R. M., Pence, K., Pulverman, R., Sootsman, et al. (2001). Social attention need not equal social intention: From attention to intention in early word learning. Response to P. Bloom’s, How children learn the meanings of words. Brain Behavior Sciences, 24, 1108-1110.

Liu, J., Golinkoff, R. M., Goroff, J. H., & Carpenter, Q. A. (2001). How do preschool children acquire superordinate words? In A. Do, L. Dominguez, & A. Johansen (Eds.), Proceedings of the 25th Annual Boston University Conference on Language Development, (pp. 446-457). Somerville, MA: Cascadilla Press.

Liu, J., Golinkoff, R. M., & Sak, K. (2001). One cow does not an animal make!: Children can extend novel words at the superordinate level. Child Development, 72, 1674- 1694.

Hollich, G., Hirsh-Pasek, K., Tucker, M. L., & Golinkoff, R. M. (2000). A change is afoot: Emergentist thinking in language acquisition. In P. Anderson, C. Emmeche, N. O. Finnemann, & P. V. Christiansen (Eds.), Downward causation (pp. 143-178). Oxford, England: Aarhus University Press

Golinkoff, R. M., & Hirsh-Pasek, K. (2000). Word learning: Icon, index, or symbol? In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-17). New York, NY: Oxford University Press.

Hirsh-Pasek, K., Golinkoff, R. M., & Hollich, G. (2000). An emergentist coalition model for word learning: Mapping words to objects is a product of the interaction of multiple cues. In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 136-164). New York, NY: Oxford University Press.

Hirsh-Pasek, K. & Golinkoff, R. M. (2000). The whole is greater than the sum of the parts, or why the emergentist coalition model works. In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 186-198). New York, NY: Oxford University Press.

Liu, J., Golinkoff, R. M., Piper, K., Chung, H. L., Hirsh-Pasek, K., Ramey, C. H., & Bertenthal, B. (2000). Point-light displays illuminate the abstract nature of children's motion verb representations. Proceedings of the 22nd Annual Meeting of the Cognitive Science Society (pp. 794-799). Philadelphia, PA.

Hennon, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). The extraordinary journey from fetus to language-developing child. In H. Grimm (Ed.), German encyclopedia of psychology, series III: Language, volume 3: Language development 3 (pp. 41-103). Toronto: Hogrefe-Verlag.

Blewitt, P., Golinkoff, R. M., & Alioto, A. (2000). Do toddlers have label preferences? A possible explanation for word refusals. First Language, 20, 253-272.

Arnold, K., Golinkoff, R. M., Hirsh-Pasek, K., Hollich, G., Driscoll, K., Rocroi, C., & et al., (2000). The whole is greater than the sum of the parts: Investigating the object scope principle of lexical acquisition. In S. C. Howell, S. A. Fish, & T. Keith-Lucas (Eds.), Proceedings of the 24th Annual Boston University Conference on Language Development (pp. 68-79). Ithaca, NY: Cascadilla Press.

Golinkoff, R. M., Hirsh-Pasek, K., Hollich, G. (1999). Emerging cues for word learning. In B. MacWhinney (Ed.), The emergence of language (pp. 305-330). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hirsh-Pasek, K., Golinkoff, R. M., & Hollich, G. (1999). Trends and transitions in language acquisition: Looking for the missing piece. Developmental Neuropsychology, 16, 139-162.

Hollich, G., Hirsh-Pasek, K., & Golinkoff, R. M. (1998). Introducing the 3-D intermodal preferential looking paradigm. In C. Rovee-Collier (Ed.), Advances in infancy research Vol. 12, (pp. 355-373). Norwod, NJ: Ablex.

Molfese, D., Burger-Judisch, L., Gill, L., Golinkoff, R. M., & Hirsh-Pasek, K. (1996). Electrophysiological correlates of noun-verb processing in adults. Brain and Language, 54, 338-413.

Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The preferential looking paradigm reveals emerging language comprehension. In D. McDaniel, C. McKee, & H. Cairns (Eds.), Methods for assessing children's syntax (pp. 105-124). Cambridge, MA: MIT Press.

Golinkoff, R. M., Jacquet, R., Hirsh-Pasek, K., & Nandakumar, R. (1996). Lexical principles may underlie the learning of verbs. Child Development, 67, 3101-3119.

Hirsh-Pasek, K., Tucker, M., & Golinkoff, R. M. (1996). Dynamical systems: Reinterpreting prosodic bootstrapping. In J. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 449-466). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hirsh-Pasek, K., & Golinkoff, R. M. (1996). How children learn to talk. In W. R. Dell (Ed.), The world book health & medical annual (pp. 92-105). Chicago: World Book, Inc.

Golinkoff, R. M., & Hirsh-Pasek, K. (1995). Reinterpreting children's sentence comprehension: Toward a new framework. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp.430-461). London: Blackwell.

Golinkoff, R. M., Hirsh-Pasek, K., Mervis, C. B., Frawley, W., & Parillo, M. (1995). Lexical principles can be extended to the acquisition of verbs. In M. Tomasello & W. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 185-222). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hirsh-Pasek, K., Golinkoff, R. M., Hermon, G., & Kaufman, D. (1995). Evidence from comprehension for the early knowledge of pronouns. In E. Clark (Ed.), Proceedings of the Twenty-Sixth Annual Child Language Research Forum, (pp. 53-59). Stanford: Center for the Study of Language and Information.

Golinkoff, R. M., Shuff-Bailey, M., Olguin, R., & Ruan, W. (1995). Young children extend novel words at the basic level: Evidence for the principle of the categorical scope. Developmental Psychology, 31, 494-507.

Frawley, W., & Golinkoff, R. M. (1995). Linguistic explanation. In J. Verschueren, J. Ostman, & J. Blommaert (Eds.), Handbook of pragmatics (pp. 608-615). Philadelphia: John Benjamin Publishing Company.

Golinkoff, R. M., & Alioto, A. (1995). Infant-directed speech facilitates lexical learning in adults hearing Chinese: Implications for language acquisition. Journal of Child Language, 22, 703-726.

Golinkoff, R. M., Mervis, C. V., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155. Also in K. Perera (Ed.), Growing points in child language. Cambridge, MA: Cambridge University Press.

Hirsh-Pasek, K., Golinkoff, R. M., & Reeves, L. (1994). Constructivist explanations for language acquisition may be insufficient: The case for language-specific principles. In W. Overton & D. S. Palermo (Eds.), The nature and ontogenesis of meaning (pp. 237-254). Norwood, NJ: Ablex.

Mervis, C. B., Golinkoff, R. M., & Bertrand, J. (1994). Two-year-olds readily learn multiple labels for the same basic level category. Child Development, 65, 971-991.

Hirsh-Pasek, K., & Golinkoff, R. M. (1993). Skeletal supports for grammatical learning: What the infant brings to the language learning task. In C. K. Rovee-Collier & L. P. Lipsitt (Eds.), Advances in infancy research (Vol. 8, pp. 299-338). Norwood, NJ: Ablex.

Hirsh-Pasek, K., Reeves, L., & Golinkoff, R. M. (1993). Words and meaning: From primitives to complex organization. In J. Berko-Gleason & N. Bernstein-Ratner (Eds.), Psycholinguistics (pp. 133-197). Ft. Worth, TX: Harcourt Brace Jovanovich, Inc.

Golinkoff, R. M. (1993). When is communication a "meeting of minds"? Journal of Child Language, 20, 199-207.

Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L., & Wenger, N. (1992). Young children and adults use lexical principles to learn new nouns. Developmental Psychology, 28, 99-108.

Hirsh-Pasek, K., & Golinkoff, R. M. (1991). Language comprehension: A new look at some old themes. In N. Krasnegor, D. Rumbaugh, M. Studdert-Kennedy, & R. Schiefelbusch (Eds.), Biological and behavioral determinants of language development (pp. 301-320). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., Hirsh-Pasek, K., & Reeves, L. (1991). Have your module and eat it too! Behavioral and Brain Sciences, 14, 561.

Golinkoff, R. M., & Hirsh-Pasek, K. (1990). Let the mute speak: What infants can tell us about language acquisition. Merrill-Palmer Quarterly, 36, 67-92. (Invitational issue on infancy research edited by F. Horowitz and J. Columbo.)

Cauley, K., Golinkoff, R. M., Hirsh-Pasek, K., & Gordon, L. (1989). Revealing hidden competencies: A new method for studying language comprehension in children with motor impairments. American Journal on Mental Retardation, 94, 53-63.

Golinkoff, R. M., & Gordon, L. (1988). What makes communication run?: Characteristics of immediate successes. First Language, 8, 103-124.

Golinkoff, R. M., Hirsh-Pasek, K., Cauley, K. M., & Gordon, L. (1987). The eyes have it: Lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-45.

Golinkoff, R. M. (1986). I beg your pardon?": The preverbal negotiation of failed messages. Journal of Child Language, 13, 455-476.

Golinkoff, R. M. (1984). Causal development: Philosophical and psychological bases. (Part of symposium on causality in infancy organized by R. M. Golinkoff.) In L. P. Lipsitt (Ed.), Advances in infancy research (Vol. 3, pp. 127-129). Norwood, NJ: Ablex.

Golinkoff, R. M., Harding, C. G., Carlson-Luden, V., & Sexton, M. E. (1984). The infant’s perception of causal events: The distinction between animate and inanimate objects. (Part of above symposium). In L. P. Lipsitt (Ed.), Advances in infancy research (Vol. 3, pp. 145-151). Norwood, NJ: Ablex.

Golinkoff, R. M. (1983). Infant social cognition: Self, people, and objects. In L. Liben (Ed.), Piaget and the foundations of knowledge (pp. 179-200). Hillsdale NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., & Gordon, L. (1983). "In the beginning was the word: A history of the study of language acquisition. In R. M. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 1-25). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M. (1983). The preverbal negotiation of failed messages: Insights into the transition period. In R. M. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 57-78). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., & Halperin, M. S. (1983). The concept of animal: One infant’s view. Infant Behavior and Development, 6, 229-233.

Golinkoff, R. M. (1981). The influence of Piagetian theory on the study of the development of communication. In I. Sigel, D. Brodzinsky, & R. Golinkoff (Eds.), Piagetian theory and research: New directions and applications (pp. 127-142). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M. (1981). The case for semantic relations: Evidence from the verbal and nonverbal domains. Journal of Child Language, 78, 413-438.

Golinkoff, R. M., & Markessini, J. (1980). "Mommy sock": The child's understanding of possession as expressed in two-noun phrases. Journal of Child Language, 7, 119-136.

Harding, C. G., & Golinkoff, R. M. (1979). The origins of intentional vocalizations in prelinguistic infants. Child Development, 50, 33-40.

Golinkoff, R. M., & Ames, G. (1979). A comparison of fathers' and mothers' speech to their young children. Child Development, 50, 28-32.

Golinkoff, R. M., & Kerr, J. L. (1978). Infants' perceptions of semantically-defined action role changes in filmed events. Merrill-Palmer Quarterly, 24, 53-61.

Golinkoff, R. M. (1978). Phonemic awareness and reading achievement. In F. B. Murray & J. Pikulski (Eds.), The acquisition of reading (pp. 23-41). Baltimore, MD: University Park Press.

Golinkoff, R. M. (1975-1976). A comparison of reading comprehension processes in good and poor comprehenders. Reading Research Quarterly, XI, 623-659.

Golinkoff, R. M., & Rosinski, R. R. (1976). Decoding, semantic processing and reading comprehension skill. Child Development, 47, 252-258.

Pace, A. M., & Golinkoff, R. M. (1976). The relationship between word difficulty and access of single-word meaning by skilled and unskilled readers. Journal of Educational Psychology, 68, 760-767.

Rosinski, R., Golinkoff, R. M., & Kukish, K. S. (1975). Automatic semantic processing in a picture-word interference task. Child Development, 46, 247- 253.

Golinkoff, R. M. (1975). Semantic development in infants: The concepts of agent and recipient. Merrill-Palmer Quarterly, 21, 181-193.

Lesgold, A., McCormick, C., & Golinkoff, R. M. (1975). Imagery training and children's prose learning. Journal of Educational Psychology, 67, 663-667.