Publications

In Preparation

Avelar, D., Weisleder, A., & Golinkoff, R. M. (In preparation). The development of the Spanish and English Reading Questionnaire (SER-Q).

Blinkoff, R., Bustamente, A., Burchinal, M., Gunersel, A. B., Golinkoff, R. M., & Hirsh-Pasek, K. (In preparation). Promoting 21st century skills in elementary education through a research-practice partnership: a mixed methods study.

Evans, N., Todaro, R., Schlesinger, M. A., Golinkoff, R. M., & Hirsh-Pasek, K. (In preparation). Building blocks of creativity: How guided play enhances divergent thinking. In R. Beghetto, & G. Jaeger (Eds.), Uncertainty: A catalyst for creativity, learning, and development.

Preston, M., Gaudreau, C. M., Neale, D., Alibali, M., Hirsh-Pasek, K., & Golinkoff, R. M. (In preparation). Understanding the mechanisms behind embodiment in education.

In Press

Evans, N.S., Schlesinger, M.A., Hopkins, E.J., Jaeger, G.J., Golinkoff, R.M., Hirsh-Pasek, K. (in press). Are preschoolers creative? A review of the literature. In S.W. Russ, J.D. Hoffmann, & J.C. Kaufman (Eds.), The Cambridge handbook of lifespan development of creativity. Cambridge, UK: Cambridge University Press.

Masek, L., McMillan, B. T. M., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). The roots of conversation: Measuring interactions between caregivers and infants. Developmental Review.

Masek, L. R., Scott, M. E., Dore, R., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (In press). 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.

Masters, A. S., Hirsh-Pasek, K., Levine, D., & Golinkoff, R. M. (In press). Parents matter: The cornerstone for children’s cognitive and language development. Cambridge handbook of parenting.

2022

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

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. Betts, & K. Thai (Ed.), Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness (pp. 416-451). IGI Global.

Hirsh-Pasek, K., Zosh, J., Hadani, H. S., Golinkoff, R. M., Clark, K., Donohue, C., & Wartella, E. (2022). A whole new world: Education meets the metaverse. Policy.

Weiyi Ma, Rufan Luo, Roberta Golinkoff & Kathy Hirsh-Pasek (2022) The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning, Language Learning and Development

2021

Bower, C., Zimmermann, L., Verdine, B. N., Pritulsky, C., Golinkoff, R. M., & Hirsh-Pasek, K. (In press). Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison a digital app vs. concrete materials: Effects on low-income spatial skills. Developmental Science.

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.M., Bustamente, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2021). Questions in a life-sized board game: Comparing caregivers’ and children’s questions across STEM museum exhibits. Mind, Brain, and Education, 15, 1-12.

Hadley, E. B., Dedrick, R. F., Dickinson, D. K., Kim, E. S., 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.

Hassinger-Das, B., Zosh, J. M., Bustamente, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2021) Translating cognitive science in the public square. Trends in Cognitive Science.

Hirsh-Pasek, K. & Golinkoff, R. M. (2021). Active learning in the community. Science, 374, 27.

Hirsh-Pasek, K. & Golinkoff, R. M. (2021). Playful learning and raising successful children in the twenty-first century. American Journal of Play, 13.

Kim, Y-S., Dore, R., Cho, M., Golinkoff, R. M., & Amendum, S. (2021). Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology.

Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Hirsh-Pasek, K., & Wilson, M. S. (In press). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly.

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

Masek, L., Paterson, S., Hirsh-Pasek, K., Golinkoff, R. M., Bakeman, R., Adamson, L. B., Owen, M. T., & Pace, A. (In press). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy.

Masek, L. R., McMillan, B. T. M., Paterson, S. J., Tamis-LeMonda, C.S., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Where language meets attention: how contingent interactions promote learning. Developmental Review, 60.

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, 15(4), 274-280.

Meyer, M., Zosh, J., McLaren, C., Robb, M., McCafferty, H., Golinkoff, R. M, 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.

Rumper, B. M., Alper, R., Jaen, J., Masek, L, 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, June. https://doi.org/10.3389/feduc.2021.660166

Rumper, B., Frechette, E., Sharifnia, E., Greenfield, D. B., Hirsh-Pasek, K., Golinkoff, R. M. (2021). Portrait of science in majority DLL classrooms: Where do we start? Journal of Childhood, Education, and Society.

2020

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.

Bower, C., 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.

Bower, C., Odean, R., Verdine, B., 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. Journal of Cognition and Development, 21, 383-405.

Blinkoff, E., Levine, D., Avelar, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Language development. In J. B. Benson (Ed.), Encyclopedia of infant and early childhood development (2 nd ed.). NY:Elsevier. 

Bustamante, A., Schlesinger, M., Hirsh-Pasek, K., Golinkoff, R. M., Begolli, K., Shahidi, N., Zonji, S., Riesen, C., & Evans, N. (2020). More than just a game: Transforming social interaction and STEM play with Parkopolis. Developmental Psychology, 56, 1041-1056.

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

Dore, R.A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Toub, T.S., Hadley, E., Golinkoff, R.M., Dickinson, D., & Hirsh-Pasek, K. (2020). Education in the app store: Using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media.

Gaudreau, C. M., King, Y., Dore, R., 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 story time during COVID-19 and beyond. Frontiers in Psychology: Special Topic, Growing up in a Digital World- Social and Cognitive Implications, 11, 1-17.

Hassinger-Das, B., Brennan, S., Dore, R., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Children and screens. In (Eds.), Annual Review of Developmental Psychology, 2, 69-92.

Hassinger-Das, B., Hansen, N., Zosh, J. M., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020, May). Play-and-Learn spaces: Leveraging library spaces to promote play and learning. Library & Information Science Research, 42.

Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-Learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42.

Hirsh-Pasek, K., Hadani, H., Blinkoff, E., & Golinkoff, R. M. (2020). A new path to education reform: Playful learning promotes 21 st century skills in schools and beyond. Brookings Policy Brief.

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, pp. 21-32. NY: Oxford University Press.

Levine, D., Blinkoff, E., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). “Languagizing” the preschool classroom: Six principles. In M. Daszkiewicz & A. Dąbrowska (Eds.), In the search for language pedagogical paradigm (pp. 163-171). Krakow: Impuls.

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.

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.

Ma, W., Zhou, P., & Golinkoff, R. M. (2020). Young Mandarin learners use function words to distinguish between nouns and verbs. Developmental Science, 23, 1-9.

Neale, D., Morano, C., Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). ‘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.

Pace, A., Carver, L., Levine, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2020). Keeping the end in mind: Preliminary brain and behavioral evidence for a broad endpoint bias in pre-linguistic infants. Infant Behavior and Development.

Pace, A., Luo, R., Levine, D., Iglesias, A., DeVilliers, J., Golinkoff, R. M., Hirsh-Pasek, K., & Wilson, M. S. (2020). Within and across language predictors of word learning processes in dual language learners. Child Development.

Pritulsky, C., Morano, C., Odean, R., Bower, C., Hirsh-Pasek, K., & Golinkoff, R. M. (2020). Spatial thinking: Why it belongs in the preschool classroom. Translational Issues in Psychological Science.

2019

Avelar, D. M., Morano, C. E., Golinkoff, R. M. (2019). Pointing to success: Caregivers’ beliefs about intelligence matter in their interactions with children. Evidence-Based Communication Assessment and Intervention, 133, 157-161.

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.

Dore, R.A., Hassinger-Das, B. Hirsh-Pasek, K. & Golinkoff, R.M. (2019). Translating research into effective partnerships. IEEE CIS Newsletter on Cognitive and Developmental Systems.

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. https://escholarship.org/uc/item/5qg6j1n5

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.

Hassinger-Das, B., Palti, I., Hirsh-Pasek, K., &. Golinkoff, R. M. (2019). Urban Thinkscape: Infusing public spaces with STEM conversation and interaction opportunities. Journal of Cognition and Development.

Hopkins, E., Toub, T. S., Hassinger-Das, B., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Playing for the future: redefining early childhood education. In D. Whitebread (Ed.),

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.

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, 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).

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.

Zosh, J. M., Golinkoff, R. M., Hirsh-Pasek, K. (2019). Leveraging the how and what of learning and app development to create truly educational apps and move science forward. IEEE CIS Newsletter on Cognitive and Developmental Systems.

2018

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.

Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Burke Hadley, E., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development.

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.

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.

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.

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). London: John Benjamins.

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

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., 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, 43, 916-927.

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.

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

Singh, L., Morini, G., Golinkoff, R. M., (2017). Limitations of the laboratory and the role of variability in language learning. A commentary on a paper by J. F. Werker. Applied Psycholinguistics.

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.

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

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.

Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. (2017). Where learning meetscreativity: 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. New York: Springer.

2016

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.

Hirsh-Pasek, K. & Golinkoff, R. M. (2016). Two missions in search of a shared culture. In Sobel, D. M., & Jipson, J. (Eds.). Cognitive development in museum settings: Relating research to practice (pp. 222-230). New York: Psychology Press.

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

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

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

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.

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.

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

Pace, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). High quality language is high quality learning, pp. 45-66. In S. M. Jones & N. K. Lesaux (Eds.), The leading edge of early childhood education: linking science to policy for a new generation of pre- kindergarten. Cambridge: Harvard Education Press.

Pace, A., Levine, D., Morini, G., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Language acquisition: From words to world and back again. In L. Balter & C. Tamis-LeMonda (Eds.), Child psychology: a handbook of contemporary issues, 3 rd edition (pp. 43-79).

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.

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Meeting children where they are: Adaptive contingency builds early communication skills. In P. L. Witt (Ed.), Communication and learning (Vol. 16). Handbook of communication science (pp. 601-628). Berlin: deGruyter Mouton.

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., Pepe, C., Pulverman, R., 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, 42–59.

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.

Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. G., Kittredge, A., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25, 177-182.

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.

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., Hirsh-Pasek, K., Golinkoff, R.M., & Parish-Morris, J. (2016). Learning in the digital age: Putting education back in educational apps for young children. Encyclopedia on Early Childhood Development.

2015

Golinkoff, R. M., Deniz Can, D., Soderstrom, M., & Hirsh-Pasek, K. (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, 349-344.

Hadley, E. B., Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2015). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51, 181-198.

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015). Quality of early communication matters more than quantity of word input for low-income children’s language success. Psychological Science, 26, 1071-1083.

Hirsh-Pasek, K. & Golinkoff, R. M. (2015). Introduction: An evidence-based tribute to playful learning. In H. Bohart, K. Charner, & D. Koralek (Eds.), Exploring play (pp. 1-4). Washington, D.C.: National Association for the Education of Young Children.

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 development (pp. 323-326). Thousand Oaks, CA: Sage.

Konishi, H., Wilson, F., Golinkoff, R., Maguire, M., & Hirsh-Pasek, K. (2014). Late Japanese-English bilinguals’ novel verb construal. Bilingualism: Language and Cognition, 11, 1-9.

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.

Ridge, K. E., Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., & Golinkoff, R. M. (2015). Buying language in the supermarket: Increasing talk among lower SES families. Mind, Brain, and Education, 9, 127-135.

Stahl, A., Romberg, A., Golinkoff, R. M., Hirsh-Pasek, K. (2014). Find the action: Infants segment continuous events using statistical probabilities. Child Development, 85, 1821-1826.

Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R.M. (2015). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7, 104-111.

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

Verdine, B., Irwin, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial-geometric skill to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37-51.

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

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

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.

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.

2014

George, N., Goksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Carving the world for language: How neuroscientific research can enrich the study of first and second language learning. Invited article, Developmental Neuropsychology, 39, 262-284.

Konishi, H., Kanero, J., Freeman, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Six principles of vocabulary development: Implications for literacy and learners of English as a second language. Developmental Neuropsychology, 39, 404-420.

Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956-970.

Singh, L., Hui, TJ., Chan, C., & Golinkoff, R.M. (2014) Influences of vowel and tone variation on emergent word knowledge: A cross-linguistic investigation. Developmental Science, 17(1), 94-109.

Verdine, B., Chang, A., Filipowicz, A. T., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N.S. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematics skills. Child Development, 85, 1062-1076.

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, 3, 7-13.

Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: Setting the stage for thought and action. Trends in Cognitive Science, 18, 276-278.

2013

Can, D. Deniz, Ginsburg-Block, M., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). Long-term predictive validity of the MCDI Short Forms: Early parental reports of language in relation to children’s language and literacy abilities four years later. Journal of Child Language, 40, 821-835.

Fisher, K., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84, 1872- 1878.

Goksun, T., George, N., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Forces and motion: How young children understand causal events. Child Development, 84, 1285-1295.

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, xi-xiii.

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, 316-339.

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 vonanfang an, pp.160-178. Gottingen, Germany: Vandenhoeck & Ruprecht.

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, 161-165.

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. Social Policy Report for the Society for Research in Child Development, 27, #4.

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.

Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7, 200-211.

Pruden, S., Goksun, T., Roseberry, S., Hirsh-Pasek, K., Golinkoff, R. M. (2013). Infant categorization of path relations during dynamic events. Child Development, 84, 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, 241-252.

Singh, L., Chan, C., Tam, J. H., & Golinkoff, R. M. (2013). Infants’ sensitivity to tone and vowel mispronunciations in novel word learning. Developmental Science, 1-16.

Weisberg, D., Hirsh-Pasek, K., Golinkoff, R. M. (2013). A critical look at the evidence for play and learning. Psychological Bulletin, 139, 35-39.

Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6, 39-54.

Zosh, J.M., Fisher, K., Golinkoff, R., & Hirsh-Pasek, K. (2013). The Ultimate Block Party: Bridging the science of learning and the importance of play. In M. Honey & D. Kanter (Eds.), Design, make, play: Growing the next generation of science innovators (pp. 95-118). New York, NY: Routledge.

2012

Dickinson, D., Griffith, J., Golinkoff, R. M., Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 2012, 1-15. doi:10.1155/2012/602807

Fisher, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Fostering mathematical thinking through playful learning. In S. P. Suggate & E. Reese (Eds.), Contemporary debates on child development and education (pp. 81-93). NY: Routledge.

Gardner, M. P., Golinkoff, R. M., Hirsh-Pasek, K. & Heiney-Gonzalez, D. (2012). Marketing toys without playing around. Young Consumers: Insight and Ideas for Responsible Marketers, 13, 381–391.

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 (pp. 68-71). Bristol, CT: Equinox, 2nd edition.

Golinkoff, R. M. & Hirsh-Pasek, K. (2012). Methods for studying language in infants: Back to the future. In E. Hoff (Ed.), Research methods in child language: A practical guide (pp. 60-75). NY: Wiley-Blackwell.

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.), Infants, toddlers, and families in poverty: Research implications for early childcare (pp. 77-100). NY: Guilford.

Palmer, S. B., Fais, L., Golinkoff, R. M., & Werker, J. F. (2012). Perceptual narrowing of linguistic sign occurs in the first year of life. Child Development, 83, 543-553.

Pruden, S. M., Göksun, T., Roseberry, S., Hirsh-Pasek, K., & Golinkoff. R. M. (2012). Find your manners: Infants’ categorization of the manner of motion in dynamic events. Child Development, 83, 977-991.

Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Carving categories in a continuous world: Preverbal infants discriminate categorical changes before distance changes in dynamic events. Spatial Cognition and Computation: An Interdisciplinary Journal, 12, 231-251.

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. 24-47). New York: Teachers College Press.

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Drawing on the arts: Less-traveled paths toward a science of learning? In A. M. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood (pp. 71-89). NY: Guilford.

2011

Ferrara, K., Shallcross, W. L., Hirsh-Pasek, K., Golinkoff, R. M., & Newcombe, N. (2011) Block talk: Parent and child use of spatial language during block play. Mind, Brain, and Education, 5, 143-151.

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 the development of play (pp. 341-360). NY: Oxford University Press.

Göksun, T., Hirsh-Pasek. K., Golinkoff, R. M., Imai, M., Konishi, K. & Okada, H. (2011). Who is crossing where?: Infants’ discrimination of figures and grounds. Cognition, 121, 176-195.

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 and M. Grant, (Eds.) UMOP38: Processing linguistic structure.

Golinkoff, R. M. & Hirsh-Pasek, K. (2011). Comment les touts-petits apprennent les verbes? Enfance, 3, 363-382.

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, Vol. 3 (pp. 49-65). NY: Guilford Press.

Hirsh-Pasek, K., & Golinkoff, R.M. (2011). The great balancing act: Optimizing core curricula through playful learning. In E. Zigler, & W. S. Gilliam, & W. S. Barnett (Eds.) The pre-k debates: current controversies and issues. (pp. 110-115). NY: Paul H. Brookes Publishing.

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.

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.

Roseberry, S., Richie, R., Hirsh-Pasek, K., Golinkoff, R. M., & Shipley, T. (2011). Babies catch a break: Seven- to 9-month-olds track statistical probabilities in continuous dynamic events. Psychological Science, 22, 1422-1424.

2010

Blanchard, D., Heinz, J., & Golinkoff, R. M. (2010). Modeling the contribution of phonotactic cues to the problem of word segmentation. Journal of Child Language, 37, 487-512.

Dickinson, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central for reading development. Educational Researcher, 39, 305-310.

Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). How do preschoolers express cause in gesture and speech? Cognitive Development, 25, 56-68.

Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). Trading spaces: Carving up events for learning language. Perspectives on Psychological Science, 5, 33-42.

Golinkoff, R.M., Hirsh-Pasek, & Schickedanz, J. (2010). California preschool curriculum framework- language and literacy, Vol 1 (pp. 97-176). Sacramento, CA: California Department of Education Press.

Hirsh-Pasek, K. & Golinkoff, R. M. (2010, January). The Ultimate Block Party: Putting our science in the hands of families. Developments: Newsletter of SRCD, 54, 5-6.

Maguire, M., Hirsh-Pasek, K., Golinkoff, R. M., Imai, M., Haryu, E., Vengas, 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.

Parish, J., Pruden, S., Ma, W., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). A world of relations:Relational words. In B. Malt and P. Wolf (Eds.), Words and the mind: How words capture human experience (pp. 219- 242). New York, NY: Oxford University Press.

Song, L., Nazzi, T., Moukawane, S., Golinkoff, R. M., Stahl, A., Ma, W., Hirsh-Pasek, K., Connell,M. (2010). Sleepy vs. sleeping: Preschoolers’ sensitivity to morphological cues for adjectives and verbs in English and French. In K. Franich, K. M. Iserman, & L. Keil (Eds.), Proceedings of the 34th Annual Boston University Conference on Language Development (pp. 409-420). Somerville, MA: Cascadilla Press.

2009

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., 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, R., Golinkoff, R. M., Ma, W., & Hirsh-Pasek, K. (2009). Vacuuming with my mouth?:Children’s comprehension of novel extensions of familiar verbs. Cognitive Development, 24, 113-124.

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.

Ma, W., Golinkoff, R. M., Hirsh-Pasek, K., McDonough, C., & Tardif, T. (2009). Imageability predicts the age of acquisition of verbs in Chinese children. Journal of Child Language, 36, 405-423.

Golinkoff, R. M., Hirsh-Pasek, K., Berk, L. E., Singer, D. (2009, January). 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.

2008

Brandone, A., Golinkoff, R. M., & Hirsh-Pasek, K. (2008). Feasibility of computer-administered language assessment. Perspectives on School-Based Issues, 9, 57-65.

Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, R. G. (2008). Conceptual split? Parents’and experts’ perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29, 305-316.

Golinkoff, R. M. & Hirsh-Pasek, K. (2008). How toddlers begin to learn verbs. Trends in Cognitive Science, 12, 397-403.

Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Brains in a box: Do new age toys deliver on the promise? In R. Harwood, (Ed.), Child development in a changing society. Hoboken, NJ: Wiley Press.

Hirsh-Pasek, K., & Golinkoff, R. (2008) King Solomon’s take on word learning: An integrative account from the radical middle. In R. Kail (Ed.), Advances in child development and behavior Vol, 36, (pp. 2-29). Oxford, UK: Elsevier.

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.

Hirsh-Pasek, K. & Golinkoff, R. M. (2008). Why play = learning. In A. Petitclerc (Ed.), Encyclopedia on early childhood development. http://www.child-encyclopedia.com/pages/PDF/Hirsh-Pasek-GolinkoffANGxp.pdf

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. M., & Brandone, A. (2008). Focusing on the relation: Fewer exemplars facilitate children’s initial verb learning and extension. Developmental Science, 11, 628-634.

Pruden, S. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2008). Current events: How infants parse the world events for language. In T. Shipley & J. Zacks (Eds.), Understanding events: From perception to action (pp. 160-192). New York, NY: Oxford University Press.

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 32 st Annual Boston University Conference on Language Development, Vol 2, pp. 402- 414. Somerville, MA: Cascadilla Press.

Pulverman, R., Golinkoff, R. M., Hirsh-Pasek, K., & Sootsman Buresh, J. (2008). Manners matter: Infants’ attention to manner and path in non-linguistic dynamic events. Cognition, 108, 825-830.

2007

Brandone, A., Golinkoff, R. M., Pulverman, R., Maguire, M. J., Hirsh-Pasek, K., & Pruden, S. M.(2007). Speaking for the wordless: Methods for studying cognitive linguistic constructs in infants. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M. J. Spivey (Eds.), Methods in cognitive linguistics (pp. 345-366). Amsterdam: John Benjamins.

Brandone, A., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Development, 78, 1322-1342.

Golinkoff, R. M. & Hirsh-Pasek, K. (2007). Language development: The view from the radical middle. [Keynote address.] In H. Caunt-Nulton, S. Kulatilake, & I. Woo (Eds.), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 1-25). Somerville, MA: Cascadilla Press.

Hirsh-Pasek, K., & Golinkoff, R. M. (2007). From the lab to the living room: Stories that talk the talk and walk the walk. In M. K. Welch-Ross & L. G. Fasig (Eds.), Handbook on communicating and disseminating behavioral science (pp. 185-202). CA: Sage Publishers.

Hirsh-Pasek, K., Golinkoff, R. M., Hennon, E. A., Maguire, M. J., & Sootsman, J. (2007). O modelo “emergenista” de colalizão da aprendizagem de palavaras: Uma nova maneira de se pensar na psicologia do desenvolvimento (The emergentist coalition model of word learning: A new mode of thinking in developmental psychology). In L. M. S. Corrê (Ed.), Aquisicão de linguagem e problemas do desenvolvimento lingüistico (Language development and problems in the development of language). Rio de Janeiro: Editora da PUC-Rio.

Hollich, G., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Young children associate novel words with complex objects rather than salient parts. Developmental Psychology, 43, 1051-1061.

Parish, J., Hennon, E., Hirsh-Pasek, K., Golinkoff, R. M., & Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78, 1265-1287.

2006

Baker, S. A., Golinkoff, R. M., & Petitto, L. A. (2006). New insights into old puzzles from infants’categorical discrimination of soundless phonetic units. Language Learning and Development, 2, 147-162.

Brandone, A., Addy, D. A., Pulverman, R., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). One-for one- and two-for-two: Anticipating parallel structure between events and language. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30 th Annual Boston University Conference on Language Development (pp. 36-47). Somerville, MA: Cascadilla Press.

Brandone, A., Salkind, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Language development. In G. Bear & K. Minke (Eds.), Children’s needs: Development, prevention, and intervention, pp. 499-514. Bethesda, MD: National Association of School Psychologists.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Baby wordsmith: From associationist to social sophisticate. Current Directions in Psychological Science, 15, 30-33.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). The emergentist coalition model of word learning in children has implications for language in aging. In E. Bialystok, & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 207-222). New York, NY: Oxford University Press.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). How do babies learn to talk? In E. M. Rickerson (Ed.), The five-minute linguist: Bite-sized essays on language and languages. London: Equinox Publishing.

Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Introduction: Progress on the verb learning front. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 3-28). New York, NY: Oxford University Press.

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

Hirsh-Pasek, K., & Golinkoff, R. M. (2006). How to choose toys for your baby. In S. Ettus (Ed.), The experts’ guide to the baby years. New York, NY: Random House.

Maguire, M., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning:Putting verb acquisition in context. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 364-391). New York, NY: Oxford University Press.

Pruden, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). The social dimension in language development: A rich history and a new frontier. In P. Marshall & N. Fox (Eds.), The development of social engagement: Neurobiological perspectives (pp. 118-152). New York, NY: Oxford University Press.

Pruden, S. M., Hirsh-Pasek, K., Golinkoff, R., & Hennon, E. A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280.

Pulverman, R., Hirsh-Pasek, K., Golinkoff, R. M., Pruden, S., & Salkind, S. (2006). Conceptual foundations for verb learning: Celebrating the event. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 134-159). New York, NY: Oxford University Press.

Pulverman, R., Hirsh-Pasek, K., Pruden, S., & Golinkoff, R. M. (2006). Frühkindliche Voraussetzunger für das Erlenen von Verben (Precursors to verb learning: Infant attention to manner and path). Frühförderung interdisziplinar interdisziplinär. Journal of Interdisciplinary Early Childhood Interventions, 25, 3-14.

2005

Baker, S. A., Idsardi, W. J., Golinkoff, R. M., & Petitto, L. (2005). The perception of hand shapes in American sign language. Memory and Cognition, 33, 887-904.

Bortfeld, H., Morgan, J. L., Golinkoff, R. M., & Rathbun, K. (2005). Mommy and me: Familiar names help launch babies into speech steam segmentation. Psychological Science, 4, 298-304.

Haryu, E., Imai, M., Okada, H., Li, L., Meyer, M., Hirsh-Pasek, K., & Golinkoff, R. M. (2005).Noun bias in Chinese children: Novel noun and verb learning in Chinese, Japanese, and English preschoolers. In A. Brugos, M. R. Clark-Cotton, & S. Ha (Eds.), Proceedings of the 29 th Annual Boston University Conference on Language Development (pp. 272-283). Somerville, MA: Cascadilla Press.

Pence, K., Golinkoff, R. M., Brand, R., & Hirsh-Pasek, K. (2005). When actions can’t speak for themselves: How might infant-directed speech and infant-directed action influence verb learning? In T. Trabasso, J. Sabatini, D. W. Massaro, & R. C. Calfee, (Eds.), From orthography to pedagogy: Festschrift for Richard L. Venezky (pp. 63-79). Mahwah, NJ: Lawrence Erlbaum Associates.

2004

Hirsh-Pasek, K., Golinkoff, R. M., Hennon, E. A., & Maguire, M.J (2004). Hybrid theories at the frontier of developmental psychology: The emergentist coalition model of learning as a case in point. In G. Hall & S. Waxman (Eds.), Weaving a lexicon (pp. 173-204). Cambridge, MA: MIT Press.

Pulverman, R. & Golinkoff, R. M. (2004). Seven-month-olds’ attention to potential verb referents in nonlinguistic events. In A. Brugos, L. Micciulla, & C. E. Smith (Eds.), Proceedings of the 28th Annual Boston University Conference on Language Development (pp. 473-481). Somerville, MA: Cascadilla Press.

Rosenberg, K., Golinkoff, R. M., & Zosh, J. M. (2004). Did australophithecines (or early Homo) sling? Behavioral and Brain Sciences, 4, 555.

2003

Bortfeld, H., Rathbun, K., Morgan, J., & Golinkoff, R. M. (2003). What’s in a name? Highly familiar items anchor infants’ segmentation of fluent speech. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language (pp. 162-172). Somerville, MA: Cascadilla Press.

Pulverman, R., Sootsman, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2003). Infants non-linguistic processing of motion events: One-year-old English speakers are interested in manner and path. In E. Clark (Ed.), Proceedings of the Stanford Child Language Research Forum. Stanford: Center for the Study of Language and Information.

Pulverman, R., Sootsman, J. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2003). The role of lexical knowledge in nonlinguistic event processing: English-speaking infants’ attention to manner and path. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development (pp. 662-673). Somerville, MA: Cascadilla Press.

2002

Golinkoff, R. M., Chung, H. L., Hirsh-Pasek, K., Liu, E., Bertenthal, B. I., Brand, R., Maguire, et al.(2002). Young children can extend motion verb labels to point-light displays. Developmental Psychology, 38, 604-614.

Hirsh-Pasek, K. & Golinkoff, R. M. (2002). Language development. In N. J. Salkind (Ed.), Child development encyclopedia (pp. 228-232). NY: MacMillan Reference USA.

Maguire, M. J., Hennon, E. A., Hirsh-Pasek, K. Golinkoff, R. M., Slutzky, C. B., & Sootsman, J. (2002). Mapping words to actions and events: How do 18-month-olds learn a verb? In B. Skarabela, S. Fish, & A. H. Do (Eds.), Proceedings of the 27th Annual Boston University Conference on Language (pp. 371-382). Somerville, MA: Cascadilla Press.

2001

Golinkoff, R. M., Hirsh-Pasek, K., & Schweisguth, M. A. (2001). A reappraisal of young children’s knowledge of grammatical morphemes. In J. Weissenborn & B. Hoehle (Eds.). Approaches to bootstrapping: Phonological, syntactic and neurophysiological aspects of early language acquisition (pp. 176-188). Amsterdam-Philadelphia: John Benjamin.

Hirsh-Pasek, K., Hennon, E., Golinkoff, R. M., Pence, K., Pulverman, R., Sootsman, et al. (2001). Social attention need not equal social intention: From attention to intention in early word learning. Response to P. Bloom’s, How children learn the meanings of words. Brain Behavior Sciences, 24, 1108-1110.

Liu, J., Golinkoff, R. M., Goroff, J. H., & Carpenter, Q. A. (2001). How do preschool children acquire superordinate words? In A. Do, L. Dominguez, & A. Johansen (Eds.), Proceedings of the 25th Annual Boston University Conference on Language Development, (pp. 446-457). Somerville, MA: Cascadilla Press.

Liu, J., Golinkoff, R. M., & Sak, K. (2001). One cow does not an animal make: Children can extend novel words at the superordinate level. Child Development, 72, 1674- 1694.

2000

Arnold, K., Golinkoff, R. M., Hirsh-Pasek, K., Hollich, G., Driscoll, K., Rocroi, C., & et al., (2000).The whole is greater than the sum of the parts: Investigating the object scope principle of lexical acquisition. In S. C. Howell, S. A. Fish, & T. Keith-Lucas (Eds.), Proceedings of the 24th Annual Boston University Conference on Language Development (pp. 68-79). Ithaca, NY: Cascadilla Press.

Blewitt, P., Golinkoff, R. M., & Alioto, A. (2000). Do toddlers have label preferences? A possible explanation for word refusals. First Language, 20, 253-272.

Golinkoff, R. M., & Hirsh-Pasek, K. (2000). Word learning: Icon, index, or symbol? In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-17). New York, NY: Oxford University Press.

Hennon, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). The extraordinary journey from fetus to language-developing child. In H. Grimm (Ed.), German encyclopedia of psychology, series III:Language, volume 3: Language development 3 (pp. 41-103). Toronto: Hogrefe-Verlag.

Hirsh-Pasek, K. & Golinkoff, R. M. (2000). The whole is greater than the sum of the parts, or why the emergentist coalition model works. In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 186-198). New York, NY: Oxford University Press.

Hirsh-Pasek, K., Golinkoff, R. M., & Hollich, G. (2000). An emergentist coalition model for word learning: Mapping words to objects is a product of the interaction of multiple cues. In R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Smith, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 136-164). New York, NY: Oxford University Press.

Hollich, G., Hirsh-Pasek, K., Golinkoff, R., Brand, R., Brown, E., Chung, H., . . . Bloom, L. (2000). Breaking the Language Barrier: An Emergentist Coalition Model for the Origins of Word Learning. Monographs of the Society for Research in Child Development, 65(3), I-135.

Hollich, G., Hirsh-Pasek, K., Tucker, M. L., & Golinkoff, R. M. (2000). A change is afoot: Emergentist thinking in language acquisition. In P. Anderson, C. Emmeche, N. O. Finnemann, & P. V. Christiansen (Eds.), Downward causation (pp. 143-178). Oxford, England: Aarhus University Press

Liu, J., Golinkoff, R. M., Piper, K., Chung, H. L., Hirsh-Pasek, K., Ramey, C. H., & Bertenthal, B. (2000). Point-light displays illuminate the abstract nature of children’s motion verb representations. Proceedings of the 22nd Annual Meeting of the Cognitive Science Society (pp. 794-799). Philadelphia, PA.

1999

Golinkoff, R. M., Hirsh-Pasek, K., & Hollich, G. (1999). Emerging cues for word learning. In B. MacWhinney (Ed.), The emergence of language (pp. 305-330). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hirsh-Pasek, K., Golinkoff, R. M., & Hollich, G. (1999). Trends and transitions in language acquisition: Looking for the missing piece. Developmental Neuropsychology, 16, 139-162.

1998

Hollich, G., Hirsh-Pasek, K., & Golinkoff, R. M. (1998). Introducing the 3-D intermodal preferential looking paradigm. In C. Rovee-Collier (Ed.), Advances in infancy research Vol. 12, (pp. 355-373). Norwod, NJ: Ablex.

1996

Golinkoff, R. M., Jacquet, R., Hirsh-Pasek, K., & Nandakumar, R. (1996). Lexical principles may underlie the learning of verbs. Child Development, 67, 3101-3119.

Hirsh-Pasek, K., & Golinkoff, R. M. (1996). How children learn to talk. In W. R. Dell (Ed.), The world book health & medical annual (pp. 92-105). Chicago: World Book, Inc.

Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The preferential looking paradigm reveals emerging language comprehension. In D. McDaniel, C. McKee, & H. Cairns (Eds.), Methods for assessing children’s syntax (pp. 105-124). Cambridge, MA: MIT Press.

Hirsh-Pasek, K., Tucker, M., & Golinkoff, R. M. (1996). Dynamical systems: Reinterpreting prosodic bootstrapping. In J. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 449-466). Hillsdale, NJ: Lawrence Erlbaum Associates.

Molfese, D., Burger-Judisch, L., Gill, L., Golinkoff, R. M., & Hirsh-Pasek, K. (1996). Electrophysiological correlates of noun-verb processing in adults. Brain and Language, 54, 338-413.

1995

Frawley, W., & Golinkoff, R. M. (1995). Linguistic explanation. In J. Verschueren, J. Ostman, & J. Blommaert (Eds.), Handbook of pragmatics (pp. 608-615). Philadelphia: John Benjamin Publishing Company.

Golinkoff, R. M., & Alioto, A. (1995). Infant-directed speech facilitates lexical learning in adults hearing Chinese: Implications for language acquisition. Journal of Child Language, 22, 703-726.

Golinkoff, R. M., & Hirsh-Pasek, K. (1995). Reinterpreting children’s sentence comprehension: Toward a new framework. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp.430-461). London: Blackwell.

Golinkoff, R. M., Hirsh-Pasek, K., Mervis, C. B., Frawley, W., & Parillo, M. (1995). Lexical principles can be extended to the acquisition of verbs. In M. Tomasello & W. Merriman (Eds.), Beyond names for things: Young children’s acquisition of verbs (pp. 185-222). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., Shuff-Bailey, M., Olguin, R., & Ruan, W. (1995). Young children extend novel words at the basic level: Evidence for the principle of the categorical scope. Developmental Psychology, 31, 494-507.

Hirsh-Pasek, K., Golinkoff, R. M., Hermon, G., & Kaufman, D. (1995). Evidence from comprehension for the early knowledge of pronouns. In E. Clark (Ed.), Proceedings of the Twenty-Sixth Annual Child Language Research Forum, (pp. 53-59). Stanford: Center for the Study of Language and Information.

1994

Golinkoff, R. M., Mervis, C. V., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155. Also in K. Perera (Ed.), Growing points in child language. Cambridge, MA: Cambridge University Press.

Hirsh-Pasek, K., Golinkoff, R. M., & Reeves, L. (1994). Constructivist explanations for language acquisition may be insufficient: The case for language-specific principles. In W. Overton & D. S. Palermo (Eds.), The nature and ontogenesis of meaning (pp. 237-254). Norwood, NJ: Ablex.

Mervis, C. B., Golinkoff, R. M., & Bertrand, J. (1994). Two-year-olds readily learn multiple labels for the same basic level category. Child Development, 65, 971-991.

1993

Golinkoff, R. M. (1993). When is communication a “meeting of minds”? Journal of Child Language, 20, 199-207.

Hirsh-Pasek, K., & Golinkoff, R. M. (1993). Skeletal supports for grammatical learning: What the infant brings to the language learning task. In C. K. Rovee-Collier & L. P. Lipsitt (Eds.), Advances in infancy research, 8, (pp. 299-338). Norwood, NJ: Ablex.

Reeves, L. M., Hirsh-Pasek, K., & Golinkoff, R. M. (1993). Words and meaning: From primitives to complex organization. In J. Berko-Gleason & N. Bernstein-Ratner (Eds.), Psycholinguistics, (pp. 133-197). Ft. Worth, TX: Harcourt Brace Jovanovich, Inc.

1992

Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L., & Wenger, N. (1992). Young children and adults use lexical principles to learn new nouns. Developmental Psychology, 28, 99-108.

1991

Hirsh-Pasek, K., & Golinkoff, R. M. (1991). Language comprehension: A new look at some old themes. In N. Krasnegor, D. Rumbaugh, M. Studdert-Kennedy, & R. Schiefelbusch (Eds.), Biological and behavioral determinants of language development (pp. 301-320). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., Hirsh-Pasek, K., & Reeves, L. (1991). Have your module and eat it too! Behavioral and Brain Sciences, 14, 561.

1990-1986

Golinkoff, R. M., & Hirsh-Pasek, K. (1990). Let the mute speak: What infants can tell us about language acquisition. Merrill-Palmer Quarterly, 36, 67-92. (Invitational issue on infancy research edited by F. Horowitz and J. Columbo.)

Cauley, K., Golinkoff, R. M., Hirsh-Pasek, K., & Gordon, L. (1989). Revealing hidden competencies: A new method for studying language comprehension in children with motor impairments. American Journal on Mental Retardation, 94, 53-63.

Golinkoff, R. M., & Gordon, L. (1988). What makes communication run?: Characteristics of immediate successes. First Language, 8, 103-124.

Golinkoff, R. M., Hirsh-Pasek, K., Cauley, K. M., & Gordon, L. (1987). The eyes have it: Lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-45.

Golinkoff, R. M. (1986). ‘I beg your pardon?’: The preverbal negotiation of failed messages. Journal of Child Language, 13, 455-476.

1984

Golinkoff, R. M. (1984). Causal development: Philosophical and psychological bases. (Part of symposium on causality in infancy organized by R. M. Golinkoff.) In L. P. Lipsitt (Ed.), Advances in infancy research (Vol. 3, pp. 127-129). Norwood, NJ: Ablex.

Golinkoff, R. M., Harding, C. G., Carlson-Luden, V., & Sexton, M. E. (1984). The infant’s perception of causal events: The distinction between animate and inanimate objects. (Part of above symposium). In L. P. Lipsitt (Ed.), Advances in infancy research (Vol. 3, pp. 145-151). Norwood, NJ: Ablex.

1983

Golinkoff, R. M. (1983). Infant social cognition: Self, people, and objects. In L. Liben (Ed.), Piaget and the foundations of knowledge (pp. 179-200). Hillsdale NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M. (1983). The preverbal negotiation of failed messages: Insights into the transition period. In R. M. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 57-78). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., & Gordon, L. (1983). In the beginning was the word: A history of the study of language acquisition. In R. M. Golinkoff (Ed.), The transition from prelinguistic to linguistic communication (pp. 1-25). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M., & Halperin, M. S. (1983). The concept of animal: One infant’s view. Infant Behavior and Development, 6, 229-233.

1981

Golinkoff, R. M. (1981). The influence of Piagetian theory on the study of the development of communication. In I. Sigel, D. Brodzinsky, & R. Golinkoff (Eds.), Piagetian theory and research: New directions and applications (pp. 127-142). Hillsdale, NJ: Lawrence Erlbaum Associates.

Golinkoff, R. M. (1981). The case for semantic relations: Evidence from the verbal and nonverbal domains. Journal of Child Language, 78, 413-438.

Golinkoff, R. M., & Markessini, J. (1980). “Mommy sock”: The child’ s understanding of possession as expressed in two-noun phrases. Journal of Child Language, 7, 119-136.

Golinkoff, R. M., & Ames, G. (1979). A comparison of fathers’ and mothers’ speech to their young children. Child Development, 50, 28-32

Golinkoff, R. M., & Kerr, J. L. (1978). Infants’ perceptions of semantically-defined action role changes in filmed events. Merrill-Palmer Quarterly, 24, 53-61.

Golinkoff, R. M. (1978). Phonemic awareness and reading achievement. In F. B. Murray & J. Pikulski (Eds.), The acquisition of reading (pp. 23-41). Baltimore, MD: University Park Press.

Golinkoff, R. M. (1975-1976). A comparison of reading comprehension processes in good and poor comprehenders. Reading Research Quarterly, XI, 623-659.

Golinkoff, R. M. (1975). Semantic development in infants: The concepts of agent and recipient. Merrill-Palmer Quarterly, 21, 181-193.

Golinkoff, R. M., & Rosinski, R. R. (1976). Decoding, semantic processing and reading comprehension skill. Child Development, 47, 252-258.

Harding, C. G., & Golinkoff, R. M. (1979). The origins of intentional vocalizations in prelinguistic infants. Child Development, 50, 33-40.

Lesgold, A. M., McCormick, C., & Golinkoff, R. M. (1975). Imagery training and children’s prose learning. Journal of Educational Psychology, 67(5), 663-667.

Pace, A. M., & Golinkoff, R. M. (1976). The relationship between word difficulty and access of single-word meaning by skilled and unskilled readers. Journal of Educational Psychology, 68, 760-767.

Rosinski, R., Golinkoff, R. M., & Kukish, K. S. (1975). Automatic semantic processing in a picture-word interference task. Child Development, 46, 247- 253.