Temple Infant & Child Laboratory | Selected Publications
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Selected Publications

Language Publications

 

Aravind, A., de Villiers, J.G., Pace, A., Nye, H., Klein, M., Golinkoff, R., Hirsh-Pasek, K., Iglesias, A. & Wilson, M. (2018). Fast mapping word meanings across trials: young children forget all but their first guess. Cognition, 177, 177-188.

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Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension?. Educational Psychology Review, 1-23.

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Golinkoff, R.M., Hoff, E., Rowe, M., Tamis-LeMonda, C. & Hirsh-Pasek, K. (2018) Language matters: Denying the existence of the 30-million word gap has serious consequences. Child Development.

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Golinkoff, R. M., Soderstrom, M., Deniz Can, D., & Hirsh-Pasek, K. (2018). Visual preference techniques.  In A. M. B. de Groot & P. Hagoort (Eds.), Research methods in psycholinguistics and the neurobiology of language (pp. 18-39) NY: Wiley Blackwell.

 

Hirsh-Pasek*, K. Alper*, R. M. & Golinkoff, R.M. (2018) Living in Pasteur’s Quadrant: How conversational duets spark language at home and in the community. Discourse Processes, 55,4, 1-8. (*shared first authorship)

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Hirsh-Pasek, K. & Golinkoff, R. M. (2018).  “Languagizing” their world: Why talking, reading, and singing are so important. Zero to Three Newsletter.

 

Toub, T., Hassinger-Das, B., Nesbitt, K.,Ilgaz, H.,Weisberg, D.,Hirsh-Pasek, K., Golinkoff, R.M. Nicolopoulou, A., & Dickinson, D. (2018) The Language of Play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly. 45, 1-17.

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Hassinger-Das, B.1, Toub, T. S.1, Hirsh-Pasek, K., & Golinkoff, R. M. (2017). A matter of principle: Applying language science to the classroom and beyond. Translational Issues in Psychological Science, 3, 5-18. doi: 10.1037/tps0000085 1Co-first author.

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Göksun, T., Aktan-Erciyes, A., Hirsh-Pasek, K., & Golinkoff, R. (2017). Event perception and language learning: Early interactions between language and thought. In N. Ketrez, A. C. Küntay, Ş. Özçalışkan, & A. Özyürek (Eds.) Social Environment and Cognition in Language Development: Studies in honor of Ayhan Aksu-Koç (pp. 179-198,). Trends in Language Acquisition Research (TiLAR) Series, John Benjamins.

 

Levine, D., Golinkoff, R.M. & Hirsh-Pasek, K. (2017) A Goal Bias in Action: The Boundaries Adults Perceive in Events Align with Sites of Actor Intent.  Journal of Experimental Psychology:  Learning, Memory, and Cognition. J Exp Psychol Learn Mem Cogn. 43(6):916-927. doi: 10.1037/xlm0000364

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Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R.M. (2017) Identifying pathways between socio-economic status and language development. Annual Review of Linguistics, 3, 285-308.

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Reed, J., Hirsh-Pasek, K. & Golinkoff, R.M. (2017) Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology.

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Hadley, E. B., Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Examining the acquisition of vocabulary knowledge depth among preschool-aged children.  Reading Research Quarterly 51(2), 181-198 doi: 10.1002/rrq.130

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Hassinger-Das, B., Ridge, K., Parker, A., Golinkoff, R. M., Hirsh-Pasek, K., & Dickinson, D. K. (2016). Building vocabulary knowledge in preschoolers through shared book reading and gameplay. Mind, Brain, and Education, 10, 71-80. doi: 10.1111/mbe.12103

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

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Konishi, H., Stahl, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Individual differences in non-linguistic event categorization predict later motion verb comprehension. Journal of Experimental Child Psychology, 151, 18-32.

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Konishi, H., Wilson, F., Golinkoff, R., Maguire, M. & Hirsh-Pasek, K. (2016) Late Japanese bilinguals’ novel verb construal.  Language and Cognition. Development, (pp. 323-326).  Thousand Oaks, CA: Sage

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Levine, D., Strother-Garcia, K., Golinkoff, R. M., Hirsh-Pasek, K. (2016). Language development in the first year of life: What deaf children might be missing until cochlear implantation. Journal of Otology & Neurotology, 37, 56-62.

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Pace, A., Hirsh-Pasek, K. & Golinkoff, R.M. (2016) High quality language environments leads to high quality learning. In Jones, S. & Lesaux, N. The Leading Edge of Early Childhood Education, 45-67.

 

Pace, A., Levine, D., Morini, G., Hirsh-Pasek, K. & Golinkoff, R.M. (2016) The story of language acquisition: From words to world and back again. In L. Balter and C. Tamis-LeMonda C. (Eds.), Child Psychology: A Handbook of Contemporary Issues, 3rd Edition. 43-79.

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Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Meeting children where they are: Adaptive contingency builds early communication skills. In P. L. Witt (Ed.) Communication and learning (Vol. 16, Handbooks of communication science). Berlin: deGruyter Mouton. pp. 601-627.

 

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

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Hirsh-Pasek, K., Adamson, L., Bakeman, R.,Golinkoff, R.M., Pace, A., Yust, P. & Suma, K. (2015). The contribution of early communication to low-income children’s language success. Psychological Science. 26, 1071-1083

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Ridge, K., Weisberg, D., Ilgaz, H., Hirsh-Pasek, K and Golinkoff, R.M. (2015) “Supermarket speak”: Increasing conversations among Low-SES families. Mind, Brain & Education. 9, 3, 127-135.

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Stahl, A., Romberg, A., Roseberry, S., Golinkoff, R.M., & Hirsh-Pasek, K. (2014) Infants segment continuous events using transitional probabilities. Child Development. 85, 1821-1826

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Weisberg, D.,S., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R.M., Nicolopoulou, A. (2015) Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development. 35, 1-14.

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Zosh, J., Filipowicz, A., Verdine, B., Golinkoff, R. M., & Hirsh-Pasek, K.  (2015).  Parental language with electronic and traditional and shape sorters. Mind, Brain & Education, 9, 3,136-144

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George, Nathan R., Göksun, Tilbe, Hirsh-Pasek, Kathy, Golinkoff, Roberta Michnick. (2014). Carving the World for Language: How Neuroscientific Research Can Enrich the Study of First and Second Language Learning. Developmental Neuropsychology, 39(4), 262-284.
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Konishi, H., Kanero, J., Freeman, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Six principles of language development: Implications for second language learners. Developmental Neuropsychology, 39(5), 404-420

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Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (2014) Skype me! Socially contingent interactions help toddlers learn language. Child Development. 956-970.

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Roseberry, Sarah, Göksun, Hirsh-Pasek, Kathy, Golinkoff, Roberta Michnick. (2012). Carving categories in a continuous world: Preverbal infants discriminate categorical changes before distance changes in dynamic events. Spatial Cognition and Computation: An Interdisciplinary Journal, 12(4), 231-251.
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Dickinson, David K., Griffith, Julie A., Golinkoff, Roberta Michnick, Hirsh-Pasek, Kathy. (2012). How Reading Books Fosters Language Development around the World, 2012(2012), 15 pages.
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Göksun, T., Hirsh-Pasek, K., Golinkoff, R., Imai, M., Konishi, H., & Okada, H. (2011). Who is crossing where? Infants’ discrimination of figures and grounds in events. Cognition,121(2), 176-195.
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Maguire, M. J., Hirsh-Pasek, K., Golinkoff, R., Imai, M., Haryu, E., Vanegas, S., & Sanchez-Davis, B. (2010). A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English, Spanish, and Japanese. Cognition, 114(3), 299-319.
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Roseberry, S., Hirsh-Pasek, K., Parish-Morris, J., & Golinkoff, R. M. (2009). Live action: Can young children learn verbs from video?. Child Development, 80(5), 1360-1375.
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Memory Publications

 

Koski, J., Olson, I. R. & Newcombe, N.S. (2013). Tracking the eyes to see what children remember. Memory, 21, 396-407.
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Crawley, S.L., Newcombe, N.S. & Bingman, H. (2010). How focus at encoding affects children’s source monitoring. Journal of Experimental Child Psychology, 105, 273-285.
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Lloyd, M.E., Newcombe, N.S. & Doydum, A. (2009). Memory binding in early childhood: Evidence for a retrieval deficit. Child Development, 80, 1321-1328.
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Ngo, C. T., Newcombe, N. S., Olson, I. R. (In Press). The ontogeny of relational memory and pattern separation. Developmental Science.

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Science of Learning Publications

 

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly.

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Rajan, V., Gee, N. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Children’s play, self-regulation, and human-animal interaction in early childhood learning. In P. McCardle, N. Gee, & A. Fine (Eds.), How animals help students learn: Research and practice for educators and mental health professionals (pp. 124-138). NY: Routledge.

 

Song, L. , Golinkoff, R.M., Stuehling, A., Resnick, I., Mahajan, N., Hirsh-Pasek, K., & Thompson, N. (2017). Parents’ and experts’ awareness of learning opportunities in children’s museum exhibits. Journal of Applied Developmental Psychology, 49, 39-45.

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Toub, T. S., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Early STEM support: Engineering a strong foundation for development. Impact on Instructional Improvement, 42(1), 12–26.

 

Zosh, J.M., Roseberry Lytle, S., Golinkoff, R., & Hirsh-Pasek, K. (2017). Putting the education back in educational apps: How content and context interact to promote learning. In Barr, R., Linebarger, D. (Eds.) Media exposure during infancy and early childhood (pp. 259-282). New York, NY: Springer.

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Hirsh-Pasek, K. & Golinkoff, R.M. (2016) The preschool paradox: It’s time to rethink our approach to early education. SCIENCE, 351, 1158.

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Weisberg, D., Hirsh-Pasek, K., Golinkoff, R.M., McCandliss, B. (2014) Mis en place: Setting the stage for thought and action. Trends in Cognition. 276-278.

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Play Publications

 

Hassinger-Das, B., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Playing to learn mathematics. In R. E. Tremblay, M. Boivin, & R. D. Peters (Eds.), A. Pyle topic ed., Encyclopedia on early childhood development.

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Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M., and the Committee on Psychosocial Aspects of Child and Family Health and the Council on Communications and Media. (2018) The power of play: A pediatric role in enhancing skills in young children. Pediatrics. 142,3, 1-16

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Zosh, J.M., Hirsh-Pasek, K., Hopkins, E, Jensen, H. Liu, C., Neale, D., Solis, S.L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology.

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Grob, R., Schlesinger, M., Pace, A., Hirsh-Pasek, K and Golinkoff, R.M. (2017) Playing with ideas: Evaluating a collective experimental intervention designed to enrich perceptions of play. Child Development.

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Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and play: A developing story. Young Children, 72, 45-50.

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Hassinger-Das, B., Toub T.S., Zosh, J., Michnick, J., Golinkoff, R.M. & Hirsh-Pasek, K. (2017). More than just fun: A place for games in playful learning. Journal for the Study of Education and Development, 191-218

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Hassinger-Das, B., Zosh, J., Hirsh-Pasek, K., & Golinkoff, R. (2017). Toys. In K. Peppler (Ed.), The SAGE Encyclopedia of out-of-school learning. Thousand Oaks, CA (pp. 781-783)

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Toub, T. S., Rajan, V., Golinkoff, R., & Hirsh-Pasek, K. (2016) Playful learning: A solution to the play versus learning dichotomy.  In D. Berch & D. Geary (Eds.), Evolutionary perspectives on education and child development.  New York, NY: Springer. 117-145.

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Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. G., Kittredge, A., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions. 177-182.

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Zosh, J. M., Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. (2016). Playing with mathematics: How play supports learning and the Common Core state standards. Journal of Mathematics Education at Teachers College, 7(1), 45–49.

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Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. (2016). Guided play. In D. L. Couchenour & K. Chrisman (Eds.) Encyclopedia of contemporary early childhood education (pp. 645-646). Thousand Oaks, CA: Sage Publications.

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Zosh, J.M, Hirsh-Pasek, K., Golinkoff, R.M., & Dore, R.A. (2016). Where learning meets creativity: The promise of guided play. In. Beghetto, R. & Sriraman, B. (Eds.). Creative contradictions in education: Creative theory and action in education, volume 1. (pp. 165-180). New York, NY: Springer International Publishing.

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Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8-13. doi:10.1177/0031721715583955

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Zosh, J. Fisher, K., Hirsh-Pasek. K., Golinkoff, R. & Magsamen, S. (2013) The Ultimate Block Party: Bridging the science and culture of play. To appear in Design, Make, Play: Growing the Next Generation of STEM Innovators. Taylor Francis.
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Reed, J., Hirsh-Pasek. , K., & Golinkoff, R. (2012) Drawing on the arts: Less-traveled paths towards a science of learning?In A. Pinkham, T. Kaefer, & S. Neuman (eds) Knowledge Development in Early Childhood. How Young Children Build Knowledge and Why It Matters. Guildford, 71-90.
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Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R., & Gryfe, S. (2008). Conceptual split? Parents’ and experts’ perceptions of play in the 21st century. Journal Of Applied Developmental Psychology, 29(4), 305-316.
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Space Publications

 

Bower, C., Zimmermann, L., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Blocking out time for blocks: Increasing STEM skills through playful learning. AfterSchool Today, 9, 24.

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Harris, J., George, N., Hirsh-Pasek, K., & Newcombe, N. (2018) Where will it go? How children and adults reason about force and motion. Cognitive Development. 45, 113-124

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Verdine, B.,Foster, L., Golinkoff, R.M., Hirsh-Pasek, K., Marzouk, M., Newcombe, N., Zimmerman, L. (2018). Effects of geometric toy design on parent-child interactions and spatial language. Early Childhood Research Quarterly.

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Toub, T. S., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Early STEM support: Engineering a strong foundation for development. IMPACT on Instructional Improvement, 42(1), 12–26.

 

Verdine, B. N., Bunger, A., Athanasopoulou, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Shape up: An eye-tracking study of preschoolers’ shape name processing and spatial development. Developmental psychology53(10), 1869.

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Morhring, W. Ramsook, K. Hirsh-Pasek, K. Golinkoff, R.M., Newcombe, N. (2016) Where music meets space: Children’s sensitivity to continuous pitch magnitudes is related to mental spatial transformations.  Cognition, 151, 1-5

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Jirout, J. J. & Newcombe, N. S. (2015). Building Blocks for Developing Spatial Skills: Evidence From a Large, Representative U.S. Sample. Psychological Science, 26(3), 302-310.
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Mohring, W., Newcombe, N.S., Levine, S.C., & Frick, A. (2015). Spatial proportional reasoning is associated with formal knowledge about fractions. Journal of Cognition and Development.
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Verdine, B.N., Lucca, K.R., Golinkoff, R.M., Hirsh-Pasek, K., & Newcombe, N.S. (2015). The shape of things: the origin of young children’s knowledge of the names and properties of geometric forms. Cognition and Development.
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Frick, A., Möhring, W., & Newcombe, N. S. (2014). Picturing perspectives: development of perspective-taking abilities in 4- to 8-year-olds. Frontiers in Psychology, 5, 386.
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Verdine, B., Golinkoff, R.M., Hirsh-Pasek, K. & Newcombe, N. (2014) Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness. Trends in Neuroscience and Education. 7-13

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Verdine, B., Golinkoff, R., Hirsh-Pasek, K, Newcombe, N., Filipowicz, A. & Chang, A. (2014) Deconstructing Building Blocks: Preschoolers’ Spatial Assembly Performance Relates to Early Mathematical Skills. Child Development.1062-1076.

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Verdine, B., Irwin, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2014) Contributions of Executive Function and a New Test of Spatial-Geometric Skill to Preschool Mathematics Achievement.  Journal of Experimental Child Psychology. 126, 37-51.

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Newcombe, N. S. (2013). Seeing Relationships: Using Spatial Thinking to Teach Science, Mathematics, and Social Studies. American Educator, 37(1), 26-31 and 40.
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Frick, A., Ferrara, K. & Newcombe, N.S. (2013). Using a touch screen paradigm to assess the development of mental rotation between 3 ½ and 5 ½ years of age. Cognitive Processing, 14, 117-127.
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Sutton, J. E., Twyman, A. D., Joanisse, M. F., & Newcombe, N. S. (2012). Geometry Three Ways: An fMRI Investigation of Geometric Information Processing During Reorientation. Journal Of Experimental Psychology: Learning, Memory, And Cognition.
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Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2012). The Malleability of Spatial Skills: A Meta-Analysis of Training Studies. Psychological Bulletin.
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All Books

Links Between Spatial and Mathematical Skills Across the Preschool Years

Verdine, B., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. Spatial thinking: fundamental to school readiness. (2017). Society for Research in Child Development Monograph series. No. 324, 82, 1.

User’s Manual for the Quick Interactive Language Screener

Golinkoff, R.M., de Villiers, J., Hirsh-Pasek, K, Iglesias, A, & Wilson, M. (2017) User’s Manual for the Quick Interactive Language Screener. Baltimore, Brookes Publishing Co.

Becoming Brilliant
Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association.

A mandate for playful learning in preschool: Presenting the evidence. 
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L.  & Singer, D., (2009).  A mandate for playful learning in preschool: Presenting the evidence.  NY: Oxford University Press.

Celebrate the Scribble
Hirsh-Pasek, K. & Golinkoff, R. (2007). Celebrate the Scribble. Lorton, VA: VSP Books

Action Meets Word
Hirsh-Pasek, K. & Golinkoff, R. (Eds.) (2006) Action meets word: How children learn verbs.  New York: Oxford University Press.

Play=Learning
Singer, D., Golinkoff, R. M., & Hirsh-Pasek, K.  (Eds.) (2006).  Play=Learning:  How play motivates and enhances children’s cognitive and social-emotional growth.  New York, NY:  Oxford University Press.

Child Care and Child Development
NICHD Early Child Care Research Network (2005) Child Care and Child Development: Results from the NICHD Study of Early Child Care and Youth Development.  New York: Guildford Publications.

Einstein Never Used Flashcards
Hirsh-Pasek, K. , Golinkoff, R.,  (2003)  Einstein Never Used Flashcards:  How our children  really learn and why they need to play more and memorize less. Emaus,  Rodale Press (translations in Indonesian, Japanese, Chinese)

Becoming a World Learner
Golinkoff, R.,  Hirsh-Pasek, K.,  Akhtar, N., Bloom, L., Hollich, G., Smith, L.,Tomasello, M.,  & Woodward, A. (Ed.) ( 2000) Becoming a word learner: A debate on lexical acquisition?  NY: Oxford University Press.

Breaking the Language Barrier
Hollich, G.  Hirsh-Pasek, K. & Golinkoff, R. (2000) Breaking the language barrier: An emergentist coalition model for the origins of word learning.  Monographs for the Society for Research in Child Development. Serial number 262.

Making Space
Newcombe, N. S. & Huttenlocher, J. (2000). Making space: The development of spatial representation and reasoning. MIT Press.

How Babies Talk
Golinkoff, R. & Hirsh-Pasek, K. (1999) How babies talk: The magic and mystery of language acquisition. New York: Dutton/Penguin(translated into French, Italian, Spanish)

Origins of Grammar
Hirsh-Pasek, K. & Golinkoff, R.M., (1996) The Origins of Grammar: Evidence from Comprehension, Cambridge, Mass: MIT Press.

Child Development
Newcombe, N. (1991)  Child development: Change over time. New York: Harper Collins.

Special Thanks

 

All of us at the Temple University Infant Lab at Ambler would like to thank you and your children for coming in through out the past year to participate in our studies. We are still working hard and are always looking for children and parents who are interested in helping us!  If you know of friends with babies, toddlers, or young children who may be interested in getting involved, please call us today!  We are open 9 a.m. to 5 p.m. Monday through Friday, and we also schedule evening hours from time to time to accommodate working parents. We hope to hear from you soon! Please feel free to contact us by clicking on the sign up button to the left!