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Kathryn A. Hirsh-Pasek

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Kathryn A. Hirsh-Pasek

  • College of Liberal Arts

    • Psychology

      • Professor

Courses Taught

Number

Name

Level

PSY 2991

Honors Research I

Undergraduate

PSY 3791

Collaborative Research I

Undergraduate

PSY 3891

Collaborative Research II

Undergraduate

PSY 3991

Honors Research II

Undergraduate

PSY 4991

Honors Research III

Undergraduate

PSY 4996

Honors Capstone

Undergraduate

Selected Publications

Recent

  • Bower, C., Zimmermann, L., Verdine, B., Pritulsky, C., Golinkoff, R., & Hirsh-Pasek, K. (2022). Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Developmental Science, 25(1). doi: 10.1111/desc.13148.

  • Masek, L., Ramirez, A., McMillan, B., Hirsh-Pasek, K., & Golinkoff, R. (2021). Beyond counting words: A paradigm shift for the study of language acquisition. Child Development Perspectives, 15(4), 274-280. doi: 10.1111/cdep.12425.

  • Hadley, E., Dedrick, R., Dickinson, D., Kim, E., Hirsh-Pasek, K., & Golinkoff, R. (2021). Exploring the relations between child and word characteristics and preschoolers' word-learning. Journal of Applied Developmental Psychology, 77. doi: 10.1016/j.appdev.2021.101332.

  • Villiers, J.d., Iglesias, A., Golinkoff, R., Hirsh-Pasek, K., Wilson, M., & Nandakumar, R. (2021). Assessing dual language learners of Spanish and English: Development of the QUILS: ES. Revista De Logopedia, Foniatria Y Audiologia, 41(4), 183-196. doi: 10.1016/j.rlfa.2020.11.001.

  • Hassinger-Das, B., Zosh, J., Bustamante, A., Golinkoff, R., & Hirsh-Pasek, K. (2021). Translating cognitive science in the public square. Trends in Cognitive Sciences, 25(10), 816-818. doi: 10.1016/j.tics.2021.07.001.

  • Yannier, N., Hudson, S., Koedinger, K., Hirsh-Pasek, K., Golinkoff, R., Munakata, Y., Doebel, S., Schwartz, D., Deslauriers, L., McCarty, L., Callaghan, K., Theobald, E., Freeman, S., Cooper, K., & Brownell, S. (2021). Active learning: "Hands-on" meets "minds-on." Science, 374(6563), 26-30. doi: 10.1126/science.abj9957.

  • Shah, P., Hirsh-Pasek, K., Kashdan, T., Harrison, K., Rosenblum, K., Weeks, H., Singh, P., & Kaciroti, N. (2021). Daily television exposure, parent conversation during shared television viewing and socioeconomic status: Associations with curiosity at kindergarten. PLoS ONE, 16(10 October). doi: 10.1371/journal.pone.0258572.

  • Evans, N., Todaro, R., Schlesinger, M., Golinkoff, R., & Hirsh-Pasek, K. (2021). Examining the impact of children's exploration behaviors on creativity. Journal of Experimental Child Psychology, 207. doi: 10.1016/j.jecp.2021.105091.

  • Rumper, B., Alper, R., Jaen, J., Masek, L., Luo, R., Blinkoff, E., Mogul, M., Golinkoff, R., & Hirsh-Pasek, K. (2021). Beyond Translation: Caregiver Collaboration in Adapting an Early Language Intervention. Frontiers in Education, 6. doi: 10.3389/feduc.2021.660166.

  • Masek, L., McMillan, B., Paterson, S., Tamis-LeMonda, C., Golinkoff, R., & Hirsh-Pasek, K. (2021). Where language meets attention: How contingent interactions promote learning. Developmental Review, 60. doi: 10.1016/j.dr.2021.100961.

  • Rumper, B., Frechette, E., Greenfield, D., & Hirsh-Pasek, K. (2021). Impacts on head start dual language learning children’s early science outcomes. Education Sciences, 11(6). doi: 10.3390/educsci11060283.

  • Alper, R., Beiting, M., Luo, R., Jaen, J., Peel, M., Levi, O., Robinson, C., & Hirsh-Pasek, K. (2021). Change the things you can: Modifiable parent characteristics predict high-quality early language interaction within socioeconomic status. Journal of Speech, Language, and Hearing Research, 64(6), 1992-2004. doi: 10.1044/2021_JSLHR-20-00412.

  • Gaudreau, C., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. (2021). Questions in a Life-Sized Board Game: Comparing Caregivers' and Children's Question-Asking across STEM Museum Exhibits. Mind, Brain, and Education, 15(2), 199-210. doi: 10.1111/mbe.12283.

  • Luo, R., Pace, A., Levine, D., Iglesias, A., Villiers, J.d., Golinkoff, R., Wilson, M., & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1-14. doi: 10.1016/j.ecresq.2020.10.007.

  • Loeb, D., Reed, J., Golinkoff, R., & Hirsh-Pasek, K. (2021). Tuned in: Musical rhythm and social skills in adults. Psychology of Music, 49(2), 273-286. doi: 10.1177/0305735619850880.

  • Ma, W., Golinkoff, R., Song, L., & Hirsh-Pasek, K. (2021). Using Verb Extension to Gauge Children’s Verb Meaning Construals: The Case of Chinese. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.572198.

  • Pace, A., Luo, R., Levine, D., Iglesias, A., Villiers, J.d., Golinkoff, R., Wilson, M., & Hirsh-Pasek, K. (2021). Within and Across Language Predictors of Word Learning Processes in Dual Language Learners. Child Development, 92(1), 35-53. doi: 10.1111/cdev.13418.

  • Masek, L., Paterson, S., Golinkoff, R., Bakeman, R., Adamson, L., Owen, M., Pace, A., & Hirsh-Pasek, K. (2021). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy, 26(1), 123-147. doi: 10.1111/infa.12378.

  • Meyer, M., Zosh, J., McLaren, C., Robb, M., McCafferty, H., Golinkoff, R., Hirsh-Pasek, K., & Radesky, J. (2021). How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media. doi: 10.1080/17482798.2021.1882516.

  • Hadani, H., Winthrop, R., & Hirsh-Pasek, K. (2021). Playful learning landscapes: convergence of education and city planning. In Education in the Asia-Pacific Region, 58 (pp. 151-164). doi: 10.1007/978-981-16-0983-1_11.

  • Bower, C., Foster, L., Zimmermann, L., Verdine, B., Marzouk, M., Islam, S., Golinkoff, R., & Hirsh-Pasek, K. (2020). Three-year-olds' spatial language comprehension and links with mathematics and spatial performance. Developmental Psychology, 56(10), 1894-1905. doi: 10.1037/dev0001098.

  • Gaudreau, C., King, Y., Dore, R., Puttre, H., Nichols, D., Hirsh-Pasek, K., & Golinkoff, R. (2020). Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.02158.

  • Shaw, P., Lee, M., Shen, Q., Hirsh-Pasek, K., Adolph, K., Oudeyer, P., & Popp, J. (2020). Editorial: Modeling Play in Early Infant Development. Frontiers in Neurorobotics, 14. doi: 10.3389/fnbot.2020.00050.

  • Bower, C., Odean, R., Verdine, B., Medford, J., Marzouk, M., Golinkoff, R., & Hirsh-Pasek, K. (2020). Associations of 3-year-olds’ Block-building Complexity with Later Spatial and Mathematical Skills. Journal of Cognition and Development, 21(3), 383-405. doi: 10.1080/15248372.2020.1741363.

  • Schlesinger, M., Hassinger-Das, B., Zosh, J., Sawyer, J., Evans, N., & Hirsh-Pasek, K. (2020). Cognitive Behavioral Science behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions. Journal of Infant, Child, and Adolescent Psychotherapy, 19(2), 202-216. doi: 10.1080/15289168.2020.1755084.

  • Bower, C., Zimmermann, L., Verdine, B., Toub, T., Islam, S., Foster, L., Evans, N., Odean, R., Cibischino, A., Pritulsky, C., Hirsh-Pasek, K., & Golinkoff, R. (2020). Piecing together the role of a spatial assembly intervention in preschoolers' spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Developmental Psychology, 56(4), 686-698. doi: 10.1037/dev0000899.

  • Pace, A., Levine, D., Golinkoff, R., Carver, L., & Hirsh-Pasek, K. (2020). Keeping the end in mind: Preliminary brain and behavioral evidence for broad attention to endpoints in pre-linguistic infants. Infant Behavior and Development, 58. doi: 10.1016/j.infbeh.2020.101425.

  • Hassinger-Das, B., Palti, I., Golinkoff, R., & Hirsh-Pasek, K. (2020). Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities. Journal of Cognition and Development, 21(1), 125-147. doi: 10.1080/15248372.2019.1673753.

  • Levine, D., Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R.M., Villiers, J.d., Iglesias, A., & Wilson, M.S. (2020). Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS). Early Childhood Research Quarterly, 50, 114-128. doi: 10.1016/j.ecresq.2018.11.006.

  • Hassinger-Das, B., Zosh, J., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). doi: 10.1016/j.lisr.2020.101002.

  • Bustamante, A., Schlesinger, M., Begolli, K., Golinkoff, R., Shahidi, N., Zonji, S., Riesen, C., Evans, N., & Hirsh-Pasek, K. (2020). More Than Just a Game: Transforming Social Interaction and STEM Play With Parkopolis. Developmental Psychology. doi: 10.1037/dev0000923.

  • Konishi, H., Brezack, N., Golinkoff, R.M., & Hirsh-Pasek, K. (2019). Crossing to the other side: Language influences children's perception of event components. Cognition, 192. doi: 10.1016/j.cognition.2019.104020.

  • Dore, R., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Toub, T., Hadley, E., Golinkoff, R., Dickinson, D., & Hirsh-Pasek, K. (2019). Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13(4), 452-471. doi: 10.1080/17482798.2019.1650788.

  • Luo, R., Alper, R., Hirsh-Pasek, K., Mogul, M., Chen, Y., Masek, L., Paterson, S., Pace, A., Adamson, L., Bakeman, R., Golinkoff, R., & Owen, M. (2019). Community-based, caregiver-implemented early language intervention in high-risk families: Lessons learned. Progress in Community Health Partnerships: Research, Education, and Action, 13(3), 283-291. doi: 10.1353/cpr.2019.0056.

  • Ma, W., Zhou, P., Golinkoff, R., Lee, J., & Hirsh-Pasek, K. (2019). Syntactic cues to the noun and verb distinction in Mandarin child-directed speech. First Language, 39(4), 433-461. doi: 10.1177/0142723719845175.

  • Stites, L., Golinkoff, R., & Hirsh-Pasek, K. (2019). How do babies learn their mother tongue? In The Five-Minute Linguist: Bite-sized Essays on Language and Languages: Third Edition (pp. 169-173).

  • Schlesinger, M. & Hirsh-Pasek, K. (2019). Playful learning landscapes: Creating skill-building experiences in community spaces. Childhood Education, 95(4), 3-9. doi: 10.1080/00094056.2019.1638704.

  • Rajan, V., Konishi, H., Ridge, K., Houston, D., Golinkoff, R., Hirsh-Pasek, K., Eastman, N., & Schwartz, R. (2019). Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood. Journal of Child Language, 46(4), 617-631. doi: 10.1017/S0305000918000600.

  • Golinkoff, R., Hoff, E., Rowe, M., Tamis-LeMonda, C., & Hirsh-Pasek, K. (2019). Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences. Child Development, 90(3), 985-992. doi: 10.1111/cdev.13128.

  • Levine, D., Buchsbaum, D., Hirsh-Pasek, K., & Golinkoff, R. (2019). Finding events in a continuous world: A developmental account. Developmental Psychobiology, 61(3), 376-389. doi: 10.1002/dev.21804.

  • Dickinson, D., Nesbitt, K., Collins, M., Hadley, E., Newman, K., Rivera, B., Ilgez, H., Nicolopoulou, A., Golinkoff, R., & Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47, 341-356. doi: 10.1016/j.ecresq.2018.07.012.

  • Dickinson, D., Collins, M., Nesbitt, K., Toub, T., Hassinger-Das, B., Hadley, E., Hirsh-Pasek, K., & Golinkoff, R. (2019). Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children. Journal of Cognition and Development, 20(2), 136-164. doi: 10.1080/15248372.2018.1483373.

  • Bustamante, A., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. (2019). Learning Landscapes: Where the Science of Learning Meets Architectural Design. Child Development Perspectives, 13(1), 34-40. doi: 10.1111/cdep.12309.

  • George, N., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. (2019). Any way the wind blows: Children's inferences about force and motion events. Journal of Experimental Child Psychology, 177, 119-131. doi: 10.1016/j.jecp.2018.08.002.

  • Hadley, E., Dickinson, D., Hirsh-Pasek, K., & Golinkoff, R. (2019). Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge. Reading Research Quarterly, 54(1), 41-61. doi: 10.1002/rrq.225.

  • Hirsh-Pasek, K. & Golinkoff, R. (2019). Put Your Data to Use: Entering the Real World of Children and Families. Perspectives on Psychological Science, 14(1), 37-42. doi: 10.1177/1745691618815161.

  • Pace, A., Alper, R., Burchinal, M., Golinkoff, R., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. doi: 10.1016/j.ecresq.2018.04.001.

  • Verdine, B., Zimmermann, L., Foster, L., Marzouk, M., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. (2019). Effects of geometric toy design on parent–child interactions and spatial language. Early Childhood Research Quarterly, 46, 126-141. doi: 10.1016/j.ecresq.2018.03.015.

  • Valleau, M., Konishi, H., Golinkoff, R., Hirsh-Pasek, K., & Arunachalam, S. (2018). An Eye-tracking study of receptive verb knowledge in toddlers. Journal of Speech, Language, and Hearing Research, 61(12), 2917-2933. doi: 10.1044/2018_JSLHR-L-17-0363.

  • Toub, T., Hassinger-Das, B., Nesbitt, K., Ilgaz, H., Weisberg, D., Hirsh-Pasek, K., Golinkoff, R., 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. doi: 10.1016/j.ecresq.2018.01.010.

  • Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R., Baum, R., Gambon, T., Lavin, A., Mattson, G., & Wissow, L. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3). doi: 10.1542/peds.2018-2058.

  • Hassinger-Das, B. & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and children’s academic achievement. Pediatric Research, 84(3), 323-324. doi: 10.1038/s41390-018-0099-4.

  • Dore, R., Amendum, S., Golinkoff, R., & Hirsh-Pasek, K. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067-1089. doi: 10.1007/s10648-018-9443-9.

  • Zosh, J., Hirsh-Pasek, K., Hopkins, E., Jensen, H., Liu, C., Neale, D., Solis, S., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9(AUG). doi: 10.3389/fpsyg.2018.01124.

  • Yu, Y., Shafto, P., Bonawitz, E., Yang, S., Golinkoff, R., Corriveau, K., Hirsh-Pasek, K., & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play with young children. Frontiers in Psychology, 9(JUL). doi: 10.3389/fpsyg.2018.01152.

  • Singh, L., Morini, G., Golinkoff, R., & Hirsh-Pasek, K. (2018). A Commentary on Werker (2017): Limitations of the laboratory and the role of variability in language learning. Applied Psycholinguistics, 39(4), 746-753. doi: 10.1017/S014271641800019X.

  • Hassinger-Das, B., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. (2018). Learning landscapes: Playing the way to learning and engagement in public spaces. Education Sciences, 8(2). doi: 10.3390/educsci8020074.

  • Hirsh-Pasek, K., Alper, R., & Golinkoff, R. (2018). Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community. Discourse Processes, 55(4), 338-345. doi: 10.1080/0163853X.2018.1442114.

  • Dore, R., Shirilla, M., Verdine, B., Zimmermann, L., Golinkoff, R., & Hirsh-Pasek, K. (2018). Developer meets developmentalist: improving industry–research partnerships in children’s educational technology. Journal of Children and Media, 12(2), 227-235. doi: 10.1080/17482798.2018.1450086.

  • Dore, R., Hassinger-Das, B., Brezack, N., Valladares, T., Paller, A., Vu, L., Golinkoff, R., & Hirsh-Pasek, K. (2018). The parent advantage in fostering children's e-book comprehension. Early Childhood Research Quarterly, 44, 24-33. doi: 10.1016/j.ecresq.2018.02.002.

  • 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. doi: 10.1016/j.cogdev.2018.01.002.

  • Verdine, B., Bunger, A., Athanasopoulou, A., Golinkoff, R., & Hirsh-Pasek, K. (2017). Shape up: An eye-tracking study of preschoolers' shape name processing and spatial development. Developmental Psychology, 53(10), 1869-1880. doi: 10.1037/dev0000384.

  • Grob, R., Schlesinger, M., Pace, A., Golinkoff, R., & Hirsh-Pasek, K. (2017). Playing With Ideas: Evaluating the Impact of the Ultimate Block Party, a Collective Experiential Intervention to Enrich Perceptions of Play. Child Development, 88(5), 1419-1434. doi: 10.1111/cdev.12897.

  • Golinkoff, R., Hirsh-Pasek, K., Grob, R., & Schlesinger, M. (2017). “Oh, the Places You'll Go” by Bringing Developmental Science Into the World! Child Development, 88(5), 1403-1408. doi: 10.1111/cdev.12929.

  • Reed, J., Hirsh-Pasek, K., & Golinkoff, R. (2017). Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology, 53(8), 1428-1436. doi: 10.1037/dev0000292.

  • Dore, R., Zosh, J., Hirsh-Pasek, K., & Golinkoff, R. (2017). Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development. In Cognitive Development in Digital Contexts (pp. 75-91). doi: 10.1016/B978-0-12-809481-5.00004-3.

  • Levine, D., Hirsh-Pasek, K., Pace, A., & Golinkoff, R. (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, 43(6), 916-927. doi: 10.1037/xlm0000364.

  • Rajan, V., Gee, N., Golinkoff, R., & Hirsh-Pasek, K. (2017). Children's play, self-regulation, and human-animal interaction in early childhood learning. In How Animals Help Students Learn: Research and Practice for Educators and Mental-Health Professionals (pp. 124-137). doi: 10.4324/9781315620619.

  • Hassinger-Das, B., Toub, T.S., 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(1), 5-18. doi: 10.1037/tps0000085.

  • Zosh, J., Lytle,, S.R., Golinkoff, R., & Hirsh-Pasek, K. (2021). Putting the education back in educational apps: how content and context interact to promote learning. Media Exposure During Infancy and Early Childhood.

  • Zosh, J., Lytle,, S.R., Golinkoff, R., & Hirsh-Pasek, K. (2021). Putting the education back in educational apps: how content and context interact to promote learning. Media Exposure During Infancy and Early Childhood.

  • Konishi, H., Pruden, S., Golinkoff, R., & Hirsh-Pasek, K. (2016). Categorization of dynamic realistic motion events: Infants form categories of path before manner. Journal of Experimental Child Psychology, 152, 54-70. doi: 10.1016/j.jecp.2016.07.002.

  • Konishi, H., Stahl, A., Golinkoff, R., & Hirsh-Pasek, K. (2016). Individual differences in nonlinguistic event categorization predict later motion verb comprehension. Journal of Experimental Child Psychology, 151, 18-32. doi: 10.1016/j.jecp.2016.03.012.

  • Song, L., Pruden, S., Golinkoff, R., & Hirsh-Pasek, K. (2016). Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions. Journal of Experimental Child Psychology, 151, 77-95. doi: 10.1016/j.jecp.2016.01.004.

  • Kanero, J., Hirsh-Pasek, K., & Golinkoff, R.M. (2016). Can a microwave heat up coffee? How English-and Japanese-speaking children choose subjects in lexical causative sentences. Journal of Child Language, 43(5), 993-1019. doi: 10.1017/S0305000915000331.

  • Paterson, S., Parish-Morris, J., Hirsh-Pasek, K., & Golinkoff, R. (2016). Considering Development in Developmental Disorders. Journal of Cognition and Development, 17(4), 568-583. doi: 10.1080/15248372.2016.1200047.

  • Konishi, H., Wilson, F., Golinkoff, R., Maguire, M., & Hirsh-Pasek, K. (2016). Late Japanese Bilinguals' Novel Verb Construal. Bilingualism, 19(4), 782-790. doi: 10.1017/S136672891400073X.

  • Weisberg, D., Hirsh-Pasek, K., Golinkoff, R., Kittredge, A., & Klahr, D. (2016). Guided Play: Principles and Practices. Current Directions in Psychological Science, 25(3), 177-182. doi: 10.1177/0963721416645512.

  • Hassinger-Das, B., Ridge, K., Parker, A., Golinkoff, R., Hirsh-Pasek, K., & Dickinson, D. (2016). Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay. Mind, Brain, and Education, 10(2), 71-80. doi: 10.1111/mbe.12103.

  • Möhring, W., Ramsook, K., Hirsh-Pasek, K., Golinkoff, R., & Newcombe, N. (2016). Where music meets space: Children's sensitivity to pitch intervals is related to their mental spatial transformation skills. Cognition, 151, 1-5. doi: 10.1016/j.cognition.2016.02.016.

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

  • Pace, A., Levine, D., Morini, G., Hirsh-Pasek, K., & Golinkoff, R. (2016). Language acquisition: From words to world and back again. doi: 10.4324/9781315764931.

  • Resnick, I., Verdine, B., Golinkoff, R., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358-365. doi: 10.1016/j.ecresq.2016.01.007.

  • Levine, D., Strother-Garcia, K., Golinkoff, R., & Hirsh-Pasek, K. (2016). Language development in the first year of life: What deaf children might be missing before cochlear implantation. Otology and Neurotology, 37(2), e56-e62. doi: 10.1097/MAO.0000000000000908.

  • Zosh, J., Lytle, S., Golinkoff, R., & Hirsh-Pasek, K. (2016). Putting the education back in educational apps: How content and context interact to promote learning. In Media Exposure During Infancy and Early Childhood: The Effects of Content and Context on Learning and Development (pp. 259-282). doi: 10.1007/978-3-319-45102-2_17.

  • Toub, T., Rajan, V., Golinkoff, R., & Hirsh-Pasek, K. (2016). Chapter 5: Guided play: A solution to the play versus discovery learning dichotomy. Evolutionary Psychology, none, 117-141. doi: 10.1007/978-3-319-29986-0_5.

  • Verdine, B., Lucca, K., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. (2016). The Shape of Things: The Origin of Young Children’s Knowledge of the Names and Properties of Geometric Forms. Journal of Cognition and Development, 17(1), 142-161. doi: 10.1080/15248372.2015.1016610.

  • Zosh, J., Hirsh-Pasek, K., Golinkoff, R., & Dore, R. (2021). Where learning meets creativity: The promise of guided play. In R. Beghetto & B. Sriraman (Eds.) Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives, 165-180. Springer International Publishing.

  • Zosh, J., Hirsh-Pasek, K., Golinkoff, R., & Dore, R. (2021). Where learning meets creativity: The promise of guided play. In R. Beghetto & B. Sriraman (Eds.) Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives, 165-180. Springer International Publishing.

  • Reed, J., Hirsh-Pasek, K., & Golinkoff, R. (2021). meeting children where they are: adaptive contingency builds early communication skills. In P. Witt (Ed.) Communication and Learning, 16, 601-627. Berlin:deGruytedr Mouton.

  • Reed, J., Hirsh-Pasek, K., & Golinkoff, R. (2021). meeting children where they are: adaptive contingency builds early communication skills. In P. Witt (Ed.) Communication and Learning, 16, 601-627. Berlin:deGruytedr Mouton.

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