Anggoro, F., Medin, D. & Waxman, S. (in press).  Language and Experience Influence Children’s Biological Induction.  Journal of Cognition and Culture.

Waxman, S. (in press). Names will never hurt me? Naming and the development of racial and gender categories in preschool-aged children. European Journal of Social Psychology.

Leddon, E.M., Waxman, S.R., Medin, (in press). What does it mean to 'live' and 'die'? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology.

Winkler-Rhoades, N., Medin, D. L., Waxman, S. R., & Woodring, J. (in press). Naming the
animals that come to mind: Effects of culture and experience on category fluency. Journal of Cognition and Culture.

Arunachalam, S. & Waxman, S.R (in press). Meaning from syntax: Evidence from 2-year-olds. Cognition.

Arunachalam, S. & Waxman, S.R (in press). Language and Conceptual Development. Wiley
Interdisciplinary Reviews: Cognitive Science.

Fennell, C. & Waxman, S.R.. (in press). What paradox? Referential cues allow for infant use of phonetic detail in word learning. Child Development.

Waxman, S.R., (in press). Learning from infants’ first verbs.  Monographs of the Society for Research in Child Development. Comment on Naigles et al.

Waxman, S.R., & Goswami, U. (in press). Learning about language and literacy.  In S. Pauen & M. Bornstein (Eds.) Early childhood development and later achievement.  London: Cambridge University Press.

Ferry, A., Hespos, S., & Waxman, S. (in press). Categorization in 3- and 4-Month-Old Infants: An Advantage of Words Over Tones. Child Development.

Weisleder, A. & Waxman, S. R. (in press). What’s in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English. Journal of Child Language.

Waxman S.R. & Gelman, S. A.  (in press). Different kinds of concepts and different kinds of words: What words do for human cognition. In Mareschal, Quinn & Lea (Eds.) The making of human concepts. Oxford, UK: Oxford University Press.

Gelman, S. A. & Waxman, S. R. (2009). Taking development seriously: Theories cannot
emerge from associations alone. Trends in Cognitive Sciences. 13(8):332-333.

Waxman, S.R., Lidz, J., Braun, I. E., Lavin, T.(2009) Twenty-four-month-old infants’ interpretations of novel verbs and nouns in dynamic scenes.  Cognitive Psychology.

Waxman, S. R. & Guasti, M. T. (2009). Nouns, adjectives and the aquisition of meaning: New evidence from Italian-acquiring children. Language Learning and Development.5 (1), 50-68.

Waxman, S.R., Gelman, S.A. (2009). Early word-learning entails reference, not merely associations.  Trends in Cognitive Sciences. online 10.1016/j.tics.2009.03.006

Booth, A.E. & Waxman, S.R. (2009).  A Horse of a Different Color: Specifying with Precision Infants' Mappings of Novel Nouns and Adjectives. Child Development. 80(1), 15-22.

Leddon, E. M., Waxman, S.R. & Medin, D.L. (2008) Unmasking “alive:” Children’s appreciation of a concept linking all living things. Journal of Cognition and Development.9(4): 461-473.

Norbury, H.M., Waxman, S. R., & Song H. (2008). Tight and loose are not created equal: An asymmetry underlying the representation of fit in English and Korean speakers. Cognition. 109: 316-325.

Gelman, S., Waxman, S., Kleinberg, F. (2008). The Role of Representational Status and Item Complexity in Parent-Child Conversations about Pictures and Objects. Cognitive Development. 23, 313-323.

Anggoro, F. K., Waxman, S.R. & Medin, D.L. (2008). Naming Practices and the Acquisition of Key Biological Concepts: Evidence from English and Indonesian. Psychological Science. 19(4), 314-319.

Booth, A.E. & Waxman, S.R. (2008). Taking Stock as Theories Take Shape. Developmental Science. 11(2), 185-194.

Waxman, S.R. (2008).  All in Good Time: How do Infants Discover Distinct Types of Words and Map Them to Distinct Kinds of Meaning? in J. Colombo, P. McCardle & L. Freund (Eds.), Infant Pathways to Language: Methods, Models, and Research Directions. (pp. 99-118).   Mahwah, NJ: Lawrence Erlbaum Associates.

Gelman, S. & Waxman S. R. (2007). Looking beyond looks: Comments on Sloutsky, Kloos,
and Fisher, “When looks are everything: Appearance similarity versus kind information in early induction”. Psychological Science. 18(6), 554-555.

Piccin, T. B. & Waxman, S. R. (2007). Why nouns trump verbs in word learning: new evidence from children and adults in the Human Simulation Paradigm. Language Learning and Development. 3(4), 295-323.

Fulkerson, A. L., Waxman, S. R. (2007). Words (but not Tones) Facilitate Object Categorization: Evidence From 6- and 12-Month-Olds. Cognition. 105(1) 218-228.

Medin, D.L. & Waxman, S. R. (2007). Interpreting asymmetries of projection in children's inductive reasoning.  In A. Feeney & E. Heit (Eds.), Inductive Reasoning . New York , NY : Cambridge University Press.

Fennell, C.T, Waxman, S.R., Weisleder, A. (2007).  With Referential Cues, Infants Successfully Use Phonetic Detail in Word Learning. Proceedings of the 31st Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.

Waxman, S.R., Medin, D.L., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology. 43(2), 294-308.

Waxman, S.R. & Medin, D.L (2007). Experience and Cultural Models Matter: Placing firm limits on anthropocentrism. Human Development. 50(1), 23-30.

Waxman, S. R. & Medin, D. L. (2006). Core knowledge, Naming and the Acquisition
of the Fundamental (Folk)biologic Concept ‘Alive’. In N. Miyake (Ed.)., Proceedings of the 5th International Conference on Cognitive Science, 53-55. Mahwah, New Jersey: Lawrence Erlbaum

Booth, A.E. & Waxman, S.R., (2006) Deja vu all over again: re-re-visiting the conceptual
status of early word learning: Comment on Smith and Samuelson (2006). Developmental Psychology. 42(6), 1344-1346.

Medin, D.L. & Waxman, S.R. (2006). Giyoo Hatano. Cognitive Studies, 13(2), 177-180.

Waxman, S.R. (2006).Tudo tinha um nome, e de cada nome nascia um novo pensamento: vinculos entre aprendizagem de palavras e organização conceptual no início da aquisição da linguagem (Everything had a name, and each name gave birth to a new thought: Links between early word-learning and conceptual organization) in Corrêa, L. M. S. (Ed.). Aquisição da Linguagem e Problemas do Desenvolvimento Lingüístico. Rio de Janeiro: Editora da PUC-Rio.

Fennell, C.T. (2006).  Infants of 14 Months use phonetic detail in novel words embedded in naming phrases.  In Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.) Proceedings of the 30th Boston University Conference on Language Development (pp. 178-189). Cascadilla Press.

Fulkerson, A. L., Waxman, S. R., & Seymour, J. M. (2006).  Linking object names and object categories: Words (but not tones) facilitate object categorization in 6- and 12-month-olds. In Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.) Supplement to the Proceedings of the 30th Boston University Conference on Language Development. Cascadilla Press.

Waxman, Sandra R. & Lidz, Jeffrey. (2006). Early word learning.  In D. Kuhn & R. Siegler (Eds.), Handbook of Child Psychology, 6th Edition, Volume 2 (pp. 299-335). Hoboken NJ: Wiley.

Lavin, T.A., Hall, D.G., & Waxman, S.R. (2006). East and west: A role for culture in the acquisition of nouns and verbs. In K. Hirsch-Pasek & R.M. Golinkoff (Eds.), Action meets word: How children learn verbs. Oxford University Press.

Waxman, Sandra R. (2006). Finding the points of contact: Language acquisition in children raised in monolingual, bilingual and multilingual environments.  In W. Li (Series Ed.) & P. McCardle & E. Hoff (Vol. Eds.), Child Language & Child Development Childhood Bilingualism - Research on Infancy Through School Age. Clevedon, UK: Multilingual Matters.

Namy, L.L. & Waxman, S.R. (2005).  Symbols redefined.  In Namy, L.L.  (Ed.) Symbol use and symbolic representation, 269-277. Mahwah, NJ: Lawrence Erlbaum Associates.

Gelman, S.A., Chesnick, R., & Waxman, S.R.  (2005).  Mother-child conversations about pictures and objects: Referring to categories and individuals.  Child Development, 76(6), 1129-1143.

Anggoro, F.K., Waxman, S.R., & Medin, D.L. (2005). The effects of naming practices on children's understanding of living things.  In B. Bara, L. Barsalou, & M. Bucciarelli (Eds) Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, 139-144. Mahwah, NJ: Lawrence Erlbaum Associates. 

Booth, A., Waxman, S. R., & Huang, Y.T. (2005).  Conceptual information permeates word learning in infancy.  Developmental Psychology, 41(3), 491-505.

Waxman, Sandra R. (2005).  Why is the concept "Living Thing" so elusive?  Concepts, languages, and the development of folkbiology.  In W. Ahn, R.L. Goldstone, B.C. Love, A.B. Markman, & P. Wolff (Eds.), Categorization Inside and Outside the Laboratory: Essays in Honor of Douglas L. Medin.  Washington, DC: American Psychological Association. 

Waxman, Sandra R. & Braun, Irena E. (2005). Consistent (but not variable) names as invitations to form object categories: New evidence from 12-month-old infants.  Cognition, 95, B59-B68. 

Lidz, Jeffrey & Waxman, Sandra R. (2004). Reaffirming the Poverty of the Stimulus Argument: A reply to the replies. Cognition, 93(2), 157-165. 

D. G. Hall & S. R. Waxman (Eds.) (2004), From many strands: Weaving a lexicon. Cambridge: MIT Press. 

Waxman, Sandra R. (2004). Everything had a name, and each name gave birth to a new thought: Links between early word-learning and conceptual organization. In D. G. Hall & S. R. Waxman (Eds.), From many strands: Weaving a lexicon. Cambridge: MIT Press. 

Lidz, Jeffrey, Waxman, Sandra R. & Freedman, Jennifer (2003). What infants know about syntax but couldn’t have learned: Experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73. 

Hall, D. Geoffrey, Waxman, Sandra R., Bredart, S. & Nicolay, A. (2003). Preschoolers’ use of form class cues to learn descriptive proper names. Child Development, 74(5), 1547-1560. 

Booth, Amy E. & Waxman, Sandra R. (2003). Mapping words to the world in infancy: Infants’ expectations for count nouns and adjectives.  Journal of Cognition and Development, 4(3), 357-381. 

Booth, Amy E & Waxman, Sandra R. (2003). Bringing theories of word learning in line with the evidence.  Cognition, 87(3), 215-218. 

Waxman, Sandra R., & Booth, Amy E. (2003). The origins and evolution of links between word learning and conceptual organization: New evidence from 11-month-olds. Developmental Science, 6(2), p 130 – 137. 

Booth, Amy E. & Waxman, Sandra R. (2002). Object names and object functions serve as cues to categories for infants. Developmental Psychology. 38 (6), 948-957. 

Namy, Laura L., & Waxman, Sandra R. (2002). Patterns of spontaneous production of novel words and gestures within an experimental setting in children ages 1;6 and 2;2. Journal of Child Language, 29 (4), 911-921. 

Waxman, Sandra R. (2002). Links between object categorization and naming: Origins and emergence in human infants. In D. H. Rakison, & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion. NY, New York: Oxford University Press.

Booth, Amy E., & Waxman, Sandra R. (2002). Word learning is ‘smart’: Evidence that conceptual information effects preschoolers’ extension of novel words. Cognition, 84(1), B11-B22. 

Waxman, Sandra R. (2002). Not by perception alone: Conceptual and semantic factors underlying children’s extension of novel adjectives. In B. Skarabela, S. Fish, & A. H.-J. Do (Eds.), Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 746-757).  Somerville, MA: Cascadilla Press. 

Waxman, Sandra R. (2002). Early word learning and conceptual development: Everything had a name, and each name gave birth to a new thought. In. U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 102-126). Oxford UK: Blackwell Publishers. 

Waxman, Sandra R. (2001).  Word extension: A key to early word learning and domain-specificity. Commentary on P. Bloom.  Behavioral and Brain Sciences, 24(6), 1121-1122. 

Waxman, Sandra R., & Booth, Amy E. (2001). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43(3), 217-242. 

Waxman, Sandra R., & Booth, Amy E. (2001). On the insufficiency of domain-general accounts of word-learning: A reply to Bloom and Markson. Cognition, 78, 277-279. 

Namy,  Laura L., & Waxman, Sandra R. (2000). Naming and exclaiming: Infants’ sensitivity to naming contexts.  Journal of Cognition and Development, 1(4), 405-428. 

Waxman, Sandra R., & Booth, Amy E. (2000). Principles that are invoked in the acquisition of words, but not facts. Cognition, 77, B33-B43. 

Waxman, Sandra R., & Klibanoff, Raquel S. (2000). The role of comparison in the extension of novel adjectives. Developmental Psychology, 36(5), 571-581. 

Waxman, Sandra R., & Booth, Amy E. (2000). Distinguishing count nouns from adjectives: Evidence from 14-month-olds’ word extension. In Proceedings of the 24th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press. 

Klibanoff, Raquel S., & Waxman, Sandra R. (2000). Basic level object categories support the acquisition of novel adjectives: Evidence from preschool-aged children. Child Development, 71(3), 649-659. 

Waxman, Sandra R. (1999). The dubbing ceremony revisited: Object naming and categorization in infancy and early childhood. In D. L. Medin & S. Atran (Eds.), Folkbiology (pp. 233-284). Cambridge, MA: MIT Press/Bradford Books. 

Waxman, Sandra R. (1999). Specifying the scope of 13-month-olds’ expectations for novel words. Cognition, 70, B35-B50. 

Waxman, Sandra R., Philippe, Murat, & Branning, Amy (1999). A matter of time: Novel nouns mark object categories when delays are imposed. Developmental Science, 2(1), 59-66. 

Klibanoff, Raquel S., & Waxman, Sandra R. (1998). Preschoolers’ acquisition of novel adjectives and the role of basic-level kind. In A. Greenhill et al. (Eds.), Proceedings of the 22nd Boston University Conference on Language Development (pp. 442-453). Somerville, MA: Cascadilla Press. 

McGregor, Karla, & Waxman, Sandra R. (1998). Object naming at multiple hierarchical levels: A comparison of preschoolers with and without word-finding deficits. Journal of Child Language, 25(2),  419-430. 

Medin, Douglas L., & Waxman, Sandra R. (1998). Conceptual organization. In W. Bechtel & G. Graham (Eds.), A Companion to Cognitive Science (pp. 167-175). Oxford, England: Blackwell. 

Namy, Laura L., & Waxman, Sandra R. (1998). Words and gestures: Infants’ interpretations of different forms of symbolic reference. Child Development, 69(2), 295-308. 

Namy, Laura L., & Waxman, Sandra R. (1998). Words and gestures: The role of sentence context in infants’ mapping of novel symbols to object categories. In A. Greenhill et al. (Eds.), Proceedings of the 22nd Boston University Conference on Language Development (pp. 546-556). Somerville, MA: Cascadilla Press. 

Waxman, Sandra R. (1998). Linking object categorization and naming: Early expectations and the shaping role of language. In D. L. Medin (Ed.), The Psychology of Learning and Motivation, Vol. 38 (pp. 249-291). San Diego: Academic Press. 

Waxman, Sandra R., & Markow, Dana B. (1998). Object properties and object kind: 21-month-old infants' extension of novel adjectives. Child Development, 69(5), 1313-1329. 

Waxman, Sandra R., & Thompson, W. (1998). Words are invitations to learn about categories. Commentary on R. G. Millikan, A common structure for concepts of individuals, stuffs, and real kinds: More Mama, more milk, and more mouse. Behavioral and Brain Sciences, 21(1), 88. 

Waxman, Sandra R., Lynch, Elizabeth B., Casey, K. Lyman, & Baer, Leslie (1997). Setters and samoyeds: The emergence of subordinate level categories as a basis for inductive inference. Developmental Psychology, 33(6), 1074-1090. 

Waxman, Sandra R., & Namy, Laura (1997). Challenging the notion of thematic bias in young children. Developmental Psychology, 33(3), 555-567. 

Waxman, Sandra R., Senghas, Ann, & Benveniste, Susana (1997). A cross-linguistic examination of the noun-category bias: Its existence and specificity in French- and Spanish-speaking preschool-aged children. Cognitive Psychology, 43, 183-218. 

Balaban, Marie T., & Waxman, Sandra R. (1997). Do word labels facilitate object categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64, 3-26. 

McGregor, Karla, & Waxman, Sandra R. (1996). Multiple level naming abilities of children with word-finding deficits. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th Boston University Conference on Language Development, Vol. 2 (pp. 18-29). Somerville, MA: Cascadilla Press. 

Balaban, Marie T., & Waxman, Sandra R. (1996). An examination of the factors underlying the facilitative effect of word phrases on object categorization in 9-month-old infants. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th Boston University conference on Language Development, Vol. 1 (pp. 483-493). Somerville, MA: Cascadilla Press. 

Waxman, Sandra R. (1995). Characteristics of word learners at 12- and 30-months: Early emergence and modification of the noun-category linkage. In D. MacLaughlin & S. McEwen (Eds.), Proceedings of the 19th Boston University Conference on Language Development, Vol. 1 (pp. 667-678). Somerville, MA: Cascadilla Press. 

Waxman, Sandra R., & Markow, Dana B. (1995). Words as invitations to form categories: Evidence from 12-month-old infants. Cognitive Psychology, 29, 257-302. 

Waxman, Sandra R. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. In L. Gleitman & B. Landau (Eds.), The Acquisition of the Lexicon (pp. 229-257). Cambridge: MIT Press. 

Waxman, Sandra R. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. Lingua, 92, 229-257. 

Hall, D. Geoffrey, Waxman, Sandra R., & Hurwitz, Wendy M. (1993). How 2- and 4-year-old children interpret adjectives and count nouns. Child Development, 64, 1661-1664. 

Waxman, Sandra R., & Hall, D. Geoffrey (1993). The development of a linkage between count nouns and object categories: Evidence from 15- to 21-month-old infants. Child Development, 64, 1224-1241. 

Hall, D. Geoffrey, & Waxman, Sandra R. (1993). Assumptions about word meaning: Individual and basic-level kinds. Child Development, 64, 1550-1570. 

Waxman, Sandra R., & Senghas, Ann (1992). Relations among word meanings in early lexical development. Developmental Psychology, 28(5), 862-873. 

Waxman, Sandra R., & Hatch, Thomas (1992). Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels. Journal of Child Language, 19(1), 153-166. 

Waxman, Sandra R. (1991). Contemporary approaches to concept development. Cognitive Development, 6, 105-118. 

Waxman, Sandra R., Shipley, Elizabeth F., & Shepperson, Barbara (1991). Establishing new subcategories: The role of labels and existing knowledge. Child Development, 62, 127-138. 

Waxman, Sandra R. (1991). Convergences between semantic and conceptual organization in the preschool years. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on Language and Cognition: Interrelations in development (pp. 107-145). Cambridge: Cambridge University Press. 

Waxman, Sandra R., & Kosowski, Toby (1990). Nouns mark category relations: Toddlers' and preschoolers' word-learning biases. Child Development, 61(5), 1461-1473. 

Waxman, Sandra R. (1990). Linguistic biases and the establishment of conceptual  hierarchies: Evidence from preschool children. Cognitive Development, 5(2), 123-150. 

Waxman, Sandra R. (1989). Linking language and conceptual development: Linguistic cues and the construction of conceptual hierarchies. Genetic Epistemologist, 17(2), 13-20. 

Waxman, Sandra R. (1989). Review of Women, Fire, and Dangerous Things: What categories reveal about the mind, by George Lakoff. Journal of Applied Psycholinguistics, 10(4), 493-497. 

Waxman, Sandra R. (1989). Placing cognition in a developmental context, Review of Making Sense: The child's construction of the world, J. Bruner & H. Hastings (Eds.), Contemporary Psychology, 34(11), 992. 

Waxman, Sandra R., Chambers, Daniel, Yntema, Douwe, & Gelman, Rochel (1989). Complementary versus contrastive classification in preschool children. Journal of Experimental Child Psychology, 28(3), 410-422. 

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