Michael H. Goldstein

About

Michael H. Goldstein, Ph.D., is a Professor of Psychology at the Eleanor J. Gibson Laboratory of Developmental Psychology. His primary research focus is on the evolution and development of vocal communication in both songbirds and human infants. He adopts a developmental psychobiological systems perspective, studying parents and infants as a co-evolved and co-developing system of distributed intelligence. This approach emphasizes the dynamic interactions and mutual influences between caregivers and infants in the development of vocal communication. Outside of his academic work, Professor Goldstein enjoys flying gliders, photography, and sailing.

Research topics

• Medicine
• Zoology
• Biology
• Ophthalmology
• Intensive care medicine
• Cognitive psychology
• Pharmacology
• Surgery
• Ecology
• Developmental psychology

Selected publications

• Contingent parental responses are naturally associated with zebra finch song learning

  Animal Behaviour · 2020 · 31 citations

  Senior authorCorresponding
  DOI

• Immature vocalizations elicit simplified adult speech across multiple languages

  Current Biology · 2025-02-01 · 9 citations

  articleSenior author
  PublisherDOI

• Developmental cascades of vocal turn-taking connect prelinguistic vocalizing with early language

  Infant Behavior and Development · 2024-04-04 · 9 citations

  articleSenior authorCorresponding
  PublisherDOI

• Caregiver reactions to babbling organize turn‐taking interactions: Facilitative effects of vocal versus non‐vocal responses

  Infancy · 2024-05-02 · 6 citations

  articleOpen accessSenior author

  Turn-taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn-taking experience is predictive of infants' socioemotional and language development. However, different forms of turn-taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non-vocal and multimodal responses to infant vocalizations compare in extending caregiver-infant vocal turn-taking bouts. In bouts that…

  PublisherOA PDFDOI

• Contingency enables the formation of social expectations about an artificial agent

  Infancy · 2024-07-25 · 5 citations

  articleOpen accessSenior authorCorresponding

  What environmental regularities support infant communicative learning from social interactions? We propose that infants allocate their attention toward and learn from external events that are contingent on their own behaviors. We tested the robustness of the influence of contingency on communicative learning by using a non-biological stimulus, a remote-controlled car, as the social partner. The car approached infants and produced a speech sound either contingently to infants' vocalizations or on…

  PublisherOA PDFDOI

Recent grants

• NIH Grant R03HD061524

  NIH · $158k · 2012

• Social and Statistical Mechanisms of Prelinguistic Vocal Development

  NSF · $352k · 2009–2013

Frequent coauthors

• Eric S. Furfine

  126 shared

• Jennifer Agahigian

  Kala Pharmaceuticals (United States)

  125 shared

• Damien F. Goldberg

  125 shared

• Kenneth Sall

  Sall Research Medical Center

  122 shared

• Jay Rubin

  121 shared

• Todd A. Durham

  Foundation Fighting Blindness

  121 shared

• Michael Korenfeld

  Comprehensive Eye Care

  121 shared

• Marc Abrams

  Abrams Eye Institute

  121 shared

Education

• Ph.D, Psychology

  Indiana University Bloomington

  2001

Awards & honors

• Cornell University Stephen H. Weiss Presidential Fellow
• Robert S. Harrison College Scholar Program

Similar researchers at Cornell University

• David Randh-100
• Morten H. Christiansenh-78
• Shimon Edelmanh-47