World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
70
Citations
15903
World Ranking
2297
National Ranking
1333

Research.com Recognitions

  • 2011 - Fellow of the American Academy of Arts and Sciences
  • 2010 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 2007 - Fellow of John Simon Guggenheim Memorial Foundation

Overview

Sandra R. Waxman is affiliated with Northwestern University in the United States. Their research primarily focuses on psychology, with a concentration in developmental and educational psychology. Further specialization includes social psychology, experimental and cognitive psychology, gender studies, and pharmacy.

The scientist's work covers a range of topics related to learning and development, language acquisition, and communication disorders. Main topics of their research include:

  • Child and Animal Learning Development
  • Language Development and Disorders
  • Hearing Impairment and Communication
  • Reading and Literacy Development
  • Infant Health and Development
  • Animal Vocal Communication and Behavior
  • Primate Behavior and Ecology

Frequently published venues for their research include:

  • Annual Review of Developmental Psychology
  • PLoS ONE
  • Cognition
  • Developmental Science
  • Perspectives on Psychological Science

Prominent coauthors who have collaborated extensively with Sandra R. Waxman include:

  • Alexander LaTourrette
  • Elena Luchkina
  • Miriam A. Novack
  • Kali Woodruff Carr
  • Andrea Taverna

Representative recent papers authored or coauthored by Sandra R. Waxman are:

  • "Racial Awareness and Bias Begin Early: Developmental Entry Points, Challenges, and a Call to Action," 2021, Perspectives on Psychological Science
  • "Naming guides how 12-month-old infants encode and remember objects," 2020, Proceedings of the National Academy of Sciences
  • "Birdsong fails to support object categorization in human infants," 2021, PLoS ONE
  • "Sign language, like spoken language, promotes object categorization in young hearing infants," 2021, Cognition
  • "Developmental changes in auditory-evoked neural activity underlie infants' links between language and cognition," 2021, Developmental Science

The scientist has received several distinctions over their career, including:

  • Fellow of the American Academy of Arts and Sciences, 2011
  • Fellow of the American Association for the Advancement of Science (AAAS), 2010
  • Fellow of John Simon Guggenheim Memorial Foundation, 2007

Best Publications

  • Words as invitations to form categories: evidence from 12- to 13-month-old infants

    Sandra R. Waxman;Dana B. Markow

  • Do words facilitate object categorization in 9-month-old infants?

    Marie T. Balaban;Sandra R. Waxman

  • Seeing pink elephants: fourteen-month-olds' interpretations of novel nouns and adjectives.

    Sandra R. Waxman;Amy Elizabeth Booth

  • Categorization in 3- and 4-month-old infants: an advantage of words over tones.

    Alissa L. Ferry;Susan J. Hespos;Sandra R. Waxman

  • Early word-learning entails reference, not merely associations

    Sandra R. Waxman;Susan A. Gelman;Susan A. Gelman

  • Words (but not tones) facilitate object categorization: evidence from 6- and 12-month-olds.

    Anne L. Fulkerson;Sandra R. Waxman

  • Words and Gestures: Infants' Interpretations of Different Forms of Symbolic Reference

    Laura L. Namy;Sandra R. Waxman

  • Preschoolers' use of superordinate relations in classification and language

    Sandra Waxman;Rochel Gelman

  • A Collaborative Approach to Infant Research : Promoting Reproducibility, Best Practices, and Theory-Building

    Michael C. Frank;Elika Bergelson;Christina Bergmann;Alejandrina Cristia

  • Quantifying sources of variability in infancy research using the infant-directed-speech preference

    Michael C. Frank;Katherine Jane Alcock;Natalia Arias-Trejo;Gisa Aschersleben

  • Object names and object functions serve as cues to categories for infants

    Amy E. Booth;Sandra Waxman

  • Nouns Mark Category Relations: Toddlers' and Preschoolers' Word‐Learning Biases

    Sandra R. Waxman;Toby D. Kosowski

  • What infants know about syntax but couldn't have learned: experimental evidence for syntactic structure at 18 months

    Jeffrey Lidz;Sandra Waxman;Jennifer Freedman

  • Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children

    Sandra R. Waxman

  • Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words

    Amy Elizabeth Booth;Sandra R. Waxman

  • Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs.

    Sandra Waxman;Douglas Medin;Norbert Ross

  • Early Word Learning.

    Sandra R. Waxman;Jeffrey L. Lidz

  • Early World Learning

    Sandra R. Waxman;Jeffrey L. Lidz

  • Meaning from syntax: Evidence from 2-year-olds

    Sudha Arunachalam;Sandra R. Waxman

  • The Role of Comparison in the Extension of Novel Adjectives.

    Sandra R. Waxman;Raquel S. Klibanoff

  • Basic level object categories support the acquisition of novel adjectives: evidence from preschool-aged children.

    Raquel S. Klibanoff;Sandra R. Waxman

Frequent Co-Authors

Douglas L. Medin
Douglas L. Medin Northwestern University
Susan A. Gelman
Susan A. Gelman University of Michigan–Ann Arbor
Michael Tomasello
Michael Tomasello Duke University
Erika Hoff
Erika Hoff Florida Atlantic University
Letitia R. Naigles
Letitia R. Naigles University of Connecticut
J. Kiley Hamlin
J. Kiley Hamlin University of British Columbia
Thierry Nazzi
Thierry Nazzi Université Paris Cité
Xiaolan Fu
Xiaolan Fu Chinese Academy of Sciences
Rochel Gelman
Rochel Gelman Rutgers, The State University of New Jersey
Michael C. Frank
Michael C. Frank Stanford University

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