Peter Gordon - VITA 7
June 7, 2013
CURRICULUM VITAE
Peter Gordon
Biobehavioral Sciences Department
Teachers College, Columbia University
525 W 120th St. Box 180
New York, NY 10027
Phone: (212) 678-8162
FAX: (212) 678-8823
E-mail:
Website: http://www.tc.columbia.edu/faculty/pg328
Personal Information
Born: October 1, 1956, Bangkok, Thailand.
Citizenship: United Kingdom, Permanent Resident of U.S.A.
Employment
2001-present Associate Professor of Communication Sciences and Disorders, Neurosciences and Education, Biobehavioral Sciences Department, Cognitive Studies in Education and Human Development, Teachers College, Columbia University
2003-present Program Coordinator, Neurosciences and Education
1997-2001 Visiting Professor, Department of Psychology, New York University
1991-2000 Associate Professor, Department of Psychology, University of Pittsburgh
1993-2000 Associate Professor, Department of Linguistics, University of Pittsburgh
1984-1991 Assistant Professor, Department of Psychology, University of Pittsburgh
1983-84 Research Affiliate, Department of Psychology, Massachusetts Institute of Technology
Lecturer, Department of Astronomy, Harvard University
1982-83 Sloan Post-Doctoral Fellow in Cognitive Science, Stanford University
1981 Lecturer, Department of Psychology, Northeastern University
Education
1978-82 Ph.D. Psychology, Massachusetts Institute of Technology
1974-78 B.A. (Hons) Psychology, University of Stirling, Scotland
Research Interests
Language acquisition: Morphology, syntax and semantics, Critical periods in second language acquisition; Cross-cultural studies of numerical and linguistic knowledge; Psycholinguistics, Cognitive development, Infant cognition, Language pathology, Cognitive neuroscience, Eye tracking in infants, fMRI imaging, High-density EEG in infants, Behavioral genetics of language, EEG and numerical Cognition
Field Research Experience
Pirahã villages, Maici River, Amazonia, Brazil: June 1991; June - August 1992; June 1993.
Kadiweu reservation, Matto Grosso do Sul, Brazil: August, 1995
Cross-Cultural Research
Acquisition of Dative Constructions in Korean Children learning English L2 (with Jung eun Year)
Acquisition of Formal Arabic and Palestinian Colloquial Arabic in Palestinian and Arab-Israeli children (with Reem Khamis Dakwar)
Adjective agreement in Spanish and French-speaking populations in New York City and Montreal (with Phaedra Royle)
Mandarin verb-argument structure acquisition in Taiwan (with Rachel Chung)
Critical Period effects in Korean children learning English (with Kyungae Jin)
Acquisition of pronominal binding in Kadiweu and Portuguese-speaking Brazilian children (with Filomena Sandalo)
Numerical Cognition in Pirahã tribe members, Amazonia, Brazil (with Dan Everett).
University and Department Service, Teachers College
Faculty Executive Committee
Academic Program Subcommittee
Neurosciences and Education Program Coordinator
Institutional Review Board
TC Faculty Research Seminar Coordinator
Technology Committee Member
Dept. Web Page coordinator
Faculty Search Committee Member
Writing Prize Committee
Previous Service at University of Pittsburgh
Human Subjects IRB Vice Chair
University Library Committee
Ad Hoc Tenure Committees on Tenure
FAS Small Grants Committee (Chair)
Research Development Fund Committee
Cognitive Science Committee
Statistics Committee
Departmental Computer Group Administrator
Graduate Admissions (Chair)
Search Committees (Chair and member)
Scientific Review Committee for IRB (Chair)
Coordinator for new Psychology building
Committee to develop course web-based instructional resources for faculty (1998)
Chair, Developmental Program, Department of Psychology (1998-99)
Professional Services
Panel Member: NSF Research in Learning and Education (ROLE)
Ad hoc reviewer for:
National Science Foundation Psychological Review
National Institutes of Health Language Acquisition
Science Language and Cognitive Processes
Memory and Cognition Child Development
Cognitive Development Language
Journal of Child Language First Language
Applied Psycholinguistics American Scientist
Contemporary Psychology Pittsburgh Undergraduate Review
Journal of Experimental Cognition
Child Psychology International Journal of Psychology
Personality and Soc. Psych. Bull. Cognitive Psychology
Journal of Memory and Language Studies in Language Sciences
Stanford Child Language Research Forum
Boston University Conference on Language Development
Society for Research in Child Development Biennial Conference
International Conference on Infant Studies
M.I.T. Press, Prentice Hall, Houghton Mifflin Company
Holt, Rinehart & Winston, Brooks/Cole, Simon & Schuster
Teaching Experience
Teachers College (2001-2006)
Graduate Courses:
Research Needs in Speech Language Pathology
Child Language Development
Child Language Disorders
Neural Basis of Language and Cognitive Development
Brain and Behavior II: Perception, Memory and Cognition
Seminars:
Brain, Biology and Language Development
Cognitive Neuroscience of Learning
Electrophysiology of Mental Processes
Integrative Seminar in Neurosciences and Education
New York University (2001)
Introduction to Psychology
University of Pittsburgh (1984-2000)
Undergraduate Courses:
Developmental Psychology
Language Development
Introduction to Cognitive Science
Introduction to Psychology
Freshman Studies
Graduate Core Courses:
Language Development
Theories in Developmental Psychology
Proseminar in Developmental Psychology
Seminars:
Seminar in Psycholinguistics
Natural Concepts and Semantic Development
Varieties of Language Acquisition: Cross-Linguistic Perspectives
Metrical Aspects of Language Acquisition
Brain, Biology and Language Acquisition
Language and Thought
Teaching and Professional Issues in Psychology
Harvard University (1983)
Space, Time and Motion
Stanford University (1982-83)
Developmental Psychology
Graduate Seminar: Evidence for the Structure of the Lexicon
Northeastern University (1981)
Child Language
Publications
Khamis-Dakwar, R., Froud, K. & Gordon, P. (2012). Acquiring diglossia: Mutual influences of formal and colloquial Arabic on children's grammaticality judgments. Journal of Child Language, 39 (1), 61-89.
Gordon, P. (2010). Worlds without words: Commensurability and Causality in Language, Culture and Cognition. In B. Malt and P. Wolff (Eds.) Words and the Mind. How Words Capture Human Experience. New York: Oxford University Press.
Year, J.E. & Gordon, P. (2009). Korean speakers’ acquisition of the English ditransitive construction: The role of verb prototype, input distribution, and frequency.
Modern Language Journal, 93, 399-417.
Gordon, P. (2009). Language and Consciousness. In W. Banks (Ed.) The Encyclopedia of Consciousness, Oxford, UK: Oxford University Press.
Gordon, P. (2008). Look Ma, no fingers! Are children numerical solipsists? Brain and Behavioral Sciences,31, 654-655
Gordon, P., & Miozzo, M. (2008) Can word formation be understood or understanded by semantics alone? Cognitive Psychology,56, 30-72.
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. http://psy-static01.bu.edu/posters/29/GangerBUCLD2004.pdf Online proceedings of the 27th Boston University Conference on Language Development.
Gordon, P. (2005). Response to letter concerning “Numerical Cognition without Words,” 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.” http://www.sciencemag.org/cgi/content/full/1094492/DC1 Science Online.
Gordon, P. (2003). The origin of argument structure in infant event representations. Proceedings of the 26th Boston University Conference on Language Development pp.189-198. 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 judgement 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, 485-504.
Gordon, P., Alegre, M.A., & Jackson, T. (1993). Finding the red rats eater: Lexical recursion in children's compounding. In E. Clark (Ed.) Procedings of the Twenty-Fifth Annual Child Language Research Forum. Stanford, Calif: CSLI.
Gordon, P. (1991). Review of A. E. Mills: "The acquisition of gender. A study of English and German." Applied Psycholinguistics, 12, 3.
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). Meaning for reading. Contemporary Psychology, 34, 52.
Gordon, P. (1989). Levels of affixation in the acquisition of English morphology. Journal of Memory and Language, 28, 519-530.
Gordon, P. (1989). Level-ordering and lexical acquisition. In ESCOL'89: Proceedings of the Sixth Eastern States Conference on Linguistics, Dept. of Linguistics, Ohio State University.
Gordon, P. (1988). Count/mass category acquisition: Distributional distinctions in children's speech. Journal of Child Language, 15, 109-128.
Gordon, P. (1988). Review of "The Cross-Linguistic Study of Language Acquisition". American Scientist, 76, 313.
Gordon, P. (1986). Level-ordering in lexical development. Cognition, 21, 7393.
Gordon, P. (1985). Evaluating the semantic categories hypothesis: The case of the count/mass distinction. Cognition, 20, 209-242.
Gordon, P. (1982). Early encoding of the count/mass distinction: Semantic or syntactic? Papers and Reports in Child Language Development, 21, Stanford University Linguistics Department, Stanford, California.
Gordon, P. (1981). Syntactic acquisition of the count/mass distinction. Papers and Reports in Child Language Development, 20, Stanford University Linguistics Department, Stanford, California.
Submitted for Publication
Khamis-Dakwar, R., Froud, K., & Gordon, P. (2009). Syntactic and morphological development in an Arabic diglossic situation. Journal of Child Language (under revision)
In Preparation
Jaensch, C., Heyer, V., Clahsen, H. and Gordon, P. (in prep) The plurals in compounds effect in adult and child English.
Ganger, J.B., & Gordon, P. (in prep.) Genes prevail when input fails.
Gordon, P. & Rodman, A. (in prep.) Functional Quantification of Object Mass Nouns in Children and Adults.
Gordon, A., Gordon, P, Porath, N. & Inhoff, S.W. (in prep). Look before you type? Eye gaze coordinates with initiation of hand movements in skilled typing.
Fabus, R. & Gordon, P. (in prep.) Evaluating the procedural deficit hypothesis in pre-school children with language and motor impairments.
Gordon, P. & Bellanca, K. (in prep.) Verb-Argument structure and infant event representations.
Scherf, S., Fiez, J. & Gordon, P. (in prep.). Do complex words contact their relatives? An event-related fMRI study of derivational morphology.
Invited Presentations
Causal relations between culture, language and cognition: The case of Piraha numerical cognition Emory University, Feb 13th 2008
The importance of being arbitrary: Causes of variation in numerical cognition and representation. Invited presentation at HOWL 4 Conference, Cognitive Sciences Program, Johns Hopkins University, Baltimore, MD, October 13th 2007.
Causal relations between culture, language and cognition: The case of Piraha numerical cognition. Invited presentation to the Society for Cultural Psychology Annual Conference, Memphis, TN, February 2007.
From event sense to sentence: The origins of argument structure in infant event representations. MIT/Harvard, Boston Mass, December 5th, 2006.
From event sense to sentence: The origins of argument structure in infant event representations. University of Connecticut, Department of Psychology, November 27th 2006.
What are words for? The intersection of language, culture and cognition in numerical cognition. University of Iowa, Department of Psychology, May 5th 2006.
From event sense to sentence: The origins of argument structure in infant event representations. University of Iowa, Department of Speech and Hearing Sciences, May 4th 2006.
What are words for? The intersection of language, culture and cognition in numerical cognition. Indiana University, Department of Psychology, April 11th 2006.
From event sense to sentence: The origins of argument structure in infant event representations. Indiana University, Department of Speech and Hearing Sciences, April 10th 2006.
The Origins of Argument Structure in Infant Event Representations, Brown University, Developmental Science Colloquium Series, March 24th, 2006.
On reason and number: The intersection of language, culture and cognition, Northwestern University, Cognitive Science Colloquium. November 15th, 2005.
Worlds without Words. Presented at the conference on Words and the World, Lehigh University, Bethlehem, PA, June 7th, 2005.
The Incompleteness of Language and Cognition: The case of Pirahã number. Harvard University Psychology Dept., May 6th, 2005.
From Event Sense to Sentence. Hunter College, March 16th, 2005.
The Incompleteness of Language and Cognition: The case of Pirahã number. Concordia University, Cognitive Sciences, Montreal, Canada. January 14th, 2005.
Meaning Memory and Morphology. Université de Montreal, École d'orthophonie et d'audiologie, January 15th, 2005.
The Incompleteness of Language and Cognition: The case of Pirahã number. Yale University Linguistics Department, November 12th, 2004.
The Origin of Argument Structure in Infant Event Representations. NYU Speech Language Pathology Department, November 10th, 2004.
The Incompleteness of Language and Cognition: The case of Pirahã number. Institute for Research in Cognitive Science, University of Pennsylvania, Philadelphia, PA. Oct 22nd, 2004.
The Origin of Argument Structure in Infant Event Representations. University of Pennsylvania. October 21st, 2004.
How innumeracy affects exact number representation and numerical estimation in the denizens of lowland Amazonia. Department of Psychology, Columbia University, April, 2004.
The Emergence of Meaning: Commentary on Larson and Wexler. Presented at the 10th annual MayFest Conference on Linguistics, University of Maryland, May, 2003.
Infant Event Representations as Precursors to Verb-Argument Structure. Speech and Hearing Sciences, CUNY Graduate Center, New York, NY, May, 2003.
The Emergence of Structure in Infant Event Representations. Department of Psychology, Columbia University, February, 2002.
Numerical Cognition without Words: Evidence from Amazonia. Columbia University Lecture Series on Language and Cognition, November, 2001.
The Role of Language in Numerical Cognition: Evidence from Amazonia. Department of Psychology, Princeton University, April, 2001.