Teachers College, Columbia University



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: pgordon@tc.edu

Website:

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. 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.” 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, 73-93.

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.

The Role of Language in Numerical Cognition: Evidence from Amazonia. Department of Psychology, Brooklyn College, April, 2000.

Is Language Learnable? Department of Psychology, Lehman College, CUNY, February, 2000.

The Role of Language in Numerical Cognition: Evidence from Amazonia. Department of Psychology, Penn State University, February, 2000.

The Role of Language in Numerical Cognition: Evidence from Amazonia. Department of Psychology, New York University, November, 1999.

The Role of Language in Numerical Cognition: Evidence from Amazonia. Department of Psychology, The New School University, New York, November, 1999.

The Opportunistic Lexicon Department of Psychology, University of Trondheim, Trondheim, Norway, February, 1999.

Ways of Being Critical in a Critical Period. Invited Plenary Speaker. Conference on Generative Approaches to Second Language Acquisition (GASLA). Pittsburgh, PA, September, 1998.

Do morphological distinctions map onto processing distinctions? Department of Psychology, New York University, November, 1998.

Conceptual argument structure in 10-month-old infants. New York/New Jersey Infant Group, November, 1998.

When plurals occur inside compounds: Recursion in child morphology. University of Pittsburgh, Department of Linguistics colloquium, February, 1994.

On Critical Periods, Innateness and Second Language Learning. International Conference of the College English Teachers Association, 30th Anniversary, Seoul, Korea, July 1994.

Why Isaaoi can't count: Clues from Amazonia as to the origins of number. Department of Psychology, Gettysburg College, September, 1994.

Language: How much is learned and how much is innate? Carnegie Science Center, Pittsburgh, PA. "Psychology in Pittsburgh": APA Exhibit on Psychology, May-June, 1993.

Commentary on Rita Nolan: "Mutant Predicates: On the unnaturalness of grue" Society for Philosophy and Psychology. Montreal, Quebec, June 1992.

Structuring the lexicon in the acquisition of English morphology. University of Campinas, Linguistics Department Colloquium, Campinas, Brazil, August, 1991.

An Unquantified Life: Growing up in Amazonia, Ghosts in the Rain Forest. University of Pittsburgh, Psychology Department Colloquium, October, 1991.

Acquiring and Constraining Lexical Structure. Reading University, Departments of Psychology and Linguistics, Reading, England, December, 1990.

Modeling Morphological Development. Keynote Speaker, International Symposium in Memory of Ivan Georgov: Modeling Child Language. Blagoevgrad University, Teshovo Village, Bulgaria, June, 1990.

Verb-Based vs. Class-Based Acquisition of the Passive Construction. University of Pittsburgh, Linguistics Department Colloquium, February, 1987.

Levels of Affixation in Lexical Development. University of Pittsburgh, Linguistics Department Colloquium, March, 1986.

The Acquisition of the Count/Mass Distinction: Semantic or Syntactic? University of Pittsburgh Linguistics Department Colloquium, March, 1985.

Mechanisms of Language Acquisition: Discussion of Papers by Pinker, Roeper & Wexler. 20th Annual Carnegie Symposium on Cognition: Mechanisms of Language Acquisition. Carnegie Mellon University, May, 1985.

The Acquisition of the Count/Mass Distinction. Carnegie-Mellon University Linguistics Colloquium, December, 1984.

Level Ordering in Children's Lexicons. Max-Plank Institute for Psycholinguistics, Nijmegen, The Netherlands, December, 1984.

Conference Presentations

Ganger, J., & Gordon, P. (2009). Dissecting Heritability in Children’s Language. Winter Conference of the International Society for Developmental Psychobiology, St. Croix, USVI, January, 2009.

Khamis-Dakwar, R. & Gordon, P. (2007). Syntactic and Morphological Development in an Arabic Diglossic Situation. American Association for the Applied Linguistics, 2007 Conference Costa Mesa, California, April 21-24.

Gordon, P. & Rodman, A. (2006) Functional Quantification of Object Mass Nouns in Children and Adults. Presented at the 31st Boston University Conference on Language Development. Boston, MA, November 2006.

Gordon, P. (2005) From event sense to sentence. Paper presented at the symposium on the origins of argument structure. IASCL conference, Berlin, Germany, July 2005.

Fabus, R. & Gordon, P. (2005) Evaluating the procedural deficit hypothesis in children with fine motor impairments. Presented at the annual conference of NYSSHLA, Long Island, NY. April 2005.

Ganger, J., Dunn, S. & Gordon, P. (2005) Genes take over when the input fails: A twin study of the passive. Presented at SRCD, , Atlanta, GA, April 2005.

Miozzo, M. & Gordon, P. (2004). Past tense forms: A question of semantics? 45th Annual Meeting of the Psychonomic Society.

Ganger, J., Dunn, S. & Gordon, P. (2004) Genes take over when the input fails: Findings from a twin study of the passive. Presented at the Boston University Conference on Language Development, Boston, MA, November 2004.

Khamis-Dakwar, R. & Gordon, P. (2004). Syntactic and morphological development in an arabic diglossic situation. Presented at the First International Conference of Arabic Linguistics. Oxford University, Oxford, England, July 2004.

Gordon, P., Matlin, A., Joy, N., Aylward, E., Eisenband, J. (2004). What you see is not always what you get: Showing effects of event structure. Presented at the biennial meeting of the International Conference for Infant Studies, Chicago, IL, May 2004.

Gordon, P., Bellanca, K., Heller, M., Porath, N., Castle, G. (2004). Orientation specificity for infant event representations. Presented at the biennial meeting of the International Conference for Infant Studies, Chicago, IL, May 2004.

Gordon, P. (2003). The origin of argument structure in infant event representations. Presented at Boston University Conference on Language Development, Boston, MA, October 2003.

Gordon, P. (2002). Where do event representations come from? International Conference for Infant Studies, Toronto, Canada, April 2002.

Scherf, K.S, Gordon, P., Delgado, M.R., & Fiez, J.A., (2001). Imaging effects of morphological complexity in language-related brain regions: an event-related fMRI study. Cognitive Neuroscience Society, New York City, April 2001.

Scherf, K.S., Fiez, J.A., Robinson, E., Delgado, M.R., & Gordon, P. (2000). An event-related fMRI study of derivational morphology during a grammatical acceptability task. Society for Neuroscience, , New Orleans, LA, November 2000.

Scherf, K.S. & Gordon, P. (2000). Precursors to argument structure in infants’ event representations. International Conference on Infant Studies, Brighton, UK, July 2000.

Scherf, K.S. & Gordon, P. (1999). Where does argument structure come from? Biennial meeting of SRCD, Santa Fe, NM, April, 1999.

Alegre, M. & Gordon, P. (1998). Is there a dual system for regular inflections? First International Conference on the Mental Lexicon. Edmonton, Alberta. September 1998.

Alegre, M. & Gordon, P. (1998). Gang effects in derivational morphology. First International Conference on the Mental Lexicon. Edmonton, Alberta, September 1998.

Alegre, M. & Gordon, P. (1997). Frequency effects and the representational status of regular inflections. CUNY conference on sentence processing, UCLA, March 1997.

Gordon, P. & Chin, K. (1997). Critical period effects in Korean children’s acquisition of English. Society for Research in Child Development, April 1997.

Chung, T.R. & Gordon, P. (1997). Learnability of Chinese dative alternation. Paper presented at International Symposium on Cognitive Processes of the Chinese Language. University of Hong Kong, August 1997.

Chung, T.R. & Gordon, P. (1997). The acquisition of Chinese dative constructions. Paper presented at the 22nd Boston University Conference on Language Development, Boston, MA, November, 1997.

Sandalo, F. & Gordon, P. (1996). Acquisition and creolization of Condition C “violations” in Kadiweu and Portuguese. Paper presented at the 21st Boston University Conference on Language Development, Boston, MA, November 1996.

Gordon, P. (1994). Innumerate Amazonians and Kronecker's theism: One-two-many systems and the artificialism of number. European Society for Philosophy and Psychology, Paris, France, September 1-4, 1994.

Gordon, P. (1993). One-two-many systems in Amazonia: Implications for number acquisition theory. Biennial meeting of the Society for Research in Child Development, New Orleans, LA, March 25-28,1993.

Gordon, P., Alegre, M., & Jackson, T. (1993). Finding the red rats eater: Lexical recursion in children's compounding. Stanford Child Language Research Forum, Stanford, CA, April 1993.

Krackow, E. & Gordon, P. (1992). What contributes to the superior recall of event-based categorical relations? Human Development Conference, Atlanta, GA, April 1992.

Bellmer, A. & Gordon, P. (1992). When nouns don't surface as verbs: Preemption in children's denominal verbs. Boston University Conference on Language Development, October 1992.

Gordon, P. (1991). Within-verb actionality effects in children's passives. Biennial Meeting of the Society for Research in Child Development, Seattle, WA, April 1991.

Chafetz, J. & Gordon, P. (1989). The closed class in children's language processing. Biennial Meeting of the Society for Research in Child Development, Kansas City, MO, April 1989.

Gordon, P. (1989). U-shaped passive acquisition: Developmental or statistical anomaly? First Annual Meeting of the American Psychological Society, Alexandria, VA, June 1989.

Gordon, P. (1989). Level-ordering and lexical acquisition. Annual Meeting of the Eastern States Conference on Linguistics, University of Delaware, October 1989.

Gordon, P. (1987). Determiner and adjective categories in children's grammars. Biennial Meeting of the Society for Research in Child Development, Baltimore, MD, April 1987.

Gordon, P. & Chafetz, J. (1986). Lexical learning and generalization in the passive acquisition. Paper presented at the Eleventh Annual Boston University Conference on Language Development, October 1986.

Gordon, P. (1984). Level-ordering in lexical development. Presented at the Ninth Annual Boston University Conference on Language Development, October 1984.

Gordon, P. (1982). Early encoding of the count/mass distinction: Semantic or syntactic? Paper presented at SCLRF, March 1982.

Gordon, P. (1981). Syntactic acquisition of the count/mass distinction. Paper presented at the Stanford Child Language Research Forum (SCLRF), March 1981.

Grants and Awards

Improving the lives of children misdiagnosed with autism spectrum disorder BECTS project (Co-investigator). $1,000,000. Croll Trust. John Saxman and Bruce Roseman (PIs) and Peter Gordon, Karen Froud, Erika Levy (Coinvestigators).

Acquisition of adjective agreement in Spanish-speaking children with and without language impairment. Social Sciences and Humanities Research Council of Canada (R0013-392) $122,160. Awarded to: Phaedra Royle (PI) and Daniel Valois (co-PI), University of Montreal, Peter Gordon (co-PI), Columbia University.

Acquisition of neurophysiological instrumentation for language and movement processes. NSF Instrumentation Grant ($356,763). Awarded to Andrew Gordon and Peter Gordon (co-PI). 8/1/03 to 7/31/06.

Are babies rationalists or empiricists? Teachers College, Dean’s Grant for Faculty Research (2003).

Using eye tracking and the visual-world paradigm to evaluate language processing in children with Specific Language Impairment (SLI) and age-matched cohorts. Teachers College, Dean’s Grant for Faculty Research (2002).

Event Representations in Infancy. Teachers College, Dean’s Grant for faculty research (2001).

Functional Neuroimaging of Lexical Morphological Processing. Functional Imaging Research Project, University of Pittsburgh Medical Center, PI: Julie Fiez, co-PI: Peter Gordon.

Applying the Twin Method to Language Development in Children. NIH Individual National Research Service Award, Post-Doctoral Fellowship to Jennifer Ganger. Peter Gordon, sponsor (1998-2001).

Conceptual Argument Structure in Infancy. Central Research Development Fund, University of Pittsburgh to Peter Gordon, PI (1997-1999).

Innumeracy in Lowland Amazonia. Central Research Development Fund, University of Pittsburgh to Peter Gordon, PI (1992-1993).

Computing Enhancement Grant. Central Research Development Fund, University of Pittsburgh to Peter Gordon, PI (1991).

Pirahã Language Acquisition (Native Amazonian). Office of Child Development, University of Pittsburgh: Seed Grant for Cross-Disciplinary Research in Child Development to Peter Gordon and Dan Everett (1990-1991).

The Acquisition of Lexical Structure. National Science Foundation to Peter Gordon, PI (1988-1991).

Lilly Endowment Teaching Fellowship to Peter Gordon (1987-1988).

Language Development in Infancy Faculty of Arts and Sciences, University of Pittsburgh: Research Support Grant to Peter Gordon (1985-86).

Language Development in Infancy Faculty of Arts and Sciences, University of Pittsburgh: Research Support Grant to Peter Gordon (1985-86).

Canonical Encoding of Faces Central Research Development Fund, University of Pittsburgh, to Peter Gordon (1985-86).

Sloan Foundation Post-Doctoral Fellowship in Cognitive Science to Peter Gordon, Sloan Foundation. Stanford University (1982-83).

Grants Proposals Pending and Under Revision:

Collaborative Research: Neural Education Network. NSF linked collaborative grant proposal. $3,5000,000 requested. Peter Gordon (PI for New York City link - $720,000). Janet Dubinsky PI for linked project. (To be resubmitted, 2010)

Heritable and environmental contributions to rate of language development NIH

(Jennifer Ganger, PI, Peter Gordon, co-PI, under revision).

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