lmb32@columbia.edu

95 Wilson Road
Easton, Connecticut 06612
(203) 261-4622
FAX: (203) 261-4689

Education

Ph.D., with Distinction, Columbia University, 1968
M.A., University of Maryland, 1958
B.A., Pennsylvania State University, 1956

Professional Experience

Edward Lee Thorndike Professor of Psychology and Education, Teachers College, Columbia University, 1991-1998, Emeritus 1998- ; Professor of Psychology and Education, 1977-1991; Associate Professor, 1971-1977; Assistant Professor, 1969-1971.

Director, Division of Psychology and Education, Teachers College, Columbia University, 1990-1996.

Coordinator, Program in Developmental Psychology, Teachers College, Columbia University, 1975-1980; 1985-1989.

Chief, Children's Division Speech and Hearing Services, Institute of Rehabilitation Medicine, New York University Medical Center, 1960-1963; Speech Therapist, 1958-1963.

Speech Therapist, Baltimore County Public Schools, 1956-1958.

Honors and Awards

Fellow, American Psychological Association (Division 7).

Fellow, American Psychological Society.

Fellow, American Speech-Language-Hearing Association.

Fellow, New York Academy of Sciences.

Distinguished Scientific Contribution Award, Society for Research in Child Development, 2003.

2002-2003 Distinguished Alumni Award, Teachers College, Columbia University.

G. Stanly Hall Medal, Division 7, Developmental Psychology, American Psychological Association, 1997.

Eleanor E. Maccoby Book Award, Division 7, Developmental Psychology, American Psychological Association, 1997.

Distinguished Alumni Award, Pennsylvania State University, 1993.

Honors of the American Speech-Language-Hearing Association, 1992.

Alumni Fellow, Pennsylvania State University, 1992.

President, Division 7, Developmental Psychology, American Psychological Association, 1991-1992.

Research Professor, Teachers College, Columbia University, 1990-1991.

James McKeen Cattell Sabbatical Award in Psychology, 1989-1990.

Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford University, 1982-1983.

Distinguished Achievement Award, The New York City Speech, Hearing, Language Association, 1986.

Research Grant Awards: National Institute of Child Health and Human Development, 1971-1974; National Science Foundation, 1975-1977, 1976-1978, 1978-1981, 1981-1983, 1986-1987, 1986-1989; The Spencer Foundation, 1981-1986.

Pre-Doctoral Research Fellow, National Institutes of Mental Health, 1965-1968.

Member: Human Development Study Section, National Institutes of Health, 1977-1981.

Invited Faculty: Summer Linguistics Institute, Linguistic Society of America, University of Michigan, Ann Arbor, 1973.

Professional Activities

Editorial Boards: Child Development; Society for Research in Child Development Monographs; Journal of Speech and Hearing Research; Journal of Child Language; Journal of Infant Behavior and Development

Consulting Editor: American Educational Research; Behavioral and Brain Sciences; Cognition; Cognitive Development; Cognitive Psychology; Developmental Psychology; Journal of Experimental Child Psychology; International Journal of Behavioral Development; Language; Language and Speech; Merrill-Palmer Quarterly; Psychological Bulletin; Psychological Review; Psychological Science; Science; Social Development; others.

Books

Bloom, L. (1970). Language development: Form and function in emerging grammars.  Cambridge MA: The M.I.T. Press.  Japanese translation (1981). Japan: Taishukan Publishing Company.

Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. The Hague: Mouton.

Bloom, L. & Lahey, M. (1978). Language development and language disorders. New York: John Wiley & Sons.

Bloom, L. (Ed.) (1978). Readings in language development. New York: John Wiley & Sons.

Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press.

Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. New York: Cambridge University Press. Recipient of the Eleanor E. Maccoby Book Award, Division 7, Developmental Psychology, American Psychological Association, 1996.

Monographs

Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 (Serial No. 160).

Hood, L., & Bloom, L. (1979). What, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development, 44 (Serial No. 181).

Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (Serial No. 267).

Other Publications

Bloom, L. (1970). Child language: Adult model, Review of P. Menyuk, Sentences children use. Contemporary Psychology, 15, 182-184.

Bloom, L. (1971). Why not pivot grammar?  Journal of Speech and Hearing Disorders, 36, 40-50.  Reprinted in C. Ferguson, & D. Slobin (Eds.) (1972).  Studies of child language and development. New York: Holt, Rinehart, & Winston; B. Sutton-Smith (Ed.) (1973). Readings in child psychology. New York: Appleton-Century-Crofts; S. Rogers (Ed.) (1975). Children and language: Readings in early language socialization.   Oxford: Oxford University Press; N. Johnson (Ed.) (1977).  Current topics in language. Winthrop Publishers; and in Polish translation in G. Shugar & M. Smoczynskiej (Eds.) (1980).  Badania Nad Rozwojem Jezyka Dzieka/Research in the development of child language. Warsaw, Polaska-Poland: Panstwowe Wydawnictwo Naukowe/Polish Scientific Publishers.

Bloom, L. (1972). Semantic features in language development.  In R. Schiefelbusch (Ed.),  Language of the mentally retarded.  Baltimore MD: University Park Press.

Bloom, L. (1974). Talking, understanding, and thinking: Developmental relationship between receptive and expressive language.  In R. Schiefelbusch & L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention. Baltimore MD: University Park Press.

Bloom, L. (1974). Accountability of evidence in studies of child language: Comment on F. Schacter, et al. (1973). Everyday Preschool Interpersonal Speech Usage. Monograph of the Society for Research in Child Development, 39. Reprinted in W. Hall & M. Cole (Eds.) (1978). Quarterly  Newsletter of the Institute for Comparative Human Development, 2, New York: Rockefeller University.

Bloom, L. (1974). Review of J. Hayes (Ed.) (1970). Cognition and the development of language. Language, 50, 398-412.

Bloom, L.. Hood, L., & Lightbown, P. (1974). Imitation in language development: If, when, and why. Cognitive Psychology, 6, 380-420.

Bloom, L. (1975). Language development review. In F. Horowitz (Ed.). Review of child development research (Vol 4, pp. 245-303). Chicago IL: University of Chicago Press.  Abridged in H. Brown & R. Wardaugh (Eds.) (1976). Survey of applied linguistics. Ann Arbor MI: University of Michigan Press. In German translation in R. Valtin (Ed.) (1983). Preschool education reader. Cologne: Kiepenheur & Witsch Verlag.

Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in child language. In A. Pick (Ed.), Minnesota symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: University of Minnesota Press.

Bloom, L. (1976). Child language and the origins of language. In S. Harnad, H. Steklis, & J. Lancaster (Eds.), Origins and evolution of language and speech. Annals of the New York Academy of Sciences (Vol. 280, pp. 170-173). New York: New York Academy of Sciences.

Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-551.

Bloom, L. (1977). An integrative perspective on language development: Keynote address, Eighth Annual Forum on Child Language Research. In Papers and Reports of the Child Language Research Forum. Stanford CA: Stanford University Department of Linguistics.

Hood, L., Lahey, M., Lifter, K., & Bloom, L. (1977). Observational descriptive methodology in studying child language: Preliminary results on the development of complex sentences. In G. Sackett (Ed.), Observing behavior, Vol. 1: Theory and applications in mental retardation. Baltimore MD: University Park Press.

Lahey, M., & Bloom, L. (1977). Planning a first lexicon: Which words to teach first. Journal of Speech and Hearing Disorders, 42, 340-350.

Bloom, L. (1978). The integration of form, content, and use in language development. In J. Kavanagh & W. Strange (Eds.), Language and speech in the laboratory, school, and clinic (pp. 210-246). Cambridge MA: The M.I.T. Press.

Bloom, L. (1980). Language development, language disorders, and learning disabilities: LD3.  Bulletin of the Orton Society, 115-133.

Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Reprinted in S. Barten & M. Franklin (Eds.) (1988). Child Language, A Reader (pp. 89-105). New York: Oxford University Press.

Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the development of verb inflections in child language. Language, 56, 386-412.

Bloom, L. (1981). Language development in relation to cognition. In R. Stark (Ed.), Language behavior in infancy and early childhood (pp. 395-398). New York: Elsevier/North Holland.

Bloom, L. (1981). The importance of language for language development: Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences (Vol. 379, pp. 160-171). New York: New York Academy of Sciences.

Bloom, L., Capatides, J., & Tackeff, J. (1981). Further remarks on interpretive analysis: In response to Christine Howe. Journal of Child Language, 8, 403-411.

Bloom, L., Lifter, K., & Broughton, J. (1981). What children say and what they know: Exploring the relations between product and process in the development of early words and early concepts. In R. Stark (Ed.), Language behavior in infancy and early childhood (pp. 301-326). New York: Elsevier/North Holland.

Bloom, L. (1982). The supportive context: Both here and there and now and then. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4.

Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092.

Bloom, L. (1983). Of continuity and discontinuity and the magic of language development. In R. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 79-92). Hillsdale, NJ: Erlbaum.

Bloom, L. (1983). Tensions in psycholinguistics. Review of E. Wanner & L. Gleitman (Eds.) (1982). Language acquisition: The state of the art. Science, 220, 843-844.

Bloom, L. (1984). A bioprogram for language: Not whether but how.  Commentary. Behavioral and Brain Sciences, 7, 190-191.

Bloom, L. (1984). Review of M. Atkinson (1982). Explanations in the study of child language development. Journal of Child Language, 11, 215-222.

Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406.

Beckwith, R., Rispoli, M., & Bloom, L. (1984). Child language and linguistic theory: In response to Nina Hyams. Journal of Child Language, 11, 685-687.

Bloom, L., Lifter, K., & Broughton, J. (1985). The convergence of early cognition and language in the second year of life: Problems in conceptualization and measurement. In M. Barrett (Ed.), Children's single-word speech (pp. 149-180). London: John Wiley & Sons.

Beckwith, R., Bloom, L., Albury, D., Raqib, A., & Booth, R. (1985). Technology and methodology. Transcript Analysis, 2, 72-75.

Rispoli, M., & Bloom, L. (1985). Incomplete and continuing: Theoretical issues in the acquisition of tense and aspect. Journal of Child Language, 12, 471-474.

Hakuta, K., & Bloom, L. (1986). The search for cross-linguistic invariants and variation in language development. In H. Azuma, K. Hakuta, & H. Stevenson (Eds.), Child development and education in Japan (pp. 273-278). San Francisco: W. H. Freeman.

Bloom, L., & Capatides, J. (1987). Sources of meaning in complex syntax: The sample case of causality. Journal of Experimental Child Psychology, 43, 112-128.

Bloom, L., & Capatides, J. (1987). Expression of affect and the emergence of language. Child Development, 58, 1513-1522.

Bloom, L. (1988). Boys and girls and mathematics: What's the difference? Commentary. Behavioral and Brain Sciences, 11, 185.

Bloom, L., Beckwith, R., & Capatides, J. (1988). Developments in the expression of affect. Infant Behavior and Development, 11, 169-186.

Bloom, L., Beckwith, R., Capatides, J., & Hafitz, J. (1988). Expression through affect and words in the transition from infancy to language. In P. Baltes, D. Featherman, & R. Lerner (Eds.), Life-Span Development and Behavior (Vol. 8, pp. 99-127). Hillsdale, NJ: Erlbaum.

Rispoli, M., & Bloom, L. (1988). The conceptual origins of the transitive/intransitive distinction. In Papers and Reports of the Child Language Research Forum. Stanford CA: Stanford University Department of Linguistics.

Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120.

Bloom, L. & Harner, L. (1989). On the developmental contour of child language: A reply to Smith & Weist. Journal of Child Language, 16, 207-216.

Bloom, L. (1989). Review of Y. Levy, I. Schlesinger, & M. Braine (Eds.) (1982). Categories and processes in language acquisition. American Scientist.

Bloom, L., & Beckwith, R. (1989). Talking with feeling: Integrating affective and linguistic expression in early language development. Cognition and Emotion, 3, 313-342. Reprinted in C. Izard (Ed.) Development of emotion-cognition relations. Hillsdale, NJ: Erlbaum.

Lifter, K., & Bloom, L. (1989). Object play and the emergence of language. Infant Behavior and Development, 12, 395-423.

Bloom, L. (1990). Review of M. Smith & J. Locke (Eds.) (1988). The emergent lexicon: The child's development of a linguistic vocabulary. Applied Psycholinguistics, 11, 107-117.

Bloom, L. (1990). Developments in expression: Affect and speech. In N. Stein, B. Leventhal, & T. Trabasso (Eds.), Psychological and biological approaches to emotion (pp. 215-245). Hillsdale, NJ: Erlbaum.

Bloom, L. (1991). Representation and expression. In N. Krasnegor, D. Rumbaugh, R. Schiefelbusch, & M. Studdert-Kennedy (Eds.), Biological and behavioral foundations for language development (pp. 117-140). Hillsdale, NJ: Erlbaum.

Bloom, L. (1992). Patterns are not enough. Social Development, 1, 143-146.

Bloom, L. (1992). Racism in developmental research. Division 7 Newsletter. Washington, DC: American Psychological Association, Fall-Winter.

Lahey, M. & Bloom, L. (1992). Variability and language learning disabilities: An information processing perspective. In G. Wallach, & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents: Some underlying principles and applications. Columbus, OH: Merrill.

Bloom, L. (1993). Language acquisition and the power of expression. In H. Roitblat, L. Herman, & P. Nachtigall (Eds.), Language and communication: Comparative perspectives (pp. 95-113). Hillsdale, NJ: Erlbaum.

Bloom, L. (1993). Word Learning. Newsletter of the Society for Research in Child Development, Winter.

Bloom, L. (1993). Transcription and coding for child language research: The parts are more than the whole. In J. Edwards & M. Lampert (Eds.), Talking data: Transcription and coding in discourse research (pp. 149-166). Hillsdale, NJ: Erlbaum.

Capatides, J., & Bloom, L. (1993). Underlying process in the socialization of emotion. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in infancy research (Vol. 8, pp. 99-135). Hillsdale, NJ: Erlbaum.

Bloom, L. (1993). Language development. In F. Minifie (Ed.), Introduction to communication disorders. San Diego, CA: Singular Publishing Group.

Bloom, L. (1994). Meaning and expression. In W. Overton & D. Palermo (Eds.), The ontogenesis of meaning (pp. 215-235). Hillsdale, NJ: Erlbaum.

Bloom, L., Tinker, E., & Margulis, C. (1994). The words children learn: Evidence against a noun bias in children's vocabularies. Cognitive Development, 8, 431-450.

Bloom, L. (1995). Forward. In Hart, B., & Risley, T. Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes.

Bloom, L., Margulis, C., Tinker, E., & Fujita, N. (1996). Early conversations and word learning: Contributions from child and adult. Child Development, 67, 3154-3175.

Bloom, L. (1998). Language acquisition in its developmental context.  In D. Kuhn & R. Siegler (Eds.), Cognition, perception, and language (Vol. II, pp. 309-370), in W. Damon (Series Ed.), Handbook of child psychology, New York: John Wiley & Sons.

Lifter, K., & Bloom, L. (1997). Intentionality and the role of play in the transition to language.  In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (Vol. 7, pp. 161-195). Baltimore, MD: Paul H. Brookes. 

Bloom, L. (1997). Putting the child development (back) into the study of language acquisition.  G. Stanley Hall Award address, APA, Chicago.

Bloom, L. (1998). Language development and emotional expression. Pediatrics, 102, No. 5, Supplement.  In J. Warhol (Ed.),  New perspectives in early emotional development (pp. 119-132) Johnson & Johnson Pediatric Institute.

Bloom, L. (2000a). The intentionality model of word learning: How to learn a word, any word.  In Golinkoff, R., Hirsh-Pasek, K., Bloom. L., Smith, L., Woodward, A., Akhtar, N., Tomasello, M., & Hollich, G. (2000), Becoming a word learner: A debate on lexical acquisition (pp. 19-50). NY: Oxford University Press.

Bloom, L. (2000b).  Intentionality and theories of intentionality in development. Human Development, 43, 178-185.

Bloom, L. (2000c). Pushing the limits on theories of word learning. Commentary on Hollich, G., Hirsh-Pasek, K., & Golinkoff, R., Breaking the word learning barrier: An emergentist coalition model for the origins of word learning.  Monographs of the Society for Research in Child Development, 65, 124-135, Serial No. 162, No. 3.

Bloom, L. (2001).  Language acquisition and the child: Developmental and Theoretical Tensions.  Keynote Address. In A. Do, L. Domínguez, & A. Johansen (Eds.),  BUCLD 25: Proceedings of the 25th annual Boston University Conference on Language Development (pp. 16-33).  Medford, MA: Cascadilla Press.

Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (4, Serial No. 267).

Bloom, L. (2002).  The integration of expression in the stream of everyday activity.  In I. Stockman (Ed.), Movement and action in developing intelligent behavior: Implications for cognitive and linguistic disorders. Academic Press (in press).

Major Invited Presentations  [Titles not given; material is in the above publications.]

Keynote Address, Ohio Speech and Hearing Association Convention, Columbus, 1971.
Keynote Address, New York City Board of Education Institute, 1973.
Keynote Address, Child Language Research Forum, Stanford University, 1976.
Keynote Address, Maryland Speech and Hearing Association, Baltimore, 1976.
Leberfeld Lecture, Graduate Center, City University of New York, 1976.
Keynote Address, Orton Society, University of Indiana, 1979.
Keynote Address, Eastern Psychological Association, New York, 1979.
Keynote Address, New Zealand Council for Educators Conference, Wellington, 1983.
Plenary Address, International Congress Study of Child Language, Lund University, Sweden, 1987.
Plenary Address, Jean Piaget Society, Philadelphia, 1991.
Presidential Address, Division 7, American Psychological Association, Washington, 1992.
Keynote Address, Conference on Child Language Disorders, University of Wisconsin, 1994.
Plenary Lecture, University Lecture Series, Michigan State University, 1996.
Opening Address, Annual Meeting American Association of Applied Linguistics, Stamford, CT, 1999.
Keynote Address, Word Learning Conference, Department of Psychology, Stanford University, Palo Alto, CA, 2000.
Keynote Address, 25th Boston University Conference on Language Development, 2000.
Columbia University Faculty Seminar, New York, 2001.

Other Invited Presentations [Titles not given; material is in the above publications.  Not listed are presentations based on submissions to professional meetings, joint presentations with students and/or colleagues as first author, or participation in workshops and conferences at Teachers College.]

Psycholinguistics Circle of New York, New York University, 1969.
Rutgers University, Department of Social Psychology, 1970
Eastern Verbal Investigators League, Princeton University, 1970
University of Connecticut, Department of Linguistics, 1970.
Alexander Graham Bell Association for the Deaf, Short Course, 1970.
Cornell University, Department of Psychology, 1971.
University of Kansas, Bureau of Child Research Conference, 1971.
University of Michigan, Program in Psycholinguistics, 1971.
Conference on Developmental Psycholinguistics, Linguistic Society of America
   Summer Institute, State University of New York, Buffalo, 1971.
Eastern State School and Hospital Symposium, Pennsylvania, 1971.
Early Childhood Education Council Workshop, Short Course, Pace College, 1971.
University of Minnesota, Institute of Child Development, 1972.
New York University Medical School, Neurophysiology Group, 1972, 1973.
Syracuse University, Division of Special Education, 1972
New York State Speech and Hearing Association, Short Course, 1972.
American Speech and Hearing Association, Short Course, San Francisco, 1972.
University of Illinois, Child Study Research Center, 1973.
University of Michigan, Department of Psychology, 1973.
Psycholinguistics Circle of New York, New York University, 1973.
University of Pennsylvania, Department of Psychology, 1973.
Georgetown University Linguistics Circle, Washington, 1973.
National Institutes of Health, Conference on Measuring Behavior, University of Wisconsin, 1973.
Graduate Center, City University of New York, Department of Psychology, 1973.
Princeton University, Department of Psychology, 1973.
University of Minnesota, Symposium on Child Psychology, 1974.
Piaget Society, Temple University, Philadelphia, 1974.
American Psychological Association, Symposium, New Orleans, 1974.
American Association for the Advancement of Science, Symposium, New York, 1975.
New York University, Department of Experimental Psychology, 1975.
Brown University, Department of Linguistics, 1975.
University of California, Berkeley, Department of Psychology, 1975.
University of Chicago, Committee on Cognition and Communication, 1975.
Special School District of St. Louis County, Missouri, 1975.
Conference on the Origins of Communication, Educational Testing Service, 1975.
National Institutes of Health, Conference on Implications of Basic Speech and Hearing
   Research, Washington, 1976.
Southern Connecticut State College, Department of Communication Disorders, 1976.
Columbia University Medical School, Neural Sciences Course, 1976, 1977.
Columbia University, Department of Psychology, 1977.
American Speech and Hearing Association, Chicago, IL, 1977.
Graduate Center, City University of New York, Department of Psychology, 1978.
Brown University, Department of Linguistics, 1978.
Johnson and Johnson Conference on Infancy and Language, Santa Barbara, CA, 1979.
University of Northern Colorado, Kephart Conference, 1980.
Bryn Mawr College, Department of Human Development, 1980.
New York Academy of Sciences, Conference on Language Acquisition, 1981.
New York University, Department of Experimental Psychology, 1982.
University of Delaware, Symposium on Language Studies, 1982.
University of California, Berkeley, Department of Psychology, 1982.
Center for Advanced Study, Stanford, Conference on Child Development and
   Education in Japan and the United States, 1983.
Stanford University, Child Language Research Forum, 1983.
Stanford University, Developmental Psychology Program, 1983.
University of California, Santa Cruz, Developmental Psychology, 1983.
New York Academy of Sciences, Psychology Section, 1984.
Rutgers University Medical School, Department of Pediatrics, 1985.
Society for Research in Child Development, Toronto, 1985.
Pennsylvania State University, Center for Study of Child and Adolescent Development, 1985.
Dalhousie University, Department of Psychology, 1985.
American Speech-Language-Hearing Association Seminar, Washington, 1985.
New York Child Language Group, New York University, 1985.
New York Infancy Group, Graduate Center, City University of New York, 1986.
University of Chicago, Committee on Human Development, Spring, 1986.
University of Chicago, Conference on Psychological and Biological Bases of Emotions, Fall, 1986.
New School for Social Research, Department of Psychology, 1986.
Graduate Center, City University of New York, Department of Psychology, 1987.
Nova University, Department of Psychology, 1987.
Columbia University, Department of Psychology, 1987.
Boston University, Conference on Language Development, 1987.
Arizona State University, Departments of Psychology and Speech and Hearing, 1988.
Conference on Human Development, Charleston, SC, 1988.
International Society for Research on Emotion, Paris, 1989.
University of Hawaii, Department of Linguistics, Honolulu, 1989.
Society for Research in Child Development, Symposium, Kansas City, 1989.
Wesleyan University, Department of Psychology, 1990.
Yale University, Department of Psychology, 1990.
University of Delaware, School of Education, 1991.
Pennsylvania State University, Department of Psychology, 1992.
New York Academy of Sciences, Linguistics Section, 1993.
New York Child Language Group, New School for Social Research, 1993
Columbia University, Department of Psychology, 1993.
Albert Einstein College of Medicine, Kennedy Center, 1993.
University of Waterloo, Department of Psychology, Ontario, Canada, 1994.
Vanderbilt University, Department of Speech and Hearing, Nashville, TN, 1994.
NY State Speech and Hearing Association, New York, 1995.
Rutgers University, Emotions Research Lab, New Brunswick, NJ, 1995.
Carnegie-Mellon University, Department of Psychology, Pittsburgh, PA, 1995.
CUNY Graduate Center, Department of Developmental Psychology, New York, 1996
G. Stanley Hall Award Address, American Psychological Association, Div. 7, Chicago, 1997
American Speech, Language, Hearing Association, Invited Address, Boston, November, 1997
University of Michigan, Department of Linguistcs, Sympopsium Discussant, Ann Arbor, 1997
Johnson & Johnson Conference on Emotion in Infancy, February, 1998
NY/NJ Infancy Group, Hunter College, New York, March, 1998
Morristown Speech, Language, Hearing Association, Morristown, NJ, March, 1998
New York Speech, Language, Hearing Association, Invited Speaker, New Yok, April, 1998
University of Maryland, Department of Pschology, College Park, November, 1998
Rutgers University, Cognitive and Brain Sciences, New Brunswick, NJ, February, 1999
Society for Research in Child Development, Symposium, 1999
American Youth Museums Conference, Symposium, New York, June, 1999
NICHD, Conference on Research in Emotions Communication, Bethesda, MD, September, 1999
New York University, Department of Psychology, November, 1999
Boston University Conference on Language Development, Symposium, 1999.
Columbia University, Symposium on Language and Cognition, 2001.