Infant and Child Development Center

We are proud of our research, and we are delighted to share it with our families and fellow researchers. Below are our recent scientific publications; click the pdf icon links for easy access to the articles below:

• Alexander, L., Michelle, C., Dana, & R., W., Sandra. (2023). A principled link between object naming and representation is available to infants by seven months of age. Scientific Reports, 13(1).
• Luchkina, E., & Waxman, S. Talking about the absent and the abstract: referential communication in language and gesture. Perspectives on Psychological Science. 
• LaTourrette, A. S., Novack, M. A., & Waxman, S. R. (2023). Longer looks for language: Novel labels lengthen fixation duration for 2-year-old children.  Journal of Experimental Child Psychology, 236, 105754.
• Luchkina, E. & Waxman, S. R. (2022). Semantic priming supports infants’ ability to represent and name unseen objects. Proceedings of the 44th Cognitive Science Annual Meeting. 
• Novack, M. A., Chan, D., & Waxman, S. (2022).  I see what you are saying: Hearing infants’ visual attention and social engagement in response to spoken and sign language.  Frontiers in Psychology, 13.
• Lau, J., Fyshe, A., Waxman, S. (2022).  Rhythm may be key to linking language and cognition in young infants: Evidence from machine-learning. Developmental Psychology.
• LaTourrette, A., Waxman, S., Wakschlag,L., Norton, E., & Weisleder, A. (2022) From Recognizing Known Words to Learning New Ones: Comparing Online Speech Processing in Typically Developing and Late-Talking 2-Year-Olds.  JSLHR.  
• LaTourrette, A. & Waxman, S., (2022). Sparse labels, no problems: Infant categorization under challenging conditions. Child Development. 
• Bang, Megan, et al. “Perspective Taking and Psychological Distance in Children’s Picture Books: Differences between Native and Non-Native Authored Books.”  Sociocultural Explorations of Science Education, 1 Jan. 2023, pp. 123–140.  
• Novack, M., Standley, M., Bang, M., Washinawotok, K., Medin, D., & Waxman, S. (2022). Hands on: Nonverbal communication in Native and Non-Native American parent-child dyads during informal learning. Developmental Psychology.58(1), 32–42.
• Luchkina, E., & Waxman, S. R. (2021). Acquiring verbal reference: The interplay of cognitive, linguistic, and general learning capacities. Infant Behavior and Development, 65, 101624. 
• Waxman, S.R. (2021).  Racial awareness and bias begin early: Developmental entrypoints, challenges and a call to action. Perspectives on Psychological Science, 16(5) 893–902.
• Lau, J.C.Y., Fyshe, A., & Waxman, S.R. (2021).  Which acoustic features support the language-cognition link in infancy: A machine-learning approach. Proceedings of the 43rd Annual Meeting of the Cognitive Science Society.  Austin, TX: Cognitive Science Society.
• Novack, M. A., Brentari, Diane, Goldin-Meadow, S., & Waxman, S. (2021). Sign language, like spoken language, promotes object categorization in young hearing infants. Cognition, 215, 104845.
• Woodruff Carr, K., Perszyk, D. R., Norton, E. S., Voss, J. L., Poeppel, D., & Waxman, S. R. (2021). Developmental changes in auditory-evoked neural activity underlie infants’ links between language and cognition. Developmental Science, 1-12.
• Woodruff Carr, K., Perszyk, D. R., & Waxman, S. R. (2021). Birdsong fails to support object categorization in human infants. PLoS ONE 16(3): e0247430. 
• Luchkina, E., Waxman, S. (2021).Semantic priming supports infants’ ability to learn names of unseen objects. PLoS ONE 16(1): e0244968. 
• He, A.X., Huang, S., Waxman, S., Arunachalam, S. (2020). Two-year-olds consolidate verb meanings during a nap. Cognition,198.
• Kadlaskar, G., Waxman, S., Seidl, A., (2020). Does Human Touch Facilitates Object Categorization in 6-to-9-month-old Infants? Brain Science,10 (12), 940.
• LaTourrette, A., Waxman, S., (2020). Naming guides how 12-month-old infants encode and remember objects.  Proceedings of the National Academy of Sciences, 202006608.
• LaTourrette, A., & Waxman, S.  (2020) An Object Lesson Objects Non Objects and the Power of Conceptual Construal in Adjective Extension. Language Learning and Development.
• Novack, M., Brentari, D., Goldin-Meadow, S., & Waxman, S. R. (2020; n.d.). Sign Language Promotes Object Categorization in Young Hearing Infants. Working Paper, Institute for Policy Research, WP-20-07.
• Taverna, A. & Waxman, S.R. (2000). Early lexical acquisition in the Wichi language.  Journal of Child Language, 1-21.
• Taverna, A., Medin, D.L., & Waxman, S.R. (2020). Tracing culture in children’s thinking a socioecological framework in understanding nature   (Rastreando la cultura en el pensamiento infantil: una socioecología para comprender la naturaleza). Journal for the Study of Education and Development, 1-24.
• The ManyBabies Consortium, (2020). Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference .  Advances in Methods and Practices in Psychological Science, 3(1) 24-52.
• Baiocchi, M.C., Taverna, A., & Waxman, S. (2019). Social-ecological relations among animals serve as a conceptual framework among the Wichi.  Cognitive Development 52.
  
• de Carvalho, A., Babinea, M., Trueswell, J., Waxman, S.R., & Christophe, A. (2019). Studying the real-time interpretation of novel noun and verb meanings in young children.  Frontiers in Psychology, 10, 274.
• LaTourrette, A. & Waxman, S.R. (2019). Defining the role of language in infants’ object categorization with eye-tracking paradigms.  Journal of Visualized Experiments.
• Novack, M. A. & Waxman, S. R. (2019). Becoming human: Very young human infants link language and cognition, but what about non-human great apes?  Philosophical Transactions R. Soc. B 37.
• Perszyk D.R., Lei, R.F., Bodenhausen, G.V., Richeson, J.A., Waxman, S. R. (2019). Bias at the intersection of race and gender: Evidence from preschool‐aged children. Developmental Science, 22(3), e12788.
• Perszyk, D. & Waxman, S.R. (2019). Infants’ advances in speech perception shape their earliest links between language and cognition.  Scientific Reports, 9:3293.
• Syrett, K., LaTourrette, A., Ferguson, B., & Waxman, S.R. (2019). Crying helps, but being sad doesn’t: Infants constrain nominal reference using known verbs, not known adjectives.  Cognition, 193.
• Ferguson, B., Franconeri, S., & Waxman, S. (2018). Very young infants learn abstract rules in the visual modality. PLoS ONE, 13(1).
• LaTourrette, A. & Waxman, S. (2018). A little labeling goes a long way: Semi-supervised learning in infancy.  Developmental Science, 22(1), e12736.
• Lovato, S., & Waxman, S.R. (2018). Young children learning from touch screens: Taking a wider view. In J. Tarasuik, G. Strouse & J. Kaufman (Eds) Touch screen tablets touching children’s lives (pp. 231-240). Lausanne, Switzerland: Frontiers Media.
• Perszyk, D.R., & Waxman, S.R. (2018). Linking Language and Cognition in Infancy.  Annual Review of Psychology, 69, 231-250.
• Taverna, A., Medin, D.L., & Waxman, S.R. (2018). “Inhabitants of the earth”: Reasoning about folkbiological concepts in Wichi children and adults. In Marshall, P.J., & Brenneman, K. (Eds.) Young Children’s Developing Understanding of the Biological World (pp. 7-27). Abingdon, England: Routledge.
• Ferguson, B., Graf, E., &Waxman, S.R. (2017). When veps cry: Two-year-olds efficiently learn novel words from linguistic contexts alone.  Language Learning and Development, 14(1), 1-12.
• Frank, M., Bergelson, E., Bergmann, C. [and 15 others, including Waxman, S.] (2017). A collaborative approach to infant research: Promoting reproducibility, best practices, and theory-building. Infancy, 22(4), 421-435.
• Perszyk, D. R. & Waxman, S. R. (2017). Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants’ Object Categorization. Journal of Visualized Experiments. (122).
• Washinawatok, K., Rasmussen, C., Bang, M., Medin, D., Woodring, J., Waxman, S., Marin, A., Gurneau, J., & Faber, L. (2017). Children’s Play with a Forest Diorama as a Window into Ecological Cognition. Journal of Cognition and Development, 18(5), 617-632.
• Ferguson, B., & Waxman, S. (2016). Linking language and categorization in infancy. Journal of Child Language, 44(3), 527-552.
• Ferguson, B. &Waxman, S.R. (2016). What the [beep]? Six-month-olds link novel communicative signals to meaning. Cognition, 146, 185-189.
• Havy, M., & Waxman, S.R. (2016). Naming influences 9-month-olds’ identification of discrete categories along a perceptual continuum. Cognition, 156, 41- 51. Link to stimuli.
• Lovato, S., & Waxman, S.R. (2016). Young children learning from touch screens: Taking a wider view.  Frontiers in Psychology, 7, 1078.
• Perszyk, D., & Waxman, S.R. (2016). Listening to the calls of the wild: The role of experience in linking language and cognition in young infants. Cognition, 153, 175-181.
• Perszyk, D., Ferguson B., & Waxman, S. (2016). Maturation constrains the effect of exposure in linking language and thought: Evidence from healthy preterm infants. Developmental Science, 21(2).
• Taverna, A., Medin, D.L., & Waxman, S.R. (2016). “Inhabitants of the earth”: Reasoning about folkbiological concepts in Wichi children and adults. Early Education and Development, 27(8). 1109-1129
• Waxman, S.R., Fu, X., Ferguson, B., Geraghty, K., Leddon, E., Liang, J., Zhao, M. (2016). How early is infants’ attention to objects and actions shaped by culture?  New evidence from 24-month-olds raised in the US and China. Frontiers in Psychology: Cultural Psychology, 7:97. 
• Waxman, S., Herrmann, P., Woodring, J., & Medin, D. (2016). Humans (really) are animals: Picture-book reading influences five-year-old urban children’s construal of the relation between humans and non-human animals. In J. S. Horst & C. Houston-Price (Eds). An open book: What and how young children learn from picture and story books (pp. 127-134). Lausanne: Frontiers Media.

Ferguson, B. & Waxman, S. R. (2015). Visual abstract rule learning by 3- and 4-month-old infants. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Ferguson, B., Havy, M., & Waxman, S. R. (2015). The precision of 12-month-old infants’ link between language and categorization predicts vocabulary size at 12 and 18 months. Frontiers in Psychology. 6:1319.

Medin, D., ojalehto, b., Waxman, S., & Bang, M. (2015). Relations: Language, epistemologies, categories and concepts. In E. Margolis & S. Laurence (Eds.), The conceptual mind: New directions in the study of concepts (pp. 349-378). Cambridge: MIT Press.

Waxman, S. R. (2015). Abandoning the ‘theoretical apartheid’ between nature and nurture: human infants hold the key. Social Anthropology, 23(2), 213-215.

Syrett, K., Arunachalam, S.,& Waxman, S. R. (2014). Slowly but surely: Adverbs support verb learning in 2-year-olds. Language Learning and Development, 10(3), 263-278.

Arunachalam, S., & Waxman, S. R. (2014). Let’s see a boy and a balloon: Argument labels and syntactic frame in verb learning. Language Acquisition, 22(2), 117-131.

Ferguson, B., Perszyk, D. R., & Waxman, S. R. (2014). Very young infants’ responses to human and non-human primates’ vocalizations. Commentary on Ackermann, Hage, & Ziegler. Behavioral and Brain Sciences, 37, 553-554.

Ferguson, B. & Waxman, S. R. (2014). Communication and categorization: New insights into the relation between speech, labels, and concepts for infants. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2267-2272). Austin, TX: Cognitive Science Society.

Vouloumanos, A., & Waxman, S. R. (2014). Listen up! Speech is for thinking during infancy. Trends in Cognitive Sciences, 18(12), 642-646.

Geraghty, K., Waxman, S. R., & Gelman, S. (2014). Learning words from pictures: 15- and 17-month-old infants appreciate the referential and symbolic links among words, pictures, and objects. Cognitive Development, 32, 1-11.

Taverna, A. S., Waxman, S. R. Medin, D. L., Moscoloni, N. & Peralta, O. A. (2014). Naming the living things: linguistic, experiential and cultural factors in Wichí and Spanish speaking children. Journal of Culture and Cognition, 14, 213-233.

Ferguson, B., Graf, E., & Waxman, S. R. (2014). Infants use known verbs to learn novel nouns: Evidence from 15- and 19-month-olds. Cognition, 131(1), 139-146.

Waxman, S., Herrmann, P., Woodring, J., & Medin, D. (2014). Humans (really) are animals: Picture-book reading influences five-year-old urban children’s construal of the relation between humans and non-human animals.Frontiers in Developmental Psychology, 5(172).

ojalehto, b., Waxman, S. R. & Medin, D. L. (2013). Teleological reasoning about nature: Intentional design or relational perspectives? Trends in Cognitive Sciences. 17(4), 166-171.

Ferry, A., Hespos, S., Waxman, S. (2013). Non-human primate vocalizations support categorization in very young human infants. PNAS, 110(38), 15231–15235.

Dehghani, M., Bang, M., Medin, D.L., Marin, A., Leddon, E., & Waxman, S. (2013). Epistemologies in the text of children’s books: Native and non-Native authored books. International Journal of Science Education, 35(13), 2133-2151.

Arunachalam, S. Leddon, E., Song, H., Lee, Y., & Waxman, S. R. (2013). Doing more with less: Verb learning in Korean-acquiring 24-month-olds. Language Acquisition: A Journal of Developmental Linguistics, 20(4), 292-304.

Waxman, S. Fu, X., Arunachalam, S. Leddon, E., Geraghty, K., & Song, H. (2013). Are nouns learned before verbs? Infants provide insight into a long-standing debate. Child Development Perspectives, 7(3), 155-159.

Callanan, M. & Waxman, S. R. (2013). Commentary on special section. Deficit or difference?  Interpreting diverse developmental paths. Developmental Psychology, 49(1), 80-83.

Waxman, S. R. (2013). Building a better bridge. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 292-296). Cambridge: Oxford University Press.

Arunachalam, S., Escovar, E., Hansen, M. A., & Waxman, S. R. (2013). Out of sight, but not out of mind: 21-month-olds use syntactic information to learn verbs even in the absence of a corresponding event, Language and Cognitive Processes, 28(4), 417-425.

Chen, M. L., & Waxman, S. R. (2013). “Shall we blick?”: Novel words highlight actors’ underlying intentions for 14-month-old infants. Developmental Psychology, 49(3), 426-431.

Waxman, S. R. (2012). Social categories are shaped by social experience.Trends in Cognitive Sciences, 16(11), 531–532.

Waxman, S. R. & Grace, A. D. (2012). Developing gender- and race-based categories in infants:  Evidence from 7- and 11-month-olds. In G. Hayes & M. Bryant (Eds.), Psychology of culture. In Psychology of emotions, motivations and actions: Focus on civilizations and cultures series (pp. 159-175). Hauppauge, NY: Nova Science Publishers.

Leddon, E., Waxman, S. R., Medin, D. L, Bang, M. & Washinawatok, K. (2012). One animal among many? Children’s understanding of the relation between humans and nonhuman animals. In G. Hayes & M. Bryant (Eds.), Psychology of Culture. In Psychology of emotions, motivations and actions: Focus on civilizations and cultures series (pp. 105-126). Hauppauge, NY: Nova Science Publishers.

Waxman, S. R., & Goswami, U. (2012). Learning about language: Acquiring the spoken and written word.  In S. Pauen (Ed.) Early childhood development and later outcome.  New York: Cambridge University Press. pp 83-117.

Taverna, A., Waxman, S., Medin, D., & Peralta, O. (2012). Core folkbiological concepts: New evidence from Wichí children and adults. Journal of Cognition and Culture, 12(3-4) 339–358.

Unsworth, S. J., Levin, W., Bang, M., Washinawatok, K., Waxman, S. R., & Medin, D. L. (2012). Cultural differences in children’s ecological reasoning and psychological closeness to nature: Evidence from Menominee and European-American children. Journal of Cognition and Culture, 12(1-2), 17-29.

Graham, S. A., Booth, A., & Waxman, S. R. (2012). Words are not merely features: Only consistently applied nouns guide 4-year-olds’ inferences about object categories.  Language Learning and Development, 8, 1-11.

Herrmann, P., Medin, D. L., & Waxman, S. R. (2012). When humans become animals: Development of the animal category in early childhood. Cognition, 122(1), 74-79.

Shenton, J., Ross, N., Kohut, M. & Waxman, S. (2011). Maya folk botany and knowledge devolution: Modernization and intra-community variability in the acquisition of folkbotanical knowledge, Ethos, 39(3), 349-367.

Arunachalam, S., Escovar, E., Hansen, M. A., & Waxman, S. R. (2011). Verb learning from syntax alone at 21 months. In: N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of the 35th Annual Boston University Conference on Language Development (pp. 21-24).

Waxman, S., & Leddon, E. (2011). Early word learning and conceptual development: Everything had a name, and each name gave birth to a new thought.  In U. Goswami (Ed.) The Wiley-Blackwell handbook of childhood cognitive development (pp. 180-208). Malden, MA:Wiley-Blackwell.

Arunachalam, S., & Waxman, S. R. (2011). Grammatical form and semantic context in verb learning. Language Learning and Development, 7(3), 169-184.

Leddon, E. M., Waxman, S. R., Medin, D. L. (2011). What does it mean to ‘live’ and ‘die’? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology, 29(3), 375-395.

Medin, D., Waxman S., et al., (2010).  Diversity in the social, behavioral and economic science.  White paper for the Directorate for the Social, Behavioral, and Economic Sciences of the National Science Foundation (NSF/SBE). http://www.nsf.gov/sbe/sbe_2020/index.cf

Fennell, C. & Waxman, S. R. (2010). What paradox? Referential cues allow for infant use of phonetic detail in word learning. Child Development, 81(5), 1376–1383.

Weisleder, A. & Waxman, S. R. (2010). What’s in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English.  Journal of Child Language, 37, 1089–1108.

Arunachalam, S., & Waxman, S. R. (2010). Specifying the role of linguistic information in verb learning. In: K.Franich, K. Iserman, & L. Keil (Eds.), Proceedings of the 34th Annual Boston University Conference on Language Development, 34, 11-21.

Arunachalam, S., & Waxman, S. R. (2010). Language and conceptual development. Wiley Interdisciplinary Reviews: WIRE’s Cognitive Science, 1(4), 548-558.

Medin, D., Waxman, S., Woodring, J., & Washinawatok, K. (2010). Human-centeredness is not a universal feature of young children’s reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development, 25(3), 197-207.

Arunachalam, S., & Waxman, S. R. (2010). Meaning from syntax: Evidence from 2-year-olds. Cognition, 114(3), 442-446.

Waxman, S. (2010). Names will never hurt me? Naming and the development of racial and gender categories in preschool-aged children. European Journal of Social Psychology, 40(4), 593-610.

Anggoro, F., Medin, D., & Waxman, S. (2010).  Language and Experience Influence Children’s Biological Induction.  Journal of Cognition and Culture, 10, 171-187.

Winkler-Rhoades, N., Medin, D. L., Waxman, S. R., & Woodring, J., Ross, N. O. (2010). Naming the animals that come to mind: Effects of culture and experience on category fluency. Journal of Cognition and Culture, 10, 205-220.

Ferry, A., Hespos, S.,  & Waxman, S. (2010). Categorization in 3- and 4-month-old infants: An advantage of words over tones. Child Development, 81(2), 472-479.

Herrmann, P.,  Waxman, S. R.,  & Medin, D. L. (2010). Anthropocentrism is not the first step in children’s reasoning about the natural world. Proceedings of the National Academy of Sciences, 107(22), 9979-9984.

Waxman S. R. & Gelman, S. A.  (2010). Different kinds of concepts and different kinds of words: What words do for human cognition. In Mareschal, Quinn & Lea (Eds.) The making of human concepts (pp. 99-130). Oxford, UK: Oxford University Press.

Waxman, S. R., (2009). Learning from infants’ first verbs.  Monographs of the Society for Research in Child Development. Comment on Naigles et al. 74(2), 127-132.

Gelman, S. A., & Waxman, S. R. (2009). Taking development seriously: Theories cannot emerge from associations alone. Trends in Cognitive Sciences, 13(8), 332-333.

Waxman, S. R., Lidz, J., Braun, I. E., Lavin, T. (2009). Twenty-four-month-old infants’ interpretations of novel verbs and nouns in dynamic scenes.  Cognitive Psychology, 59(1), 67-95.

Waxman, S. R., & Guasti, M. T. (2009). Nouns, adjectives and the aquisition of meaning: New evidence from Italian-acquiring children. Language Learning and Development, 5(1), 50-68.

Waxman, S.R., Gelman, S.A. (2009). Early word-learning entails reference, not merely associations.  Trends in Cognitive Sciences, 13(6), 258-263.

Booth, A.E., & Waxman, S. R. (2009).  A Horse of a Different Color: Specifying with Precision Infants’ Mappings of Novel Nouns and Adjectives. Child Development, 80(1), 15-22.

Leddon, E. M., Waxman, S. R. & Medin, D. L. (2008) Unmasking “alive:” Children’s appreciation of a concept linking all living things. Journal of Cognition and Development, 9(4), 461-473.

Norbury, H. M., Waxman, S. R., & Song H. (2008). Tight and loose are not created equal: An asymmetry underlying the representation of fit in English and Korean speakers. Cognition, 109, 316-325.

Gelman, S., Waxman, S., Kleinberg, F. (2008). The role of representational status and item complexity in parent-child conversations about pictures and objects. Cognitive Development, 23, 313-323.

Anggoro, F. K., Waxman, S. R., & Medin, D.L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. . Psychological Science, 19(4), 314-319.

Booth, A. E., & Waxman, S. R. (2008). Taking stock as theories take shape. Developmental Science, 11(2), 185-194.

Waxman, S. R. (2008).  All in good time: How do infants discover distinct types of words and map them to distinct kinds of meaning in J. Colombo, P. McCardle & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions. (pp. 99-118).   Mahwah, NJ: Lawrence Erlbaum Associates.

Gelman, S., & Waxman, S. R. (2007). Looking beyond looks: Comments on Sloutsky, Kloos, and Fisher, “When looks are everything: Appearance similarity versus kind information in early induction.” Psychological Science, 18(6), 554-555.

Piccin, T. B., & Waxman, S. R. (2007). Why nouns trump verbs in word learning: new evidence from children and adults in the Human Simulation Paradigm. Language Learning and Development, 3(4), 295-323.

Fulkerson, A. L., Waxman, S. R. (2007). Words (but not tones) facilitate object categorization: Evidence from 6- and 12-month-olds. Cognition, 105(1), 218-228.

Medin, D.L., & Waxman, S. R. (2007). Interpreting asymmetries of projection in children’s inductive reasoning.  In A. Feeney & E. Heit (Eds.), Inductive reasoning (pp. 55-80). New York, NY : Cambridge University Press.

Fennell, C. T., Waxman, S. R., Weisleder, A. (2007).  With referential cues, infants successfully use phonetic detail in word learning. Proceedings of the 31st Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.

Waxman, S. R., Medin, D. L., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43(2), 294-308.

Waxman, S. R., & Medin, D. L. (2007). Experience and Cultural Models Matter: Placing firm limits on anthropocentrism. Human Development, 50(1), 23-30.

Waxman, S. R., & Medin, D. L. (2006). Core knowledge, naming and the acquisition of the fundamental (folk)biologic concept ‘alive’. In N. Miyake (Ed.)., Proceedings of the 5th International Conference on Cognitive Science (pp. 53-55). Mahwah, New Jersey: Lawrence Erlbaum.

Booth, A. E., & Waxman, S. R., (2006) Deja vu all over again: Re-re-visiting the conceptual status of early word learning: Comment on Smith and Samuelson (2006). Developmental Psychology, 42(6), 1344-1346.

Medin, D. L., & Waxman, S. R. (2006). Giyoo Hatano. Cognitive Studies, 13(2), 177-180.

Waxman, S. R. (2006).Tudo tinha um nome, e de cada nome nascia um novo pensamento: vinculos entre aprendizagem de palavras e organização conceptual no início da aquisição da linguagem (Everything had a name, and each name gave birth to a new thought: Links between early word-learning and conceptual organization) in Corrêa, L. M. S. (Ed.). Aquisição da Linguagem e Problemas do Desenvolvimento Lingüístico. Rio de Janeiro: Editora da PUC-Rio.

Fennell, C. T. (2006).  Infants of 14 months use phonetic detail in novel words embedded in naming phrases.  In Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.) Proceedings of the 30th Boston University Conference on Language Development (pp. 178-189). Cascadilla Press.

Fulkerson, A. L., Waxman, S. R., & Seymour, J. M. (2006).  Linking object names and object categories: Words (but not tones) facilitate object categorization in 6- and 12-month-olds. In Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.) Supplement to the Proceedings of the 30th Boston University Conference on Language Development. Cascadilla Press.

Waxman, S. R., & Lidz, J. (2006). Early Word Learning.  In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology, 6th Edition, Vol. 2 (pp. 299-335). Hoboken NJ: Wiley.

Lavin, T. A., Hall, D. G., & Waxman, S. R. (2006). East and west: A role for culture in the acquisition of nouns and verbs. In K. Hirsch-Pasek & R.M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 525-543). Oxford University Press.

Waxman, S. R. (2006). Finding the points of contact: Language acquisition in children raised in monolingual, bilingual and multilingual environments.  In W. Li (Series Ed.) & P. McCardle & E. Hoff (Vol. Eds.), Child Language & Child Development Childhood Bilingualism – Research on Infancy Through School Age (pp. 135-148). Clevedon, UK: Multilingual Matters.

Namy, L. L., & Waxman, S. R. (2005).  Symbols redefined.  In Namy, L.L.  (Ed.) Symbol use and symbolic representation, (pp. 269-277). Mahwah, NJ: Lawrence Erlbaum Associates.

Gelman, S. A., Chesnick, R., & Waxman, S. R.  (2005).  Mother-child conversations about pictures and objects: Referring to categories and individuals. Child Development, 76(6), 1129-1143.

Anggoro, F. K., Waxman, S. R., & Medin, D. L. (2005). The effects of naming practices on children’s understanding of living things.  In B. Bara, L. Barsalou, & M. Bucciarelli (Eds) Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society (pp. 139-144). Mahwah, NJ: Lawrence Erlbaum Associates.

Booth, A., Waxman, S. R., & Huang, Y. T. (2005).  Conceptual information permeates word learning in infancy. Developmental Psychology, 41(3), 491-505.

Waxman, S. R. (2005).  Why is the concept “Living Thing” so elusive?  Concepts, languages, and the development of folkbiology. In W. Ahn, R.L. Goldstone, B.C. Love, A.B. Markman, & P. Wolff (Eds.), Categorization Inside and Outside the Laboratory: Essays in Honor of Douglas L. Medin. Washington, DC: American Psychological Association.

Waxman, S. R., & Braun, I. E. (2005). Consistent (but not variable) names as invitations to form object categories: New evidence from 12-month-old infants.  Cognition, 95, B59-B68.

Lidz, J., & Waxman, S. R. (2004). Reaffirming the poverty of the stimulus argument: A reply to the replies.Cognition, 93(2), 157-165.

Hall, D. G., & Waxman, S. R. (Eds.) (2004). From many strands: Weaving a lexicon. Cambridge: MIT Press.

Waxman, S. R. (2004). Everything had a name, and each name gave birth to a new thought: Links between early word-learning and conceptual organization. In D. G. Hall & S. R. Waxman (Eds.), From many strands: Weaving a lexicon. Cambridge: MIT Press.

Lidz, J., Waxman, S. R., & Freedman, J. (2003). What infants know about syntax but couldn’t have learned: Experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73.

Hall, D. G., Waxman, S. R., Bredart, S. & Nicolay, A. (2003). Preschoolers’ use of form class cues to learn descriptive proper names. Child Development, 74(5), 1547-1560.

Booth, A. E., & Waxman, S. R. (2003). Mapping words to the world in infancy: Infants’ expectations for count nouns and adjectives.  Journal of Cognition and Development, 4(3), 357 381.

Booth, A. E., & Waxman, S. R. (2003). Bringing theories of word learning in line with the evidence.  Cognition, 87(3), 215-218.

Waxman, S. R., & Booth, A. E. (2003). The origins and evolution of links between word learning and conceptual organization: New evidence from 11-month-olds. Developmental Science, 6(2), p 130 – 137.

Booth, A. E., & Waxman, S. R. (2002). Object names and object functions serve as cues to categories for infants. Developmental Psychology, 38(6), 948-957.

Namy, L. L., & Waxman, S. R. (2002). Patterns of spontaneous production of novel words and gestures within an experimental setting in children ages 1;6 and 2;2. Journal of Child Language, 29(4), 911-921.

Waxman, S. R. (2002). Links between object categorization and naming: Origins and emergence in human infants. In D. H. Rakison, & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 213-241). NY, New York: Oxford University Press.

Booth, A. E., & Waxman, S. R. (2002). Word learning is ‘smart’: Evidence that conceptual information effects preschoolers’ extension of novel words. Cognition, 84(1), B11-B22.

Waxman, S. R. (2002). Not by perception alone: Conceptual and semantic factors underlying children’s extension of novel adjectives. In B. Skarabela, S. Fish, & A. H.-J. Do (Eds.), Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 746-757). Somerville, MA: Cascadilla Press.

Waxman, S. R. (2002). Early word learning and conceptual development: Everything had a name, and each name gave birth to a new thought. In. U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 102-126). Oxford UK: Blackwell Publishers.

Waxman, S. R. (2001).  Word extension: A key to early word learning and domain-specificity. Commentary on P. Bloom.  Behavioral and Brain Sciences, 24(6), 1121-1122.

Waxman, S. R., & Booth, A. E. (2001). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43(3), 217-242.

Waxman, S. R., & Booth, A. E. (2001). On the insufficiency of domain-general accounts of word-learning: A reply to Bloom and Markson. Cognition, 78, 277-279.

Namy,  L. L., & Waxman, S. R. (2000). Naming and exclaiming: Infants’ sensitivity to naming contexts.  Journal of Cognition and Development, 1(4), 405-428.

Waxman, S. R., & Booth, Amy E. (2000). Principles that are invoked in the acquisition of words, but not facts. Cognition, 77, B33-B43.

Waxman, S. R., & Klibanoff, R. S. (2000). The role of comparison in the extension of novel adjectives. Developmental Psychology, 36(5), 571-581.

Waxman, S. R., & Booth, A. E. (2000). Distinguishing count nouns from adjectives: Evidence from 14-month-olds’ word extension. In Proceedings of the 24th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.

Klibanoff, R. S., & Waxman, S. R. (2000). Basic level object categories support the acquisition of novel adjectives: Evidence from preschool-aged children. Child Development, 71(3), 649- 659.

Waxman, S. R. (1999). The dubbing ceremony revisited: Object naming and categorization in infancy and early childhood. In D. L. Medin & S. Atran (Eds.), Folkbiology (pp. 233-284). Cambridge, MA: MIT Press/Bradford Books.

Waxman, S. R. (1999). Specifying the scope of 13-month-olds’ expectations for novel words. Cognition, 70, B35-B50.

Waxman, S. R., Philippe, M., & Branning, A. (1999). A matter of time: Novel nouns mark object categories when delays are imposed. Developmental Science, 2(1), 59-66.

Klibanoff, R. S., & Waxman, S. R. (1998). Preschoolers’ acquisition of novel adjectives and the role of basic-level kind. In A. Greenhill et al. (Eds.), Proceedings of the 22nd Boston University Conference on Language Development (pp. 442-453). Somerville, MA: Cascadilla Press.

McGregor, K., & Waxman, S. R. (1998). Object naming at multiple hierarchical levels: A comparison of preschoolers with and without word-finding deficits. Journal of Child Language, 25(2), 419-430.

Medin, D. L., & Waxman, S. R. (1998). Conceptual organization. In W. Bechtel & G. Graham (Eds.), A companion to cognitive science (pp. 167-175). Oxford, England: Blackwell.

Namy, L. L., & Waxman, S. R. (1998). Words and gestures: Infants’ interpretations of different forms of symbolic reference. Child Development, 69(2), 295-308.

Namy, L. L., & Waxman, S. R. (1998). Words and gestures: The role of sentence context in infants’ mapping of novel symbols to object categories. In A. Greenhill et al. (Eds.), Proceedings of the 22nd Boston University Conference on Language Development (pp. 546 556). Somerville, MA: Cascadilla Press.

Waxman, S. R. (1998). Linking object categorization and naming: Early expectations and the shaping role of language. In D. L. Medin (Ed.), The psychology of learning and motivation, Vol. 38 (pp. 249-291). San Diego: Academic Press.

Waxman, S. R., & Markow, D. B. (1998). Object properties and object kind: 21-month-old infants’ extension of novel adjectives. Child Development, 69(5), 1313-1329.

Waxman, S. R., & Thompson, W. (1998). Words are invitations to learn about categories. Commentary on R. G. Millikan, A common structure for concepts of individuals, stuffs, and real kinds: More Mama, more milk, and more mouse. Behavioral and Brain Sciences, 21(1), 88.

Waxman, S. R., Lynch, E. B., Casey, K. L., & Baer, L. (1997). Setters and samoyeds: The emergence of subordinate level categories as a basis for inductive inference. Developmental Psychology, 33(6), 1074-1090.

Waxman, S. R., Senghas, A., & Benveniste, S. (1997). A cross-linguistic examination of the noun-category bias: Its existence and specificity in French- and Spanish-speaking preschool aged children. Cognitive Psychology, 43, 183-218.

Balaban, M. T., & Waxman, S. R. (1997). Do words facilitate object categorization in 9-month old infants?Journal of Experimental Child Psychology, 64, 3-26.

McGregor, K., & Waxman, S. R. (1996). Multiple level naming abilities of children with word finding deficits. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th Boston University Conference on Language Development, Vol. 2 (pp. 18-29). Somerville, MA: Cascadilla Press.

Balaban, M. T., & Waxman, S. R. (1996). An examination of the factors underlying the facilitative effect of word phrases on object categorization in 9-month-old infants. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th Boston University conference on Language Development, Vol. 1 (pp. 483-493). Somerville, MA: Cascadilla Press.

Waxman, S. R. (1995). Characteristics of word learners at 12- and 30-months: Early emergence and modification of the noun-category linkage. In D. MacLaughlin & S. McEwen (Eds.), Proceedings of the 19th Boston University Conference on Language Development, Vol. 1 (pp. 667-678). Somerville, MA: Cascadilla Press.

Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12-month-old infants. Cognitive Psychology, 29, 257-302.

Waxman, S. R. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. In L. Gleitman & B. Landau (Eds.), The acquisition of the lexicon (pp. 229-257). Cambridge: MIT Press.

Waxman, S. R. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. Lingua, 92, 229-257.

Hall, D. G., Waxman, S. R., & Hurwitz, W. M. (1993). How 2- and 4-year-old children interpret adjectives and count nouns. Child Development, 64, 1661-1664.

Waxman, S. R., & Hall, D. G. (1993). The development of a linkage between count nouns and object categories: Evidence from 15- to 21-month-old infants. Child Development, 64, 1224 1241.

Hall, D. G., & Waxman, S. R. (1993). Assumptions about word meaning: Individual and basic- level kinds. Child Development, 64, 1550-1570.

Waxman, S. R., & Senghas, A. (1992). Relations among word meanings in early lexical development. Developmental Psychology, 28(5), 862-873.

Waxman, S. R., & Hatch, T. (1992). Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels. Journal of Child Language, 19(1), 153-166.

Waxman, S. R. (1991). Contemporary approaches to concept development. Cognitive Development, 6, 105-118.

Waxman, S. R., Shipley, E. F., & Shepperson, B. (1991). Establishing new subcategories: The role of labels and existing knowledge. Child Development, 62, 127-138.

Waxman, S. R. (1991). Convergences between semantic and conceptual organization in the preschool years. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on language and cognition: Interrelations in development (pp. 107-145). Cambridge: Cambridge University Press.

• Waxman, S. R., & Kosowski, T. (1990). Nouns mark category relations: Toddlers’ and preschoolers’ word-learning biases. Child Development, 61(5), 1461-1473.
• Waxman, S. R. (1990). Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children. Cognitive Development, 5(2), 123-150.
• Waxman, S. R. (1989). Linking language and conceptual development: Linguistic cues and the construction of conceptual hierarchies. Genetic Epistemologist, 17(2), 13-20.
• Waxman, S. R. (1989). Review of Women, fire, and dangerous things: What categories reveal about the mind, by George Lakoff. Journal of Applied Psycholinguistics, 10(4), 493-497.
• Waxman, S. R. (1989). Placing cognition in a developmental context, Review of Making sense: The child’s construction of the world, J. Bruner & H. Hastings (Eds.), Contemporary Psychology, 34(11), 992.
• Waxman, S. R., Chambers, D., Yntema, D., & Gelman, R. (1989). Complementary versus contrastive classification in preschool children. Journal of Experimental Child Psychology, 2 (3), 410-422.
• Waxman, S. R., & Gelman, R. (1986). Preschoolers’ use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.