Elmlinger, S. L., Schwade, J. A., & Goldstein, M. H. (in press). The ecology of prelinguistic vocal learning: Parents simplify the structure of their speech in response to babbling. Journal of Child Language.
Mason, G. M., Goldstein, M. H., & Schwade, J. A. (2019). The role of multisensory development in early language learning. Journal of Experimental Child Psychology, 183, 48–64. http://doi.org/10.1016/j.jecp.2018.12.011
Carouso-Peck, S., & Goldstein, M. H. (2019). Female Social Feedback Reveals Non-imitative Mechanisms of Vocal Learning in Zebra Finches. Current Biology : CB, 29(4), 631–636.e3. http://doi.org/10.1016/j.cub.2018.12.026
Mason, G. M., Kirkpatrick, F., Schwade, J. A., & Goldstein, M. H. (2019). The Role of Dyadic Coordination in Organizing Visual Attention in 5‐Month‐Old Infants. Infancy, 24(2), 162–186. http://doi.org/10.1111/infa.12255
Carouso, S., & Goldstein, M. H. (2018). Linking vocal learning to social reward in the brain: Proposed neural mechanisms of socially guided song learning. Oxford Handbook of Voice Perception. S. Frühholz & P. Belin (Eds.). Oxford University Press.
Albert, R., Schwade, J. A., & Goldstein, M. H. (2017). The social functions of babbling: Acoustic and contextual characteristics that facilitate maternal responsiveness. Developmental Science, 18, 1-11.e12641.http://doi.org/10.1111/desc.12641.
Baran, N. M., Peck, S. C., Kim, T. H., Goldstein, M. H., & Adkins-Regan, E. (2017). Early life manipulations of vasopressin-family peptides alter vocal learning. Proceedings of the Royal Society B, 284(1859), 20171114.
Menyhart, O., Kolodny, O., Goldstein, M. H., DeVoogd, T. J., & Edelman, S. (2015). Juvenile zebra finches learn the underlying structural regularities of their fathers’ song. Frontiers in Psychology, section Cognitive Science.
Schweitzer, C., Goldstein, M. H., Place, N., & Adkins-Regan, E. R. (2012). Long-lasting and sex-specific consequences of elevated egg yolk testosterone for social behavior in Japanese quail. Hormones and Behavior, 63 (1), 80 – 87.
Motz, B., Goldstein, M. H., & Smith, L. (2012). Understanding behavior from the ground up: Constructing robots to reveal simple mechanisms underlying complex behavior. Psychology Learning and Teaching, 11(1), 77 – 86.
Misyak, J. B., Goldstein, M. H., & Christiansen, M. H. (2012). Statistical and implicit learning in development. P. Rebuschat & J. Williams (Eds.), Statistical Learning and Language Acquisition. Berlin: Mouton de Gruyter.
Anderson, S.E., Farmer, T.A., Schwade, J., Goldstein, M., & Spivey, M. (2011). Individual differences in linguistic experience account for variability in children’s processing of complex temporarily ambiguous sentences. In I. Arnon & E. V. Clark (Eds.), Trends in Language Acquisition Research Vol. 7: How Children Make Linguistic Generalizations: Experience and Variation in First Language Acquisition. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Emberson, L. L., Lupyan, G., Goldstein, M. H., & Spivey, M. J. (2010). Overheard cell-phone conversations: Less speech is more distracting. Psychological Science, 21 (10), 1383 – 1388.
Goldstein, M. H., Schwade, J. A., Briesch, J., & Syal, S. (2010). Learning while babbling: Prelinguistic object-directed vocalizations signal a readiness to learn. Infancy, 15 (4), 362 – 391.
Goldstein, M. H., Waterfall, H., Lotem, A., Halpern, J., Schwade, J. A., Onnis, L., & Edelman, S. (2010). General cognitive principles for learning structure in time and space. Trends in Cognitive Sciences, 14 (6), 249 – 258.
Goldstein, M. H., & Schwade, J. A. (2009). From birds to words: Perception of structure in social interactions guides vocal development and language learning. In M. S. Blumberg, J. H. Freeman, & S.R. Robinson (Eds.), The Oxford Handbook of Developmental and Comparative Neuroscience. Oxford University Press.
Goldstein, M. H., Schwade, J. A., & Bornstein, M. H. (2009). The value of vocalizing: Five-month-old infants associate their own noncry vocalizations with responses from adults. Child Development, 80 (3), 636 – 644.
Owren, M. J., & Goldstein, M. H. (2008). Scaffolds for babbling: Innateness and learning in the emergence of contextually flexible vocal production in human infants. In D. K. Oller and U. Griebel (Eds.), The Evolution of Communicative Flexibility: Complexity, Creativity, and Adaptability in Human and Animal Communication. Cambridge, MA: MIT Press.
Goldstein, M. H., & Schwade, J. A. (2008). Social feedback to infants’ babbling facilitates rapid phonological learning. Psychological Science, 19, 515-522.
Cargill, S.A., Farmer, T.A., Schwade, J.A., Goldstein, M.H., & Spivey, M.J. (2007). Children’s online processing of complex sentences: New evidence from a new technique. Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 143-148), Mahwah, NJ: Lawrence Erlbaum Associates.
Gros-Louis, J. G., West, M. J., Goldstein, M. H., & King, A. P. (2006). Mothers provide differential feedback to infants’ prelinguistic sounds. International Journal of Behavioral Development, 30 (6), 509 – 516.
King, A. P., West, M. J., & Goldstein, M. H. (2005). Nonvocal shaping of avian song development: Parallels to human speech development. Ethology, 111, 101- 117.
Goldstein, M. H., King, A. P., & West, M. J. (2003). Social interaction shapes babbling: Testing parallels between birdsong and speech. Proceedings of the National Academy of Sciences, 100 (13), 8030 – 8035.
Goldstein, M. H., & West, M. J. (1999). Consistent responses of human mothers to prelinguistic infants: The effect of prelinguistic repertoire size. Journal of Comparative Psychology, 113 (1), 52 – 58.
Kaplan, P. S., Goldstein, M. H., Huckeby, E. R., Owren, M. J., & Cooper, R. P. (1995). Dishabituation of visual attention by infant- versus adult-directed speech: Effects of frequency modulation and spectral composition. Infant Behavior and Development, 18, 209-223.
Kaplan, P. S., Goldstein, M. H., Huckeby, E. R., & Cooper, R. P. (1995). Habituation, sensitization, and infants’ responses to motherese speech. Developmental Psychobiology, 28, 45-47.