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Professional Background

Educational Background

B.A. (Hons) in Psychology, University of Stirling (Scotland)
Ph.D. in Psychology, Massachusetts Institute of Technology

Scholarly Interests

Language acquisition and processing, Developmental Neuroscience of Language and Cognition, Cross-cultural studies of numerical cognition and linguistic knowledge. Infant event representations and verb argument structure, Behavioral Genetics of Language, Magnetic Resonance Imaging of brain functioning in language processing.

Field Research
Piraha villages, Maici River, Amazonia, Brazil: June 1991; June - August 1992; June 1993. Kadiweu reservation, Matto Grosso do Sul, Brazil: August, 1995

Selected Publications

Publications

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 27^th 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 16^th 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 21^st 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.