Recent Awards and Honors
The 2023 ACM Great Friend to Kids Award, Association of Children’s Museums, April 2023
Kay Lokoff Yellow Rose Award as a national advocate for young children, May 2021
National Academy of Education, March 2021
Elected to the Governing Board of Society for Research in Child Development, March 2021
Placemaking Winner, the Real Play City Challenge, Playful Learning Landscapes, November 2020
AERA Fellow, April 2020
SIMMS/Mann Whole Child Award, October 2019
Fellow of the Cognitive Science Society, December 2018
IDEO Award for Innovation in Early Childhood Education, June 2018
Outstanding Public Communication for Education Research Award, AERA, 2018
Living Now Book Awards, Bronze Medal for Becoming Brilliant, 2017
Society for Research in Child Development Distinguished Scientific Contributions to Child Development Award, 2017
President, International Congress on Infant Studies, 2016-2018
Advisor, Free to Be Initiative, 2016-present
APS James McKeen Cattell Fellow Award – “a lifetime of outstanding contributions to applied psychological research” – 2015
Distinguished Scientific Lecturer 2015- Annual award given by the Science Directorate program of the American Psychological Association, for three research scientists to speak at regional psychological association meetings.
President, International Congress on Infant Studies – 2014-2016
NCECDTL Research to Practice Consortium Member 2016-present
Academy of Education, Arts and Sciences Bammy Award Top 5 Finalist “Best Education Professor,” 2013
Advisory Board: National Early Education Council, Jumpstart 2012-present
Advisory Board: Disney Junior, 2011-present
White Paper Policy Statements
Shah, S., Hirsh-Pasek, K., Morales, J., & Blinkoff, E. (2024, October). When will the United States walk the walk for young children and families? Brookings Institution Policy Brief.
Scott, M., Fletcher, K., Lytle, S., & Hirsh-Pasek, K. (2023). Philadelphia Playstreets: Opportunity and Resilience. Temple University PPL Policy Brief, No. 19.
Hirsh-Pasek, K., & Blinkoff, E. (2023). ChatGPT: Educational Friend or Foe. Temple University PPL Policy Brief.
Guernsey, L., Hirsh-Pasek, K., Golinkoff, R., & Ellis, P. (2023, April). The LSX Model of Cross-Sector Collaboration. New America, Education Policy.
Wright, C., Hirsh-Pasek, & K. Thomsen, B. (2022, December). Playful Learning and Joyful Parenting. White Paper, LEGO Foundation.
Hirsh-Pasek, K., Masters, A. S., Christie, S., Gibbs, H. M., Evans, N. S., Fletcher, K. K., Pesch, A., Yang, H., Fan, W., Todaro, R. D., Golinkoff, R. M., & Xu, F. (2022). Where global science meets playful learning: Implications for home, school, cities and digital spaces; A special focus on China. (White Paper). LEGO Foundation and Yidan Foundation.
Hirsh-Pasek, K., Zosh, J., Hadani, H., Golinkoff, R. M., Clark, K., Donohue, C. & Wartella, E. (2022, February). A Whole new world: Where education meeting the metaverse. Brookings Institution White Paper.
Hirsh-Pasek, K. Hadani, H., Blinkoff, E., & Golinkoff, R. M. (2020, October 28). A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond. The Brookings Institution: Big Ideas Policy Report.
D., Zosh, Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L. & Whitebread, D. (2017). Neuroscience and learning through play: A review of the evidence. LEGO Foundation.
Recent Publications
Lee, J. Y., Wright, C. A., Zheng, X., Todaro, R., Golinkoff, R. M., & Hirsh-Pasek, K. (2024). Professional development programmes on playful learning for early childhood teachers: A systematic review. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2024.2404081
Dore, R. A., Preston, M. S., Golinkoff, R. M., & Hirsh-Pasek, K. (2024). Affordances of media as learning and play: Children’s and mothers’ conceptions. International Journal of Early Childhood. doi: 10.1007/s13158-024-00399-w
Fletcher, K. K., Wright, C., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024). Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st Century skills. Journal of Children and Media, 18(3), 309-321.
Fisch, S. M., Hirsh-Pasek, K., Abdurokhmonova, G., Davis, L., Fisch, N., Fisch, S. R. D., Fletcher, K., Pesch, A., Tomforde, J., Volpe, C., & Wright, C. A. (2024). Remote observation of hands-on problem solving among preschool children: Methodological challenges and solutions. Journal of Children and Media, 18(3), 351-366. DOI: 10.1080/17482798.2024.2356959.
Foulds, K., Burd, L., Bustamante, A., Hirsh-Pasek, K., Kye, H., Madden, L., Roberts, R. L., Farhana Potgieter, M. & Potgieter, C. (2024). Bridging the cultures of research and practice: The global evolution of Sesame Street’s playful problem-solving curriculum. Journal of Children and Media, 18(3), 367-377. DOI: 10.1080/17482798.2024.2356960
Gaudreau, C., Delgado, A., Confair-Jones, R., Flambaum, S., Hirsh-Pasek, K., Raby, K. L., Dozier, M., & Golinkoff, R. M. (2024). The unanticipated side effects of an attachment intervention: Parents ask higher quality questions. Developmental Psychology, 60(3), 456–466. https://doi.org/10.1037/dev0001707
Jirout, J., Evans, N., Hirsh-Pasek, K. (2024). Curious? The relationship between curiosity and creativity is not novelty. Peer commentary on “A shared novelty-seeking basis for creativity and curiosity,” by T. Ivancovsky, S. Baror, & M. Bar]. Behavioral and Brain Sciences, 47, e103. doi: https://doi.org/10.1017/S0140525X23003357
Delgado, A., Pesch, A., Golinkoff, R.M. (2024). Playing for knowledge: Unlocking the joy of learning. Elements Ed. 91-99.
Blinkoff, E., Gibbs, H., Golinkoff, R. M. & Hirsh-Pasek, K. (2024). Teaching human development using human development: The science of learning as a guide for future educators. In M. C. Smith, C. J. Fong, & R. N. Carney (Eds.), Teaching human development for educators (pp. 11-46). Information Age Publishing.
Masek, L. R., Edgar, E. V., McMillan, B. T. M., Todd, J. T., Golinkoff, R. M., Bahrick, L. E., & Hirsh-Pasek, K. (2024). Building language learning: Relations between infant attention and social contingency in the first year of life. Infant Behavior and Development, 75, https://doi.org/10.1016/j.infbeh.2024.101933
Tamis-LeMonda, C. S., Kachergis, G., Masek, L. R., Gonzalez, S. L., Soska, K. C., Herzberg, O., Xu, M., Adolph, K. E., Gilmore, R. O., Bornstein, M. H., Casasola, M., Fausey, C. M., Frank, M. C., Goldin-Meadow, S., Gros-Louis, J., Hirsh-Pasek, K., Iverson, J., Lew-Williams, C., MacWhinney, B., Marchman, V. A., Naigles, L., Namy, L., Perry, L. K., Rowe, M., Sheya, A., Soderstrom, M., Song, L., Walle, E., Warlaumont, A. S., Yoshida, H., Yu, C., & Yurovsky, D. (2024). Comparing Apples to Manzanas and Oranges to Naranjas: A New Measure of English-Spanish Vocabulary for Dual Language Learners. Infancy, 1-25.
Blinkoff, E.*, Wright, C. A.*, Scott, M., Fletcher, K., Masters, A. S., Ilgaz, H., Vu, L., Hirsh-Pasek, K., & Golinkoff, R. M. (2023). Shifting from a classroom of reluctant compliance to a classroom of responsive curiosity. Young Children, 78(3), 14-22. https://www.naeyc.org/resources/pubs/yc/fall2023 * = Co-first authors
Nesbitt, K. T., Blinkoff, E., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Making schools work: An equation for active playful learning. Theory Into Practice, 62(2), 141-154. https://doi.org/10.1080/00405841.2023.2202136
Wright, C. A., Pasek, J., Lee, J. Y., Masters, A. S., Golinkoff, R. M., Thomsen, B. S., & Hirsh-Pasek, K. (2023). U.S. parents’ attitudes toward playful learning. Frontiers in Developmental Psychology, 1.
Hassinger-Das, B., Fletcher, K, Todaro, R., Scott, M. & Hirsh-Pasek., K. (November, 2023). A Hop, Skip, and a Jump towards social interaction and learning at a child andadolescent inpatient treatment program. CHILD, https://doi.org/10.1111/cch.13200
Lee, J. Y., Lee, H. J., Masters, A. S., Fletcher, K. K., Suh, D. D., Golinkoff, R., & Hirsh-Pasek, K. (2023). Bringing playful learning to South Korea: An alternative pedagogical approach to promote children’s learning and success. International Journal of Educational Development, 97(102710). https://doi.org/10.1016/j.ijedudev.2022.102710
Lee, J. Y*., Wright, C*., Golinkoff, R., & Hirsh-Pasek, K. (2023). Another case of the theory topractice gap: South Korean early childhood education and care. Early Childhood Research Quarterly. 65(4), 385-395.
https://doi.org/10.1016/j.ecresq.2023.07.008 *denotes shared first authorship
Blinkoff, E., Nesbitt, K. T., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Investigating the contributions of active, playful learning to student interest and educational outcomes. Acta Psychologica, 238. https://doi.org/10.1016/j.actpsy.2023.103983
Masters, A. S., Hirsh-Pasek, K., Levine, D., & Golinkoff, R. M. (2023). Parents matter: The cornerstone for children’s cognitive and language development. In A. Morris & J. Mendez Smith (Eds.), Cambridge handbook of parenting, 71-95.
Masters, A. M.*, Scott, M. E.*, Wright, C., Toub, T. S., Dickinson, D., Golinkoff, R., Hirsh-Pasek, K. (2023). Playing with words: Exploring the effectiveness of playful learning experiences in a preschool vocabulary intervention. The Reading Teacher, 77(1). *denotes shared first-authorship
Bermudez, V., Salazar, J., Garcia, L., Ochoa, K., Roldan, W., Soto-Lara, S., Gomez, W., Rodriguez, R., Hirsh-Pasek, K., Ahn, J., & Bustamante, A. (2023). Designing culturally situated playful environments for early STEM learning with a Latine community. Early Childhood Research Quarterly, 65, 205-216.
Jackson, E., Levine, D., de Villiers, J., Iglesias, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2023). Assessing the language of 2 year-olds: From theory to practice. Infancy, 1–28. https://doi.org/10.1111/infa.12554
Lee, J. Y., Lee, H., Masters, A., Fletcher, K., Suh, D., Golinkoff, R., &Hirsh-Pasek, K. (2023). Bringing playful learning to South Korea: An alternative pedagogical approach to promote children’s learning and success. International Journal of Education Development, 97, 1022710. https://doi.org/10.1016/j.ijedudev.2022.102710
Gibbs, H., Hadani, H., Golinkoff, R.M., & Hirsh-Pasek, K. (2023). Playing into the future: A 21st Century model for Education. In I. Ahmed (Ed.), Imagining Post -Covid Education Futures. Dhaka: Centre for Genocide Studies, University of Dhaka.
Pesch, A., Ochoa, K.D, Fletcher, K., Bermudez, V.N., Todaro, R., Salazar, J., Gibbs, H. M., Ahn, J., Bustamante, A. S., & Hirsh-Pasek, K. (Dec, 2022). Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes. FrontiersinPsychology – EducationalPsychology. https://doi.org/10.3389/fpsyg.2022.933320
Masek, L., Weiss, S., McMillan, B., Paterson, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). Contingent conversations build more than language: How communication interactions in toddlerhood relate to preschool executive function skills. Developmental Science. https://doi.org/10.1111/desc.13338
Hadley, E. B., Scott, M., Foster, M., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). Preschool teachers’ fidelity in implementing a vocabulary intervention: Variation across settings and strategies. Topics in Language Disorders, 42 (4), 319- 335. Doi: 10.1097/TLD.0000000000000294
Masek, L., Weiss, S., McMillan, B., Paterson, S., Golinkoff, R. M. & Hirsh-Pasek, K. (2022). Contingent conversations build more than language: How communication interactions in toddlerhood relate to preschool executive function skills. Developmental Science. https://doi.org/10.1111/desc.13338
Hadley, E. B., Scott, M., Foster, M., Dickinson, D. K., Hirsh-Pasek, K., Golinkoff, R. M. (2022). Preschool teachers’ fidelity in implementing a vocabulary intervention: Variation across settings and strategies. Topics in Language Disorders, 42 (4), 319- 335. Doi: 10.1097/TLD.0000000000000294
Singh, L., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). Sensitivity to visual cues within motion events in monolingual and bilingual infants. JECP.
Gibbs, H., Hadani, H.,Golinkoff, R.M., & Hirsh-Pasek, K. (2022). Playing into the future: A 21st Century model for Education. In F.E. Stiftung (Ed.), Imagining Post -Covid Education Futures. Center for Genocide Studies. University of Dhaka
Todaro, R., Hassinger-Das, B., Zosh, J. M., Lytle, S. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). Playful Learning Landscapes: Promoting literacy through youth engagement and culturally relevant design. Afterschool Matters, 35, 9-16.
Evans, N., Todaro, R., Schlesinger, M. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). Building Blocks of creativity: How guided play enhances divergent thinking. In R. Beghetto, & G. Jaeger (Eds.), Uncertainty: A catalyst for creativity, learning, and development. Springer. 10.1007/978-3-030-98729-9
Scott, M. E., Kanero, J., Saji, N., Chen, Y., Imai, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms. First Language. https://doi.org/10.1177/01427237221112499
Zosh, J. M., Gaudreau, C., Michnick-Golinkoff, R., & Hirsh-Pasek, K. (2022, Summer). The Power of playful learning in the early childhood setting. Young Children, 77(2).
Luo, R., Masek, L. R., Alper, R. M., & Hirsh-Pasek, K. (2022). Maternal question use and child language outcomes: The moderating role of children’s vocabulary skills and socioeconomic status. Early Childhood Research Quarterly, 59, 109-120.
Evans, N. S*., Todaro., R. D*., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). Getting comfortable with uncertainty: The road to creativity in preschool children. In Beghetto, R., & Jaeger, G. J. (Eds.), Uncertainty: A catalyst for creativity, learning and development. Springer. 10.1007/978-3-030-98729-9 *Joint first authorship
Hirsh-Pasek, K., Zosh, J., Hadani, H., Golinkoff, R. M., Clark, K., Donohue, C. & Wartella, E. (2022, February). A Whole new world: Where education meeting the metaverse. Brookings Institution White Paper.
Gaudreau, C., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). What’s in a distraction? The effect of parental cell phone use on parents’ and children’s question-asking. Developmental Psychology, 58(1), 55- 68. https://doi.org/10.1037/dev0001268
Ma, W., Luo, R., Golinkoff, R., & Hirsh-Pasek, K. (2022). The influence of exemplar variability on young children’s construal of verb meaning. Language Learning and Development. DOI: 10.1080/15475441.2022.2060834
Hirsh-Pasek,K. (2022). The way out of poverty: Governments must invest in families and children. Child poverty in America: Where do we go from here? The Lab Report Issue 2, p. 13-16, College of Liberal Arts Public Policy Lab, Temple University.
Herbst, E., Cruz, T., Bower, C. A., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). Playing for the future: Spatial thinking belongs in preschools and home environments. In A. L. Betts & K. P. Thai (Eds.), Handbook of research on innovative approaches to early childhood development and school readiness (pp. 416-451). IGI Global.
Bustamante, A., Shwe, H., Ahn, J., & Hirsh-Pasek, K. (2021). Reimagining urban design for play and learning. Dialogues: The Intersection of Emerging Research + Design for Learning, 5, 12-13.
Hadley, E. B.,Dedrick, R. F., Dickinson, D. K., Kim, E., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). Exploring the relations between child and word characteristics and preschoolers’ word-learning. Journal of Applied Developmental Psychology, 77. https://doi.org/10.1016/j.appdev.2021.101332
Masek, L., Rodriguez, A., McMillan, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2021).Beyond counting words: A paradigm shift for the study of language acquisition. Child Development Perspectives. https://doi.org/10.1111/cdep.12425
Hassinger-Das, B., Zosh, J. M., Bustamante, A. S., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Translating cognitive science in the public square. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2021.07.001
Bower, C., Zimmermann, L., Verdine, B., Pritulsky, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Developmental Science. https://doi.org/10.1111/desc.13148
Rumper, B. M., Alper, R. M., Jaen, J. C., Masek, L. R., Luo, R., Blinkoff, E., Mogul, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Beyond translation: Caregiver collaboration in adapting an early language intervention. Frontiers in Education. https://doi.org/10.3389/feduc.2021.660166.
Alper, R. M., 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.
Masek, L. R., McMillan, B. T. M., Paterson, S., Tamis-LeMonda, C. S., Golinkoff, R., & Hirsh-Pasek, K. (2021). Where language meets attention: How contingent interactions promote learning. Developmental Review, 60, 100961. doi: 10.1016/j.dr.2021.100961
De Villiers, J., Iglesias, A., Golinkoff, R. M., Hirsh-Pasek, K., & Wilson, M. (2021). Assessing dual language learners of Spanish and English: Development of the QUILS: ES. Revista de Logopedia, Foniatría y Audiologia. https://doi.org/10.1016/j.rlfa.2020.11.001
Evans, N., Todaro, R., Schlesinger, M. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Examining the impact of children’s exploration behaviors on creativity. Journal of Experimental Child Psychology, 207.
Gaudreau, C., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). Questions in a life-sized board game: Comparing caregivers’ and children’s question-asking across STEM museum exhibits. Mind, Brain & Education, 15, 1-12.
Meyer, M., Zosh, J. M., 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.
Luo, R. Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R., Wilson, M. S., & 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.
Ma, W., Golinkoff, R. M., Song, L., & Hirsh-Pasek, K. (2021). Using verb extension to gauge children’s verb meaning construals: The case of Chinese. Frontiers in Psychology, 11:572198. https://bit.ly/2YIYSWj
Blinkoff, E., Levine, D., Avelar, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Language development: overview. In J. B. Benson (Ed.), Encyclopedia of Infant and Early Childhood Development, 2nd ed. (pp. 228-236). Elsevier.
Masek, L., Paterson, S., Golinkoff, R. M., Bakeman, R., Adamson, L., Owen, M., Pace, A., & Hirsh-Pasek, K. (2020). Beyond talk: Contributions of quantity and quality of communication to language success across socio-economic strata. Infancy, 26(1), 123-147.
Iglesias, A., de Villiers, J., Golinkoff, R. M., Hirsh-Pasek, K., & Wilson, M. S. (2020). User’s manual for the Quick Interactive Language Screener – ES ™ (QUILS-ES™): A measure of vocabulary, syntax, and language acquisition skills in young bilingual children. Baltimore: Brookes Publishing Co.
Bower, C. A., Foster, L., Zimmermann, L., Verdine, B. N., Marzouk, M., Islam, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Three-year-olds’ spatial language comprehension and links with mathematics and spatial performance. Developmental Psychology, 56(10), 1894–1905. https://doi.org/10.1037/dev0001098
Pace, A., Luo, R., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Wilson, M., & Hirsh-Pasek, K. (2020). Within and across language predictors of word learning processes in dual language learners. Child Development, 1467-8624, DOI: 10.1111/cdev.13418.
Hirsh-Pasek, K. Hadani, H., Blinkoff, E., & Golinkoff, R. M. (2020, October 28). A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond. The Brookings Institution: Big Ideas Policy Report.
Pritulsky, C., Morano, C., Odean, R., Bower, C., Hirsh-Pasek, K., & Michnick Golinkoff, R. (2020). Spatial thinking: Why it belongs in the preschool classroom. Translational Issues in Psychological Science, 6(3), 271–282. https://doi.org/10.1037/tps0000254
Gaudreau, C., King, Y. A., Dore, R. A., Puttre, H., Nichols, D., Hirsh-Pasek, K., & Golinkoff, R. M. (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, 1-17. DOI: 10.3389/fpsyg.2020.02158
Schlesinger, M. A., Hassinger-Das, B., Zosh, J. M., 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.
Bower, C., Odean, R., Verdine, B. N., Medford, J. R., Marzouk, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Associations of 3-year-olds’ block-building complexity with later spatial and mathematical skills. Associations of 3-year-olds’ block-building complexity with later spatial and mathematical skills. Journal of Cognition and Development. DOI: 10.1080/15248372.2020.1741363
Hassinger-Das, B., Brennan, S., Dore, R. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Children and screens. Annual Review of Developmental Psychology, 2. doi.org/10.1146/annurev-devpsych-060320-095612
Bustamante, A. S., Schlesinger, M., Begolli, K., Golinkoff, R. M., 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, 56(6), 1041–1056. https://doi.org/10.1037/dev0000923
Bower, C., Zimmermann, L., Verdine, B., Toub, T. S., Islam, S., Foster, L., Evans, N., Odean, R., Cibischino, A., Pritulsky, C., Hirsh-Pasek, K., & Golinkoff, R. M. (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.
Neale, D.*, Morano, C.*, Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). “Why are there big squares and little squares?” Preschoolers’ questions about shapes as an indicator of domain awareness. In L. P. Butler, S. Ronfard, & K. H. Corriveau (Eds.), The questioning child: Insights from psychology and education. Cambridge, UK: Cambridge University Press, pp. 164-183.
Levine, D., Avelar, D., Golinkoff, R. M., Houston, D., & Hirsh-Pasek, K. (2020). Foundations of language development in deaf and hard-of-hearing infants: Cognitive and social processes. In M. Marschark & H. Knoors (Eds.), The Oxford handbook of deaf studies in learning and cognition.
Levine, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2020). Infant word learning and emerging syntax. In J. Lockman & C. S. Tamis-LeMonda (Eds.), The Cambridge handbook of infant development (pp. 632-660). Cambridge University Press.
de Villiers, J., Iglesias, A., Golinkoff, R., Hirsh-Pasek, K., Wilson, M. S., & Nandakumar, R. (2020). Assessing dual language learners of Spanish and English: Development of the QUILS: ES. Revista de Logopedia, Foniatria y Audiologia. https://doi.org/10.1016/j.rlfa.2020.11.001.
Pace, A., Levine, D., Carver, L., Golinkoff, R., & Hirsh-Pasek, K. (2020). Keeping the end in mind: Preliminary brain and behavioral evidence for a broad endpoint bias in pre-linguistic infants. Infant Behavior and Development, 58, 101425.
Hassinger-Das, B. Hassinger-Das, B., Hansen, N., Zosh, J. M., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-Learn spaces: Leveraging library spaces to promote play and learning. Library & Information Science Research, 42(1).
Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. (2020). The balancing act of guided play. NAECY Each and Every Child: Teaching Preschool with an Equity Lens, 33-36.
Levine, D., Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R. M., de Villiers, J., 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.
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.
Hassinger-Das, B., Palti, I., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Urban Thinkscape: Infusing public spaces with STEM conversation and interaction opportunities. Journal of Cognition and Development.
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, 46, 126-141.
Loeb, D., Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Tuned in: musical rhythm and social skills in adults. Psychology of Music, 49(2), 273-286.
Goldstein, T. R., Lerner, M. D., Paterson, S., Jaggi, L., Toub, T. S., Hirsh-Pasek, K., Golinkoff, R. M. (2019). Stakeholder perceptions of the effects of a public school-based theatre program for children with ASD. Journal of Learning Through the Arts, 15(1).
Konishi, H., Brezack, N., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Crossing to theother side: language influences children’s perception of event components. Cognition, 192. doi: 10.1016/j.cognition.2019.104020.
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Burke Hadley, E., Hirsh-Pasek, K., & Golinkoff, R. M. (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, 136-164.
Dickinson, D., Nesbitt, K., Collins, M., Hadley, E., Newman, K., Rivera, B., Ilgez, H., Nicolopoulou, A., Golinkoff, R. M., & 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.
Morris, A., Hassinger-Das, B., Zapata, M., & Hirsh-Pasek, K. (2019). Opportunities to enrich caregiver-child interactions. Zero to Three, 40(2), 52-58.
Ma, W., Zhou, P., Golinkoff, R. M., Lee, J., & Hirsh-Pasek, K. (2019). Syntactic cues to the noun and verb distinction in Mandarin child-directed speech. First Language, 1-29. doi: 10.1177/0142723719845175.
Masek, L. R., Scott, M. E., Dore, R., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Now you’re talking: Vocabulary development in the home context. In C. M. Cassano & S. M. Dougherty (Eds.), Pivotal research in early literacy. New York, NY: Guilford Press.
Blinkoff, E., & Hirsh-Pasek, K. (2019). Supporting language in the home. International Journal of Birth and Parent Education, 6(4), 13-15.
Levine, D., Buchsbaum, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Finding events in a continuous world: A developmental account. Developmental Psychobiology, 61(3), 376-389. doi:10.1002/dev.21804.
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 outcomes in later childhood. Journal of Child Language, 46(4), 617-631.
Ma, W., Zhou, P., Golinkoff, R. M., Hirsh-Pasek, K. (2019). Syntactic cues to the noun andverb distinction in Mandarin child-directed speech. First Language, 39(4), 433-461.
Hassinger, B., Hirsh-Pasek., K., & Golinkoff, R. M. (2019). Brain science and guided play. In M. Masterson & H. Bohart (Eds.), Serious Fun: How Guided play extends children’ learning (pp. 11-21). Washington, D.C.: NAEYC Press.
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.
Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Putting your data to good use: Entering the real world of children and families. Perspectives on Psychological Science, 14(1), 37-42. doi: 10.1177/17456916188115161.
George, N., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Any way the wind blows: Children’s inferences about force and motion events. Journal of Experimental Child Psychology, 177, 119-131.
Dore, R., Shrilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Spiewal, T., Hadley, E., Golinkoff, R. M., 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.
Bustamante, A. Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R.M. (2019). Learning Landscapes: Where the science of learning meets architectural design. Child Development Perspectives, 34-40. doi: 10.1111/cdep.12309.
Hassinger-Das, B., Schlesinger, M., Sawyer, J., & Hirsh-Pasek, K. (2019). Playing to learn: Inside and outside of school. In Parents League of NY (Eds.), Parent’s League Review. Essential Articles on Parenting and Education. NY: NY.
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (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.
Schlesinger, M. A., Hassinger-Das, B., Zosh, J. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). “When I was little, I loved to play:” Describing play experiences using a community-based lens. Scottish Educational Review, 51(2), 90-107.
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). doi: 10.1787/562a8659-en.
Verdine, B., Foster, L., Golinkoff, R. M., Hirsh-Pasek, K., Marzouk, M., Newcombe, N., Zimmerman, L. (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.
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.
Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: Curiosity and children’s academic achievement. Pediatric Research, 84, 323-324.
Dore, R. A., Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M. (2018). 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. Elsevier.
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 (2nd ed., pp. 85-94). Bristol, UK: Multilingual Matters.
Valleau, M. J.., Konishi, H., Golinkoff, R. M., 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), 1-17. doi: 10.1044/2018_JSLHR-L-17-0363.
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 H. Cairns & E. Fernandez (Eds.), Handbook of psycholinguistics (pp. 536-567). New York: Wiley/Blackwell.
Pace, A., Alper, R., Burchinal, M., 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, 46, 112-125. doi: 10.1016/j.ecresq.2018.04.001.
Yu, Y., Cheng, S., Shafto, P., Bonawitz, E., Corriveau, K., Xu, F., Golinkoff, R., & Hirsh-Pasek, K. (2018). The theoretical and methodological opportunities afforded by guided play with young children. Frontiers 9: 1152 (p. 1-8). doi:10.3389/fpsyg.2018.01152.
Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: Curiosity and children’s academic achievement. Pediatric Research, 84, 323-324.
Zimmerman, L., Foster, L., Golinkoff, R. M. & Hirsh-Pasek, K. (2018). Spatial thinking and STEM. American Educator, Winter 2018-2019, 22-28.
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.1, Bustamante, A.1, Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning Landscapes: Playing the way to learning in public spaces. Education Sciences: (Special Issue) Early Childhood Education, 8(2), 74, 1-21. doi: https://doi.org/10.3390/educsci8020074. 1Co-first authors.
Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M., & 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.
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. doi:10.3389/fpsyg.2018.01124.
Golinkoff, R. M., 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, 985-992. doi: 10.1111/cdev.13128.
Dore, R. A., Amendum, S., Golinkoff, R. M., & 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.
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.
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)
Dore, R. A., Shirilla, M., Verdine, B., 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. doi: 10.1080/17482798.2018.1450086.
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.
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.
Hirsh-Pasek, K., & Golinkoff, R. M. (2018, January). “Languagizing” their world: Why talking, reading, and singing are so important. Zero to Three Newsletter.
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 [online].
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.
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.
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.
Golinkoff, R. M., Hirsh-Pasek, K., Grob, R., & Schlesinger, M. (Eds.) (2017). Bringing developmental science into the world. Child Development (Special Section), 88(5),1403–1408.
Grob, R., Schleisinger, M., Pace, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Playing with ideas: Evaluating a collective experimental intervention designed to enrich perceptions of play. Child Development, 1419-1434.
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.
Verdine, B., Bunger, A., Athanasopoulou, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Preschool geometric knowledge: Low socio-economic status children are slower to find a target even when they know a shape’s name. Developmental Psychology, 53, 1869-1880.
Reed, J., Hirsh-Pasek, K. & Golinkoff, R.M. (2017). Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology, 53, 1428–1436.
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, 43(6), 916-927. doi: 10.1037/xlm0000364.
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.
Hassinger-Das, B., Zosh, J., Hirsh-Pasek, K., & Golinkoff, R. (2017). Toys. In K. Peppler (Ed.), Encyclopedia of out-of-school learning (pp. 781-783). Thousand Oaks, CA: Sage.
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.
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, 1-28.
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.
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.
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.
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., 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 R. Barr & D. Linebarger (Eds.), Media exposure during infancy and early childhood (pp. 259-282). New York, NY: Springer.
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.
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.
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.
Luo, R., Pace, A., Masek, L, Hirsh-Pasek, K., & Golinkoff, M. R. (2016). The Family’s role in the relation between socioeconomic status and early language development. Journal of Family Medicine, 3(6), 1073-1077.
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.
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.
Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2016). Where learning meets creativity: The promise of guided play. In. R. Beghetto & B. Sriraman (Eds.), Creative contradictions in education: Cross disciplinary paradoxes and perspectives (pp. 165-180). New York, NY: Springer International Publishing.
Paterson, S., Parish-Morris, J. Hirsh-Pasek, K., Golinkoff, R. M. (2016). Putting the development back into developmental disorders. Journal of Cognition and Development, 7(4), 568-583, doi: 10.1080/15248372.2016.1200047.
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.
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 Reference. Thousand Oaks, CA: Sage Publications.
Konishi, H., Pruden, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Categorization of dynamic, realistic motion events: Infants form categories of path before manner. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2016.07.002.
Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. G., Kittredge, A., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions, 177-182.
Pace, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). High quality language leads to high quality learning. In S. Jones & N. Lesaux (Eds.), The Leading Edge of Early Childhood Education (pp. 45-66). Cambridge: Harvard Education Pub. Group.
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Meeting children where they are: Adaptive contingency builds early communication skills. In P. Witt (Ed.) Communication and learning (Vol. 16, Handbooks of Communication Science) (pp. 601-628). Berlin: deGruyter Mouton.
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 (pp. 117-145). New York, NY: Springer.
Konishi, H., Wilson, F., Golinkoff, R., Maguire, M. & Hirsh-Pasek, K. (2016). Late Japanese bilinguals’ novel verb construal. Bilingualism: Language and Cognition, 19(4), 782-790.
Song, L., Pulverman, R., Pepe, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Does the owl fly out of the tree or does the owl exit the tree flying? How L2 learners overcome their L1 lexicalization biases. Language Learning and Development, 12(1), 42-59.
Zosh, J.M., Hirsh-Pasek, K., Golinkoff, R. M., & Parish-Morris, J. (2016). Learning in the digital age: Putting education back in educational apps for young children. In Encyclopedia on Early Childhood Development.
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.
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 & C. Tamis-LeMonda (Eds.), Child Psychology: A Handbook of Contemporary Issues (3rd ed., pp. 43-79). Psychology Press.
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.
Hirsh-Pasek, K. & Golinkoff, R. M. (2016). The preschool paradox: It’s time to rethink our approach to early education. SCIENCE, 351, 1158.
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.
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. Otology & Neurotology, 37, 56-62.
Hirsh-Pasek, K. & Golinkoff, R. M. (2016). Two missions in search of a shared culture. In D. Sobel & J. Jipson (Eds.), Cognitive development in museum settings: Relating research and practice (pp. 222-230). NY: Routledge.
Golinkoff, R. M., Can, D., Soderstron, M., & Hirsh-Pasek, J. (2015). (Baby) talk to me: The social context of infant-directed speech and its effects on early language acquisition. Current Directions in Psychological Science, 24(5), 339-344.
Kanero, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2015). Can a microwave heat up coffee? How English- and Japanese-speaking children express subjects in causal sentences. Journal of Child Language, 43(5), 993-1019.
Ridge, K., Weisberg, D., Ilgaz, H., Hirsh-Pasek, K., & Golinkoff, R. M. (2015). “Supermarket speak”: Increasing conversations among Low-SES families. Mind, Brain & Education, 9(3), 127-135.
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.
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.
Hirsh-Pasek, K., & Weinraub, M. (2015). Should we tell the parents? Balancing science and children’s needs in a longitudinal study. In R. Sternberg & S. Fiske (Eds.), Ethical Challenges in the Behavioral and Brain Sciences (pp.145-149). Cambridge, UK: Cambridge University Press.
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.
Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Newcombe, N. S., & Hirsh-Pasek, K. (2015). The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms. Journal of Cognition and Development, 12, 315-331.
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 Reference.
Newman, K., Dickinson, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2015). Using play to promote language comprehension in preschoolers. In A. DeBruin-Parecki, A. Van Kleeck & S. Gear (Eds.), Developing early comprehension: Laying the foundation for reading success (pp. 35- 52). MD: Brookes
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.
Hirsh-Pasek, K., Zosh, J., Golinkoff, R. M., Gray, J., Robb, M., & Kaufman, J. (2015). Putting education in educational apps: Lesson for the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
Ilgaz, H., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Language for reading. In P. Brooks, V. Kempe & G. J. Golson (Eds.), Encyclopedia of Language (pp. 323-326). Thousand Oaks, CA: Sage.
Damonte, J., Johanson, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). The changing nature of word learning in the first two years of life: The Emergentist Coalition Model. In P. Brooks, V. Kempe, & G. J. Golson (Eds.), Encyclopedia of language development (pp. 194-197). Thousand Oaks, CA: Sage.
George, N., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Event perception and language. In P. Brooks, V. Kempe, & G. J. Golson (Eds.), Encyclopedia of language development (pp. 199-204). Thousand Oaks, CA: Sage.
Zosh, J., Reed, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Play and its role in language development. In P. Brooks, V. Kempe, & G. J. Golson (Eds.), Encyclopedia of language development (pp. 467-471). Thousand Oaks, CA: Sage.
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.
George, N. Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Carving the world for language learning: How neuroscientific research can enrich the study of first and second language learning. Developmental Neuropsychology, 39, 262-284.
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.
Friedman, S., Scholnick, E., Bender, R., Vandergift, N., Spieker. S., Hirsh-Pasek, K., Keating, D., Park, Y., & NICHD Early Child Care Research Network (2014). The growth of planning in middle childhood: Early predictors and later outcomes. Child Development, 85(4), 1446-1460.
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.
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.
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.
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.
Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 956-970.
Weisberg, D., Hirsh-Pasek. K. & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain and Education, 7(2), 104-112.
McCabe, A., Tamis-LeMonda, C., Bornstein, M., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchiro, Y., Melzi, G., Mendelson, A., Paez, M., Song, L., & Wishard, A. (2013). Multilingual children: Beyond myths towards best practices. Foundation for Child Development: Social Policy Report, 27(4).
Golinkoff, R. M., Hirsh-Pasek, K., Russ, S. W., & Lillard, A. S. (2013). Guest editors’ foreword. Probing playtime: What does the research show? American Journal of Play, 6.
Weisberg, D., Zosh, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). “Talking it up:” Play, language development and the role of adult support. American Journal of Play: Special issue, 6, 39-54.
Lillard, A. S., Russ, S. W., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guest editors’ afterword. Probing pretend play: The research we need. American Journal of Play, 6.
Fisher, K., Hirsh-Pasek, K., Newcombe, N. & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge. Child Development, 1872-1878.
Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. (2013). Once upon a time: Preschoolers and storybook reading in the electronic era. Mind, Brain & Education,7(3), 200-211.
Konishi, H., Johanson, M., Damonte, J. C., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). Using lessons from the lab to the classroom: Using play to promote language development. Translated in German. In C. Kieferle, E. Reichert-Garschhammer, & F. Becker-Stoll (Eds.), Sprachiche bildung von anfang an (pp.160-178). Gottingen, Germany: Vandenhoeck & Ruprecht.
Can, D., Ginsburg-Block, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). A long-term predictive validity study: can the CDI Short Form be used to predict language and early literacy skills four years later? Journal of Child Language, 40(4), 821-835.
Konishi, H., Johanson, M., Damonte, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). Applying lessons from the lab to the classroom: Using play to promote language development. [Translated into German]. In C. Kieferle, E. Reichert-Garschhammer, & F. Becker-Stoll (Eds.), Sprachliche bildung von anfang an: Strategien, konzepte und erfahrungen (pp. 160-178). Göttingen, Germany: Vandenhoeck & Ruprecht.
Gershon, R., Slotkin, J., Manley, J., Blitz, D. L., Beaumonde, J., Schnipke, D., Wallner-Allen, K., Golinkoff, R. M., Gleason, J. B., Hirsh-Pasek, K., Jager Adams, M., & Weintraub, S. (2013). NIH Toolbox Cognition Battery (CB): Measuring language (vocabulary comprehension and reading decoding). In P.D. Zelazo & P.J. Bauer (Eds.), National Institutes of Health Toolbox Cognition Battery (NIH Toolbox CB): Validation for children between 3 and 15 years. Monograph of the Society for Research in Child Development, 78(4), 49-69.
Golinkoff, R. M., Hirsh-Pasek, K., Russ, S., & Lillard, A. (Eds.). (2013, Fall). Special issue of American Journal of Play. Probing playtime: What does the research show? American Journal of Play, 6.
Harris, J., Newcombe, N. S., Hirsh-Pasek, K. (2013). A new twist on studying the development of dynamic spatial transformations: Mental paper folding in young children. Mind, Brain, and Education, 7(1), 49-55.
Harris, J., Hirsh-Pasek, K., & Newcombe, N. (2013). Understanding spatial transformations: Similarities and differences between mental rotation and mental folding. Cognitive Processing, 14, 106-115.
Weisberg, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2013) Embracing complexity: Rethinking the relation between play and learning, a Commentary. Psychological Bulletin, 139(1), 35-39.
Golinkoff, R. M., Ma, W., Song, L., & Hirsh-Pasek, K. (2013). Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned? Perspectives on Psychological Science, 8(3), 316-339.
Zosh, J. M., Fisher, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). The Ultimate Block Party: Bridging the science of learning and the importance of play. In M. Honey, & D. Kantner (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 95-118). New York, NY: Taylor & Francis.
Parish-Morris J., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). From coo to code: Language acquisition in early childhood. In P. Zelazo (Ed.), The Oxford handbook of developmental psychology, Vol. 1 (pp. 867-908). NY: Oxford University Press.
Pruden, S., Roseberry, S., Goksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Infant categorization of path relations during dynamic events. Child Development, 84(1), 331-345.
Pulverman, R., Song, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). Preverbal infants attention to manner and path: Foundations for learning relational terms. Child Development, 84(1), 241-252.
Goksun, T., George, N., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Forces and motion: How young children understand causal events. Child Development, 1285-1295.
Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R.M., Gray, J., Robb. M., & Kaufman, J. (2013). Harnessing the science of learning to promote real educational apps: A proposed contribution for Psychological Science in the Public Interest.
Roseberry, S., Göksun, T., Hirsh-Pasek, K., Golinkoff, R. M. (2012). Carving categories in a continuous world: Infants discriminate categorical changes before distance changes in dynamic events. Spatial Cognition and Computation, 12, 231-251.
Gardner, M., Golinkoff, R. M., Hirsh-Pasek, K., & Heiney-Gonzalez, D. (2012). Marketing toys without playing around. Young Consumers, 13(4), 381-391.
Fisher, K., Hirsh-Pasek, K., & Golinkoff, R.M. (2012). Fostering mathematical thinking through learning. In E. Reese & S. P. Suggate (Eds.), Contemporary Debates on Child Development and Education.
Reed, J., Fisher, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2012, April). The Art of the Matter: Playful Learning in an Arts-Enriched Preschool. Paper symposium presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia.
Hirsh-Pasek, K., & Golinkoff, R. M. (2012). How babies talk: Six principles of early language development. In S. Odom, E. Pungello, & N. Gardner-Neblett (Eds.), Re-visioning the beginning: The implications of developmental and health science for infant/toddler care and poverty (pp. 77-101). New York: Guilford Press.
Ilgaz, H., & Hirsh-Pasek, K. (2012). Commentary on “Language and age effects in children’s processing of word order” by A. Candan, A. Kuntay, Y. Yeh, H. Cheng, L. Wagner, and L.R. Naigles. Cognitive Development, 27, 222-226.
Golinkoff, R. M. & Hirsh-Pasek, K. (2012). How do babies learn their mother tongue? In E. M. Rickerson & B. Hilton (Eds.), The 5-minute linguist (2nd ed., pp. 68-71). Bristol, CT: Equinox.
Pruden, S., Göksun, T., Roseberry, S., Hirsh-Pasek, K., Golinkoff, R.M. (2012). Find your manners: Infant’s categorization of the manner of motion in dynamic events. Child Development, 977-991.
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 (pp. 71-90).
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). A tale of two schools: The promise of playful learning. In B. Falk (Ed.), In Defense of childhood (pp. 24-48). NY: Teacher’s College.
Golinkoff, R. M., & Hirsh-Pasek, K. (2012). Methods for studying language in infants: Back to the future. In E. Hoff (Ed.), Guide to research methods in child language (pp.60-77). NY: Wiley-Blackwell.
Dickinson, D., Griffith, J., Golinkoff, R., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, article ID 602807, 1-15.
Hirsh-Pasek, K., & Golinkoff, R. M. (2011). The great balancing act: Optimizing core curricula through playful learning. In E. Zigler & W. Gilliam (Eds.), The preschool education debates (pp. 110-116).
Göksun, T., Roeper, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2011). From noun phrase ellipsis to verb phrase ellipsis: The acquisition path from context to abstract reconstruction. In J. Harris & M. Grant (Eds.), University of Massachusetts Occasional Working Paper in Linguistics 38: Recent Work on Ellipsis (pp. 53-75). Amherst, MA: GLSA.
Göksun, T., Hirsh-Pasek, K., Golinkoff, R.M., Imai, M., Konishi, H., & Okada, H. (2011). Who is crossing where? Infants discrimination of figures and grounds. Cognition, 121, 176-195.
Roseberry, S., Richie, R., Hirsh-Pasek, K., Golinkoff, R. M., & Shipley, T. (2011). Babies catch a break: 7-9-month olds track statistical probabilities in continuous dynamic events. Psychological Science, 22(11), 1422-1444.
Ferrara, K., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. (2011). Block talk: Spatial language during block play. Mind, Brain & Education, 5(3), 143-151.
Ma, W., Golinkoff, R. M., Houston, D., & Hirsh-Pasek, K. (2011). Word learning in infant-and adult-directed speech. Language Learning and Development, 7, 209-225.
Hirsh-Pasek, K., & Golinkoff, R. M. (2011). The Ultimate Block Party: Putting our science in the hands of families. SRCD Developments Newsletter, 64(1), 5.
Harris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 49-66). NY: Guilford Press.
Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D., & Berk, L. E. (2011). Playing around in school: Implications for learning and educational policy. In A. Pellegrini (Ed.), The Oxford handbook of play (pp. 341-363). NY: Oxford University Press.
McDonough, C., Song, L., Hirsh-Pasek, K., Golinkoff, R. M., & Lannon, R. (2011). An image is worth a thousand words: Why nouns tend to dominate verbs in early word learning. Developmental Science, 14, 181-189.
Parish-Morris, J., Ma, W., Hirsh-Pasek, K., Golinkoff, R. M. (2010). A world of relations: relational words. In B. Malt & P. Wolf (Eds.), Words and the mind: How words capture human experience (pp. 219-232). Oxford University Press.
Dickinson, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 4, 305-310.
Golinkoff, R. M., Hirsh-Pasek, K., & Schickedanz, J. (2010). California preschool curriculum framework- language and literacy (Vol 1, pp. 97-176). Sacramento, CA: California Department of Education Press.
Maguire, M., Hirsh-Pasek, K., Golinkoff, R., Imai, M., Haryu, E., Vanegas, S., Okada, H., Pulverman, R., & 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, 299-319.
Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). Trading spaces: Carving up the events for learning language. Perspectives on Psychological Science, 5, 33-42.
Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). How do preschoolers express cause in gesture and speech? Verbal handouts: Preschoolers express cause in gesture and speech. Cognitive Development, 25(1), 56-68.
Roseberry, S., Hirsh-Pasek, K., Parish-Morris, J., & Golinkoff, R. M. (2009). Live action: Can young children learn verbs from video? Child Development, 80, 1360-1375.
Seston, B., Golinkoff, R., Ma, W., Tomlinson, N., & Hirsh-Pasek. K. (2009). Vacuuming with with my mouth? Children’s comprehension of novel extensions of familiar verbs. Cognitive Developmental, 24, 113-124.
Hirsh-Pasek, K., & Golinkoff, R.M. (2009). Why Play=Learning. Encyclopedia on Early Childhood Development.
Ma, W., Golinkoff, R. M., Hirsh-Pasek, K., McDonough, C., & Tardiff, T. (2009). Imagine that!: Imageability predicts verb learning in Chinese children. Journal of Child Language, 36(2), 405-425.
Golinkoff, R. M., Hirsh-Pasek, K., Berk, L. E., & Singer, D. (March, 2009). Sharing the science: From the lab to the classroom or why we write books for audiences beyond the academy, developments. Newsletter of the Society for Research in Child Development, 52.
Golinkoff, R. M., & Hirsh-Pasek, K. (April, 2009). The bicultural scientist: traveling in the twin worlds of basic and translational science. American Psychological Science Observer.
Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy.
Roseberry, S., Goksun, T., & Hirsh-Pasek, K. (2009). In season? A review of Katherine Nelson’s “Young minds in social worlds.” Journal of Child Language, 36, 225-233.
Infiesta, C., Song, L., Golinkoff, R. M., Pulverman, R., & Hirsh-Pasek, K. (March, 2009). Does the owl fly out of the tree or does the owl exit the tree flying? How L2 learners overcome their L1 lexicalization biases. The 30th Annual Winter Applied Linguistics Conference, New York, NY.
Golinkoff, R., & Hirsh-Pasek, K. (2008). How toddlers learn verbs. Trends in Cognitive Science, 12(10), 397-403.
Pulverman, R., Sootsman, J., Golinkoff, R., & Hirsh-Pasek, K. (2008). Manners matter: Infants’ attention to manner and path in non-linguistic dynamic events. Cognition, 108, 825-830.
Imai, M., Li, L., Haryu, E., Hirsh-Pasek, K., Golinkoff, R. M., & Shigematsu, J. (2008). Novel noun and verb learning in Chinese, English, and Japanese children: Universality and language-specificity in novel noun and verb learning. Child Development, 79, 979-1000.
Maguire, M., Hirsh-Pasek, K., & Golinkoff, R. (2008). Focusing on the relation: Fewer exemplars facilitate children’s initial verb learning and extension. Developmental Science, 11(4), 628-634.
Hirsh-Pasek, K., & Golinkoff, R. (2008). King Solomon’s take on word learning: An integrative account from the radical middle. Advances in Child Development and Behavior (Vol. 36, pp. 2-29). Oxford, UK: Elsevier.
Fisher, K., Hirsh-Pasek, K., Golinkoff, R., & Glick, R. (2008). Conceptual split? Parents and experts’ perception of play in the 21st century. Applied Developmental Psychology, 29, 305-316.
Brandone, A. C., Golinkoff, R. M., & Hirsh-Pasek, K. (2008). Feasibility of computer-administered language assessment. Perspectives on School-Based Issues, 9, 57-65.
Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Language acquisition in childhood. In W. Donsbach (Ed.), The Blackwell international encyclopedia of communication (Vol. VI, pp. 2636-2638). Oxford, UK and Malden, MA: Wiley-Blackwell.
Pruden, S., Hirsh-Pasek, K., Shallcross, W. L., & Golinkoff, R. M. (2008). Foundations of verb learning: Comparison helps infants abstract event components. In H. Chan, H. Jacob, & E. Kapia (Eds.), Proceedings of the 32nd Annual Boston University Conference on Language Development, 2 (pp. 402-414). Somerville, MA: Cascadilla Press.
Hirsh-Pasek, K., & Golinkoff, R. (2008). Brains in a box: Do new age toys deliver on the promise? In R. Harwood & S. Miller (Eds.), Child development in a changing society (5th ed.). Hoboken, NJ: Wiley Press.
Pruden, S., Hirsh-Pasek, K., & Golinkoff, R. (2008). Current events: How infants parse events for language. In T. Shipley & J. Zachs (Eds.), Understanding Events (pp. 160-193). New York: Oxford University Press.
