2021년 8월 8일, 미국의 언어학자 라일라 글라이트만 (Lila Gleitman, 1929 ~ 2021) 별세

2021년 8월 8일, 미국의 언어학자 라일라 글라이트만 (Lila Gleitman, 1929 ~ 2021) 별세

라일라 글라이트만 (Lila Gleitman, 1929년 12월 10일 ~ 2021년 8월 8일)은 미국 펜실베니아 대학교의 심리학 및 언어학 교수이다.

– 라일라 글라이트만 (Lila Gleitman)

.출생: 1929년 12월 10일, 미국 뉴욕주 브루클린

.사망: 2021년 8월 8일(91세)

.성별: 여성

.국적: 미국

.배우자: 헨리 글라이트만 (Henry Gleitm)

.직업: 언어학자, 교수

언어 습득 및 발달 심리 언어학 분야에서 국제적으로 유명한 전문가로 어린이의 모국어 학습에 중점을 두었다.

글라이트만의 연구 관심 분야는 언어 습득, 형태 및 구문 구조, 심리 언어학, 구문 및 어휘 구성이다.

주목할만한 제자로는 엘리사 뉴포트, 바바라 란다우 (Barbara Landau) 및 수전 골딘메도우 (Susan Goldin-Meadow)가 있다.

○ 생애 및 활동

글라이트만은 1929년 뉴욕주 브루클린에서 태어났다.

동료 심리학자인 헨리 글라이트만과 결혼했는데, 그 또한 2015년 9월 2일 사망할 때까지 펜실베니아 대학의 심리학 교수로 재직하였다.

두 딸을 두었으며, 2021년 8월 8일 91세의 나이로 사망했다.

• 전문가 경력

글라이트만은 1952년 앤티옥 칼리지 (Antioch College)에서 문학 학사, 1962년 펜실베니아 대학교에서 언어학 석사 학위를 받았고. 1967년 펜실베니아 대학교에서 젤리그 해리스 (Zellig Harris)의 지도 하에 언어학 박사 학위를 받았다.

그녀는 스와스모어 대학에 조교수로 부임한 후, 1972년부터 1973년까지 펜실베이나 대학에서 윌리엄 T. 카터 교육학과 교수로 재직하고, 1973년부터 은퇴할 때까지 언어학과 교수, 스티븐과 마샤 로스 (Steven and Marcia Roth) 심리학 교수를 역임하였다.

글라이트만은 그녀 자신의 통사론적 부트스트래핑 이론에 일부 기인하여 인지 과학 분야의 선구자로 인정받고 있는데, 이 이론에 따라 그녀와 바바라 란다우 (Barbara Landau)는 시각 장애인이 시각과 관련된 단어 (예: “look”, “see” 및 color words)를 어떻게 쉽게 습득할 수 있는지에 대한 새로운 설명을 추구하게 되었다.

언어 습득 분야에서 그녀의 영향은 수많은 기관에서 인정을 하고 있으며, 그녀는 미국 심리학 협회, 심리 과학 협회 (Association for Psychological Science), 실험 심리학자 학회 (Society of Experimental Psychologists), 과학의 진보를 위한 미국 협회 (American Association for the Advancement of Science), 미국 인문 과학 학회 및 국립 과학 학회 (National Academy of Sciences) 등에서 회원 (fellow)으로 선출되었다.

2017년 데이비드 러멜하트 상 (David Rumelhart Prize)을 수상했으며, 1993년에는 미국 언어학회 회장을 역임했다.

글라이트만은 국립 과학 학회 (National Academy of Sciences)의 학회원 페이지에서 자신의 언어적 관심을 아래와 같이 스스로 설명하고 있다.

“나의 주요 관심 중 하나는 정신적 어휘의 구조와 의미론적 내용, 즉 단어의 형태와 의미의 심리적 표현에 관한 것입니다. 나의 두 번째 주요 관심은 아이들이 모국어의 어휘와 구문 구조를 모두 습득하는 방법입니다.”

• POSITIONS HELD

2000 – 2010 Visiting Faculty, Cognitive Science Institute (RUCCS), Rutgers
University, New Brunswick, NJ
2002 Professor Emeritus of Psychology, University of Pennsylvania,
Philadelphia, PA
1992 – 2001 Professor of Linguistics (Secondary appointment), University of
Pennsylvania, Philadelphia, PA
1991 – 2001 Co-Director, Institute for Research in Cognitive Science (IRCS),
University of Pennsylvania, Philadelphia, PA
1981 – 2001 Professor of Psychology, University of Pennsylvania, Philadelphia
1989 – 1994 Marcia and Steven Roth Professor of Psychology, University of
Pennsylvania, Philadelphia, PA
1972 – 1979 William P. Carter Professor of Education, University of Pennsylvania,
Philadelphia, PA
1968 – 1971 Assistant Professor of Linguistics, Swarthmore College, Swarthmore, PA
1965 – 1968 Senior Scientist, Eastern Pennsylvania Psychiatric Institute, Philadelphia, PA

• VISISTING FELLOW

2001 – 2008 Visiting Scientist, SISSA, Trieste, Italy
1985 Vera T. Brittain Fellow, Somerville College, Oxford University, Oxford, England
1979 A. Sloan Fellow, Cognitive Science, School of Social Science, University of California at Irvine
1978 A.P. Sloan Fellow, Cognitive Science, Dept of Linguistics and Philosophy, MIT

• PRESIDENT OF LEARNED SOCIETIES

2006 – Language Development Society
2007 Society for Philosophy and Psychology
1993 Linguistic Society of America

• HONORS

2008 Doctor of Science (honoris causa), University of Pennsylvania
2006 Fellow, Linguistic Society of America
2005 Graduate Mentor Award, University of Pennsylvania
2005 Doctor of Science (honoris causa), University of Chicago
2004 Lenore Williams Award, AWFA, University of Pennsylvania
2003 Distinguished Scientific Contribution Award, American Psychological Association
2003 John McGovern Award in the Behavioral Sciences, American Association for the Advancement of Science (AAAS)
2002 Fellow, Cognitive Science Society
2002 Women in Science Award, NY Academy of Sciences
1991 – 2001 NSF Pioneer Award
2000 Fellow, National Academy of Sciences
1999 Fellow, American Academy of Arts and Sciences
1996 Fellow, American Association for the Advancement of Science
1995 Prix Internationale, Fondation Fyssen
1990 Fellow, Society of Experimental Psychologists
1939 Blue Dragons
1972 Festschrift, Napoli, D. J. (Ed.). Linguistics at Swarthmore: Essays in honor of Lila Gleitman. Erlbaum.
2000 Festschrift, Landau, B., Newport, E., Jonides, J., & Sabini, J. (Eds.).
Perception, cognition,and language: Essays for Henry & Lila Gleitman.
Cambridge, MA: MIT Press.

• KEYNOTE, PLENARY, AND DISTINGUISHED LECTURES

2012 Keynote, Budapest Conference on Cognitive Development, Budapest, Hungary, January
2011 Ingemann Lecture, University of Kansas, Lawrence, KS, April
2010 Invited Address, ASHA, Philadelphia, PA, November
2010 Master Lecture, McGill University, Montreal, Canada, March
2009 Master Lectures (3 lectures), Universita di Milano – Bicotta, Providence of Milan, Italy, April
2008 Presidential Address, Society for Psychology and Philosophy,
Philadelphia, PA, June 20
2008 UCSD Distinguished Lecture in Cogsci, University of California at San Diego, La Jolla, CA, April
2007 Invited Address, 20th Anniversary of Cognitive Science, Brown
University, Providence, RI, March
2006 Invited Address, Society for Psychology and Philosophy, St. Louis, LA, June
2006 Keynote, UNC Spring Linguistics Colloquium, Chapel Hill, NC, April
2004 Grimes Lecture, LaSalle University, Philadelphia, PA, March
2003 Keynote, Michigan Linguistic Society, Ann Arbor, MI, October
2003 Distinguished Scientific Contribution Address, American Psychological Association, Toronto, CA, August
2003 Horizons of Knowledge Lecture, Indiana University, Bloomington, IN, March
2003 John McGovern Prize Lecture in the Behavioral Sciences, AAAS, Boston, MA
2003 Master lecture, Society for Research in Cognitive Development, Tampa, FL
2002 Distinguished Lecture Series (3 lectures) University of Maryland, College Park, MD, November
2002 Plenary Address, American Association for the Advancement of Science (AAAS), Boston, MA, February
2002 Chancellor’s Distinguished Lecture, LSU, Baton Rouge, LA
2001 Distinguished Lecture Series, Michigan State University, Ann Arbor, MI, March
2001 New Years Lecture, University of Groningen, Groningen, Netherlands, January
2000 Leiden University, Leiden, Netherlands, December
2000 Distinguished Lecture Series, Calgary University, Calgary, CA, October
2000 Harry T. Stanton Lecture, MIT Press, Cambridge, MA, September
2000 Plenary address, International Linguistics Association, Georgetown, Washington D.C., May
2000 Plenary address, Chicago Linguistic Society, Chicago, IL, May
1999 Distinguished Lecture Series (3 lectures), Linguistics, Computer Science and Psychology, Stanford University, Stanford, CA, January
1998 Keynote, SKIL, Northwestern University, Evanston, IL
1998 Keynote, NECSS, Cornell University, Ithaca, NY
1998 Distinguished Lecture Series (4 lectures), Linguistics, UCLA, Los Angeles, CA
1997 Distinguished Lecture Series (3 lectures), University of Maryland, College Park, MD
1995 Allocution Fondation Fyssen Prix International, Paris, France
1995 The Nijmegen Lecture, Max Planck Institute, Nijmegen, Netherlands
1995 Distinguished Lecture, Potsdam University, Berlin, Germany
1995 Keynote, Boston Child Language Conference, Boston University, Boston, MA
1994 Presidential Address, Linguistic Society of America
1994 Plenary Lecture, Summer Institute for Cognitive Science, University of Buffalo, Buffalo, NY
1994 Plenary Lecture, Cognitive Science Institute, University of Georgia, Athens, GA
1993 Plenary Lecture, XVth World Congress of Linguists, Laval University, Quebec, Canada
1992 Distinguished Lecture Series, Cognitive Science, University of Arizona
1991 Distinguished Lecture Series, Psychology and Audiology, University of British Columbia, Vancouver, Canada
1990 Plenary Lecture, Association for Computational Linguistics, xxx, xx
1987 Keynote, Stanford Child Language Conference, xxx, xx
1984 Plenary Lecture, Association for Computational Linguistics, xxx, xx
1982 Distinguished Lecture Series, Psychology and Linguistics, University of British Columbia, Vancouver, Canada
1980 Keynote, Boston Child Language Conference, Boston University, Boston, MA
1978 Phillips Lecture, Haverford College, Haverford, PA

• SYMPOSIUM AND CONFERENCE CHAIR/HOST

2008 Host, Society for Philosophy and Psychology, Annual Meeting, University of Pennsylvania, Philadelphia, PA, June
2007 Co-Host/Chair with Pat Kuhl, NSF SLC conference, Opportunities and challenges for language acquisition and education, NSF, Arlington, VA, September
2000 Co-Hose/Chair with A. Joshi, Cognitive Science Society, Annual Meeting, University of Pennsylvania, Philadelphia, PA, July
1978 Co-Host with Eric Wanner, Language acquisition, The State of the Art, conference, University of Pennsylvania, Philadelphia, PA, September

○ 저서

• 주요 출판물

Shipley, E., Smith, C., & Gleitman, L. (1969). A study in the acquisition of language: Free responses to commands. Language, 45(2), 322-342.
Gleitman, L., & Gleitman H. (1970). Phrase and paraphrase. NY: Norton.
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.
Landau, B., & Gleitman, L. (1985). Language and experience: Evidence from the blind child. Cambridge: Harvard University Press. (Paperback published 1987)
Fowler, A. , Gelman, R., & Gleitman, L. (1994)”The Course of Language Learning in Children with Down Syndrome”. In H. Flager-Flusberg (ed), Constraints on language acquisition: Studies of atypical children. Hillsdale, NJ: Erlbaum.
Gleitman, L.R., & Reisberg, D. (2011). Language. Revised In H. Gleitman, D. Reisberg & M. Gross (Eds.), Psychology (8th ed.)
Gleitman, L.R., Liberman, M.Y., McLemore, C. Partee, B.H. (January 2019). The Impossibility of Language Acquisition (and How They Do It). Annual Review of Linguistics.

*PUBLICATIONS

• Books

Gleitman, L., & Gleitman H. (1970). Phrase and paraphrase. NY: Norton.
Rozin, P., & Gleitman, L. (1974). Syllabary: An introductory reading curriculum. Washington
DC: Curriculum Development Associates.
Landau, B., & Gleitman, L. (1985). Language and experience: Evidence from the blind child.
Cambridge: Harvard University Press. (Paperback published 1987)
Gleitman, L. (in preparation). Language origins in human mind: Collected papers. Oxford:
Oxford University Press.

• Edited Books

Wanner, E., & Gleitman, L. (1982). Language acquisition: The state of the art. NY: Cambridge
University Press. (Paperback published 1983)
Gleitman, L., & Landau, B. (1994). Acquisition of the lexicon. Lingua Special Issue, 92(1-4).
Gleitman, L., & Landau, B. (1995). Acquisition of the lexicon. Cambridge, MA: MIT Press.
(Original work published 1994)
Gleitman, L., & Liberman, M. (1996). Language (Vol. 1; 2nd ed.). Cambridge MA: MIT Press.
Gleitman, L., & Joshi, A. K. (2000). Proceedings of the 21st Annual Conference of the Cognitive
Science Society. NJ: Erlbaum.

• Journal Articles and Chapters

Gleitman, L. (1960). The isolation of elements for a grammatical description of language.
Advances in documentation and library sciences (Vol. 3). NY: Interscience Publishers.
Gleitman, L. (1961). Pronominals and stress in English conjunction. Language Learning, 11(3-
4), 157-169.
Gleitman, L. (1965). Coordinating conjunctions in English. Language, 41(2), 260-93.
Gleitman, L. (1969). Coordinating conjunctions in English. In D. A. Reibel & S. A. Shane (Eds.),
Modern studies in English: Readings in transformational grammar. Englewood, NJ:
Prentice Hall. (Original work published 1965)
Shipley, E., Smith, C., & Gleitman, L. (1969). A study in the acquisition of language: Free
responses to commands. Language, 45(2), 322-342.
Geer, S., Gleitman, H., & Gleitman, L. (1972). Paraphrasing and remembering compound words.
Journal of verbal learning and verbal behavior, 11(3), 348-355.
Gleitman, L., Gleitman, H., & Shipley, E. (1973). The emergence of the child as grammarian.
Cognition, 1(2), 137-164.
Gleitman, L. & Rozin, P. (1973). Teaching reading by use of a syllabary. Reading Research
Quarterly, 8(4), 447-93.
Gleitman, L., & Rozin, P. (1973). Phoenician go home? Reading Research Quarterly, 8(4), 494-
501.
Gleitman, L., Gleitman, H., & Shipley, E. (1977). The emergence of the child as grammarian. In
M. Appel & L. Goldberg (Eds.), Topics in cognitive development, NY: Plenum. (Original
work published 1973)
Gleitman, L. & 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. (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.
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.
Hirsh-Pasek, K., Gleitman, L., & Gleitman, H. (1978). What did the brain say to the mind? A
study of the detection and report of ambiguity by young children. In A. Sicnlair, R.
Jaravella & W. Levelt (Eds), The child’s conception of language. NY: Springer-Verlag.
Shipley, E., Smith, C., & Gleitman, L. (1978). A study in the acquisition of language: Free
responses to commands. In L. Bloom (Ed.), Readings in language development. NY:
Wiley. (Original work published 1969)
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.
Gleitman, L., Shipley, E., & Smith, C. (1979). Old and new ways not to study comprehension.
Journal of Child Language, 5(2), 501-519.
Gleitman, L., & Gleitman, H. (1981). Language learning. In H. Gleitman, Psychology.
NY: WW Norton.
— revised for H. Gleitman, Basic Psychology (1982; 1991)
Gleitman, L. (1981). Maturational determinants of language learning. Cognition, 10(1), 103-114.
Gleitman, L., & Wanner, E. (1982). Language acquisition: The state of the state of the art. In E.
Wanner & L. Gleitman (Eds)., Language acquisition: The state of the art. NY:
Cambridge University Press.
Armstrong, S., Gleitman, L., & Gleitman, H. (1983). What some concepts might not be.
Cognition, 13(3), 263 – 308.
Gleitman, L., Armstrong, S., & Gleitman, H. (1984). On doubting the concept ‘concept’. In E.
Scholnick (Ed.), New perspectives in cognitive development. HIllsdale, NJ: Erlbaum.
Landau, B., & Gleitman, L.R. (1984). The meaning of vision-related terms to a blind child.
Proceedings of the Annual Meeting of the Cognitive Science Society. NJ: Erlbaum.
Gleitman, L., & Wanner, E. (1984). Richly specified input to language learning. In O. Selfridge,
E. Rissland, & M. Arbib (Eds.), Adaptive control of ill-defined systems. NY: Plenum
Press.
Gleitman, L., Newport, E., & Gleitman, H. (1984). The current status of the Motherese
hypothesis. Journal of Child Language, 11(2), 43-79.
Gleitman, L. (1984). Biological dispositions to learn language. In A. Marras & W. Demopoulos
(Eds),. Language learnability and concept acquisition. NY: Ablex. (Original work
published 1984)
Gleitman, L. (1984). Biological dispositions to learn language. In P. Marler & H. Terrace (Eds.),
The biology of learning. NY: Springer-Verlag. (Original work published 1984)
Gleitman, L., Gleitman, H., & Shipley, E. (1984). The emergence of the child as grammarian. In
P. Soto & E. Sebastian (Eds.), Lectures sobre acquisicion del lenguaje. Madrid: Alianza.
(Original work published 1973)
Gleitman, L. (1985). Orthographic resources affect reading acquisition — when they are used.
Reading Acquisition and Special Education, 6(6), 24-36.
Landau, B., & Gleitman, L. R. (1985). Language and experience: Evidence from the blind child.
Cambridge MA: Harvard University Press.
Gleitman, L. (1986). Biological preprogramming for language learning. In S. Friedman, K.
Klivington, & R. Peterson (Eds.), The brain, cognition, and education. NY: Academic
Press.
Gleitman, L. (1986). Language. In H. Gleitman, Psychology. NY: Norton.
— revised for H. Gleitman, D. Reisberg, & J. Gross, Psychology (1990; 1994; 1999; 2003; &
2011).
Gleitman, L., & Wanner, E. (1987). Language development. In M. Bornstein & M. Lamb (Eds.),
Developmental psychology: An Advanced textbook. Hillsdale, NJ: Erlbaum.
Gleitman, L. (1988). Biological dispositions to learn language. In M. Franklin & S. Barten (Eds.),
Child language: a reader. Oxford: Oxford University Press.
Gleitman, L., Gleitman, H., Landau, B., & Wanner, E. (1988). Where learning begins: Initial
representations for language learning. In F. Newmeyer (Ed.), Linguistics: The Cambridge
Survey (Vol. 3). NY: Cambridge University Press.
Gleitman, L., Gleitman, H., Landau, B., & Wanner, E. (1988). Great expectations. In A.
Galaburda (Ed.), From neurons to reading. Cambridge, MA: MIT Press.
Gleitman, L., & Wanner, E. (1988). Language development. In M. Bornstein & M. Lamb (Eds.),
Developmental psychology: An Advanced textbook (2nd ed.). Hillsdale, NJ: Erlbaum.
Gleitman, L. (1990). Structural sources of verb learning. Language Acquisition, 1(1), 1 – 63.
Fisher, C., Gleitman, L., & Gleitman, H. (1991). On the semantic content of subcategorization
frames. Cognitive Psychology, 23, 331-392.
Gleitman, H., & Gleitman, L. (1992). Language use and language judgment. In Festchrift for
George Mandler. (Original work published 1979)
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).
Gleitman, L. (1993). Language: a human universal. Journal of Modern Philology, 90, S13-S33.
Gleitman, L. (1993). Structural sources of verb learning. In P. Bloom (Ed.), Readings in
language development. Cambridge, MA: MIT Press. (Original work published 1990)
Naigles, L., Gleitman, H., & Gleitman, L. (1993). Syntactic bootstrapping in verb acquisition. In
E. Dromi (Ed.), Language and cognition: A developmental perspective. NJ: Ablex.
Fisher, C., Hall, G., Rakowitz, S., & Gleitman, L. (1994). When it is better to receive than to
give: Structural and cognitive factors in acquiring a first vocabulary. Lingua, 92(1 – 4),
333-376.
Fowler, A. , Gelman, R., & Gleitman, L. (1994) Language learning in children with Down
Syndrome. In H. Flager-Flusberg (ed), Constraints on language aquisition: Studies of
atypical children. Hillsdale, NJ: Erlbaum.
Gleitman, L. (1994). Words, words, words… In B. Butterworth, J. Morton, M. Snowling & E.
Warrington (Eds.), Philosophical transactions of the Royal Society of London B,
346(1315), 71-77.
Gleitman, L., & Gleitman, H. (1994). A picture is worth a thousand words — but that’s the
trouble: Conceptual and structural factors in vocabulary acquisition. In B. Lust (Ed.),
Cornell Symposium on language learning. Hillsdale, NJ: Erlbaum. (Original work
published 1992)
Fisher, C., Hall, G., Rakowitz, S., & Gleitman, L. (1995). When it is better to receive than to
give: Structural and cognitive factors in acquiring a first vocabulary. In L. Gleitman & B.
Landau (Eds.), Acquisition of the verb lexicon. Cambridge, MA: MIT Press. (Original
work published 1994)
Lederer, A., Gleitman, L., & Gleitman, H. (1995). Verbs of a feather flock together I: Structural
properties of maternal speech. In M. Tomasello & E. Merriam (Eds.), Beyond words for
things: acquisition of the verb lexicon. NY: Academic Press.
Gleitman, L., & Newport, E. (1996). Universals of Language learning. In L. Gleitman & M.
Liberman (Eds.), Invitation to cognitive science (Vol. 1). Cambridge, MA: MIT Press.
Gleitman, L., & Liberman, M. (1996). The cognitive science of language. In L. Gleitman & M.
Liberman (Eds.), Invitation to cognitive science (Vol. 1). Cambridge, MA: MIT Press.
Gleitman, L., & Gillette, J. (1997). The role of syntax in verb learning. In P. Fletcher & B.
MacWhinney (Eds.), The encyclopedia of language learning. NY: Blackwell.
Gleitman, L., Gleitman, H., Miller, C., & Ostrin, R. (1996). ‘Similar’ and similar concepts.
Cognition, 58, 321-376.
Gleitman, L., & Gleitman, H. (1997). What is a language made out of? Lingua, 100, 29-55.
Li, P., Gleitman, H., Gleitman, L., & Landau, B. (1997). Spatial language in Korean and English.
Proceedings of the 19th Annual Boston University conference on language development.
Bloom, P., & Gleitman, L. (1998). Word learning. In R. Wilson & F. Keil (Eds.), MIT
encyclopedia of cognitive science. Cambridge MA: MIT Press.
Gleitman, L., & Bloom, P. (1998). Language acquisition. In R. Wilson & F. Keil (Eds.), MIT
encyclopedia of cognitive science. Cambridge MA: MIT Press.
Gleitman, L., & Gillette, J. (1999). The role of syntax in verb learning. In W. C. Ritchie & T. K.
Bhatia (Eds.), Handbook of Child Language Acquisition. NY: Academic Press. (Original
work published 1997)
Armstrong, S., Gleitman, L., & Gleitman, H. (1999). What some concepts might not be. In E.
Margolis & S. Lawrence (Eds.), Concepts. Cambridge, MA: MIT Press.
Snedeker, J., Brent, M., & Gleitman, L. (1999). Noun scaffolding for verb learning. Proceedings
of the 20th Annual Language Acquisition conference, November 1998.
Mintz, T., & Gleitman, L. (1998). Incremental language learning: two and three year olds=
acquisition of adjectives. Proceedings of the Twentieth Annual Conference of the
Cognitive Science Society. Mahwah NJ: Erlbaum.
Gillette, J., Gleitman, L., Gleitman, H., & Lederer, A. (1999). Human simulations of vocabulary
learning. Cognition, I, 153 – 90.
Snedeker, J., Gleitman, L., & Brent, M. (1999). The successes and failures of word-to-world
mapping. In A. Greenhill, M. Hughs, H. Littlefield & H. Walsch (Eds.), Proceedings of
the 23rd Boston University Conference on Language Development. Somerville, MA:
Cascadilla Press.
Hurewitz, F., Brown-Schmidt, S., Thorpe, K., Gleitman, L., & Trueswell, J. (2000). One frog,
two frog, red frog, blue frog: Factors affecting children’s syntactic choices in production and
comprehension. Journal of Psycholinguistic Research, 1(29).
Snedeker, J., Gleitman, L., Felberbaum, L., Placa, N., & Trueswell, J. (2000). Prosodic choice:
Effects of speaker awareness and referential context. Proceedings of the 21st Annual
Conference of the Cognitive Science Society. Mahwah NJ: Erlbaum.
Li., P., Gleitman, L., Landau, B., & Gleitman, L.R. (2001). A crosslinguistic study of spatial
Categorization. Proceedings of the 25th Boston University Conference on Language
Development. Somerville, MA: Cascadilla Press.
Papafragou, A., Massey, C., & Gleitman, L. (2000). Motion verb representation in Greek,
English, and Spanish. Proceedings of the 21st Boston University Conference on Language
Acquisition. Mahwah NJ: Erlbaum.
Gleitman, L.R., & Gleitman, H. (2001). Bootstrapping the lexicon. In J. Weissenborn &
B. Hohle (Eds.), Approaches to bootstrapping. Amsterdam: John Benjamins.
Li, P., & Gleitman, L. R. (2002). Turning the tables: spatial language and spatial reasoning.
Cognition, 83(3), 265-294.
Fisher, C., & Gleitman, L.R. (2002). Breaking the linguistic code: Current issues in early
language learning. In C. R. Gallistel (Ed.), Stevens’ handbook of experimental psychology
(Vol. 3). New York: John Wiley & Sons.
Mintz, T., & Gleitman, L. R. (2002). Adjectives really do modify nouns. Cognition, 84, 267-93.
Papafragou, A., Massey, C., & Gleitman, L. R. (2002). Shake, rattle, and roll: Motion verbs and
action classification. Cognition, 84(2), 189-219.
Gleitman, L.R. (2003). For Zellig Harris: Verbs of a feather flock together II. In B. Nevin, H.
Hoenigswald & H. Hiz (Eds.), The Legacy of Zellig Harris. Amsterdam: John Benjamin.
Lidz, J., Gleitman, L., & Gleitman, H. (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.
Lidz, J., Gleitman, L. R., & Gleitman, H. (2003). Kidz in the >hood: The origins of syntactic
bootstrapping. In S. Waxman & G. Hall (Eds.), Weaving a lexicon. NY: Cambridge
University Press.
Trueswell, J., & Gleitman, L. R. (2003). Children’s eye movements during listening: evidence for
a constraint-based theory of parsing and word learning. In J. M. Henderson & F. Ferreira
(Eds.), Interface of vision, language, and action. NY: Psychology Press.
Gleitman, L., & Gillette, J. (2004). The role of syntax in verb learning. In K. Trott, S. Dobbinson
& P. Griffiths (Eds.), The Child Language Reader (147-164). London: Routledge.
(Original work published 1997)
Gleitman, L. R., & Papafragou, A. (2004). Language and thought. In R. Morrison & K. Holyoak
(Eds.), Cambridge handbook of thinking and reasoning. NY: Cambridge University
Press.
Gleitman, L. R., & Papafragou, A. (2004). Language and thought. In I. Bermudez & B. Towl
(Eds.), The philosophy of psychology: Critical concepts in psychology. London:
Routledge.
Landau, B., & Gleitman, L. R. (2004). Language and experience. In B. Lust & C. Foley (Eds.),
First language acquisition: the essential readings (208-224). Oxford: Blackwell.
(Original work published 1985)
Lidz, J., & Gleitman, L. R. (2004). Argument structure and the child’s contribution to language
learning. Trends in Cognitive Science, 8(4), 157-161.
Lidz, J., & Gleitman, L. R. (2004). Yes, we still need universal grammar (Reply to Adele
Goldberg, 2004). Cognition, 94(1), 85-93.
Nappa. R., January, D., Gleitman, L., & Trueswell, J. (2004). Paying attention to attention:
Perceptual priming effects on word order. Proceedings of the 26th Annual Conference of
the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Gleitman, L. R., & Reisberg, D. (2004). Language. In H. Gleitman, D. Reisberg & M. Gross
(Eds.), Psychology (6th ed.).
Gleitman, L. R., Cassidy, K., Papafragou, A., Nappa, R., & Trueswell, J. T. (2005). Hard words.
Journal of 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.
Papafragou, A., Massey, C., & Gleitman, L. (2005). Motion event conflation and clause
structure. Proceedings of the 39th Annual Meeting of the Chicago Linguistics Society.
Chicago Linguistic Society.
Connolly, A., Fodor, J., Gleitman, L.R. & Gleitman, H. (2006). Why stereotypes aren’t even
good defaults. Cognition, 103(1), 1-22.
Gleitman, L. (2006). Language: a human universal. In H. Luria, D. Seymour & T. Smoke (Eds.),
Language and linguistics in context. Mahwah, NJ: Lawrence Erlbaum Associates.
(Original work published 1993)
Hurewitz, F., Papafragou, A., Gleitman, L & Gelman, R. (2006). Asymmetries in the acquisition
of numbers and quantifiers. Language Learning & Development, 2(2), 77-96.
Papafragou, A., Massey, C., & Gleitman, L. (2006). When English proposes what Greek
presupposes. Cognition, 98(3), B67-74.
Armstrong, S., Gleitman, L., & Gleitman, H. (2007). What some concepts might not be. In P.
Hanks (Ed.), Lexicology: Critical concepts in linguistics. United Kingdom: Routledge.
(Original work published 1983)
Gleitman, L. R., & Reisberg, D. (2007). Language. In H. Gleitman, D. Reisberg & M. Gross
(Eds.), Psychology (7th ed.).
Trueswell, J. T., & Gleitman, L. R. (2007). Learning to parse and its implications for language
acquisition. In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics. Oxford: Oxford
University Press.
Papafragou, A., Cassidy, K., & Gleitman, L. (2007). When we think about thinking: The
acquisition of belief verbs. Cognition, 105, 125-165.
Gleitman, L. R., January, D., Nappa, R., & Trueswell, J. T. (2007). On the give and take between
event apprehension and sentence formulation. Journal of Memory & Language, 57(4),
544-569.
Connolly, A., Thompson-Schill, S., & Gleitman, L. R. (2007). A colorless cornocopoeia: Effect
of congenital blindness on the semantic representation of some everyday concepts.
Proceedings of National Academy of Sciences, 104(20), 8241-8246.
Gleitman, L., & Kuhl, P. (2008). Opportunities and challenges for language acquisition and
education. SLC NSF on line report.
Gleitman, L. R. (2009). The learned component of language learning. In M. Piattelli-Palmarini,
P. Salaburu & J. Uriagereka (Eds.), Of minds and language: Encounters with Noam
Chomsky (239-256). Oxford: Oxford University Press.
Nappa, P., Wessel, 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, 20-
234.
Li, P., Abarbanell, L.,, Gleitman, L., & Papafragou, A. (2011). Spatial reasoning in Tenejapan
Mayans. Cognition, 120, 33-53.
Gleitman, L. R., & Reisberg, D. (2011). Language. Revised In H. Gleitman, D. Reisberg & M.
Gross (Eds.), Psychology (8th ed.).
Medina, T., Trueswell, J., Snedeker, J. & Gleitman, L. (2011). How words are (and are not)
learned by observation. Proceedings National Academy of Sciences, 108, 9014-9019
Gleitman, L. R., Connolly, A., & Armstrong, S. (2012). Can prototype representations support
composition and decomposition? In M. Werning, W. Hintzen & T. Machery (Eds.),
Oxford Handbook of Compositionality (Vol. 3). Oxford: Oxford University Press.
Gleitman, L. & Landau, B. (2012). Every child an isolate: Nature’s experiments in language
learning. In M. Piattelli-Palmarini & R. C. Berwick (Eds.), Rich Languages from Poor
Inputs. Oxford: Oxford University Press.
Gleitman, L., & Papafragou, A. (2013). Relations between language and thought. In D. Reisberg
(Ed.), Handbook of Cognitive Psychology (504-523). New York: Oxford University
Press.
Trueswell, J., Medina, T., Hafri, A., & Gleitman, L. (2013). Propose but verify: Fast mapping
meets cross-situational word learning. Cognitive Psychology, 66(1), 126-156.
Gleitman, L. R., & Papafragou, A. (in press). New perspectives in language and thought. In R.
Holyoak (Ed.), Oxford handbook of thinking and reasoning (2nd ed.). NY: Oxford
University Presss.

• In progress

Cartmill, E., Armstrong, B., Gleitman, L., Goldin-Meadow, S., Medina, T., & Trueswell, J.
(under review). Quality of input predicts child vocabulary three years later.
Lin, Y., Armstrong, B., Cartmill, E., Goldin-Meadow, S., Gleitman, L., Trueswell, J. (in
progress). Temporal parameters of relevance in word learning.
COLLOQUIUM AND CONFERENCE PRESENTATIONS (1990 to Present)
1990 Cognitive Science, Georgia Institute of Technology
Neuroscience, Dartmouth Cognitive Neuroscience Institute
Linguistics, MIT, Cambridge, MA
Cognitive Science, Princeton University, Princeton, NJ
Cognitive Science, Rutgers University, New Brunswick, NJ
Psychology, Purdue University, West Lafayette
MRC Psychology, University of London
Symposium on Sign Languages, NIDCD, Bethesda
1991 AAAS, Washington DC
Cognitive Science, UCLA
Linguistics, UCLA
Humanities, University of Chicago
Symposium on Child Language Disorders, SISSA Cognitive Science, University
of Wisconsin, Trieste, Italy
Linguistics, University of Maryland
Brown University (Cognitive Science)
Boston Child Language Conference
1992 Cornell University, Conference on Syntax
CUNY (Linguistics)
Carleton College (Psychology, Linguistics)
NY Academy of Sciences
1993 Univ. of Rochester (cognitive science)
Brown Univ. conference on Prosody
Univ. of Maryland, Conference on semantics (philosophy)
Chicago Linguistics Institute
Northwestern University (psychology)
Kennedy Center
1994 Royal Society, London (cognitive neuroscience)
Medical Research Council, London
Bryn Mawr College (psychology)
1995 University of Mass at Amherst (Linguistics)
MIT (Brain and Cognitive Science)
CUNY graduate center (Linguistics)
George Washington Univ. (Linguistics)
George Washington University (Psychology)
UCLA (Linguistics)
1996 University of Delaware (psychology)
Union College (psychology)
MW Linguistics Society, University of Chicago
Conference on bootstrapping. Potsdam University, Germany.
1997 CUNY graduate center (cognitive science)
University of Arizona (psychology)
University of Arizona (cognitive science)
Trieste Encounters in Cognitive Science,Trieste, Italy.
Johns Hopkins (cognitive science)
Boston Univ. Conference on Lang. Learning, Boston MA.
1998 Symposium, AAAS (Philadelphia)
University Of Barcelona, Spain (linguistics)
CNRS, Paris, France (Cognitive science)
Rutgers University (cognitive science)
Trieste Encounters in Cognitive Science, Trieste, Italy
Boston University Conference in Language Learning, Boston
Dartmouth University (psychology)
1999 Gleitman and Lucy Debate: Can language affect thought? Northwestern
University (cognitive science)
University of Tokyo, Japan (Linguistics)
Keio University, Tokyo, Japan (Psychology)
University Of Pennsylvania Club of Japan, Tokyo, Japan
Sackler Planning conference on Language and the brain, Venice, Italy, August
Eunice Shriver Center (Brain and Language)
2000 USC (Linguistics), January
USC (cognitive science), January
University of Connecticut (Psychology), February
Max Planck Institute, Nijmegen, Holland (conference on scope), March
NWU (Psychology), April
Max Planck Institute, Nijmegen, Holland (psychology), May
University of Chicago, (psychology), June
University of Maryland (Linguistics; DIGS conference), June
MIT (Linguistics), September
Univ. of Richmond (computer science), October
Max Planck Institute, Nijmegen, Netherlands, December
2001 University of Connecticut (Psychology), February
Symposium, National Academy of Sciences regional meeting, NYC, February
Peer Presentation, National Academy of Sciences, April
Conference in honor of Jacques Mehler, Paris, May
Harvard/MIT graduate student conference, September
2002 Symposium on language and thought, AAAS, Boston, February
University of Illinois (psychology), February
CUNY sentence processing conference, March
Conference on Innateness, Sheffield, UK, April
Symposium, Society for Philosophy and Psychology, Edmonton, CA, June
University of Arizona (Cognitive Science), September
2003 Symposium for Zellig Harris, Penn (Cognitive Science), January
Montclair State (Cognitive Science), February
Columbia University (Psychology), February
Indiana University (Psychology), March
SISSA, Trieste, Italy (Neuroscience), May
Center for Cognitive Science, Technical University Budapest, Hungary, May
Centre for Developmental Disorders, London, UK, June
Conference on Space and Language, Johns Hopkins University, September
Symposium on Language and Thought, Boston University Language Acquisition
Conference, November
2004 Symposium, AAAS, Seattle, February
University of Deusseldorf, February
Cornell University, Cognitive Science, May
University of Rochester, Cognitive Science, May
Trieste, Italy, Neuroscience, June
International Congress of Psychology, Beijing, China, August
Johns Hopkins, Cognitive Science, October
CNRS conference, Paris, November
2005 Princeton University, Psychology, March
University of Michigan, Cognitive Science, March
Cognitive Science Society (symposium on language and thought), Stresa, Italy,
July
Linguistic Society of America, workshop on lexical representation, MIT,
Cambridge MA, July
SISSA, Trieste, Italy, September
Budapest University, workshop on language origins and evolution, Budapest,
September
University of Arizona, workshop on child language processing, Tucson, AZ,
October
Tubingen University, workshop on semantics and logic, Tubingen, Germany,
November
2006 University of California at Irvine, Cognitive Science, April
Ohio State University, Linguistics, May
University of North Carolina, Linguistics, May
Encounters with Noam Chomsky, San Sebastian, Spain, June
SISSA, Trieste, Italy, September
CUNY Graduate Center, Linguistics, October
2007 Summer Institute of Cognitive Science and Cognitive Neuroscience, University of
Pennsylvania, Philadelphia, PA, June
Conference on language and linguistics, NSF, September
MIT conference on statistical learning, October
University of Pennsylvania, IRCS workshop, November
Temple University, Psychology, December
2008 ICIS symposium on continuity in language learning, Vancouver, Canada, March
University of California at San Diego, Cognitive Science, April
SISSA, Trieste, Italy, May
Summer Institute of Cognitive Science & Neuroscience, University of
Pennsylvania, June
Stanford University, workshop on language and mind, October
University of Connecticut, Cognitive Science, November
2009 Tubingen University, Tubingen, Germany, Conference on semantics
University of Milan Bicotta, Milan, Italy, 3 lectures “Words and the world”, April
“Life in linguistics”, University of Chicago, Linguistics, May
Summer Institute of Cognitive Science & Neuroscience, University of
Pennsylvania, June
MIT, conference in honor of Carol Chomsky, December
2010 Rutgers University, NJ, Cognitive Science, Spring
Linguistic Phenotype Conference, Cold Springs Harbor, May
Summer Institute in Cognitive Science, University of Pennsylvania, Philadelphia,
PA, June
University of Quebec & Montreal, Canada, September
2011 UWA, University of Pennsylvania, February
Rutgers University, Cognitive Science, March
Northwestern, Debates on language and thought, April
Summer Institute in Cognitive Science, University of Pennsylvania, Philadelphia,
PA, June
Frontiers in Linguistics, Acquisition and Multilingualism, Rolduc, Netherlands
Max Planck Institute, student lectures, Netherlands, May
Symposium, Society for Philosophy & Psychology, Montreal, Canada, July
2012 CNRS, Paris, France, July
SISSA, Trieste, Italy, September
2013 SILC workshop, LaJolla, January
2014 Symposium on history of Linguistics, LSA, Minneapolis, January

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