SILC Faculty Member and member of our Spatial Network.

Biographical Sketch:

Susan Goldin-Meadow

Professional Preparation

Smith College, Northampton, MA                       Psychology                  B.A. magna cum laude, 1971

University of Pennsylvania,                               Psychology                  M.A., 1972

University of Pennsylvania,                               Psychology                  Ph.D., 1975

Appointments

2006-present                 Beardsley Ruml Distinguished Service Professor, University of Chicago

2001-2005                     Irving B. Harris Professor, University of Chicago

1992-2001                     Full Professor, Department of Psychology, Committee on Human Development, Department of Education, the Center for East Asian Studies, and the College, University of Chicago

1981-1992                     Associate Professor, University of Chicago

1981                             Visiting Assistant Professor, University of Illinois at Urbana

1976-1981                     Assistant Professor, University of Chicago

Five Most Closely Related Publications:

Ehrlich, S. B., Levine, S., & Goldin-Meadow, S. The importance of gesture in children’s spatial reasoning. Developmental Psychology, 2006, 42, 1259-1268.

Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 2007, 136 (4), 539-550.

Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. Gesturing makes learning last. Cognition, 2008, 106, 1047-1058.

Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. Gesturing gives children new ideas about math. Psychological Science, 2009, 20(3) 267-272.

Rowe, M.L., & Goldin-Meadow, S. Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 2009, 323, 951-953.

Five Other Publications:

Iverson, J.M., & Goldin-Meadow, S. Gesture paves the way for language development. Psychological Science, 2005, 16, 367-371.

Singer, M. A., & Goldin-Meadow, S. Children learn when their teachers’ gestures and speech differ. Psychological Science, 2005, 16, 85-89.

Ping, R., & Goldin-Meadow, S. (2008). Hands in the air: Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44, 1277.

Ping, R., & Goldin-Meadow, S. Gesturing saves cognitive resources when talking about non-present objects. Cognitive Science. Revision under review.

Broaders, S., & Goldin-Meadow, S. Truth is at hand: How gesture adds information during investigative interviews. Psychological Science, in press.

Synergistic Activities:

Member of Committee on Integrating the Science of Early Childhood Development, sponsored by the Board on Children, Youth, and Families of the National Research Council and the Institute of Medicine (Neurons to Neighborhoods published by the National Academy of Science)

Member of Center for Early Childhood Research, an interdisciplinary group of scholars investigating early child development

Advisory Council: HI-MAPS Project of the David T. Siegel Institute,Michael Reese Hospital and Medical Center, Chicago, Illinois (Hearing handicapped Infants providing Medical, Academic, and Psychological Services).

Advisory Council of the National Deafness and Other Communication Disorders, National Institutes of Health

Collaborators & Other Affiliations

(a) Collaborators & Co-Editors:

Alibali, M. W., (University of Wisconsin, Madison), Beilock, S. (University of Chicago), Broaders, S. (Northwestern University), Capirci, O. (The Institute of Cognitive Sciences and Technologies, Rome), Cook, S.W. (University of Iowa), Coppola, M. (University of Chicago), Cartmill, E. (University of Chicago), Demir, O. (University of Chicago), Dick, A.S. (University of Chicago) , Fisher, J. (University of Chicago), Franklin, A. (Rice University), Gelman, S., (University of Michigan), Gentner, D., (Northwestern University), Goodrich, W. (University of California, Berkeley), Hasson, U., (Unversity of Chicago) Iverson, J. M., (University of Pittsburgh), Kita, S. (University of Birmingham), Levine, S., (University of Chicago), Licciardello, V. (University of Illinois, Chicago), Mylander, C. (University of Chicago), Nusbaum, H., (University of Chicago), Ozcaliskan, S. (Georgia State University), Ozyurek, A. (Max-Planck Institute), Ping, Raedy (University of Illinois, Chicago), Rowe, M. (University of Chicago), Sauer, E. (University of Chicago), Singer, M.A. (Bridgewater State College), Skipper, J.I. (Cornell University), Small, S.L. (University of Chicago), So, W-C. (National University of Singapore), Volterra, V. (The Institute of Cognitive Sciences and Technologies, Rome)

(b) Graduate Advisors:

Lila Gleitman (University of Pennsylvania); Rochel Gelman (Rutgers University)

(c) Thesis Advisor and Postgraduate-Scholar Sponsor

M. Abelev (Univ of British Columbia), M. Alibali (Univ of Wisconsin, Madison), K. Bekken (Harvard), S. Broaders (Northwetsern University), C. Butcher (Truman College), R. B. Church (Northeastern Illinois),

S. W. Cook (University of Iowa), M. Coppola (Univ of Chicago), O. Demir (Univ of Chicago), A. Dick (University of Chicago), S. Duncan (Univ of Chicago), L. Flevares, S. Foraker (SUNY, Buffalo), A. Franklin (Rice University), P. Garber (National Louis Univ)., L. Gershkoff-Stowe (Indiana Univ), W. Goodrich (Univ of California, Berkeley), A. Hammond (Centenary), J. Iverson (Univ of Pittsburgh), S. Kelly (Colgate), M. Koven (Univ of IL, Urbana), J. Lany, J. Morford (Univ of New Mexico), M. Morford, S. Ozcaliskan (Georgia State University), A. Ozyurek (Max-Planck Institute), M. Perry, (Univ of IL, Urbana), S. Van Deusen Phillips (Univ of Chicago), J. Saltzman, R. Ping (Univ of Illinois, Chicago), S. Pruden (Univ of Chicago)

M. Rowe (Univ of Chicago), C. Sandhofer, E. Sauer (Univ of Chicago), L. Schneidman (Univ of Chicago)

K. Schoert-Reichl Univ of British Columbia), M. Singer (Bridgewater State College), S. Syc (Erikson Institute), B. Schulman, J. Singleton (Univ of IL, Urbana), W.C. So (National University of Singapore)

H. Tencer, X-L. Wang (Pace), E. Yalabik, M-Y. Zheng (Univ of Chicago),

Number of graduate students advised: 30 Number of postdoctoral scholars sponsored: 9