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January, 2013

VITARochel Gelman

Psychology and Cognitive Science Phone: 732 445 6154 (0635)Rutgers University- New Brunswick Fax: 732 445 6715152 Freylinghuysen Road e-mail: [email protected], NJ 08854-0820 US and Canadian Citizen

Education:

Honours BA, 1963, University of Toronto, Toronto, Canada MS, 1965, University of California, Los Angeles PhD, 1967, University of California, Los AngelesAwards and Honors:Phi Beta Kappa Lecturer – 2010-11 (See below)Fellow, Sage Mind Institute, University of California, Santa Barbara, May - June 08Distinguished Lifetime Scientific Contributions to Child Development, Society for Research in

Child Development (SRCD) -2007Member National Academy of Sciences, USA, elected 2006Distinguished Scientific Lecturer Series, Institute of Psych of the Chinese Academy of Science,

Beijing March 3007Visiting Scholar, Institute for Cognitive Neuroscience, Univ London, England (Oct-Jan. 2005-

06)Visiting Scholar, New York University, (2005 – 2006; save when in England)Mentor Award, Division 7, APA – Aug. 2003Inaugural Fellow, Cognitive Science Society, 2002- Fellow, American Academy of Arts and Sciences, 1999-William James Fellow, American Psychological Society, 1998-Distinguished Scientific Contribution Award, APA, 1995President, UCLA Psychology Alumni Association, 1994-95Phi Beta Kappa, UCLA, 1991 (was first a foreign member when only a Canadian)William Smith Term Professor, University of Pennsylvania, 1988-9Visiting Scholar: (1) Penn Israel Exchange, Tel Aviv, Israel, May-June, 1987; (2) Institute of Psychology, Beijing, China, November-December 1982Society of Experimental Psychologists, elected 1982Fellow, Center for Advanced Studies in the Behavioral Sciences, 1977-78;

1984-85 (Head, Project on Structural Constraints on Cognitive Development)President of Division 7, APA, 1985-86Fellow, APA, Divisions 3 & 7Fellow, American Psychological Society; Also Founding MemberNICHHD Senior Fellowship, 1984-85; 1977-79Early Career Research Contribution Award, APA, 1976Guggenheim Fellow, 1973-74First Class Honours, University of Toronto, 1963(skip to page 7 for former Rutgers PhD’s and Publications

Positions:2010-11- Phi Beta Kappa Scholar (lectured at 6 colleges for two days each, see below)2005-F’ Visiting Scholar, Institute for Cognitive Neuroscience, Univ. of London, Eng;

Also, Fall 2005-06 Psychology, New York University. 2005- Member, Ph.D. Faculty, Grad School of Education, Rutgers 2000- Professor of Psychology and Cognitive Science, Rutgers University

R. Gelman, Summer 2012

2002-2011 Co-Director, (with C.R. Gallistel) Rutgers Center for Cognitive Science1989-2000 Professor, Psychology, UCLA, Professor Emerita, Psychology, UCLA1999 ‘F Visiting Professor, Rutgers Center for Cognitive Sciences, Rutgers 1995-96 Visiting Scholar, Psychology, New York University.1995-99 Director, NIMH Training Grant in Developmental Cognitive Science, UCLA1989-94 Chair, Developmental Area, UCLA. 1984-85 Fellow, Center for Advanced Study in the Behavioral Sciences, Palo Alto.1981-82 Assoc. Grad Dean, School of Arts and Sciences, Univ. of Pennsylvania, 1968-89 Assistant, Assoc ('72) & Full ('77) Professor, Psych, Univ. of Pennsylvania.1977-78 Fellow, Center for Advanced Studies in the Behavioral Sciences.1974-81 Director of Graduate Studies, Psychology, University of Pennsylvania.1973-74 Visiting Scholar, School of Social Sciences, University of California, Irvine.1968 (summer), Visiting Assistant Professor, Institute of Child Development,

University of Minnesota.1967-68 Assistant Professor, Psychology, Brown University.

Professional Affiliations – all current:National Academy of Science, American Academy of Arts and Sciences, American

Psychological Society, Cognitive Science Society; Cognitive Development Society; Piaget Society; Psychonomics Society; Society for Research in Child Development (SRCD); American Psychological Association- Div 3 & 7 (Fellow, Former Chair. 7); Women in Cognitive Science.

Professional Activities:Recent and Current Activities (All invited)

1) A webinar for Front Porch – Sept. 2012. Science for Preschool? Yes and No.2) Liaison for Division 52 of the NAS to the NAS Board of Behavioral, Social and

Educational Sciences. 2010-13. Responsible for nominating members and reviewers for all study panels and publications that are pertinent to the Behavioral and Social Sciences, especially for Psychology and Cognitive Science.

3) Member of Social and Developmental Nomination Committee- 2011 -- American Academy of Arts and Sciences

4) Member committee to oversee the development of an early education and care facility to be dedicated to nutrition, food and science. 2012--

5) Instructor at the Latin American School for Education, Cognitive and Neuroscience. San Pedro de Atacama –Chile. March 7-11, 2011

6) Organized the visit of 6 leading Chinese members of the Institute of Psychology, Chinese Academy of Science. Goal to find topics that could develop into shared research platforms. October, 2011; Four of us selected by the Chinese to go to China.

7) Member of ad hoc review team for NICHHD, November, 20118) Member, expert panel for research institute funded by AID to develop a battery for

assessing knowledge of number in Africa9) Invited as outside expert to join a meeting of the State of California panel that is

developing Science Standards for Preschool. 10) Consultant to PBS-NYC re how to add science learning to Sesame Street programs. 11) Special RTI International USAID workgroup on Early Grade Math Assessment (EGMA)

for developing a math test to be used internationally, especially in third world countries. Jan 14-15, 2009, Washington, DC.

12) Spencer Foundation. Panel, Developmental Science goes to school. Oct. 2007, Chicago, Invited.

13) Special Macarthur Foundation meeting, Children and housing, Nov. 2007, Chicago. 14) Leader of Rutgers Center for Cognitive Science team (including Dean Galili) going to

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Beijing, China to set up a formal educational/research exchange with the Institute of Psychology of the Chinese Academy of Science, Dec. 2007.This lead to a Memo of Agreement that was signed by Furmanski for Rutgers and a witness of the Chinese Academy of Science for the Institute of Psychology in China.

15) Member of Advisory Board to KCET (Los Angeles) their program “Sid the Science Kid” which is broadcast nationally. A program that is based on my work, in collaboration with Brenneman (here) and Macdonald and Roman at UCLA. Features science for preschoolers that is based upon my work and its application to a preschool science program. Related to the book that is in press (see below). 2006-present

16) Member of the National Institute for Early Education Research (NIEER) Scientific Board. Based at the Graduate School of Education, 2006-

17) Invited speaker at a meeting to review visuals that could be used in the 9/11 Memorial Museum/ Invited. New York, NYC. – June ‘08

15) Member NIH electronic review panel, grants on developmental disabilities, Feb.08, 2008

(1.a) Editorial/Review Boards- current: California Science Museum; Applied Developmental Psychology, 2000-; Cognitive Psychology, 1977-; Applied Developmental Psychology 2001-: Center for Advanced Study in the Behavioral and Social Sciences – Review of applicants for 2008- fellowships; Ad hoc Reviews for NSF- every year; Occasional Reviewer since 2006 for PNAS: Handbook of Mathematical Psychology, Perception and Psychophysics, Cognition, Cognitive Development, Cognition and Development, Developmental Psychology Developmental Science, Cerebral Cortex, Nature, Science, Early Childhood Quarterly, Psychological Science, Cognitive Science, Journal of Experimental Psychology, Nature, Science, Infancy, NIMH, NSF, Canada Council and comparable councils in Australia and Israel, W.T. Grant Foundation, NY; Carnegie Corp.; NY. NY; Spencer Foundation, NIMH B Start Program; Radcliffe Institute for Advanced Studies; (1.b) Co-Associate Editor: (with Richard Lerner). International Encyclopedia of Psychology, Developmental Sections, Chief Editor, A. Kadzin, American Psychological Association. (2). Advisory Committees or Board Membership Ad hoc committee: Yeshiva University, rebuilding their Psych Department, 2006.Book award committee – Division 7, American Psychological Assoc. 2005-2008Program Committee, for 2005 meeting of the Cognitive Science Society Psychology Department, Visiting Committee, Harvard University, 2003-05Governing Board, American Psychological Society, 1999-2002Board of Behavioral, Cognitive, and Sensory Sciences, The National Research Council, May

1997-2004 Developmental Review, Canadian Institute for Advanced Research 2002

(3) Rutgers Committees/Activities(3.1) SciWomen Advisory Board, 2010--(3.2) Co-Director (with E. Lepore). RuCCS Undergrad and Grad Cogsci students(3.3) Co-Author (with C.R. Gallistel) Internal Review for Dec. 2012 RuCCS External

Review (3.4) Spearheaded the creation of Memo of Understanding between RuCCS and the Institute

of Psychology, Chinese Academy of Science – signed March 2008(3.5) Ad hoc PII Committees to review most advanced files for promotion of Professors to

Level II for Deans, save when on sabbatical (3.6.) Helped prepare RuCCS Cluster Review Material (With Gallistel and staff)

Helped prepare Psych Department Cognitive Materials for Cluster ReviewPrepared documents for the AEF and proposals for consideration by the Foundation for the Campaign.

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(3.7) Chair of RuCCS Merit Review – all years save when on sabbaticalCognitive Area Coordinator – 2001- 07 (on leave 05-06)Search Committee Chair – 2004; and 2006-07 for a psycholinguist or computational linguistAttend School of Arts and Sciences Dean’s Chairs Meetings Executive Committees, Center for Cognitive Science (F 2000- ) and Department of Psychology (July 2001- 5; July 2008-Dec 2008) Long-term planning committee – Department of Psychology; Current and previous committeeSenior Faculty on the NSF Center For Learning and Teaching MetroMathSenior Faculty on the Mind-Brain Center – specifically regarding individual’s

cognitions about diseases.(4.1) Member, Child Care Committee, Department of Psychology, 2000-2012

Member (with Ernie Lepore) RuCCS Special advisor to the University of Porto, Portugal, 2005 and many other International settings. –IRB for Human Subjects, Rutgers University, June 2001-2

Sample of Past Professional ActivitiesCommittee, Preschool Pedagogy, The National Research Council, May 1998- 2000Consultant, Keck Foundation Center for Math and Science, Crossroads High School, Santa

Monica, California, Sept. 1996-2000Committee on The Science of Learning, National Research Council (NRC), 1995-99Child Care Services Advisory Board, UCLA; Executive Committee, 1989-2000UCLA Cognitive Science Research Program, UCLA, 1989 -2000

Executive Committee of the International Union of Psychological Sciences (IUPsyS), 1989-96 and The United States National Committee (IUPsyS) 1986-96Co-Director (with L. Gleitman and A. Joshi) of Cognitive Science, University of

Pennsylvania, 1980's. ALSO – Member of earlier NAS Committees - including the one led by Smelser-Luce and the early years of the Children and Families Committee

GrantsR. Gelman, at University of Pennsylvania, a Small 3-yr NIH grant as well as several subsequent

grants from the Sloane Foundation (either with A. Joshi and L. Gleitman to support some Cognitive Science initiatives, including a conference at Penn about constraints on cognitive development and a followup for a small group to meet at the Center for Advances in Behavioral and Sciences during 1985-86.

R. Gelman, NSF -- Studies in cognitive development. Funded without interruption from early 70’s to 2002. RUE add on while at UCLA.

R. Gelman (Co-PI’s, K. Brenneman and C. Massey). NSF-Reese, Sept, 01, 2005 to Sept. 30, 2010 (Total $1,015,000)- Cognitive development and beyond.

R. Gelman, NASA Advancing the science experience of young children. $338,398.R. Gelman, State of California, and with G. Meck U.S. Department of Education – Funding to

support development of Science into ESL with G. M. head of ESL Department at a large L.A. Public High School

R.Gelman - McDonnell Foundation. What is dyscalculia? Sept. 01, 2003 to Sept. 15, 2009, ($154,900). NSF- (RUE) add-on for study of misunderstanding of diseases mechanisms.)

R.Gelman -NIMH (July'95- June '2000). -- Training grant in developmental cognitive science.$ 101,822.

R.Gelman & 8 PI’s. NSF LIS Initiative. -- Learning in complex environments by natural and artificial systems. ). I was the first PI but could not move the grant to Rutgers. Remaining funds and a matching contribution of $75, 000 Direct Costs from the Dean

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continued under joint supervision with Kellman and paid for my continued collaborative work at UCLA, including the effort to take experimental findings on cognitive development and learning to the classroom. Oct '97-Sept 2002.

Rutgers- Fund to support shared research platforms with members of the Institute of Psychology, Chinese Academy of Sciences ($100, 000 –at least the same amount from China.)

R. Gelman (Co- PI’s, G.Goldin & L.Steinberg). Computational modeling of domain specific processes: The case of learning about fractions (rational numbers). $75,000

R. Gelman Rutgers – funds remaining from Rutgers research grants and IDC returns to PI.

Government or Foundation Fellowships for Individuals at Rutgers-Felicia Horowitz –RuCCS, then Spencer Postdoctoral Fellow for two years:

Now: Assistant Professor, Psychology, Drexel University - Kristen Syrett (with Julienne Musolino), Postdoctoral Fellow, RuCCS, NIMH – Sept’2008-

Aug. 2011; Now – Assistant Professor of Linguistics, Rutgers. Assistant Professor of Linguistics and RuCCS

-Natalie Obrecht (with Gretchen Chapman) NSF Predoctoral Fellow; Now- Assistant Professor of Psychology, Patterson University

Jen Cooper – NSF Predoctoral Fellowship; Postdoctoral, Psychology and Education, Univ. WisconsinSara Cordes (with C.R. Gallistel) – NSF Predoctoral Fellow; then an NIMH Postdoctoral at Duke

Now - Assistant Professor of Psychology Boston College; Holds a Sloan FellowowshipJennifer Jacobs –NSF Predoctoral Fellowship application

Publications and Manuscripts:Books and MonographsGelman, R. Brenneman, K., Macdonald, G., & Roman, M. (2010). Preschool pathways to

science: Ways of doing, thinking, communicating and knowing about science. Baltimore, MD. Brookes Publishing.

Gelman, R. et al. – Above reprinted in 2012, Under contract for translation into Chinese (traditional characters), Taiwan.

Translated into Turkish by a private preschool.Gelman, R. & Au, T. (Eds.). (1996). Cognitive and perceptual developmental. Vol. XIII.

Handbook of perception and cognition. (Eds.) E. Carterette & M. Friedman, Academic Press.

Carey, S. & Gelman, R. (Eds.). (1991). The epigenesis of mind: Essays on biology and cognition. Hillsdale, NJ: Erlbaum Associates.

Gelman, R. (1990). (Guest editor) Cognitive Science, 14(1): Title of volume: Structural constraints on cognitive development. Special Issue.

Gelman, R. & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, Mass: Harvard University Press. Second printing, 1985. Paperback issue with new preface, 1986. Translated into Japanese (1989) and Italian (1988).

Trabasso, T. R. , Bower, G., & R. S. Gelman. (1968). Attention in learning: Research and theory. New York: Wiley. (A citation classic).

Recent Papers and Chapter (Since 2005).R] Chesney, D., & Gelman, R. (2012). Visual nesting impacts approximate number system

estimation. Attention, Perception and PsychophysicsR] Nayfeld, I., Brenneman, K., & Gelman, R. (2012). Science in the classroom: Finding a

balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education and Development.

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R] Syrett, K., Musolino, J., & Gelman, R. (2012). How can syntax support number word learning,? Language Learning and Development.

R] Syrett, K., Musolino, J., & Gelman, R. (2012). Number word acquisition: Bootstrapping, cardinality and beyond. (reply to cardinality). Language Learning and Development.

Gelman, R., & Brenneman, K. (2011). Science classrooms as learning labs. (pp. 113-126). In N. Stein & S. Rauschfeld (Ed.). Cognitive developmental science. (Also an invited Address – during 2008). New York: Routledge.

Gelman, R, & Brenneman, K. (2011) Moving young “scientists-in -waiting onto science learning pathways. In. J. Shrager, S. Carver, 2011). Carnegie Symposium: Essays in Honor of David Klahr. APA Press: Washington, DC.

Gelman,R. (2009). Learning in core and non-core domains. In L.Tommasi, L, Nadel & M . Peterson (Eds). The new cognitive science. Cambridge, MA: MIT Press

R] Leslie, A.M., Gelman, R., & Gallistel, C.R. (2009). The generative basis of natural number concepts. Trends in Cognitive Sciences. Pp. 643

Gelman, R. (2009) Counting and arithmetic principles first. Commentary for feature article by L, Rips. Brain and Behavioral Sciences.

Gelman, R. (2009). Cognitive development and beyond. In M. Piatelli-Palmarini. (Ed). Of minds and language. Encounters with Noam Chomsky. Oxford University Press.

R] Obrecht, N.A., Chapman, G.B. & Gelman R.( 2009). An encounter frequency account of how experience affects likelihood estimation. Memory and Cognition. 37, 632-643

R]Leslie, A., Gelman, R., & Gallistel, C.R. (2008). The generative basis of natural number concepts. Trends in Cognitive Science

Leslie, A., Gallistel, C.R., & Gelman, R (2007). Where integers come from. In (P. Caruthers, S. Laurence & S. Stich) The Innate Mind: volume 3: Foundations and the future. Oxford University Press.

[R]Cordes, S., Gallistel, C.R., Gelman, R. & Latham, P. (2007). Nonverbal arithmetic in humans: light from noise. Perception and Psychophysics,

[R]Obrecht, N.A., Chapman, G.B. & Gelman R. (2007) Intuitive t tests: Lay use of statistical information. Psychonomics Bulletin and Review, 14, 1147-1152

[R]Hurewitz, F., Papafragou, Gleitman, L. R., & Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language learning and development, 2, 77-96

[R]Gelman, R. (2006). The young child as natural-number arithmetician, Current Directions in Psychological Science, 15,193-197. Reprinted Readings in Developmental Psychology, (2008) (Ed.) L. Liben., Washington, DC, APS Press.

[R]Hurewitz, F., Gelman, R. & Schnitzer, B. (2006). Sometimes area counts more than numbers. Washington, DC: Proceedings of the National Academy of Science, National Academy Press,

Cordes, S. & Gelman, R. (2005). The young numerical mind: What does it count? In. Campbell, J. (Ed). Handbook of mathematical cognition. Psychology Press, UK. pp 128- 142.

Gelman, R. (2006) Cognitive development goes to school. In (Ed.) J. can Kuyk. Early childhood education. Netherlands.

[R]Gelman, R. & Buttterworth, B. (2005). What is the relationship between number and language? Trends in Cognitive Science, 9, 6-10.

Gallistel, C.R. & Gelman, R. (2005). Mathematical cognition. In (Ed. K. Holyoak & R. Morrison.) Cambridge handbook of thinking and reasoning. New York, NY: Cambridge University Press.

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The rest are in reverse chronological order. Berlyne, D. E., Salapatek, P. H., Gelman, R. S., & Zener, L. S. (1964). Is light increment really

rewarding to the rat? Journal of Comparative and Physiological Psychology, 58, 148-151.

Berlyne, D. E., Borsa, D. M., Craw, M. A., Gelman, R. S., & Mandell, E. E. (1965). Effects of stimulus complexity and induced arousal on paired-associate learning. Journal of Verbal Learning and Verbal Behavior, 4, 291-299.

Trabasso, T. R., Deutsch, J. A., & Gelman, R. S. (1966). Attention in discrimination learning of young children. Journal of Experimental Child Psychology, 4, 9-19.

Gelman, R. S. (1969). Conservation acquisition: A problem of learning to attend to relevant attributes. Journal of Experimental Child Psychology, 7, 167-187. (repeatedly reprinted; a citation classic.)

Gelman, R. (1970). A review of H. Furth's Piaget and Knowledge and Phillip's The origins of intellect: Piaget's theory. American Scientist.

Gelman, R. (1971). Piaget and education. Contemporary Psychology, 16, 312-313.Gelman, R. S. (1972). Logical capacity of very young children: Number invariance rules. Child

Development, 43, 75-90.Gelman, R. S. & Weinberg, D. H. (1972). The relationship between liquid conservation and

compensation. Child Development, 43, 371-383.Gelman, R. (1972). The nature and development of early number concepts. In H. W. Reese (Ed.),

Advances in Child Development, 3, New York: Academic Press. Shatz, M., & Gelman, R. (1973). The development of communication skills: Modifications in the

speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38 (5, Serial No. 152).

Gelman, R., & Tucker, M. F. (1975). Further investigations of the young child's conception of number. Child Development, 46, 167-175.

Goldin-Meadow, S., Seligman, M. E. P., & Gelman, R. (1976). Language in the two-year old. Cognition, 4(2), 189-202.

Gelman, R. (1977). How young children reason about small numbers. In N. Castellan, D. B. Pisoni & G. Potts (Eds.), Cognitive Theory. Vol. 2. Hillsdale, NJ: Erlbaum.

Gelman, R., & Shatz, M. (1977). Appropriate speech adjustments: The operation of conversational constraints on talk to two-year-olds. In M. Lewis & L. Rosenblum (Eds.), Interaction, conversation and the development of language. New York: Wiley.

Bullock, M., & Gelman, R. (1977). Numerical reasoning in young children: The ordering principle. Child Development, 48, 427-434.

Shatz, M. & Gelman, R. (1977). Beyond syntax: The influence of conversational constraints on speech modifications. In C. Ferguson & C. Snow (Eds.), Talking to children: Language input amd acquisition. Cambridge, Eng: Cambridge University Press.

Gelman, R. (1978). Counting in the preschooler: What does and does not develop. In R. S. Siegler (Ed.), Children are thinking: What develops? Hillsdale, N. J: Erlbaum.

Gelman, R. (1978). Cognitive development. Annual Review of Psychology, 29, 297-332.Bullock, M., & Gelman, R. (1979). Preschool children’s assumptions about cause and effect:

Temporal ordering. Child Development, 50, 89-96.Gelman, R. (1979). Preschool thought. American Psychologist, 34, 900-905. (Reprinted in 6

collections of readings and translated into Japanese.)Gelman, R. (1980). What young children know about numbers. Educational Psychologist, 15,

54-68. (Translated into Chinese.)Gelman, R. (1980). Why we will continue to read Piaget. The Genetic Epistemologist, 8, 1-3.Gelman, R., Bullock, M., & Meck, E. (1980). Preschoolers' understanding of simple object

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transformations. Child Development, 51, 691-699.Gelman, R., a& Spelke, E. (1981). The development of thoughts about animate and inanimate

objects: Implications for research on social cognition. In J. H. Flavell and L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 43-66). Cambridge, England: Cambridge University Press.

Gelman, R. (1982). Basic numerical abilities. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence: Vol. 1. Hillsdale, N. J.: Erlbaum. (Translated into Japanese)

Gelman, R. (1982). Complexity in development and developmental studies. In A. Collins (Ed.), 1980 Minnesota Symposium on Child Development. Hillsdale, NJ: Erlbaum.

Gelman, R. (1982). Accessing one-to-one correspondence: Still another paper about conservation. British Journal of Psychology, 73, 209-220.

Bullock, M., Gelman, R., & Baillargeon, R. (1982). The development of causal reasoning. In Friedman (Ed.), Development of time concepts. New York: Academic Press.

Starkey, P. & Gelman, R. (1982). The development of addition and subtraction abilities prior to formal schooling in arithmetic. In Carpenter, T. P., Moser, J. M. & Romberg, T. A. (Eds.), Addition and subtraction: A developmental perspective. Hillsdale, N. J.: Erlbaum.

Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. In J. H. Flavell & E. Markman (Eds.), Cognitive Development: Vol. 3. Handbook of child development. New York: Wiley.

Gelman, R. (1983). Overview remarks on the transition from prelinguistic to linguistic communication. In R. Golinkoff (Ed.), The translation from prelinguistic to linguistic communication: Issues and implications. Hillsdale, N. J.: Erlbaum.

Gelman, R. (1983). Recent trends in cognitive development. In J. Schierer & A. Rogers (Eds.), The G. Stanley Hall Lecture Series, Vol. 3, APA. Washington, D. C.

Gelman, R., & Meck, E. (1983). Preschoolers' counting: Principles before skill. Cognition, 13, 343-359.

Gelman, R., Spelke, E. S., & Meck, E. (1983). What preschoolers know about animate and inanimate objects. In D. Rogers (Ed.), The development of symbolic thought. London: Plenum. (Translated into Japanese)

Miller, K. & Gelman, R. (1983). The child's representation of number: A multidimensional scaling analysis. Child Development, 54, 1470-1479.

Gelman, R. (1983). Les bébés et le calcul. La Recherche, 14, 1382-1389.Starkey, P., Spelke, E. S. & Gelman, R. (1983). Detection of intermodal numerical

correspondences by human infants. Science, 222, 179-181.Greeno, J. G., Riley, M. S. & Gelman, R. (1984). Conceptual competence and children's

counting. Cognitive Psychology, 16, 94-143.Resnick, L. B. & Gelman, R. (1984). Mathematical and scientific knowledge: An overview. In

H. Stevenson & Q. C. Ching (Eds.), Issues in cognition. Proceedings of a joint conference in Psychology: National Academy of Sciences/Chinese Academy of Sciences. American Psychological Association, Washington, D. C.

Gelman, R. (1985). The developmental perspective on the problem of knowledge acquisition: A discussion. In S. Chipman, J. Segal & R. Glaser (Eds.), Thinking and learning skills. Vol. 2. Hillsdale, NJ: Erlbaum.

Starkey, P., Spelke, E. S., Gelman, R. (1985). Detection of number or numerousness by human infants: Reply to Davis et al. Science, 228, 1222.

Gelman, R., & Brown, A. L. (1985). Early foundations of cognitive development. (Center for Advanced Study in the Behavioral Sciences Annual Report). Palo Alto, CA.

Gelman, R. (1986). Toward an understanding-based theory of mathematics learning and instruction, or, in praise of Lampert on teaching multiplication. Cognition and

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Instruction, 3(4), 349-355. Gelman, R., & Brown, A. L. (1986). Changing views of cognitive competence in the young. In

N. Smelser & D. Gerstein (Eds.), Discoveries and trends in behavioral and social sciences (pp. 175-207). Commission on Behavioral and Social Sciences and Education, Washington, DC: National Research Council Press.

Gelman, R., & Meck, E. (1986). The notion of principle: the case of counting. In J. Hiebert (Ed.), The relationship between procedural and conceptual competence. Hillsdale, NJ: Erlbaum Associates.

Gelman, R., Meck, E., & Merkin, S. (1986). Young children’s numerical competence. Cognitive Development, 1, 1-29.

Kuzmak, S., & Gelman, R. (1986). Young children's understanding of random phenomena. Child Development, 57, 559-566.

Waxman, S., & Gelman, R. (1986). Preschoolers' use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.

Feldman, H. & Gelman, R. (1987). Otitis media and cognitive development: Theoretical perspectives. In J. F. Kavanagh (Ed.). Otitis Media and Child Development. Parkton, MD: York Press.

Gelman, R. (January, 1987). Commentary on Gelman's (1969) Conservation acquisition: A problem of learning to attend to relevant attributes. Citation Classic, Current Contents/Social and Behavioral Sciences, 20(4): 14.

Gelman, R., & Cohen, M. (1988). Qualitative differences in the way Down syndrome and normal children solve a novel counting problem. (pp. 51-99). In L. Nadel (Ed.). The psychobiology of Down Syndrome. Cambridge, MA: MIT Press/Bradford Books.

Gelman, R., & Massey, C. R. (1988). The cultural unconscious as contributor to the supporting environments for cognitive development. Commentary on Saxe, Guberman & Gearhart. Society for Research in Child Development Monographs. Serial No. 216, 52, No.2 (pp. 138-151).

Massey, C., & Gelman, R. (1988). Preschoolers’ ability to decide whether a photographed unfamiliar object can move itself. Developmental Psychology, 24(3), 307-317.

Gelman, R., Cohen, M., & Hartnett, P. (1989). To know mathematics is to go beyond thinking that "Fractions aren’t numbers". Proceedings of Psychology of Mathematics Education. Volume 11 of the North American Chapter of the International Group of Psychology. Also published as a Technical Report in the UCLA Cognitive Science Research Program Series, UCLA-CSCR-90-5, (pp. 1-39).

Gelman, R., & Greeno, J. G. (1989). On the nature of competence: Principles for understanding in a domain. In L. B. Resnick (Ed.), Knowing and learning: Essays in honor of Robert Glaser, (pp. 125-186). Hillsdale, NJ: Erlbaum Associates.

Waxman, S. R., Chambers, D.W., Yntema, D.B., & Gelman, R. (1989). Complementary versus contrastive classification in preschool children. Journal of Experimental Child Psychology, 48, 410-422.

Gelman, R. (1990). Structural constraints on cognitive development: Introduction. Cognitive Science, 14, 3-9.

Gelman, R. (1990). First principles organize attention to relevant data and the acquisition of numerical and causal concepts. Cognitive Science, 14, 79-106.

Gallistel, C. R., & Gelman, R. (1990). The what and how of counting. Cognition, 34, 197-199.Starkey, P., Spelke, E., & Gelman, R. (1990). Numerical abstraction by human infants.

Cognition, 36, 97-127.Gelman, R., & Meck, E. (1991). Premiers principles et conception du nombre. (Early principles

aid initial but not later conceptions of number). In J. Bideaud, Cl. Miljac & J. P. Fischer (Eds.), Les chemins du nombre. Lille, France: Presses Universitaires de Lille. PP 211-

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234. Gallistel, C.R., & Gelman, R. (1991). Subitizing: The preverbal counting process. In F Craik,

W. Kessen & A. Ortony (Eds.), Essays in honor of George Mandler (pp. 65-81). Hillsdale, NJ: Erlbaum Associates.

Gallistel, C. R., Gelman, R., Brown, A., Carey, S., & Keil, F. (1991). Lessons from animal learning for the study of cognitive development. In S. Carey & R. Gelman, (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale, NJ: Erlbaum Associates.

Gelman, R. (1991). Epigenetic foundations of knowledge structures: Initial and transcendent constructions. In S. Carey & R. Gelman, (Eds.). The epigenesis of mind: Essays on biology and cognition (PP 293-322). Hillsdale, NJ: Erlbaum Associates

Gelman, R., Massey, C., & McManus, M. (1991). Characterizing supporting environments for cognitive development: Lessons from children in a museum. In J. M. Levine, L. B. Resnick, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 226-256). Washington, DC. American Psychological Association.

Starkey, P., Spelke, E. S., & Gelman, R. (1991). Toward a comparative psychology of number. Cognition, 39, 171-172.

Gallistel, C. R. & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74

Gelman, R & Meck, E. (1992). [English version of above, with an addendum]. Early principles aid initial but not later conceptions of number. In J. Bideaud, C. Meljac & J. P. Fischer (Eds.). Pathways to number. Hillsdale, NJ. Erlbaum Associates. pp. 171-189; and addendum to book.

Gelman, R. (1993). A rational-constructivist account of early learning about numbers and objects. In D. Medin (Ed.).Learning and motivation. Vol. 30. pp. 61-96. Academic Press: New York.

Fowler, A. E., Gelman, R., & Gleitman, L. R., (1993). The course of language learning in children with Down syndrome. In Tager-Flusberg (Ed.), Constraints on language acquisition: studies of atypical populations. pp. 91- 140. Hillsdale, NJ: Erlbaum.

Gelman, R. (1994). Constructivism and supporting environments. In D. Tirosh (Ed.), Implicit and explicit knowledge: An educational approach. General Editor, S. Strauss, Vol. 6, New York: Ablex.

Gelman, R. & Brenneman, K. (1994). First principles can support both universal and culture-specific learning about number and music. In L. Hirschfeld & S. Gelman (Eds.). Mapping the mind: domains, culture and cognition. Cambridge, England, New York: Cambridge University Press.

Gelman, R., Durgin, F. & Kaufman, L. (1995). Distinguishing between animates and inanimates: Not by motion alone. In D. Sperber, D. Premack, & A. Premack, (Eds.), Causality and Culture: Oxford, Eng: Plenum Press.

Gelman, R. & Lee Gattis, M. (1995). Trends and developments in educational psychology in the United States. In Recent trends and developments in educational psychology: Chinese and American perspectives. UNESCO Publishing: Paris, France.

Gelman, R, Meck, G., Romo, L, Meck, B., Francis. W, & Fritz, C.O., (1995). Integrating science concepts into intermediate English as a second language (ESL) instruction. In R. F. Macias & R. Garcia-Ramos (Eds.). Anthology of the Linguistic Minority Research Institute, Vol. 1., Santa Barbara and Santa Cruz, Univ. of California.

Brenneman, K., Massey, C., Machado, S. & Gelman, R., (1996). Young children’s plans differ for "writing" and drawing. Cognitive Development, 11, 397-419.

Gelman, R. (1997). Constructing and using conceptual competence. Cognitive Development. 12, 305-313.

Gelman, R. & Williams, E. (1998). Enabling constraints for cognitive development and learning:

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Domain specificity and epigenesis. In D. Kuhn & R. Siegler, (Eds.). Cognition, perception and language. Vol. 2. Handbook of Child Psychology (Fifth Ed). (pp. 575-630). W. Damon, Editor-in-Chief; New York: John Wiley and Sons.

Gelman, R. (1998). Domain specificity in cognitive development: Universals and nonuniversals. In Sabourin, M., Craik, F. & Robert, M. (Eds.) Advances in psychological science: Vol. 2. Biological and cognitive aspects. Hove, Eng: Psychology Press Ltd. Publishers.

Hartnett, P. M., & Gelman, R. (1998). Early understandings of numbers: Paths or barriers to the construction of new understandings? Learning and Instruction: The Journal of the European Association for Research in Learning and Instruction, 8(4), 341-374.

Gelman, R. (1998). Cognitive development. In H. S. Friedman, (Ed.), International Encyclopedia of Mental Health, Vol. 1. (pp. 489- 498). San Diego, CA: Academic Press.

Gelman, R. (1998). Cognitive development. In Wilson, R. & Keil, F. (General Editors), Electronic version (http://mitpress.mit.edu/MITECS/work/gelmanr.html) is posted in The MIT Encyclopedia of Cognitive Sciences. Cambridge, MA: The MIT Press. - Printed version, in press (1999), Cambridge, MA: MIT Press/Bradford Press.

Gelman, R, (1997, 1998). Intuitive mathematics. In Wilson, R. & Keil, F. (General Editors), Electronic version (http://mitpress.mit.edu/MITECS/work/gelmanr.html) is posted in The MIT Encyclopedia of Cognitive Sciences. Cambridge, MA: The MIT Press. - Printed version, in press (1999), Cambridge, MA: MIT Press/Bradford Press.

Joram, E., Subrahmanyam, K., & Gelman, R. (1998). Measurement estimation: Learning to map the route from number to quantity and back. Summer. Journal of Educational Review.

Whalen, J., Gallistel, C. R., & Gelman, R. (1999). Non-verbal counting in humans: The psychophysics of number representation. Psychological Science,

Subrahmanyam, K, Gelman, R, & Landau, B. (1999). Shape, material and syntax: interacting forces in the acquisition of count and mass nouns, Language and Cognitive Processes,

Gallistel, C.R. & Gelman, R. (2000). Non-verbal cognition: from reals to integers. Trends in Cognitive Science, 4, 59-65.

Gelman, R. (2000) Domain specificity and variability. 71, 854-856, Child Development.Gelman, R. (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental

Psychology. 21, 27-37. Fritz, C. O., Morris, P. E., Bjork, R. A., Gelman, R. & Wickens, T.D. (2000). When further

learning fails: Stability and change following repeated presentation of text. British Journal of Psychology, 91, 493-511

Cordes, S., Gelman, R., Gallistel, C.R., & Whalen, J. (2001) Variability signatures distinguish verbal from non-verbal counting—even in the small number range. Psychonomics Bulletin and Review, 8(4), 698-707.

Gelman, R., & Cordes, S. A. (2001). Counting in animals and humans In E. Dupoux (Ed.). Cognition, Cambridge, MA: MIT Press.

Subrahmanyam, K., Gelman, R, &. Lafosse, A. (2002) Animate and other separably moveable things. In E. Fordes. & G. Humphreys. (Eds.) In Category-specificity in brain and mind. London Eng.: Psychology

Gelman, R., Romo, L. & Francis, W. (2002). Notebooks as windows on learning: The case of a science-into-ESL program. In N. Granott & J. Parziale (Eds.) Microdevelopment. pp. 269-293. Cambridge, Eng: Cambridge Univ. Press.

Gelman, R. (2002). Animates and other worldly things.(pp.75-87). In Stein, N., Bauer, P., & M. Rabinowitz (Eds). Representation, Memory, and Development: Essays in Honor of Jean Mandler. Mahwah, NJ: Lawrence Erlbaum Associates.

Gelman, R. (2002). Cognitive development. In Pashler, H., & Medin, D.L. Stevens’ Handbook of Experimental Psychology, Third Edition, Vol.2. Wiley: New York.

Gelman, R. & Lucariello, J. (2002). Learning in cognitive development. In Pashler, H. &

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Gallistel, C.R. Stevens’ Handbook of Experimental Psychology, Third Edition, Vol.3. Wiley: New York.

Francis, W. S., Romo, L. F., & Gelman, R. (2002). Syntactic Structure,Grammatical Accuracy, and Content in Second-Language Writing: An Analysis of Skill Learning & On-line Processing. In R. R. Heredia & J. Altarriba.

Gelman, R., & Brenneman, K. (2004). Relevant pathways for preschool science learning. Early Childhood Quarterly Review, 19, 150-158.

Zur, O. & Gelman, R. (2004). Doing arithmetic in preschool by predicting and checking. Early Childhood Quarterly Review 19, 121-137.

Gelman, R. & Gallistel, C.R. (2004). Language and the origin of numerical cognition. Science, 306, 441-443.

Manuscripts/DraftsChesney, D. & Gelman, R. (Draft). Not Everything That Counts is Counted and not Everything That Can Be Counted Counts.Cooper, J. & Gelman, R. (Draft, 2102). Where do the Variables Go? Constructing Graphs from Summarized Data. Grinstead, MacSwan, J., Curtiss, S & Gelman, R. The independence of language and number.

(Paper based on one presented at the BU Child Forum. Lavin, B., Galotti, K., & Gelman, R. (manuscript). When Children, not adults, are the experts:

Explorations of a child-oriented environment.Brenneman, K. & Gelman, R. (draft). Causal mindsets render look-alikes conceptually different. Subrahmanyam, K. Pinon, D., Gelman, R. (draft) Not by shape alone: Children's inferences

about material-function links about simple artifact categories.Products Meck, G. H., in collaboration with Gelman, R. et al. (1993). Interrelated science concepts in

English as a Second Language: A science content text for intermediate level ESL instruction. A curriculum designed to embed science instruction in ESL classes for 9th grade students in a Los Angeles School. UCLA.

Gelman, R. (1994). Videotapes to accompany Meck & Gelman (1993). Made from the teacher’s viewpoint.

Gelman, R., Massey, C., Massey, K, McManus, M. (1987-9). In Collaboration with Please Touch Museum, Philadelphia, PA. Try It Gallery. An exhibit designed to introduce mathematics and science at levels suitable for children aged 7 years or less and the adults who accompanied them.

Gelman, R. (June, 1991). The active mind. Address to the 1991 Phi Beta Kappa Initiates, Chapter Eta, UCLA. (Addresses given by honor electees are published at UCLA).

Dapretto, M., Bjork, E. L., & Gelman, R. Comprehension vs. production: A valid index of early lexical development.

Recent Talks/Addresses ([R] and[ I] indicates reviewed or invited). [I] Gelman, R., (2012.) Science for preschool? Yes, but… Head Start’s 11th National Research Conference: Effective Practices in an Age of Diversity and Change. Washington, D.C. June 2012[I] Gelman, R. (2012). Science for preschool? Yes and No. Webinar Broadcast for National Center for Quality Teaching and Learning: Front Porch Broadcast Call Series, August 27, 2012.Jacobs, J, & Gelman, R. (2011). Computing with rational numbers: Not easy, even for

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college students Poster Presentation for Cognitive Science Conference, July, 2011, Boston, MA.

[R]Crug, A., Cooper, J., & Gelman, R. (2011) Counting is a Piece of Cake. Poster presented at SRCD, March, 2011.

[R] Brenneman, K. Liberti, J. & Gelman, R. (2011)) Hole-d Everything: How Preschoolers Label and Reason about Holes. Poster presented at SRCD, March, 2011.

[R] Wu, D., Baillargeon, R., & Gelman, R. (2010). Can an Animal be Hollow? 7-month-olds’ expectations about the insides of animals. Poster presented at ICIS Biennial Meeting, Baltimore, Maryland. March 10, 2010.

Gelman, R. (2009, April). Supporting and assessing scientific reasoning in young children. Presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.

Brenneman, K., Massey, C., & Metz, K. (2009, April). Science in the early childhood classroom: Introducing senses as tools for observation. Presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.

Downs, L., Brenneman, K., Gelman, R., Massey, C., Nayfeld, I., & Roth, Z. (2009, April). Developing classroom experiences to support preschoolers’ knowledge of living things Presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.

Nayfeld, I., Brenneman, K., & Gelman, R. (2009, April). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Presented at the biennial meeting of the Society for Research in Child

Chesney, D. & Gelman, R. (2009, May) Frame boundaries affect counting. Poster Session presented at the annual convention for the Association for Psychological Sciences, San Francisco, California[1] 2. Gelman, R. (2008). Noverbal and verbal arithmetic. Presented at a Current Trends Symposium

on Numerical Knowledge. Organized by Richard Cowan, London, England, May, 2008.[1] Syrett, K., Musolino, J., & Gelman, R. Using syntax to learn about number word meaning: Successes and challenges of a bootstrapping approach. Paper presented at the 33rd Annual Boston University Conference on Language Development, October 31-November 2, Boston, MA[R]Syrett, K., Musolino, J., & Gelman, R. (2008). Using syntax to learn about number word

meaning. Boston University Language Acquisition, October, 2008. Obrecht, N. A., Chapman, G. B., & Gelman, R. (2008). Statistical data are used when presented

in a supportive context. Poster presented at the 2008 Summer Institute on Bounded Rationality in Psychology and Economics, Berlin, Germany. (Obrecht was admitted as a result of an application)

Chesney, D. & Gelman, R. (2008, May) When frames don’t count. Poster Session presented at the annual convention for the Association for Psychological Sciences, Chicago, Illinois[R]Massey, C. Roth, Z., Brenneman, K., & Gelman, R. (2007). By way of comparison: Scientific

reasoning in preschool and early elementary school children. Poster at the meeting of the Society for Research in Child Development, Boston, March 07.

[R]Cooper, J. & Gelman, R. (2007). Predicting answers: Combining arithmetic strategies and number

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knowledge. Poster at the meeting of the Society for Research in Child Development, Boston, March 07.

[R] Choon-Kyu L., & Gelman, R. (2007) Korean Fuzzy Number Words: A Window onto Number Representations and Number-word Pragmatics. Paper presented at the 2007 International Congress on Cognitive Science, Seoul, Korean.

Chesney, D. & Gelman, R. (2007, May) Frame affects frame effects. Poster Session presented at the annual convention for the Association for Psychological Sciences, Washington, D.C.Chesney, D. & Gelman, R. (2006, May) Frames affect what adults count. Poster Session presented at the annual convention for the Association for Psychological Sciences, New York, New York[I] Gelman, R. (November, 2006). Invited participant in a symposium on: Establishing professional

connections. Women in Cognitive Science, Nov. 2006.[R Obrecht, N., Chapman, G. & Gelman, R. (2006). Statistical reasoning is influenced by serial

presentation of information, Poster presented at APS meeting, 2006. A paper based on the same by the same authors topic with the same title was presented at the 26 th

meeting of the Society for Judgment and Decision Making, Houston, TX. 26th in a session entitled Decision from Experience.)

[I] Gelman, R. (June, 2006), National Academy of Sciences, K-12 Science Education Panel, Cognitive Development Goes to Preschool, Washington, D.C. (Invited)

[I] Gelman, R. (June, 2006), Seminar: Dialogues with Noam Chomsky, Early cognitive development and beyond, San Sebastian, Spain. (Invited)

[I] Gelman, R. (June, 2006). Konrad Lorenz Institute Symposium, The New Cognitive Science, Cognitive development and beyond, Austria, the Konrad Lorenz Institute. (Invited)

[I] Gelman, R. (May, 2006). First memorial Inaugural Trabasso Distinguished Lecture, Similarity, Salience and Relevance, University of Chicago. (Invited)

[I] Gelman, R. (March, 2006). Distinguished Guest Lecturer, Forum Frontier Lectures, Institute of Developmental Psychology, The Chinese Academy of Science, Beijing, China. (Invited)

[I] Gelman, R. (March, 2006). First International Conference on Early Child, Cognitive Development Goes to Preschool, Arnhem, Netherlands. (Invited)

[I] [Gelman, R. (March, 2006). Keynote speaker, Symposium: Curious Minds, Workshop on Mathematical and Scientific Development in Early Childhood, Royal Dutch Academy of Sciences, Amsterdam, Netherlands. (Invited)

[I] Gelman, R. (Jan., 2006). Are developmental psychologists that different from anthropologists? The 24th European Workshop on Cognitive Neuropsychology: An interdisciplinary approach. Bressanone, Italy. (Invited)

[I] Gelman, R. (Jan., 2006). What is this thing called a “relevant learning path? Symposium: Bringing together anthropological and psychological methods in the study of cognitive development and cultural transmission. London, School of Economics and Political Science: Conference on Culture and Cognition. London, England. (Invited)

[I] Gelman, R. (Jan., 2006). Honored Guest and External Advisor to the NUMBRA, (Numeracy and Brain Development) Network. (Invited)

I] Gelman, R. (Dec., 2005). Participant at the National Cancer Institute meeting, Numeracy and Health: Basic and Applied Perspectives, Washington, D.C(Invited)

Gelman, R. (Dec., 2005). Symposium on the Nature of Learning Disabilities, Organizer.[I] Gelman, R. (Nov., 2005). Colloquium, NUMBRA, Numeracy and Brain Development

Network, London, England. (Invited)[I] Gelman, R. Series of 3 Lectures in Beijing China as an Invited Distinguished Scientist. Beijing,

China, March, 2005.i. Domain specific approaches to development and learning.

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ii. Numbers in the child’s mind. iii. the young child as scientist in the making

[I] Gelman, R. & Lepore, E. (1995) On creating a cognitive science center. Porto University, Portugal ( We went to advise the University on how to set up a Cognitive Science program or dept. This is now done.

Gelman, R. April, 2005 – Bi-annual meeting of the Society for Research in Child Development, (SRCD). One invited discussion of papers on science learning and 2 posters (required peer review).

[I] Gelman, R. (2005). Presentation about my work on math and science learning to members of the New Jersey State Board of Education.

[R]Gelman, R. (Nov. 04). Meeting of the Psychonomics Society. Gave a talk that met review requirements.

[I] Gelman, R. (2004). Innate learning or Rational Constructivism. Colloquium, Depart of Brain and Cognitive Science, Rochester University, Nov.10, 2004.

[I] Gelman, R. (2004) Relevant learning environments for enhancing young children’s competence, or: Cognitive science goes to preschool. Presented at the Congress of the International Union of Psychological Science, August, 2004, Beijing, China.

[I] Gelman, R. (2004). Innate learning and cognitive development. Presented at the Congress of the International Union of Psychological Science, August, 2004, Beijing, China

[I] Gelman, R. (2004). Numbers in the child’s mind. Presented at the Congress of the International Union of Psychological Science, August, 2004, Beijing, China

[I] Co-Chair (with G Hatano). (2004). American Psychological Associations Symposium: International research collaborations. August, 2004, Beijing, China

[I] Gelman, R. (2004). Preschool pathways for learning. Presented as part of the National Research Center for Education’s workshop on Pre-mathematical development and science exploration in early childhood. NRC, March, 2004, Washington, D.C.

[I] Gelman, R. (2004). Numbers in the mind. Colloquium, University of Toronto, March, 2004.[I] Gelman, R., (2003). Where do numbers come from? Presented as part of an invited

symposium entitled “Numbers in the Mind” and organized by Brian Butterworth, British Association for the Advancement of Science, 2003, Manchester, Eng.

[I] Gelman, R. (2004). Cognitive science and mathematics learning. Presentation at a meeting of the members of the Center for Teaching and Learning, Rutgers Univ., Feb., 2004.

[I] Gelman, (2003), The arithmetic mind. Colloquium, Yale, Oct. 03.[R]Brenneman & Gelman, (2003). Young children distinguish look-alike real and fabricated

animals. Psychonomics, Vancouver, Canada, Nov. [I] Gelman, R. (2003). Secrets of the young child’s mind: Early learning. University of Pennsylvania,

Graduate School of Education, Dec. 03[I] Gelman, R. (2003). Secrets of the Infant Mind: Mental Structures and Early Learning – Series on

New Directions in Learning. Stanford University, January, 2003[R] Papafragou, A., Hurewitz, F., Gleitman, L. R., Gelman, R. (2003). Number/quantifier asymmetries

in language acquisition. The Linguistic Society of American[R]Hurewitz, F., Gleitman, L.R., & Gelman, R. (2002). Boston Child Language Meeting, Boston

University, Boston, MA. Feb. 2002.[I] Gelman, R. (2002). Mathematics in the preschool. Early Math Conference, Rutgers Univ.,

Piscataway, NJ. July 2002.[R]Cordes, S. & Gelman. R. (2001). Counting while talking. Poster presented at APS Convention,

Toronto, Can., June 2001. [I] Gelman, R. Innate learning: The case of arithmetic. February, 2002, John Hopkins Univ., Baltimore[I] Gelman, R., Gallistel, C.R., & Cordes, S. (February, 2002), Counting and Arithmetic Reasoning,

Psychology, Harvard

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[I] Gelman, R. (2002). May, 2002, Participant in the nativism series. Sheffield, EnglandGelman, R. (2002) Counting and Arithmetic Reasoning, Psychology, University of Connecticut, May,

2002[I] Gelman, R. (2002) On Animates and Other Worldly Things: Macquarie University, Psychology

Dept, Sydney Australia, July, 2002Gelman, R. (2002) Innate learning and beyond: The case of numerical cognition. The University of

Canberra, Philosophy Department, July 2002. [I] Gelman, R. (2002). Accidents, mentors, and passion. Presented in a Symposium on Distinguished

Female Psychologists, August, 2002, American Psychology Association[I] Gelman, R. (2001). Round table discussion of continuity and noncontinuity in development.

Symposium in Honor of Jacques Mehler, Paris, France, May, 2001[I] Gelman, R. (2001). Continuity and noncontinuity in development: The case of number.

Address at the 5th International Boston University Conference on Cognitive and Neuroscience, Boston, MA. June 2001.

[R]Cordes, S. & Gelman. R. (2001). Counting while talking. Poster presented at APS Convention, Toronto, Can., June 2001.

[R]Zur, O. & Gelman, R. (2001). Relation Between Addition and Subtraction. Poster presented at SRCD, Minneapolis, MN, April 2001.

[R]Lavin, B., Gelman, R., & Galotti, K. (2001). When children are the experts and adults the novices: The case of Pokeman. Poster presented at APS, June 2001.

[R]Lavin, B., & Gelman, R. (2001). The development of biological concepts. Poster presented at SRCD, April 2001.

[I] Speaker at Roundtable on the pre-release of the NAS book “Eager to Learn: Educating Our Preschoolers”. Public Education Institute, Rutgers University, October 19, 2000.

[I] August 2000. Application of research on early cognitive development to education. XXVII International Congress of Psychology, Stockholm, Sweden. Invited contribution to a Symposium organized by Professor Cigdem Kagiitcibas of Turkey.

[I] August, 2000, Symposium Organizer and Presenter, Update on models of quantitative thinking. XXVII International Congress of Psychology, Stockholm, Sweden.

[I] The ontogeny of numerical abilities. Invited Address, Western Psychological Aassociation, Portland, Oregon. Spring, 2000.

[I] The Second Norman Anderson Distinguished Speaker, The ontogeny of number concepts, Psychology Department, University of California, San Diego, May 1999.

[I] October 1998, Who Counts? How and When? "What is Cognitive Science? Series at the Rutgers Center for Cognitive Science, Rutgers Univ.

[I] October, 1998, Doing experiments with understanding depends on knowing enough about why, what and how to ask. Hughes Program Directors' Meeting,

April 1998, The Development of the Number-Size Stroop Effect, Society of Experimental Psychologists, Laguna Beach, CA.

[I] April 1998. Invited discussant. for Symposium on number abilities in infants, International Society for the Study of Infants, Atlanta, Georgia.

[I] April 1998, Early Mathematical Competencies. Mathematical Cognition Conference, Organized by Dan Berch, PhD., Child Development and Behavior Branch National Institute of Child Health and Human Development

[I] June 1998, NIMH The Epigenesis of Mathematical Thinking. A lecture in the Behavioral and Social Sciences Seminar Series.

[I] April 1998, Cognitive Development: Secrets of the Minds of Infants and Young Children. Presented at The 8th Annual Early Childhood Policy Issues Conference: Developing Minds of Young Children., UCLA, Los Angeles.

[I] April 1998, On Teaching for Conceptual Change. Keck Institute for Math and Science. Crossroads

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High School, Santa Monica, CA.February 1998, Why is it hard to learn science? In AAAS Symposium, Philadelphia, PA, Using

Research to Advance Science Education, Organizers, George D. Nelson and Mary R. KoppallFebruary 1998, The development of number concepts. Part of a guest colloquium series on

Developmental Cognitive Science, Cognitive Science Center, Ohio State University.September 1997. Number as a natural domain. Department of Educational Psychology, University of

DelawareSept 1997. The cognitive development of Robert Glaser. LRDC, University of Pittsburgh.Sept 1997. Number as a natural domain. Rutgers University Cognitive Science Center.April 1997. Public lecture - Early numerical concepts: Also taught and spent day with undergraduates

interested in cognitive development, Carleton College, MINN. Distinguished Visitor Program.May 1997. Cognitive development and learning. Invited address for the American Psychological

Society's Institute on the Teaching of Psychology, Washington, DC.March 1997, Relating early learning about math and science to later efforts to learn in these domains.

Univ. of California Symposium, Irvine Campus, NAS. September 1996, The epigenesis of mathematical thinking. Workshop on the Sciences of Learning

Science: An Interdisciplinary approach. Washington, DC. NASJan. 1997, A seminar on conceptual coherence. For High school math and science teachers in the

Institute. Crossroads High School Keck Institute for Math and Science. Santa Monica, CA. July, 1996, The epigenesis of mathematical concepts. Scientific Contribution Award Address, Toronto,

Canada.July 1996, Theory change about conceptual development. Presentation in Presidential Symposium 1:

Fifty years of theory and research on thinking and learning. American Psychological Association, Toronto, Canada.

Aug. 1996, Cognitive Development; Domain Specificity and Cultural Variation. State of the Art Address, International Congress in Psychology, International Union of Psychological Science, Montreal, Canada

Apr 1996, The epigenesis of the concept of number. Colloquium, Psychology, Columbia University.Mar, 1996, Principled learning about number. Colloquium, Psychology Department, New York

University.Sept 1995, Keio University, Japan, Going Beyond Initial Understandings of Number. 1. Keio University, Special Address to Cognitive Science, 1995. 2. Seminar on Developmental Research at institutions in and around Tokyo, August 1995, Cognitive Development: Domain Specificity is not Inconsistent with Cultural Variation,

Asian-Pacific Regional Conference on Psychology: International Union of Psychological Science, Guangzhou, People's Republic of China.

Feb 1995, The innate foundations of mathematical and biological concept acquisition in children. In symposium entitled Instincts to Learn, AAAS, Atlanta, Georgia.

Dec. 1994, Invited Instructor, Institute on Mathematical Cognition, Trieste.June, 1994, Discussion participant for closing panel symposium on the Emilio Reggio Preschool

System: Children's Capitol Museum, Washington, DC.[R]Gelman, R. February, 2002, John Hopkins Univ., Baltimore

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