Dr. Lila Gleitman's Selected Publications
Very Recent Publications:
Gleitman, L. R., Liberman, M. Y., McLemore, C. A., & Partee, B. H. (2019).The Impossibility of Language Acquisition (and How They Do It). Annual Review of Linguistics, 5, 1-24.
Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. PNAS; published ahead of print June 24, 2013, doi: 10.1073/pnas.1309518110
Trueswell, J. C., Medina, T. N., Hafri, A., & Gleitman, L. R. (2013). Propose but verify: Fast mapping meets cross-situational word learning. Cognitive Psychology, 66(1), 126-156.
Gleitman, L.R. & Papafragou, A. (2013). Relations between language and thought. In D. Reisberg (Ed.), Handbook of Cognitive Psychology. New York: Oxford University Press.
Gleitman, L. & Landau, B. (2012). Every child an isolate: nature’s experiments in language learning. In M. Piattelli-Palmarini and R. C. Berwick (Eds.), Rich Languages from Poor Inputs. Oxford: Oxford University Press.
Recent Selected Publications:
Gleitman, L.R., Connolly, A.C., & Armstrong, S.L. (2012). Can prototype representations support composition and decomposition? In M. Werning and W. Hinzen and E. Machery (Eds.), Oxford handbook of compositionality. Oxford: Oxford University Press.
Li, P., Abarbanell, L.,, Gleitman, L., & Papafragou, A. (2011). Spatial reasoning in Tenejapan Mayans. Cognition, 120, 33-53.
Medina, T.N., Snedeker, J., Trueswell, J.C., & Gleitman, L.R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 108: 9014-9019.
Gleitman, L. R.(2009). The learned component of language learning. In M. Piattelli-Palmarini, P. Salaburu and J. Uriagereka (Eds.), Of minds and language: Encounters with Noam Chomsky (239-256). Oxford: Oxford University Press.
Nappa, R., Wessell, A., McEldoon, K.L., Gleitman, L. R., & Trueswell, J.C. (2009). Use of speaker’s gaze and syntax in verb learning. Language Learning and Development, 5(4), 203-234.
Connolly, A. C., Fodor, J. A., Gleitman, L. R., & Gleitman, H. (2007). Why stereotypes don't even make good defaults. Cognition, 103(1), 1-22.
Gleitman, L., January, D., Nappa, R., & Trueswell, J.C. (2007). On the give and take between event apprehension and utterance formulation. Journal of Memory and Language, 57(4), 544-569.
Papafragou, A., Cassidy, K. & Gleitman, L.R. (2007). When we think about thinking: The acquisition of belief verbs. Cognition, 105(1), 125-165.
Trueswell, J.C & Gleitman, L.R. (2007). Learning to parse and its implications for language acquisition. In G. Gaskell (Ed.) Oxford Handbook of Psycholinguistics.
Hurewitz, F., Papafragou, A., Gleitman, L., & Gelman, R. (2006). Asymmetries in the Acquisition of Numbers and Quantifiers. Language Learning and Development, 2(2), 2006, 77-96.
Papafragou, A., Massey, C. & Gleitman, L.R. (2006). When English proposes what Greek presupposes: The cross-linguistic encoding of motion events. Cognition, 98(3), B75-B87.
Earlier Even More Selected Publications:
Gleitman, L.R., Cassidy, K., Nappa, R., Papafragou, A. & Trueswell, J.C. (2005). Hard Words. Language Learning and Development, 1(1), 23-64.
Gleitman, L. R. & Fisher, C. (2005). Universal aspects of word learning. In J. McGilvray (Ed.), The Cambridge Companion to Chomsky. Cambridge: Cambridge University Press.
Nappa, R.,, January, D., Gleitman, L.R. & Trueswell, J.C. (2004). Paying attention to attention: Perceptual priming effects on word order. Proceedings of the 26th Annual Conference of the Cognitive Science Society.
Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. Cognition, 87(3), 151-178.
Snedeker, J., & Gleitman, L. (2003). Why it is hard to label our concepts. In S. Waxman & G. Hall (Eds.), Weaving a lexicon. NY: Cambridge University Press.
Fisher, C., & Gleitman, L. R. (2002). Language acquisition. In H. F. Pashler (Series Ed.) and C. R. Gallistel (Volume Ed.), Stevens’ Handbook of Experimental Psychology, Vol 1: Learning and motivation (pp. 445-496). New York: Wiley.
Li, P. & Gleitman, L. (2002). Turning the tables: Language and spatial reasoning. Cognition, 83(3), 265-294.
Mintz, T.H. & Gleitman, L.R. (2002). Adjectives really do modify nouns: The incremental and restricted nature of early adjectives aquisition. Cognition, 84(3), 267-293.
Papafragou, A., Massey, C., Gleitman, L., (2002). Shake, rattle, 'n' roll: The representation of motion in language and cognition. Cognition, 84(2), 189-219.
Hurewitz, F., Brown-Schmidt, S., Thorpe, K., Gleitman, L.R. & Trueswell, J.C. (2001). One frog, two frog, red frog, blue frog: Factors affecting children's syntactic choices in production and comprehension. Journal of Psycholinguistic Research, 29(6), 597-626.
Gillette, J., Gleitman, L.R., Gleitman, H. and Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135-176.
Gleitman, L., Gleitman, H., Miller, C., & Ostrin, R. (1996). 'Similar', and similar concepts. Cognition, 58(3), 321-376.
Gleitman, L., & Newport, E. (1995). The invention of language by children: Environmental and biological influences on the acquisition of language. In L. Gleitman & M. Liberman (Eds.), Invitation to cognitive science (Vol. 1). Cambridge, MA: MIT Press.
Fisher, C., Hall., D. G., Rakowitz, S., & Gleitman, L. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92, 333-375.
Fowler, A. E., Gelman, R., & Gleitman, L. R. (1994). The course of language acquisition in children with down syndrome. In H. Flager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children. Hillsdale, NJ: Erlbaum.
Gleitman, L. & Gleitman, H. (1992). A picture is worth a thousand words -- but that's the trouble: Conceptual and structural factors in vocabulary acquisition. Current Directions in Psychological Science, 1(1).
Fisher, C., Gleitman, L., & Gleitman, H. (1991). On the semantic content of subcategorization frames. Cognitive Psychology, 23, 331-392.
Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, 1(1), 3-55.
Landau, B., & Gleitman, L. R. (1985). Language and experience: Evidence from the blind child. Cambridge MA: Harvard University Press.
Gleitman, L., Newport, E., & Gleitman, H. (1984). The current status of the Motherese hypothesis. Journal of Child Language, 11(2), 43-79.
Armstrong, S., Gleitman, L., & Gleitman, H. (1983). What some concepts might not be. Cognition, 13(3), 263-308.
Gleitman, H., & Gleitman, L. (1979). Language use and language judgment. In C. Fillmore, D. Kemler & W. Wang (Eds.), Individual differences in language ability and language behavior. NY: Academic Press.
Feldman, H., Goldin-Meadow, S., & Gleitman, L. (1978). Beyond Herodotus: The creation of language by linguistically deprived deaf children. In A. Lock (Ed.), Action, gesture, and symbol: The emergence of language. London: Academic Press.
Gleitman, L. R., & Rozin, P. (1977). The structure and acquisition of reading I: Relations between orthographies and the structure of language. In A. Reber & D. Scarborough (Eds.), Toward a psychology of reading. Hillsdale, NJ: Erlbaum.
Newport, E., Gleitman, H., & Gleitman, L. (1977). Mother, I'd rather do it myself: Some effects and non-effects of maternal speech style. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition. NY: Cambridge University Press.
Rozin, P., & Gleitman, L. R. (1977). The structure and acquisition of reading II: The reading process and the acquisition of the alphabetic principle. In A. Reber & D. Scarborough (Eds.), Toward a psychology of reading. Hillsdale, NJ: Erlbaum.
Gleitman, L., Gleitman, H., & Shipley, E. (1973). The emergence of the child as grammarian. Cognition, 1(2), 137-164.
Shipley, E., Smith, C., & Gleitman, L. (1969). A study in the acquisition of language: Free responses to commands. Language, 45(2), 322-342