Our team is always coming out with new research! Check out some of our most recent publications.

In Press

Blinkoff, E., Levine, D., Avelar, D., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). Language development. In J. B. Benson (Ed.), Encyclopedia of infant and early childhood development (2 nd ed.). NY:Elsevier.

Ma, W., Zhou, P., & Golinkoff, R. M. (In press). Young Mandarin learners use function words to distinguish between nouns and verbs. First Language.

Neale, D., Morano, C., Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). ‘Why are there big squares and little squares?: Children’s questions as a window into shape knowledge. In L. Butler, S. Ronfard, & K. Corriveau (Eds.), The questioning child: insights from psychology and education. NY: Cambridge University Press.

Butler, S. Ronfard, & K. Corriveau (Eds.), The questioning child: insights from psychology and education. NY: Cambridge University Press.

Singh, L., Morini, G., Golinkoff, R. M., (In press). Limitations of the laboratory and the role of variability in language learning. A commentary on a paper by J. F. Werker. Applied Psycholinguistics.

2019

Dickinson, D. K., Nesbitt, K. T., Collins, M. B., Hadley, E. B., Newman, K., Rivera, B. L., Ilgaz, H., Toub, T. S., Hassinger-Das, B., Nicolopolou, A., Golinkoff, R. M., Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and storybook texts. Early Childhood Research Quarterly, 47, 341-356.

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Brain science and guided play. In M. L. Masterson & H. Bohart (Eds)., Serious fun: How guided play extends learning, (pp. 11-20). Washington, D.C.: National Association for the Education of Young Children.

Hirsh-Pasek, K. & Golinkoff, R. M. (2019). Put your data to use: Entering the real world of children and families. Perspectives in Psychological Science.

Hopkins, E. J., Toub, T. S., Hassinger-Das, B., Golinkoff, R. M, & Hirsh-Pasek, K. (2019). Playing for the future: Redefining early childhood education. In D. Whitebread et al. (Eds.), The SAGE handbook of developmental psychology and early childhood education. SAGE Publications Ltd.

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.

Levine, D., Buchsbaum, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Finding events in a continuous world: A developmental account. Developmental Psychobiology, 61, 376-389.

Loeb, D., Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Tuned in: musical rhythm and social skills in adults. Psychology of Music.

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.

Ma, W., Zhou, P., Golinkoff, R. M., Hirsh-Pasek, K. (2019). Syntactic cues to the noun and verb distinction in Mandarin child-directed speech. First Language.

Pace, A., Burchinal, P., Alper, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly.

Rajan, V., Konishi, H., Ridge, K., Houston, D., Golinkoff, R. M., Hirsh-Pasek, K., Eastman, N., Schwartz, R. (2019). Novel word learning at 21 months predicts receptive vocabulary in later childhood. Journal of Child Language.

Toub, T. S., Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Shapes, blocks, puzzles and origami: From spatial play to STEM learning. In P. K. Kuhl, S.-S. Lim, S. Guerriero, & D. van Damme (Eds.), Developing minds in the digital age: Towards a science of learning for 21st century education (pp. 177–186).

Verdine, B., Zimmermann, L., Foster, L., Marzouk, M., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. (2019). Effects of geometric toy design on parent-child interactions and spatial language. Early Childhood Research Quarterly.

Yu, Y., Shafto, P., Bonawitz, E., Cheng-Hsin, Yang, S., Golinkoff, R. M., Corriveau, K. H., Hirsh-Pasek, K., & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play: A call to action. Frontiers in Psychology – Section on Developmental Psychology, 9, 1-8.

2018

Yu, Y., Shafto, P., Bonawitz, E., Cheng-Hsin, Yang, S., Golinkoff, R. M., Corriveau, K. H., Hirsh-Pasek, K., & Xu, F. (2018). The theoretical and methodological opportunities afforded by guided play: A call to action. Frontiers in Psychology – Section on Developmental Psychology, 9, 1-8.

Alper, R. M., Masek, L.R., Hirsh-Pasek, K., & Golinkoff, R. (2018). “Languagizing” the early childhood classroom: Supporting children’s language development. In C.T. Adger, C.E. Snow, & D. Christian (Eds.), What teachers need to know about language (2 nd Edition), (pp. 85-94). Bristol, UK: Multilingual Matters.

Aravind, A., deVilliers, J., Pace, A., Valentine, H., Golinkoff, R. M., 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.

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

Bustamente, A. S., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning Landscapes: Where the science of learning meets architectural design. Child Development Perspectives, 13, 34-40.

Dore, R. A., Golinkoff, R. M., Amendum, S. J., & Hirsh-Pasek, K. (2018). Theory of mind: A hidden factor in reading comprehension? Educational Psychology Review.

Dore. R.A., Hassinger-Das, B., Brezack, N., Valladares, T., Paller, A., Vu, L., Golinkoff, R.M., & Hirsh-Pasek, K. (2018). The parent advantage in children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24-33.

Dore, R., Sawyer, J., Schlesinger, M.A., Shirilla, M., Golinkoff, R., & Hirsh-Pasek, K. (Spring 2018). Playful learning: A way to maximize after school time. AfterSchool Today, 14-15.

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

George, N. R., Goksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Any way the wind blows: Children’s interferences about force and motion events. Journal of Experimental Child Psychology, 177, 119-131.

Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C., & Hirsh-Pasek, K. (2018). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90, 985-992.

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.

Hadley, E. B., Dickinson, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge. Reading Research Quarterly, 51, 181-198.

Hassinger-Das, B., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2018).Learning Landscapes: Playing the way to learning and engagement in public spaces. Education Sciences, 8, 1-46.

Hassinger-Das, B., Bustamante, A. S., Hirsh-Pasek, K., Golinkoff, R. M., Magsamen, S.,Robinson, J. P., & Winthrop, R. (2018). Learning Landscapes: Can urban planning and the learning sciences work together to help children? Global Economy and Development Working Paper, 124. Washington D.C.: The Brookings Institution.

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 earlychildhood development [online].

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

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, 338-345.

Levine, D., Strother -Garcia, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Names for things… and actions and events: Following in the footsteps of Roger Brown. In E. M. Fernandez and H. S. Cairns (Eds.), Handbook of psycholinguistics. Hoboken, NJ: Wile.

Levine, D., Pace, A. Luo, R., Hirsh-Pasek, K., Golinkoff, R. M., de Villiers, J., Iglesias, A., & Wilson, M. S. (2018). Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax, and language process skills with the Quick Interactive Language Screener (QUILS). Early Childhood Research Quarterly.

Singh, L., Fu, C. S., Tay, Z. H., & Golinkoff, R. M. (2018). Effects of phonemic and non-phonemic variation on associative word learning in bilingual infants: Evidence for a bilingual advantage. Child Development.

Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., 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.

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 development in young children. Pediatrics, 142, 3-18.

Valleau, M. J., Konishi, H., Golinkoff, R. M., & Hirsh-Pasek, K., & Arunachalam, S. (2018). The Dynamic Early Verb Test: An eye-tracking study of receptive verb knowledge. Journal Speech, Language, and Hearing Research, 1-17.

Zimmermann, L., Foster, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Spatial thinking and STEM: How playing with blocks supports early math. American Educator, Winter 2018-2019.

2017

Dore, R.A., Zosh, J.M, Hirsh-Pasek, K., Golinkoff, R.M. (2017). Plugging into word learning: The role of electronic toys and digital media in language development. In F. Blumberg & P. Brooks (Eds.) Cognitive development in digital contexts (pp. 75-91). Waltham, MA: Elsevier.

Ilgaz, H., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Making the case for playful learning. In M. Fleer, F. Chen, & B. van Oers (Eds)., International handbook of early childhood education (pp. 1245-1263). NY: Springer.

Goksun, T., Erciyes, A., Hirsh-Pasek, K., & Golinkoff, R. M., (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). New York: John Benjamins.

Golinkoff, R. M., Hirsh-Pasek, K., Grob, R., & Schlesinger, M. (2017). “Oh, the places you’ll go” by bringing developmental science into the world! Child Development, 88, 1403-1408.

Grob, R., Schlesinger, M., Pace, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Playing with Ideas: evaluating a collective experiential intervention designed to enrich perceptions of play. Child Development, 88, 1419-1434.

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, 5-18.

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

Levine, D., Hirsh-Pasek, K., Pace, A., & Golinkoff, R. M. (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.

Morini, G., Golinkoff, R. M., Morlet, T., Huston, D. M. (2017). Advances in pediatric hearing loss: a road to better language outcomes. Translational Issues in Psychological Science, 3, 80-93.

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

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., Steuhling, A., Resnick, I., Mahajan, N., Hirsh-Pasek, K., & Moynihan, N. (2017). Parents’ and experts’ awareness of learning opportunities in children’s museum exhibits. Journal of Applied Developmental Psychology, 49, 39-45.

Verdine, B., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. (2017). Links between spatial and mathematical skills across the preschool years. Society for Research in Child Development Monograph series, pp. 1-126.

Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. (2017). Where learning meets creativity: The promise of guided play. In K. Beghetto & B. Sriraman (Eds.), Creative contradictions in education: Cross-disciplinary paradoxes and perspectives (pp. 165-180). New York: Springer.

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

2016

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

Hirsh-Pasek, K. & Golinkoff, R. M. (2016). The preschool paradox. A review of E. Christakis’, The importance of being little: What preschoolers really need from grownups. Science, 15, 1158.

Konishi, H., Pruden, S., Golinkoff, M., R., & Hirsh-Pasek, K. (2016). Finding semantic components of dynamic events: Infants categorize manner and path of motion. Journal Experimental Child Psychology, 152, 54-70.

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

Paterson, S., Parish-Morris, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Considering development in developmental disorders. Journal of Cognition and Development, 17, 568-583.

Resnick, I., Verdine, B., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? An analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358-365.

Song, L., Pruden, S., 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.

Toub, T. S., Rajan, V., Golinkoff, R., & Hirsh-Pasek, K. (2016). Playful learning: A solution to the play versus learning dichotomy (pp. 117- 141). In D. Berch & D. Geary (Eds.), Evolutionary perspectives on education and child development. New York, NY: Springer.

Verdine, B., Lucca, K., Golinkoff, R. M., 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, 142-161.

Verdine, B., Lucca, K., Golinkoff, R. M., 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, 142-161.

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.

Zosh, J. M., Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Playing with mathematics: How play supports learning and the Common Core State Standards. Journal of Mathematics Education at Teachers College, 7, 43-47.