Sandra R. Waxman

Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words.

Patterns of spontaneous production of novel words and gestures within an experimental setting in children ages 1;6 and 2;2.

Bringing theories of word learning in line with the evidence.

Preschoolers' use of form class cues to learn descriptive proper names.

Consistent (but not variable) names as invitations to form object categories: new evidence from 12-month-old infants.

Conceptual information permeates word learning in infancy.

Mother-child conversations about pictures and objects: referring to categories and individuals.

Words (but not tones) facilitate object categorization: evidence from 6- and 12-month-olds.

Déjà Vu all over again: re-revisiting the conceptual status of early word learning: comment on Smith and Samuelson (2006).

Looking beyond looks: comments on Sloutsky, Kloos, and Fisher (2007).

Taking stock as theories of word learning take shape.

Naming practices and the acquisition of key biological concepts: evidence from English and Indonesian.

Tight and loose are not created equal: an asymmetry underlying the representation of fit in English- and Korean-speakers.

The Role of Representational Status and Item Complexity in Parent-Child Conversations about Pictures and Objects.

A horse of a different color: specifying with precision infants' mappings of novel nouns and adjectives.

Twenty four-month-old infants' interpretations of novel verbs and nouns in dynamic scenes.

Unmasking "Alive:" Children's Appreciation of a Concept Linking All Living Things.

Early word-learning entails reference, not merely associations.

Response to Sloutsky: taking development seriously: theories cannot emerge from associations alone.

Learning from infants' first verbs.

What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English.

Meaning from syntax: evidence from 2-year-olds.

Categorization in 3- and 4-month-old infants: an advantage of words over tones.

Anthropocentrism is not the first step in children's reasoning about the natural world.

What paradox? Referential cues allow for infant use of phonetic detail in word learning.

What does it mean to 'live' and 'die'? A cross-linguistic analysis of parent-child conversations in English and Indonesian.

When humans become animals: Development of the animal category in early childhood.

Grammatical form and semantic context in verb learning.

"Shall we blick?" Novel words highlight actors' underlying intentions for 14-month-old infants.

Social categories are shaped by social experience.

Teleological reasoning about nature: intentional design or relational perspectives?

Nonhuman primate vocalizations support categorization in very young human infants.

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.

Infants use known verbs to learn novel nouns: evidence from 15- and 19-month-olds.

Humans (really) are animals: picture-book reading influences 5-year-old urban children's construal of the relation between humans and non-human animals.

Slowly but Surely: Adverbs Support Verb Learning in 2-Year-Olds.

Doing More with Less: Verb Learning in Korean-Acquiring 24-Month-Olds.

Listen up! Speech is for thinking during infancy.

Very young infants' responses to human and nonhuman primate vocalizations.

Let's See a Boy and a Balloon: Argument Labels and Syntactic Frame in Verb Learning.

Language and conceptual development.

The precision of 12-month-old infants' link between language and categorization predicts vocabulary size at 12 and 18 months.

What the [beep]? Six-month-olds link novel communicative signals to meaning.

How Early is Infants' Attention to Objects and Actions Shaped by Culture? New Evidence from 24-Month-Olds Raised in the US and China.

Listening to the calls of the wild: The role of experience in linking language and cognition in young infants.

Young Children Learning from Touch Screens: Taking a Wider View.

Naming influences 9-month-olds' identification of discrete categories along a perceptual continuum.

Maturation constrains the effect of exposure in linking language and thought: evidence from healthy preterm infants.