Publications

Hirsh-Pasek, K., & Golinkoff, R. (in press) King Solomon’s Take on Word Learning: An Integrative Account from the Radical Middle. Advances in Child Development and Behavior, Volume 36.

Hirsh-Pasek,, K. & Golinkoff, R. M. (in press) Language acquisition in childhood. In W. Donsbach (Ed). The Blackwell International Encyclopedia of Communication. Oxford, UK: Blackwell.

Golinkoff, R. M., Pence, K., Brand, R., & Hirsh-Pasek, K. (in press). Do actions always speak louder than words?: Infant-directed speech as a tool for the acquisition of verbs and the parsing of action events. In T. Bowers (Ed.), Festschrift for Richard Venezky.

Parish, J., Ma, W., Hirsh-Pasek, K., Golinkoff, R.M. (in press) A world of relations: relational words. In B. Malt & P. Wolf. Words and the world: How words capture the human experience. Oxford University Press.

Pruden, S., Hirsh-Pasek, K., & Golinkoff, R. (in press) Current events: How infants parse events for language. In T. Shipley & J. Zachs (Eds.) Events. New York: Oxford University Press.

Hirsh-Pasek, K. & Golinkoff, R. (in press). Brains in a box: Do new age toys deliver on the promise? Harwood, R. Child development in a changing society, 1st ed. Hoboken, NJ: Wiley Press.

Hirsh-Pasek, K. Bruner, J. (in press) The Brain/Education Barrier. Science.

Hollich, G., Golinkoff, R. M. & Hirsh-Pasek, K. (2007) Young Children Prefer to Attach Labels to Whole Objects Over Salient Parts. Developmental Psychology, 43, 1051-1061.

Brandone, A., Pence, K., 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, 1342-1343.

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

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, 1255-1265.

Haryu, E., Imai, M., Okada, H., Li, L., Meyer, M., Hirsh-Pasek, K., & Golinkoff, R. M. (2007). Noun bias in Chinese children: Novel noun and verb learning in Chinese, Japanese, and English preschoolers. Proceedings of the Boston Child Language meetings.

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

Hirsh-Pasek, K., & Golinkoff, R. M. (2007). How to choose toys for your baby. In S. Ettus (Ed.), The experts’ guide to the baby years. New York, NY: Random House.

Song, L., Golinkoff, R. M., Seston, R., Ma, W., Shallcross, W., & Hirsh-Pasek, K. (2007). Action stations: verb learning rests on constructing categories of action. Proceedings of the 31th Boston University Conference on Language Development.

Golinkoff, R. & Hirsh-Pasek, K. (2007) Language development: The view from The radical middle. Proceedings of the 31st Boston University Conference on Language Development.

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.

Pruden, S.M., & Hirsh-Pasek, K. (2006). Foundations of verb learning: Labels promote action category formation . In D. Bamman, T. Magnitskaia & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp.476-488). Somerville, MA: Cascadilla Press. Hirsh-Pasek, K. & Burchinal, M. (2006) Putting language learning in context: How change at home and in school affects language growth across time. Merrill Palmer Quarterly, 52, 449-485.

Pruden, S. Hirsh-Pasek, K. & Parish, J. (2006) Can infants resolve philosophical questions? A review of Rakison and Oakes’ Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion. Philosophical Psychology,19, (1).

Pulverman, R. Hirsh-Pasek, K., Pruden, S. & Golinkoff, R. (2006) Precursors to verb learning: Infant attention to manner and path. Frühförderung interdisziplinär (Interdisciplinary Early Childhood Intervention), 25,1.

Pruden, S., Hirsh-Pasek, K.,Hennon, Golinkoff, R., Hennon, E. (2006) The birth of words: Ten-month-olds learn words through perceptual salience. Child Development. 77, 2, 266-281.

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). Precursors to verb learning: Infant attention to manner and path. pp.134-160 In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs. New York: Oxford Press,.

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

Maguire, M., Hirsh-Pasek & Golinkoff, R. (2006) A unified theory of word learning: Putting verb acquisition in context. pp 364-392 In K. Hirsh-Pasek & R. Golinkoff, Action meets word: How children learn verbs. Oxford University Press.

Hirsh-Pasek, K., Michnick Golinkoff, R., Hennon, E.A., Maguire, M Sootsman, J. (2006) O modelo “emergentista” de coalizão da aprendizagem de palavras: 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 Corrêa, L. M. S. (Ed.) Aquisição Da Linguagem e Problemas do Desenvolvimento Lingüístico. Rio de Janeiro: Editora da PUC-Rio.

Pruden, S.M., Hirsh-Pasek, K. & Golinkoff, R. (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.

NICHD Early Child Care Research Network (2005) Oral language and reading: Continuing the dialogue with Storch Bracken. Developmental Psychology, 41, 6, 1000-1003.

NICHD Early Child Care Research Network (2005). Early child care and children's development in the primary grades: Results from the NICHD Study of Early Child Care. American Educational Research Journal 43(3), 537-570.

Pence, K., Golinkoff, R., 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. Massaro & R. Calfee (Eds) From orthography to pedagogy: Essays in honor of Richard Venezky. NJ: Erlbaum.

Hirsh-Pasek, K. , Kochanoff, A., Newcombe, N., & deVilliers, J. (2005) Using scientific knowledge to inform preschoolers: Making the case for “Empirical validity.” Social Policy Report. Society for Research in Child Development.

NICHD, ECCRN (2005) Pathways to reading. The role of oral language in learning to reading. Developmental Psychology. 41, 2, 428-442.

NICHD Early Child Care Research Network. (2005).Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.

Books

Hirsh-Pasek, K., & Golinkoff, R. (2007). Celebrate the scribble: Appreciating children’s art. Allentown, PA: Crayola Press.

Singer, D., Golinkoff, R. M., & Hirsh-Pasek, K. (Eds.) (2006). 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. (Eds.) (2006) Action meets word: How children learn verbs. New York: Oxford University Press.

NICHDEarly Child Care Research Network (2005) Child Care and Child Development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guildford Publications.

Hirsh-Pasek, K. , Golinkoff, R., (2003) Einstein never used flashcards: How our children really learn and why they need to play more and memorize less. Emaus, Rodale Press (translations in Indonesian, Japanese, Chinese)

Hollich, G. Hirsh-Pasek, K. & Golinkoff, R. (2000) Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs for the Society for Research in Child Development. Serial number 262.

Golinkoff, R., Hirsh-Pasek, K., Akhtar, N., Bloom, L., Hollich, G., Smith, L.,Tomasello, M., & Woodward, A. (Ed.) ( 2000) Becoming a word learner: A debate on lexical acquisition? NY: Oxford University Press.

Golinkoff, R. & Hirsh-Pasek, K. (1999) How babies talk: The magic and mystery of language acquisition. New York: Dutton/Penguin(translated into French, Italian, Spanish)

Hirsh-Pasek, K. & Golinkoff, R.M., (1996) The Origins of grammar: Evidence from comprehension, Cambridge, Mass: MIT Press.

Rescorla, L., Hyson, M., & Hirsh-Pasek, K., (Eds.) (1991)

Academic instruction in early childhood: Challenge or pressure? In W. Damon (Gen. Editor) New Directions in Developmental Psychology, 53, New York: Jossey-Bass.