Acredolo, L. P., & Goodwyn, S. W (1985). Symbolic gesturing in language development. Human Development, 28, 40–49.
Acredolo, L. P., & Goodwyn, S. W (1988). Symbolic gesturing in normal infants. Child Development, 59, 450–466.
Acredolo, L. P., Goodwyn, S. W., & Abrams, D. (2006). Baby signs: How to talk with your baby before your baby can talk. New York: McGraw–Hill.
Aksu-Koç, A., & Slobin, D. I. (1985). The acquisition of Turkish. In Slobin, D. I. (Ed.), The crosslinguistic study of language acquisition: Vol. 1. The data (pp. 839–878). Hillsdale, NJ: Erlbaum.
Anderson, D., & Reilly, J. (2002). The MacArthur communicative development inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7, 83–106.
Au, T. K., Dapretto, M., & Song, Y. (1994). Input vs. constraints: Early word acquisition in Korean and English. Journal of Memory and Language, 33, 567–582.
Bach, T. (2012). Pretense and the abstraction of relational categories. Manuscript submitted for publication.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660.
Bates, E. (1976). Language and context. New York: Academic Press.
Bonvillian, J. D., Orlansky, M. O., & Novack, L. L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54, 1435–1445.
Bornstein, M. H., Cote, L., Maital, S., Painter, K., Park, S. Y., Pascual, L., et al. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115–1139.
Bowerman, M. (1996). Learning how to structure space for language: A crosslinguistic perspective. In Bloom, P., Peterson, M. A., Nadel, L., & Garrett, M. F. (Eds.), Language and space (pp. 385–436). Cambridge, MA: MIT Press.
Bowerman, M., & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In Gentner, D. & Goldin-Meadow, S. (Eds.), Language in mind: Advances in the study of language and cognition (pp. 387–428). Cambridge, MA: MIT Press.
Brown, P. (1998). Children's first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36, 713–753.
Brown, P., Gentner, D., & Braun, K. (2005). Early acquisition of nouns and verbs in Tzeltal. Paper presented at the Tenth International Conference for the Study of Child Language, Berlin.
Butcher, C., & Goldin-Meadow, S. (2000). Gesture and the transition from one- to two-word speech: When hand and mouth come together. In McNeill, D. (Ed.), Language and gesture (pp. 235–258). Cambridge: Cambridge University Press.
Capirci, O., Contaldo, A., Caselli, M. C., & Volterra, V. (2005). From action to language through gesture: A longitudinal perspective. Gesture, 5, 155–177.
Casad, E. H., & Langacker, R. (1985). “Inside” and “outside” in Cora grammar. International Journal of American Linguistics, 51, 247–281.
Choi, S., & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22, 497–530.
DeLoache, J. S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66–70.
Furman, R., Özyürek, A., & Küntay, A. (2010). Early language-specificity in Turkish children's caused motion expressions in speech and gesture. In Franich, K., Iserman, K. M., & Keil, L. L. (Eds.), Proceedings of the 34th Annual Boston Conference on Language Development (pp. 126–137). Somerville, MA: Cascadilla Press.
Gentner, D. (1981). Some interesting differences between nouns and verbs. Cognition and Brain Theory, 4, 161–178.
Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In Kuczaj, S. A. (Ed.), Language development: Vol. 2. Language, thought and culture (pp. 301–334). Hillsdale, NJ: Erlbaum.
Gentner, D. (2006). Why verbs are hard to learn. In Hirsh-Pasek, K. & Michnick Golinkoff, R. (Eds.), Action meets word: How children learn verbs (pp. 544–564). New York: Oxford University Press.
Gentner, D., & Boroditsky, L. (2001). Individuation, relativity and early word learning. In Bowerman, M. & Levinson, S. (Eds.), Language acquisition and conceptual development (pp. 215–256). Hillsdale, NJ: Erlbaum.
Gillette, J., Gleitman, H., Gleitman, L., & Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135–176.
Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23–64.
Goldin-Meadow, S. (1998). The development of gesture and speech as an integrated system. In Iverson, J. M. & Goldin-Meadow, S. (Eds.), The nature and functions of gesture in children's communications (pp. 29–42). San Francisco, CA: Jossey–Bass.
Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
Goldin-Meadow, S. (2007). Pointing sets the stage for learning language—And creating language. Child Development, 78, 741–745.
Goldin-Meadow, S., & Butcher, C. (2003). Pointing toward two-word speech in young children. In Kita, S. (Ed.), Pointing: Where language, culture, and cognition meet (pp. 85–107). Hillsdale, NJ: Erlbaum.
Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. M. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10, 778–785.
Goldin-Meadow, S., Seligman, M. E. P., & Gelman, R. (1976). Language in the two-year-old: Receptive and productive stages. Cognition, 4, 189–202.
Goldstone, R. L., & Barsalou, L. W. (1998). Reuniting perception and cognition. Cognition, 65, 231–262.
Golinkoff, R. M. (1986). “I beg your pardon?”: The preverbal negotiation of failed messages. Journal of Child Language, 13, 455–476.
Gullberg, M., Hendricks, H., & Hickmann, M. (2008). Learning to talk and gesture about motion in French. First Language, 28, 200–236.
Huttenlocher, J., & Smiley, P. (1987). Early word meanings: The case of object names. Cognitive Psychology, 19, 63–89.
Iverson, J. M., Capirci, O., & Caselli, M. C. (1994). From communication to language in two modalities. Cognitive Development, 9, 23–43.
Iverson, J. M., Capirci, O., Volterra, V., & Goldin-Meadow, S. (2008). Learning to talk in a gesture-rich world: Early communication in Italian vs. American children. First Language, 28, 164–181.
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 368–371.
Johnston, J. C., Durieux-Smith, A., & Bloom, K. (2005). Teaching gestural signs to infants to advance child development: A review of the evidence. First Language, 25, 235–251.
Ketrez, N. F., & Aksu-Koç, A. (2009). Early nominal morphology: Emergence of case and number. In Voeikova, M. & Stephany, U. (Eds.), The development of number and case in the first language acquisition: A crosslinguistic perspective (pp. 15–48) Berlin: Mouton de Gruyter.
Kita, S., & Özyürek, A. (2003). What does crosslinguistic variation in semantic coordination of speech and gesture reveal? Evidence for an interface representation of spatial thinking and speaking. Journal of Memory and Language, 48, 16–32.
Küntay, A., & Slobin, D. I. (1996). Listening to a Turkish mother: Some puzzles for acquisition. In Slobin, D. I., Gerhardt, J., Kyratzis, A., & Guo, J. (Eds.), Social interaction, social context and language (pp. 265–286). Mahwah, NJ: Erlbaum.
Leslie, A. M. (1987). Pretense and representation: The origins of theory of mind. Psychological Review, 94, 412–426.
Lillard, A. S. (1993). Pretend play skills and the child's theory of mind. Child Development, 64, 348–371.
Lizkowski, U. (2010). Deictic and other gestures in infancy: Deicticos y otros gestos en la infancia. Accion Psicologica, 7, 21–33.
Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
Masur, E. F. (1982). Mothers’ responses to infants’ object-related gestures: Influences on lexical development. Journal of Child Language, 9, 23–30.
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.
Meier, R. P., & Newport, E. L. (1990). Out of the hands of babes: On a possible sign advantage in language acquisition. Language, 66, 1–23.
Namy, L. L. (2001). What's in a name when it isn't a word? 17-month-olds’ mapping of nonverbal symbols to object categories. Infancy, 2, 73–86.
Namy, L. L. (2008). Recognition of iconicity does not come for free. Developmental Science, 11, 841–846.
Namy, L. L., Campbell, A. L., & Tomasello, M. (2004). The changing role of iconicity in non-verbal symbol learning: A U-Shaped trajectory in the acquisition of arbitrary gestures. Journal of Cognition and Development, 5, 37–57.
Namy, L. L., & Waxman, S. (1998). Words and symbolic gestures: Infants’ interpretations of different forms of symbolic reference. Child Development, 69, 295–308.
Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38, 1–136.
Orlansky, M. D., & Bonvillian, J. D. (1984). The role of iconicity in early sign language acquisition. Journal of Speech and Hearing Disorders, 49, 287–292.
Özçalışkan, Ş. (2009). Learning to talk about spatial motion in language-specific ways. In Guo, J., Lieven, E., Ervin-Tripp, S., Budwig, N., Nakamura, K., & Özçalışkan, Ş. (Eds.), Cross-linguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 263–276). New York: Erlbaum.
Özçalışkan, Ş., & Goldin-Meadow, S. (2005a). Gesture is at the cutting edge of early language development. Cognition, 96, B101–B113.
Özçalışkan, Ş., & Goldin-Meadow, S. (2005b). Do parents lead their children by the hand? Journal of Child Language, 32, 481–505.
Özçalışkan, Ş., & Goldin-Meadow, S. (2009). When gesture–speech combinations do and do not index linguistic change. Language and Cognitive Processes, 28, 190–217.
Özçalışkan, Ş., & Goldin-Meadow, S. (2010). Sex differences in language first appear in gesture. Developmental Science, 13, 752–760.
Özçalışkan, Ş., & Goldin-Meadow, S. (2011). Is there an iconic gesture spurt at 26 months? In Stam, G. & Ishino, M. (Eds.), Integrating gestures: The interdisciplinary nature of gesture. Amsterdam: John Benjamins.
Özçalışkan, Ş., & Slobin, D. I. (1999). Learning “how to search for the frog”: Expression of manner of motion in English, Spanish and Turkish. In Greenhill, A., Littlefield, H., & Tano, C. (Eds.), Proceedings of the 23rd Boston University Conference on Language Development (pp. 541–552). Somerville, MA: Cascadilla Press.
Pae, S. (1993). Early vocabulary in Korean: Are nouns easier to learn than verbs? Unpublished doctoral dissertation, University of Kansas, Lawrence.
Peirce, C. S. (1960). Collected papers of Charles Sanders Peirce. Hartshorne, C., Weiss, P. & Birks, A. (Eds.). Cambridge, MA: Harvard University Press.
Pettenati, P., Stefanini, S., & Volterra, V. (2010). Motoric characteristics of representational gestures produced by young children in a naming task. Journal of Child Language, 37, 887–911.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton.
Pine, J. M., Lieven, E. V. M., & Rowland, C. (1996). Observational and checklist measures of vocabulary composition: What do they mean? Journal of Child Language, 23, 573–589.
Schieffelin, B. B. (1985). The acquisition of Kaluli. In Slobin, D. I. (Ed.), The cross-linguistic study of language acquisition (Vol. 1, pp. 525–593). Hillsdale, NJ: Erlbaum.
Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In Strömqvist, S. & Verhoeven, L. (Eds.), Relating events in narrative: Typological and contextual perspectives (pp. 219–257). Mahwah, NJ: Erlbaum.
Talmy, L. (1975). Semantics and syntax of motion. In Kimball, J. (Ed.), Syntax and semantics (Vol. 4, pp. 181–238). New York: Academic Press.
Talmy, L. (1983). How language structures space. In Pick, H. & Acredolo, L. (Eds.), Spatial orientation: Theory, research, and application (pp. 225–282). New York: Plenum Press.
Talmy, L. (2000). Toward a cognitive semantics: Vol. 2. Typology and process in concept structuring. Cambridge, MA: MIT Press.
Tardiff, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers’ early vocabularies. Developmental Psychology, 32, 492–504.
Tardiff, T., Gelman, S. A., & Xu, F. (1999). Putting the “noun bias” in context: A comparison of Mandarin and English. Child Development, 70, 620–635.
Tolar, T. D., Lederberg, A. R., Gokhale, S., & Tomasello, M. (2007). The development of the ability to recognize the meaning of iconic signs. Journal of Deaf Studies and Deaf Education, 13, 225–240.
Tomasello, M. (2008). Origins of human communication. Cambridge, MA: MIT Press.
Volterra, V., Caselli, M. C., Capirci, O., & Pizzuto, E. (2005). Gesture and the emergence and development of language. In Slobin, D. & Tomasello, M. (Eds.), Beyond nature–nurture: Essays in honor of Elizabeth Bates (pp. 3–40). Mahwah, NJ: Erlbaum.
Volterra, V., & Iverson, J. M. (1995). When do modality factors affect the course of language acquisition? In Emmorey, K. & Reilly, J. S. (Eds.), Language, gesture, and space (pp. 371–390). Hillsdale, NJ: Erlbaum.
Werner, H., & Kaplan, B. (1963). Symbol formation: An organismic developmental approach to language and the expression of thought. New York: Wiley.
Woolfe, T., Herman, R., Roy, P., & Woll, B. (2010). Early vocabulary development in deaf native signers: A British Sign Language adaptation of the communicative development inventories. Journal of Child Psychology and Psychiatry, 51, 322–331.
Zheng, M., & Goldin-Meadow, S. (2002). Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 85, 145–175.