Peer-Reviewed Journal Articles

(Roles: %Undergraduate Student, **Graduate Student, ^Post-Bac, +Post-Doc)

29. ** Nazareth, A., Killick, R., Dick, A.S., & Pruden, S.M. (in press). Strategy selection versus flexibility: Using eye-trackers to investigate strategy use during mental rotation. Journal of Experimental Psychology: Learning, Memory, and Cognition. (Impact Factor: 2.667)

PDF Preprint

28. Pruden, S.M., & Levine, S.C. (2017). Parents’ spatial language mediates a sex difference in preschoolers’ spatial language use. Psychological Science. (Impact Factor: 5.476)


27. Konishi, H., Pruden, S.M., Golinkoff, R.M., & Hirsh-Pasek, K. (2016). Categorization of dynamic realistic motion events: Infants form categories of path before manner. Journal of Experimental Child Psychology, 152, 54-70. (Impact Factor: 2.333)


26. Song, L., Pruden, S.M., Golinkoff, R.M., & Hirsh-Pasek, K. (2016). Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions. Journal of Experimental Child Psychology, 151, 77-95. (Impact Factor: 2.333)


25. ** Odean, R., **Nazareth, A., & Pruden, S.M. (2015). Novel methodology to examine cognitive and experiential factors in language development: Combining eye-tracking and LENA technology. Frontiers in Developmental Psychology, 6, 1266. (Impact Factor: 2.463)


24. ** Vieites, V., **Nazareth, A., Reeb-Sutherland, B., & Pruden, S.M. (2015). A new biomarker to examine the role of hippocampus function in the development of spatial reorientation in children: A review. Frontiers in Developmental Psychology, 6, 490. (Impact Factor: 2.463)


23. **Garcia, D., Bagner, D.M., Pruden, S.M., & Nichols-Lopez, K. (2014). Language production in children with and at risk for delay: Mediating role of parenting skills. Journal of Clinical Child and Adolescent Psychology, 44, 814-825. (Impact Factor: 4.027)


22. **Abad, C. & Pruden, S.M. (2013). Do storybooks really break children’s gender stereotypes? Frontiers in Developmental Psychology, 4, 986. (Impact Factor: 2.463)


21. **Nazareth, A., %Herrera, A., & Pruden, S.M. (2013). Explaining sex differences in mental rotation: Role of spatial activity experience. Cognitive Processing, 14, 201-204. (Impact Factor: 1.340)


20. Pruden, S.M., Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R.M. (2013). Infant categorization of path relations during dynamic events. Child Development, 84, 331-345. (Impact Factor: 3.791)


19. Pulverman, R., Song, L., Hirsh-Pasek, K., Pruden, S. M., & Golinkoff, R. M. (2013). Preverbal infants’ attention to manner and path: Foundations for learning relational terms. Child Development, 84, 241-252. (Impact Factor: 3.791)


18. Pruden, S.M., Göksun, T., Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (2012). Find your manners: How do infants detect the invariant manner of motion in dynamic events? Child Development, 83, 977-991. (Impact Factor: 3.791)


17. Pruden, S.M., Levine, S., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417-1430. (Impact Factor: 3.982)


16. Pruden, S.M., Hirsh-Pasek, K., Golinkoff, R.M., & Hennon, E.A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280. (Impact Factor: 3.791)


15. Pulverman, R., Hirsh-Pasek, K., Pruden, S.M., & Golinkoff, R. (2006). Frühkindliche Voraussetzungen für das Erlernen von Verben (Precursors to verb learning: Infant attention to manner and path). Special Issue on Early Communication and Language Acquisition in Frühförderung Interdisziplinär (Journal of Early Interdisciplinary Intervention), 25, 3-14.

14. Hirsh-Pasek, K., Hennon, E., Golinkoff, R.M., Pence, K., Pulverman, R., Sootsman, J., Pruden, S.M., & Maguire, M. (2001). Social attention need not equal social intention: From attention to intention in early word learning. Behavioral and Brain Sciences, 24, 1108-1109. (Impact Factor: 20.415)



13. Cartmill, E., Pruden, S.M., Levine, S.C., & Goldin-Meadow, S. (2010). The role of parent gesture in children’s spatial language development. In K. Franich, K.M. Iserman & L.L. Keil (Eds.), Proceedings of the 34th Annual Boston University Conference on Language Development (pp.70-77). Somerville, MA: Cascadilla Press.


12. Pruden, S.M., Shallcross, W.L., Hirsh-Pasek, K., & Golinkoff, R.M. (2008). Foundations of verb learning: Comparison helps infants abstract event components. In H. Chan, H. Jacob & E. Kapia (Eds.), Proceedings of the 32nd Annual Boston University Conference on Language Development (pp.402-414). Somerville, MA: Cascadilla Press.

11. Pruden, S.M., & Hirsh-Pasek, K. (2006). Foundations of verb learning: Labels promote action category formation. In D. Bamman, T. Magnitskaia & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp.476-488). Somerville, MA: Cascadilla Press.

10. Pruden, S.M., Hirsh-Pasek, K., Maguire, M.J., & Meyer, M.A. (2004). Foundations of verb learning: Infants form categories of path and manner in motion events. In A. Brugos, L. Micciulla & C.E. Smith (Eds.), Proceedings of the 28th Annual Boston University Conference on Language Development (pp.461-472). Somerville, MA: Cascadilla Press.

Chapters in Books

9. Pruden, S.M., & ** Odean, R. (2018). Language development: Motion verb and spatial-relational term acquisition from a developmental systems perspective. In A. Dick & U. Müller (Eds.), Advancing developmental science: Philosophy, theory, and method (pp.133-144). New York: Psychology Press/Taylor & Francis.

8. ** Nazareth, A., ** Odean, R., & Pruden, S.M. (2017). The use of eye tracking in spatial thinking research. In C.A. Was, F.J. Sansosti, & B.J. Morris (Eds.), Eye-tracking technology applications in educational research (pp.239-260). Hershey, PA: IGI Global.

7. ^Costales, A., ** Abad, C., ** Odean, R., & Pruden, S.M. (2015). Spatial activities and manipulatives for early education classrooms. In G. Scarlett (Ed.), The Sage Encyclopedia of Classroom Management, Volume 2 (pp.768-771). Thousand Oaks, CA: Sage Publication.

6. Parish-Morris, J., Pruden, S.M., Ma, W., Hirsh-Pasek, K., & Golinkoff, R.M. (2010). A world of relations: Relational words. In B. Malt & P. Wolff (Eds.), Words and the mind: How words capture human experience (pp.219-242). New York, NY: Oxford University Press.

5. Pruden, S.M., Hirsh-Pasek, K., & Golinkoff, R.M. (2008). Current events: How infants parse the world and events for language. In T.F. Shipley & J.M. Zacks (Eds.), Understanding events: How humans see, represent, and act on events (pp.160-192). New York, NY: Oxford University Press.

4. Brandone, A., Golinkoff, R.M., Pulverman, R., Maguire, M.J., Hirsh-Pasek, K., & Pruden, S.M. (2007). Speaking for the wordless: Methods for studying cognitive linguistic constructs in infants. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp.345-366). Amsterdam: John Benjamins.

3. Pulverman, R., Hirsh-Pasek, K., Golinkoff, R.M., Pruden, S.M., & Salkind, S. (2006). Conceptual foundations for verb learning: Celebrating the event. In K. Hirsh-Pasek & R.M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp.134-159). New York, NY: Oxford University Press.

2. Pruden, S.M., Hirsh-Pasek, K., & Golinkoff, R.M. (2005). The social dimension in language development: A rich history and a new frontier. In P.J. Marshall & N.A. Fox (Eds.), The development of social engagement: Neurobiological perspectives (pp.118-152). New York, NY: Oxford University Press.

Book Reviews

1. Pruden, S.M., Hirsh-Pasek, K., & Parish, J. (2006). Can infants resolve philosophical questions? A review of Rakison and Oakes’ Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion. Philosophical Psychology, 19, 123-127.