Ankowski, A.A., Thom, E.E., Sandhofer, C. M., & Blaisdell, A.A. (in press). Spatial language guides children’s search strategies: The role of language in children’s landmark use. Child Development Research.

Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development.

Ankowski, A., Vlach, H. A., & Sandhofer, C. M. (in press). Comparison vs. contrast: Task specifics affect category acquisition. Infant and Child Development

Vlach, H. A., & Sandhofer, C. M. (2012). Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words. Frontiers in Developmental Psychology, 3: 46, 1-8. doi: 10.3389/fpsyg.2012.00046

Vlach, H. A., Ankowski, A., & Sandhofer, C. M. (2012).  At the same or apart in time?  Effects of timing in children’s generalization.  Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 246-254. doi: 10.1037/a0025260

Chang, A., Sandhofer, C. M., & Brown, C. S. (2011). Gender Biases in Early Number Exposure to Preschool-Aged Children. Journal of Language and Social Psychology, 30, 440-450. doi: 10.1177/0261927X11416207

Vlach, H. A., & Sandhofer, C. M. (2011). Developmental Differences in Children's Context-Dependent Word Learning. Journal of Experimental Child Psychology, 108, 394-401. doi: 10.1016/j.jecp.2010.09.011

Chang, A., Sandhofer, C. M., Adelchanow, L., & Rottman, B. (2011). Language, culture, and number: Differences in numerical language input in Mandarin Chinese and English. Journal of Child Language, 38, 341-355. doi: 10:1017/S0305000909990390

Thom, E. E, & Sandhofer, C.M. (2009). More is more: The relationship between vocabulary size and generalization. Journal of Experimental Child Psychology, 104, 466-473.

Chang, A. & Sandhofer, C. (2009). Language Differences in Bilingual Parent Number Speech to Preschool-Aged Children. In N.A. Taatgen & H. van Rijn (Eds.) Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society (pp. 887-892). Austin, TX: Cognitive Science Society.

Vlach, H. A., Sandhofer, C., & Kornell, N. (2008). The Spacing Effect in Children's Memory and Category Induction. Cognition, 109, 163-167.

Sandhofer, C. M & Doumas, L. A. A (2008). Order of presentation effects in learning color categories, Journal of Cognition and Development, 9, 194-221.

Doumas, L. A. A., Hummel, J. E. & Sandhofer, C. (2008). A theory of the discovery and predication of relational concepts. Psychological Review, 1, 1-43.

Mix, K. S. & Sandhofer, C. M. (2007). Do we need a number sense? In M. J. Roberts (Ed.). Integrating the Mind. (pp 293- 326). Hove, UK: Psychology Press.

Sandhofer, C. M. & Smith, L. B. (2007). Learning adjectives in the real world: How learning nouns impedes learning adjectives. Language Learning and Development, 3, 233-267.

Sandhofer, C., & Thom, E. E. (2006). Taking the task seriously: Reflections on measures of color acquisition. Journal of Experimental Child Psychology. 94, 344-348.

Mix, K. S., & Sandhofer, C. M. & Baroody, A. (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In R.V. Kail (Ed.) Advances in Child Development and Behavior, 33, New York: Academic Press.

Sandhofer, C. & Smith, L. B., (2004). Perceptual complexity and form class cues in novel word extension tasks: How four-year-old children interpret adjectives and count nouns. Developmental Science, 7, 378-388.

Sandhofer, C. & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults' learning of artificial terms. Journal of Experimental Psychology: General, 130, 600-620

Sandhofer, C. & Smith, L. B.& Luo, J. (2000). Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language, 27, 561-585.

Sandhofer, C. & Smith, L. B. (1999). Learning color words involves learning multiple mappings. Developmental Psychology, 35, 668-679.

Goldin-Meadow, S., & Sandhofer, C. (1999). Gestures convey substantive information about a child's thoughts to ordinary listeners. Developmental Science, 2, 67-74

Smith, L. B., Gasser, M. & Sandhofer, C. (1997). Learning to talk about the properties of objects: A network model of the development of dimensions. In R. L. Goldstone, P. G. Schyns, & D. L. Medin (Eds.) Perceptual Learning The Psychology of Learning and Motivation, 36, 219-255.