Publications

Tang-Lonardo, J. (2023). The neurobehavioral basis of the parallel individuation (PI) and approximation number system (ANS) (Order No. 30249178). Available from ProQuest Dissertations & Theses Global. (2812356028). 

Tang-Lonardo, J., Bisbee, N., Jain, M., Sezcon-Cepeda, D., Gerami, S., Kirby, E., Olivares, A., Mantaro, E., Abdelrahim, S., Smith, P. J., Kim, S., & Gordon, P. (July 29, 2022). The Neural Mechanisms of Parallel Individuation and Numerical Approximation. [Conference Presentation] In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Conference of the Cognitive Science Society. ©2022 The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY).

Gordon, P., & Miozzo, M. (In press, 2007) Can word formation be understood or understanded by semantics alone?  Cognitive Psychology

Miozzo, M. & Gordon, P. (2005). Facts, events and inflection: When language and memory dissociate, Journal of Cognitive Neuroscience, 17, 1074-1086.

Ganger, J., Dunn, S. & Gordon, P.  (2005) Genes take over when the input fails: Findings from a twin study of the passive.  Online proceedings of the 27th Boston University Conference on Language Development.

Miozzo, M. & Gordon, P.  (In press, 2005) Facts, Events and Inflection: When Language and Memory Dissociate, Journal of Cognitive Neuroscience.

Gordon, P. (2005) Author's Response to  "Crying Whorf".  Science, 307, 1722.

Gordon, P.  (2004) Numerical Cognition without Words: Evidence from Amazonia.  Science, 306,496-499.  First appeared in Science Express, online publication August 16th 2004.

Gordon, P.  (2004) Supplementary online materials to "Numerical Cognition without Words: Evidence from Amazonia."  Science Online.http://www.sciencemag.org/cgi/content/full/1094492/DC1

Gordon, P. (2003)  The origin of argument structure in infant event representations.  Proceedings of the 26th Boston University Conference on Language Development. Somerville, Mass: Cascadilla Press.

Gordon, P. & Alegre, M. (1999) Is there a dual system for regular inflections?  Brain and Language. 68, 212-217.

Alegre, M. & Gordon, P. (1999) Rule-Based Versus Associative Processes in Derivational Morphology. Brain and Language. 68, 347-354

Alegre, M. & Gordon, P. (1999)  Frequency effects and the representational status of regular inflections.  Journal of Memory and Language, 40, 41-61.

Sandalo F. & Gordon, P. (1999).  Acquisition and creolization of Condition C "violations" in Kadiweu and Portuguese. Cadernos de Estudos Linguisticos , 36. Campinas, Brazil: Departamento de Linguistica, Universidade Estadual de Campinas.

Krackow, E. & Gordon, P.  (1998).  Are lions and tigers substitutes or associates?  Evidence against slot filler accounts of children's early categorization. Child Development, 69, 347-354.

Chung, T.R. & Gordon, P. (1998).  The Acquisition of Chinese Dative Constructions.  Procedings of the 22nd Boston University Conference on Language Development. Sommerville, Mass: Cascadilla Press.

Sandalo F. & Gordon, P. (1997).  Acquisition and creolization of Condition C "violations" in Kadiweu and Portuguese. Procedings of the 21st Annual Boston University Conference on Language Development.  Sommerville, Mass: Cascadilla Press.

Gordon, P. (1996).  The truth-value judgment task.  In D. McDaniel, C. McKee, H. Cairns (Eds.) Methods for assessing children's syntax.  Cambridge, Mass: MIT Press.

Alegre, M. & Gordon, P. (1996).  Red rats eater exposes recursion in children's word formation. Cognition, 60, 65-82.

Gordon, P. (1994).  Level-ordering in lexical development.  In P. Bloom (Ed.)  Language Acquisition:  Core Readings.  Cambridge, Mass: MIT Press.

Gordon, P.  & Chafetz, J. (1991).  Verb-based vs. class-based accounts of actionality effects in children's comprehension of the passive.  Cognition, 36, 227-254.

Gordon, P. (1990).  Learnability and feedback.  Developmental Psychology, 26, 217-220.

Gordon, P.  (1989).  Levels of affixation in the acquisition of English morphology.  Journal of Memory and Language, 28, 519-530.

Gordon, P.  (1988).  Count/mass category acquisition:  Distributional distinctions in children's speech.  Journal of Child Language, 15, 109-128.

Gordon, P.  (1986).  Level-ordering in lexical development.  Cognition, 21, 73‑93.

Gordon, P.  (1985).  Evaluating the semantic categories hypothesis:  The case of the count/mass distinction.  Cognition, 20, 209-242