CURRICULUM VITAE
Lois Bloom, Ph.D.
Edward
Lee Thorndike Professor Emeritus
Teachers College, Columbia University
lmb32@tc.columbia.edu
3001 Larkspur Road
Williamsburg, VA 23185
757-345-6306
Ph.D.,
with Distinction, Columbia University, 1968
M.A., University of Maryland, 1958
B.A., Pennsylvania State University, 1956
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.
Invited Faculty,
Linguistic Society of America Summer Institute, 1973, University of Michigan,
Ann Arbor.
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.
Distinguished Alumni Award, Teachers College,
Columbia University, 2002-2003
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.
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
Member:
Society for Research in Child Development |
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. (Columbia University Ph.D. dissertation, 1968) Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8S75GT1
In 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. Available
at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8H995NS
Bloom, L. & Lahey, M. (1978). Language development and language disorders. New York: John Wiley
& Sons. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8QZ2GQ5
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.
The Inaugural 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). Available at Columbia University Academic
Commons: http://dx.doi.org/10.7916/D85T3KX4.
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). Available
at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8RR1ZPC
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). Available
at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8X92BR8.
Other Publications at Columbia University
Academic Commons
Bloom, L. (1971). Why not pivot grammar? Journal
of Speech and Hearing Disorders, 36, 40-50. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8F18ZZK
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. (1974). Talking, understanding, and thinking:
Developmental relationship between receptive and expressive language. In R. Schiefelbusch & L. Lloyd (Eds.),
Language perspectives: Acquisition,
retardation, and intervention (pp. 285-311). Baltimore MD: University Park
Press. Available at Columbia University
Academic Commons: http://dx.doi.org/10.7916/D88S4VMC
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. Available at
Columbia University Academic Commons as
The resurgence in child language research, 1965-1975, Language development
review: http://dx.doi.org/10.7916/D8SQ951B
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. (1980). Language
development, language disorders, and learning disabilities: LD3. Bulletin of the Orton Society, 115-133. Available at
Columbia University Academic Commons:
http://dx.doi.org/10.7916/D8BG2TRH
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. Available at
Columbia University Academic Commons: https://doi.org/10.7916/D8Z03GRH
Bloom, L. (1987). Language
development is in the mind and action of the child, Plenary Address,
International Congress for the Study of Child Language, Lund University,
Sweden. Available at Columbia University Academic Commons: https://doi.org/10.7916/D8G166H6
Bloom, Lois (1989).
Intentionality is the Basis for the Social Foundations of Language Development.
In Social Foundations of Language
Development: Theoretical Issues, Symposium, SRCD Biennial Meeting,
Washington, D.C. Available at Columbia University Academic Commons: https://doi.org/10.7916/D8DV1XHN
Bloom, L. (1992). Racism
in developmental research. Division 7
Newsletter. Washington, DC: American Psychological Association, Fall-Winter.
Available at Columbia University
Academic Commons: http://dx.doi.org/10.7916/D85H7GGG
Bloom, L. (1992). The Power of Expression. Inaugural
Lecture, Edward Lee Thorndike Professor of Psychology and Education. New York: Teachers College, Columbia
University. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8FF3SQM
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. Available at Columbia
University Academic Commons: http://dx.doi.org/10.7916/D8ST7VK2
Bloom, L. (1997). Putting
the child (back) into the study of language acquisition. Address on Receiving the G. Stanley Hall Award for Distinguished Contribution to
Developmental Psychology from the American Psychological Association, Division 7,
Chicago.
Available
at Columbia University Academic Commons: https://doi.org/10.7916/D8PC3F2F
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. Available at Columbia
University Academic Commons: https://doi.org/10.7916/D8PG20B9
Bloom, L. (2000). 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. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8H70G6K
Bloom,
L. (2000). Intentionality and theories of intentionality in development. Human Development, 43, 178-185. Available
at Columbia University Academic Commons: https://doi.org/10.7916/D8JM2NWG
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. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8ZK5GZT
Bloom, L., & Beckwith, R. (1989). Talking with feeling:
Integrating affective and linguistic expression in early language development. Cognition and Emotion, 3, 313-342. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D87S7P76
Reprinted in C. Izard (Ed.) Development of emotion-cognition relations. Hillsdale, NJ:
Erlbaum.
Bloom, L., & Beckwith, R. (1989). Intentionality and Language Development. Unpublished manuscript. Available at
Columbia University Academic Commons: https://doi.org/10.7916/D8KH0Z8N.
Bloom, L., Beckwith, R., & Capatides, J. (1988).
Developments in the expression of affect. Infant
Behavior and Development, 11,
169-186. Available
at Columbia University Academic Commons (as Developments in the Expression of Affect by
Later and Earlier Word Learners): http://dx.doi.org/10.7916/D8K0790P
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. Available at Columbia University Academic Commons: https://doi.org/10.7916/D8028XWK
Bloom, L., & Capatides, J. (1987a). Expression of affect
and the emergence of language. Child
Development, 58, 1513-1522. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8N018MP
Bloom, L., & Capatides, J. (1987b). Sources of meaning in
complex syntax: The sample case of causality. Journal of Experimental Child Psychology, 43, 112-128. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8ZS2WR1
Bloom, L., Hood, L., & Lightbown, P. (1974). Imitation in
language development: If, when, and why. Cognitive
Psychology, 6, 380-420. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D86973TN
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. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8X06785
Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics
of verbs and the development of verb inflections in child language. Language, 56, 386-412. Reprinted in
Bloom, L. (1991). Language development
from two to three. New York: Cambridge University Press. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8WH2Q6D
Bloom, L., Margulis, C.,
Tinker, E., & Fujita, N. (1996). Early conversations and word learning:
Contributions from child and adult. Child
Development, 67, 3154-3175. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8B56K3H
Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that
contribute to the sequence of acquisition. Child
Development, 53, 1084-1092. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8WS8TDC
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. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8RN3870
Bloom, L., Rispoli, M.,
Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8FQ9WW4
Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child
discourse: Developmental interaction between information processing and
linguistic knowledge. Cognitive
Psychology, 8, 521-551. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8PK0GBC
Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8P84C4V
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. Available at Columbia
University Academic Commons: http://dx.doi.org/10.7916/D8T43TD9
Beckwith, R., Bloom, L.,
Albury, D., Raqib, A., & Booth, R. (1985). Technology and methodology. Transcript Analysis, 2, 72-75. Available at Columbia University Academic Commons: https://doi.org/10.7916/D89W0N2J
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. Available at
Columbia University Academic Commons: https://doi.org/10.7916/D8WD46KV
Lahey, M., & Bloom, L. (1977). Planning a first lexicon:
Which words to teach first. Journal of
Speech and Hearing Disorders, 42, 340-350. Available at Columbia University Academic Commons: http://dx.doi.org/10.7916/D8NK3F8W
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, pp.
355-372. Columbus, OH: Merrill. Available at Columbia
University Academic Commons: http://dx.doi.org/10.7916/D81C22KB
Lifter, K., & Bloom, L. (1989). Object play and the
emergence of language. Infant Behavior
and Development, 12, 395-423. Available at
Columbia University Academic Commons: http://dx.doi.org/10.7916/D8X067MN
Unpublished Data
Language Corpora: Eric, Gia, Kathryn, Peter (1966-1989). Transcripts
Used in Studies of Language Acquisition by Lois Bloom and Colleagues. Available at The
Gottesman Libraries, Teachers College, Columbia University: http://pocketknowledge.tc.columbia.edu/home.php/browse/214717
Other Publications
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. (1958). A Comparative
Study of Articulation Problems of Non-Institutionalized and Institutionalized
Mentally Retarded Children. Master
of Arts Thesis, University of Maryland.
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. (1962). A
rationale for group treatment of aphasic patients. Journal
of Speech and Hearing Disorders, 27, 11-16.
Bloom, L. (1967). A
comment on Lee's Developmental Sentence Types: A method for comparing normal
and deviant syntactic development. Journal
of Speech and Hearing Research, 32, 294-296.
Bloom, L. (1970). Child language: Adult model, Review of P.
Menyuk, Sentences children use. Contemporary Psychology, 15, 182-184.
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). 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. (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. (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.
Bloom, L. (1978). Semantics
of Verbs in Child Language. Invited Address, Eastern Psychological
Association, Princeton, NJ.
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. (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. (1982). The supportive context: Both here and there
and now and then. Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 4.
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). From
infancy to language: Contributions from cognition, affect, and intentionality. Invited Address, The New York Academy of
Sciences, December 10.
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. (1988). Boys and girls and mathematics: What's the
difference? Commentary. Behavioral and
Brain Sciences, 11, 185.
Bloom, L. (1989). Intentionality and the Social Foundations of
Language Development. Society for
Research in Child Development, Symposium, Kansas City, MO.
Bloom, L. (1989). Review of Y. Levy, I. Schlesinger, & M.
Braine (Eds.) (1982). Categories and
processes in language acquisition. American
Scientist.
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. (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. (1991) On the
acquisition of negation in Tamil and English.
J. Child Language, 18,
715-716.
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. (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). Language
development. In F. Minifie (Ed.), Introduction
to communication disorders. San Diego, CA: Singular Publishing Group.
Bloom, L. (1993). Word
Learning. Newsletter of the Society for
Research in Child Development, Winter.
Bloom, L. (1994). Meaning
and expression. In W. Overton & D. Palermo (Eds.), The ontogenesis of meaning (pp. 215-235). Hillsdale, NJ: Erlbaum.
Bloom, L. (1995). Forward.
In Hart, B., & Risley, T. Meaningful
differences in the everyday experiences of young American children. Baltimore,
MD: Brookes.
Bloom, L. (1996). Arthur
T. Jersild (1902-1994). American
Psychologist, 51, 1181.
Bloom, L. (1997). Putting the child (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. (2000). What
can we take for granted in word learning? 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. 165-168). NY: Oxford University Press.
Bloom, L. (2000). 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. (2003). The Integration of Expression into the
Stream of Everyday Activity. In I.
Stockman, Ed., Movement and action in
learning and development. Elsevier Press.
Reprinted in S. Barten & M.
Franklin (Eds.) (1988). Child Language, A
Reader (pp. 89-105). New York: Oxford University Press. Also in Bloom, L. (1991). Language development from two to three.
New York: Cambridge University Press (pp. 261-289.
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., 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.
Bloom, L. & Wikstrom,
P. (1987, July). The role of temperament in language development. Paper
presented at the meeting of the International Congress for the Study of Child
Language. Lund, Sweden.
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.
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.
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.
Rispoli, M., & Bloom, L. (1985). Incomplete and
continuing: Theoretical issues in the acquisition of tense and aspect. Journal of Child Language, 12, 471-474.
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.
Major Invited Presentations [Titles not given; material is in the above
publications.]
Keynote Address,
Keynote Address, New York City Board of Education Institute, 1973.
Keynote Address, Child Language Research Forum,
Keynote Address,
Leberfeld Lecture,
Invited Address, Eastern
Psychological Association,
Keynote Address, Orton Society,
Keynote Address, Eastern Psychological Association,
Plenary Address, International Congress Study of Child Language,
Plenary Address, Jean Piaget Society,
Presidential Address, Division 7, American Psychological Association,
Keynote Address, Conference on Child Language Disorders,
Plenary Lecture, University Lecture Series,
G. Stanley Hall Award Address, American Psychological Association, Div. 7,
Chicago, 1997
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 Anniversary Boston University Conference on
Language Development, Boston, 2000.
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
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.
Conference on Developmental Psycholinguistics, Linguistic Society of America
Summer Institute,
Eastern
Early Childhood Education Council Workshop, Short Course,
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,
Psycholinguistics Circle of
National Institutes of Health, Conference on Measuring Behavior, University of
Piaget Society,
American Psychological Association, Symposium,
American Association for the Advancement of Science, Symposium,
Conference on the Origins of Communication, Educational Testing Service, 1975.
National Institutes of Health, Conference on Implications of Basic Speech and
Hearing
Research,
Southern Connecticut
American Speech and Hearing Association,
Johnson and Johnson Conference on Infancy and Language,
Center for Advanced Study, Stanford, Conference on Child Development and
Education in
Society for Research in Child Development,
American Speech-Language-Hearing Association Seminar,
New York Child Language Group,
New York Infancy Group,
New School for Social Research, Department of Psychology, 1986.
Conference on Human Development,
International Society for Research on Emotion,
Society for Research in Child Development, Symposium,
New York Child Language Group, New School for Social Research, 1993
NY State Speech and Hearing Association,
CUNY Graduate Center, Department of Developmental Psychology, New York, 1996.
American Speech, Language, Hearing Association, Invited Address, Boston,
November, 1997.
University of Michigan, Department of Linguistics, 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.