Faculty Publications
Selected Publications
* denotes GMU student researcher
Curby, T. W., Zinsser, K. M., Gordon, R. A., & Casey, E. G.* (2024). Emotion-focused teaching differs across preschool activity settings. AERA Open, 10. https://doi.org/10.1177/23328584241287469
Curby, T. W., Zinsser, K., Main. C., & Skourletos, J. (2024). Changes in Observed and Self-reported Emotion-Focused Teaching: Coaching in the Context of an Early Childhood Alternative Licensure Program. Social and Emotional Learning: Research, Practice, and Policy. https://doi.org/10.1016/j.sel.2024.100059
Zinsser, K. M., Curby, T. W., Gordon., R., & Moberg, S. (2023). A unidimensional model of emotion-focused teaching in early childhood. Learning Environments Research, 26(3), 933-949. https://doi.org/10.1007/s10984-023-09461-1
Loomis, A. M., Curby, T. W., & Zinsser, K. M. (2023). Beyond the behavior: Teachers’ trauma-informed attitudes mitigate expulsion risk among uninhibited preschoolers. Children & Youth Services Review, 145. https://doi.org/10.1016/j.childyouth.2023.106806
Fatahi., N.*, Park., C., Curby, T. W., Zinsser, K. M., Denham, S. A., Moberg, S., & Gordon., R. (2022). Promoting preschoolers' social and emotional competencies through emotion-focused teaching. Early Education and Development. https://doi.org/10.1080/10409289.2022.2133319
Fatahi, N.*, Winsler, A., & Curby, T. W. (in press). Pre-K teacher emotion socialization and children's emotional competence. Early Child Development and Care. https://doi.org/10.1080/03004430.2022.2074980
Curby, T. W., Zinsser, K. M., Gordon, R., Ponce, E., Syed, G.*, & Peng, F. (2022). Emotion-focused teaching practices and preschool children's social and learning behaviors. Emotion. https://doi.org/10.1037/emo0000988
Gordon, R., Peng, F., Curby, T. W., & Zinsser, K. M. (2021). Using the many-facet Rasch model to improve observational quality measures: An introduction and application to measuring the teaching of emotion skills. Manuscript prepared for a special Issue on Measuring Quality in Early Childhood Education: Past, Present, and Future, Early Childhood Research Quarterly, 55, 149-164. https://doi.org/10.1016/j.ecresq.2020.11.005
Curby, T. W. (2020). Creating successful early learning environments. In V. C. Alfonso and G. J. DuPaul's (Eds.) Healthy development in young children: Evidence-based interventions for early education. Washington, DC: American Psychological Association.
Curby, T. W., McKnight, P., Alexander, L., Erchov, S. (2019). Sources of variance in end-of-course student evaluations. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2019.1607249
Curby, T. W., Berke, E., Alfonso, V., Blake, J. J., DeMarie, D., DuPaul, G. J., Flores, R., Hess, R. S., Howard, K. A. S., Lepore, J. C. C., Subotnik, R. F. (2018). Transition practices into kindergarten and the barriers teachers encounter. In A. Mashburn, J. LoCasale-Crouch, and K. Pears' (Eds.) Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development. Springer.
Selected Publications
Doebel, S., Chevalier, N., Lipina, S. J., Rabii, V., & Ahmed, S. F. (2026). Understanding how experience supports the development of executive function skills. Nature Reviews Psychology, 1-17.
Ul Hassan Shajih, M., & Doebel, S. (2026). Why Wait? A Meta-Analysis of Task and Sample Moderators of Children’s Performance on the Marshmallow Test. Journal of Cognition and Development, 1-19.
Stucke, N.J., & Doebel, S. (2024). Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. Psychological Bulletin. link to preprint
Doebel, S. & Frank, M.C. (2024). Broadening convenience samples to advance theoretical progress and reduce bias in developmental science. Journal of Cognition and Development, 25(2), 261-272. link to preprint
Doebel, S. & Mueller, U. (2023). The future of research on executive function and its development: An introduction to the special issue. The Journal of Cognition and Development. link to free online publication
Doebel, S. & Lillard, A.S. (2023). How does play foster development? A new executive function perspective. Developmental Review. link to preprint
Stucke, N. J., Stoet, G., & Doebel, S. (2022). What are the kids doing? Exploring young children's activities at home and relations with externally cued executive function and child temperament. Developmental Science, e13226. link to free online publication and video abstract
Doebel, S. (2020). Rethinking executive function development. Perspectives on Psychological Science. link to preprint
Doebel, S., Michaelson, L. E., & Munakata, Y. (2020). Good things come to those who wait: Delaying gratification likely does matter for later achievement. Commentary on Watts, Duncan, & Quan: ‘Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes’. Psychological Science.
Doebel, S. & Munakata, Y. (2018). Group influences on self-control: Children delay gratification and value it more when their in-group delays and their out-group doesn’t. Psychological Science, 29, 738-748.
Selected Publications
*denotes student
Goldstein, T.R. (2024). Why Theatre Education Matters: Understanding the Cognitive, Social, and Emotional Benefits. New York: Teachers College Press.
*Stutesman, M., & Goldstein, T.R. (2024). Mechanisms for Affect Communication from Dance: A Mixed Methods Study. Journal of Creative Behavior, 58, 28-46. https://doi.org/10.1002/jocb.622
*Young, D.L., & Goldstein, T.R. (2024). Racial-Ethnic Minority Participants in the Marching Arts: Intergroup Experiences, Perceptions of Inclusion, and Well-Being. Psychology of Aesthetics, Creativity, and the Arts, 18(1) 74-82.
Mills, C., Goldstein, T. R., *Kanumuru, P., *Monroe, A. J., & *Quintero, N. B. (2023). Debunking the Santa Myth: The Process and Aftermath of Becoming Skeptical about Santa. Developmental Psychologyl 60, 1-16. DOI: 10.1037/dev0001662 *Editor’s Choice article.
*Caruso, A.S., & Goldstein, T.R. (2024). Promoting Musical Engagement for Well-being: The Effects of Negative Contextual Information on Engagement, Enjoyment, and Aesthetic Response. The Journal of Positive Psychology.
Goldstein, T. R., *Thompson, B. N., & *Kanumuru, P. (2022). Do embodiment and fictionality affect young children’s learning?. Journal of Experimental Child Psychology, 213, 105275.
Troxler, R., Goldstein, T.R., Holochwost, S., Beekman, C., McKeel, S., & Shami, M. (2022). Deeper engagement with live theater increases middle school students’ empathy and social perspective taking. Applied Developmental Science, 1-21.
*Stutesman, M. G., Havens, J., & Goldstein, T. R. (2022). Developing creativity and other 21st century skills through theater classes. Translational Issues in Psychological Science, 8(1), 24.
*Thompson, B., & Goldstein, T.R. (2019). Disentangling Pretend Play Measurement: Defining the Essential Elements and Developmental Progression of Pretense. Developmental Review, 52, 24-41. https://doi.org/10.1016/j.dr.2019.100867
Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), e12603.
Goldstein, T. R. (2017). Live theatre as exception and test case for experiencing negative emotions in art. Behavioral and Brain Sciences, 40. https://doi.org/10.1017/S0140525X17001704
Goldstein, T. R., Lerner, M. D., & Winner, E. (2017). The arts as a venue for developmental science: Realizing a latent opportunity. Child development, 88(5), 1505-1512.
*Panero, M.E. Weisberg, D.S, *Black, J., Goldstein, T.R., Barnes, J., Winner, E., Brownell, H. (2016). Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication. Journal of Personality and Social Psychology, 111(5), e46.
Goldstein, T. R., & Woolley, J. (2016). Ho! Ho! Who? Parent promotion of belief in and live encounters with Santa Claus. Cognitive Development, 39, 113-127.
Goldstein, T.R., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of Cognition and Development, 13, 19-37.
Goldstein, T.R. & Bloom, P. (2011). The mind onstage: Why cognitive scientists should study acting. Trends in Cognitive Science, 15, 141-142.
Goldstein, T.R. (2009). Psychological perspectives on acting. Psychology of Aesthetics, Creativity, and the Arts, 3, 6-9.
Selected Publications
Jack, A. & Pelphrey, K.A. (2017). Understudied populations within the autism spectrum: Current trends and future directions in neuroimaging research. J Child Psychol Psychiatr, 58: 411-35. doi:10.1111/jcpp.12687
Jack, A., Keifer, C.M., & Pelphrey, K.A. (2017). Cerebellar contributions to biological motion perception in autism and typical development. Hum Brain Mapp, 38:1914-32. doi:10.1002/hbm.23493 PMCID: PMC5342927
Gordon, I.*, Jack, A.* (*Co-first authors), Pretzsch, C. M., Vander Wyk, B., Leckman, J.F., Feldman, R., & Pelphrey, K. (2016). Intranasal oxytocin enhances connectivity in the neural circuitry supporting social motivation and social perception in children with autism. Sci Rep, 6: 35054. doi:10.1038/srep35054
Jack, A. & Pelphrey, K. A. (2015). Neural correlates of animacy attribution include neocerebellum in healthy adults. Cereb Cortex, 25:4240-47. doi:10.1093/cercor/bhu146 PMCID: PMC4626832
Jack, A. & Morris, J. P. (2014). Neocerebellar contributions to social perception in adolescents with autism spectrum disorder. Dev Cogn Neurosci, 10:77-92. doi:10.1016/j.dcn.2014.08.001
Jack, A., Connelly, J.J., & Morris, J.P. (2012). DNA methylation of the oxytocin receptor gene predicts neural response to ambiguous social stimuli. Front Hum Neurosci, 6:280. doi:10.3389/fnhum.2012.00280
Jack, A., Englander, Z.A., & Morris, J.P. (2011). Subcortical contributions to effective connectivity in brain networks supporting imitation. Neuropsychologia, 49, 3689-98. doi:10.1016/j.neuropsychologia.2011.09.024
Selected Publications
Kornienko, O., Rambaran, J.A., & Rivas-Drake, D. (2022). Interpersonal racism and peer relationships: An integrative framework and directions for research. Journal of Applied Developmental Psychology, 80, 101414. https://doi.org/10.1016/j.appdev.2022.101414 Special Issue on Understudied Social Issues in Peer Relationship Research: A Call to Action
Kornienko, O., & Rivas-Drake, D. (2022). Adolescent intergroup connections and their developmental benefits: Exploring contributions from social network analysis. Social Development, 31, 9-26. https://doi.org/10.1111/sode.12572
Kornienko, O., Riis, J., Davila, M., White, N., & Garner, P.W. (2022). Preliminary insights into associations between C-reactive protein and social network dynamics. Psychoneuroendocrinology, 139, 105690. https://doi.org/10.1016/j.psyneuen.2022.105690
Kornienko, O., Schaefer, D. R., Ha, T., & Granger, D. A. (2020). Loneliness and cortisol are associated with social network regulation. Social Neuroscience. doi: 10.1080/17470919.2019.1709540.
Umaña-Taylor, A. J., Kornienko, O., McDermott, E., & Motti-Stefanidi, F. (2019). National identity development and friendship network dynamics among immigrant and non-immigrant youth. Journal of Youth & Adolescence. https://doi.org/10.1007/s10964-019-01181-1.
Kornienko, O., Davila, M., & Santos, C. E. (2019). Friendship network dynamics of aggressive and rule-breaking antisocial behaviors in adolescence. Journal of Youth & Adolescence. doi: 10.1007/s10964-019-01109-9
Kornienko O., Ha, T., & Dishion, T. J. (2019). Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model. Development and Psychopathology. doi:10.1017/S0954579418001645
Cheng, J.T., Kornienko, O., & Granger, D. A. (2018). Prestige in a large-scale social group predicts longitudinal changes in testosterone. Journal of Personality and Social Psychology,114, 924-944. doi:10.1037/pspi0000126.
Kornienko, O., Agadjanian, V., Menjivar, C., & Zotova, N. (2017). Financial and emotional support in close personal ties among Central Asian migrant women in Russia. Social Networks. doi: 10.1016/j.socnet.2017.04.006
Santos, C. E., Kornienko, O., & Rivas-Drake, D. (2017). Peer influence on ethnic-racial identity development: A multi-site investigation. Child Development, 88, 725-742. doi: 10.1111/cdev.12789.
Kornienko, O., Santos, C. E., Martin, C. L., & Granger, K. L. (2016). Peer influence on gender identity development in adolescence. Developmental Psychology, 52, 1578-1592. doi: 10.1037/dev0000200.
Kornienko, O., Schaefer, D. R., Weren, S., Hill, G., & Granger, D. A. (2016). Cortisol and testosterone associations with social network dynamics. Hormones & Behavior, 80, 92-102. doi: 10.1016/j.yhbeh.2016.01013
Kornienko, O., Santos, C. E., & Updegraff, K. (2015). Friendship networks and ethnic identity development: Contributions from social network analysis. In C. E. Santos & A. Umaña-Taylor (Eds.), Studying ethnic identity: Methodological advances and considerations for future research (pp.177-202). Washington, D.C.: American Psychological Association. http://dx.doi.org/10.1037/14618-008
Martin, C. L.,* Kornienko, O.,* Schaefer, D. R., Hanish, L. D., Fabes, R. A., & Goble, P. (2013). The role of sex of peers and gender-typed activities in young children’s peer affiliative networks: A longitudinal analysis of selection and influence. Child Development, 84, 921-937. doi: 10.1111/cdev.12032. *Equal contributions
Selected Publications
Greenburg, J., Ortiz-Cortes, V., Hines, C., & Winsler, A. (2025). Outcomes associated with school mobility from public school pre-K to kindergarten. Early Childhood Research Quarterly, 70, 110-119. https://doi.org/10.1016/j.ecresq.2024.09.010
Ricciardi, C., & Winsler, A. (2024). Trajectories of advanced math taking for low-income students of color in middle and high school. Contemporary Educational Psychology, 79. Advance online https://doi.org/10.1016/j.cedpsych.2024.102312
Gara, T., & Winsler, A. (2024). Who is taking dance electives, when, and for how long? Adolescent dance participation and persistence in middle and high school. Research in Dance Education. Advance Online. https://doi.org/10.1080/14647893.2024.2332422
LaForett, D., Franco-Jenkins, X., Winsler, A., Eron, M.T., Mumma, K., & Nguyen, M.V.H. (2023). Adherence to language of instruction in Spanish-English dual language early elementary classrooms. NABE Journal of Research and Practice. https://doi.org/10.1080/26390043.2023.2280612
Gagliano, K., Yassa, M., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal program reform. Children and Youth Services Review, 155. 107245. https://doi.org/10.1016/j.childyouth.2023.107245
Franco-Jenkins, X., LaForett, D., Winsler, A., & Ordoñez Rojas, D. (2023). Two-way immersion classrooms during the Covid-19 pandemic: Parent and teacher perceptions of student learning. Education Sciences, 13(9), 946. https://doi.org/10.3390/educsci13090946
Nguyen, M., Hutchison, L., Norvell, G., Mead, D., & Winsler, A. (2024). Degree of bilingualism and executive function in early childhood. Language and Cognition, 16 (3), 536-558. https://doi.org/10.1017/langcog.2023.46
Kersten, K., & Winsler, A. (Eds.). (2023). Understanding variability in second language acquisition, bilingualism, and cognition: A multi-layered perspective. Routledge.
Winsler, A., Rozell, N., Tucker, T., & Norvell, G. (in press). Elementary school outcomes associated with earlier English language acquisition for low-income dual language learners in Miami, USA. Bilingualism: Language and Cognition.
Fatahi, N., Curby, T., & Winsler, A. (in press). Early childhood education teachers’ emotion socialization and children’s emotional competence. Early Child Development and Care. Advance online. https://doi.org/10.1080/03004430.2022.2074980
Nguyen M.V. H. Serafini, E., Leeman, J., & Winsler, A. (2023). Factors predicting secondary school language course enrollment and performance in among U.S. heritage speakers of Spanish. Frontiers Psychology, 13, 1035716. https://doi.org/10.3389/fpsyg.2022.1035716
Tucker, T., & Winsler, A. (2022). Who takes music with them when they transition to high school? Journal of Research in Music Education. Advance online. https://doi.org/10.1177/00224294221121053
Bochicchio, V., Winsler, A., Keith, K., Scandurra, C., & Montero, I. (2022). Digital media inhibit self-regulatory private speech use in preschool children: The ‘digital bubble’ effect. Cognitive Development, 62. 101180. https://doi.org/10.1016/j.cogdev.2022.101180
Chou, Y-J, Hu, B.Y., Wu, H., Chang, C-J., & Winsler, A. (2022). Influence of parental play on Taiwanese 3-year-olds' executive function: Through the path of motor skills. Journal of Family Psychology. Advance online. https://doi.org/10.1037/fam0001006
Serafini, E.J., Rozell, N., & Winsler, A. (2022). Academic and English language outcomes for DLLs as a function of school bilingual education model: The role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism. 25(2), 552-570. http://dx.doi.org/10.1080/13670050.2019.1707477
Chou, Y-J, Hu, B.Y., Winsler, A., Wu., H., Greenburg, J., & Kong, Z. (2022). Chinese children’s physical wellbeing, executive functioning, and receptive language, math, and science performance in kindergarten. Children and Youth Services Review, 136. Advance online. https://doi.org/10.1016/j.childyouth.2022.106397
Nguyen, M.V.H., & Winsler, A. (2021). Early bilingualism predicts enhanced later foreign language learning in secondary school. Developmental Psychology, 57(11), 1926-1942. https://doi.org/10.1037/dev0001248
Thibodeaux, J., & Winsler, A. (2021). “Stay positive”: Self-talk relates to motivational climate and athlete goal orientation in youth tennis. Research Quarterly of Sport and Exercise. Advance Online https://doi.org/10.1080/02701367.2021.1918323
Ricciardi, C., Hartman, S., Manfra, L., Dinehart, L., & Bleiker, C., & Winsler, A. (2021). School readiness skills at age 4 predict academic achievement through grade 5. Early Childhood Research Quarterly, 57, 110-120.
Ricciardi, C., & Winsler, A. (2021). Selection into advanced courses in middle and high school among low-income, ethnically diverse youth. Journal of Advanced Academics, 32 (3), 291-323. https://journals.sagepub.com/doi/10.1177/1932202X21990096
Hu, B.Y., Wu, Z., Winsler, A., Wu Y., &. Fan, X. (2021). Teacher-child interaction and preschoolers’ learning behavior in China: A piecewise growth model. Early Education and Development, 32 (5), 677-694. https://doi.org/10.1080/10409289.2020.1798719
Bochicchio, V., Winsler, A., Pagliaro, S., Pacilli, M.G., Dolce, P., & Scandurra, C. (2021). Negative affectivity, authoritarianism, and anxiety of infection explain early maladjusted behavior during the covid-19 outbreak. Frontiers: Psychology: Personality and Social Psychology. February 25, 2021. https://doi.org/10.3389/fpsyg.2021.583883
Calibuso, E., & Winsler, A. (2021). Who switches schools?: Child-level predictors of school mobility in middle school students. Journal of Child and Family Studies, 30, 263–275. https://doi.org/10.1007/s10826-020-01820-3
Guan, L., Hu, B.Y., & Winsler, A. (2020). Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships. Children and Youth Services Review, 116. Online https://doi.org/10.1016/j.childyouth.2020.105240
Tavassolie, T., Bleiker, C., Manfra, L., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2020). How profiles of school readiness relate to grade 3 performance among low-income ethnically and linguistically diverse children. Applied Developmental Science. Advance online. https://dx.doi.org/10.1080/10888691.2020.1781633
Greenburg, J., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53(4), 496-506. https://doi.org/10.1016/j.ecresq.2020.06.007
Ricciardi, C., Wolf, A., & Winsler, A. (2020). Factors associated with gifted educational placement for low-income, ethnically diverse children. Gifted Child Quarterly, 64(4), 243-258. https://doi.org/10.1177/0016986220937685
Ansari, A., & Winsler, A. (2020). The long-term benefits of Montessori pre-K education for low-income, Latinx children. Applied Developmental Science. Advance online. https://doi.org/10.1080/10888691.2020.1781632
Wu, Z., Hu, B., Wu, H., Winsler, A., & Chen, L. (2020). Family socioeconomic status and Chinese preschool children’s social skills: The role of maternal depression, marital relationship quality, and authoritative parenting. Journal of Family Psychology, 34(8), 969-979. https://doi.org/10.1037/fam0000674
Bochicchio, V., & Winsler, A. (2020). The psychology of olfaction: A theoretical framework with research and clinical implications. Psychological Review, 127(3), 442-454. https://doi.org/10.1037/rev0000183
Alegrado., A., & Winsler, A. (2020). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education. Advance online. https://doi.org/10.1177/0022429420908282
Conway-Turner, J., Williams, J., & Winsler, A. (2020). Does diversity matter?: School racial composition and the achievement of students in a diverse sample. Urban Education. Advance online. https://doi.org/10.1177/0042085920902257
De Feyter, J.J., Parada, M.D., Hartman, S., Curby, T., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446-461. https://doi.org/10.1016/j.ecresq.2020.01.001
Thibodeaux, J., & Winsler, A. (2020). Careful what you say to yourself: Exploring self-talk and youth tennis performance via hierarchical linear modeling. Psychology of Sport & Exercise, 47. https://doi.org/10.1016/j.psychsport.2020.101646
Greenburg, J., Carlson, A.G., Kim, H., Curby, T.W., & Winsler, A., (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31 (2) 234-252. https://doi.org/10.1080/10409289.2019.1636353
Hu, B.Y., Wu, H., Winsler, A., Fan, X., & Song, Z. (2020). Parent migration and rural preschool children's early academic and social skill trajectories in China: Are 'left-behind' children really left behind? Early Childhood Research Quarterly, 51, 317-328. https://doi.org/10.1016/j.ecresq.2019.12.011
Conway-Turner, J., Visconti, K. C., & Winsler, A. (2020). The role of gang involvement as a protective factor in the association between peer victimization and negative emotional outcomes for youth. Youth and Society, 52 (3), 469-489. https://doi.org/10.1177/0044118X19869803
Gara, T. V., & Winsler, A. (2020). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 433–450. https://doi.org/10.1037/aca0000250
Tavassolie, T., & Winsler, A. (2019). Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children. Early Childhood Research Quarterly, 48(3), 62-74. https://doi.org/10.1016/j.ecresq.2019.02.002
Alegrado., A., & Winsler, A. (in press). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education.
Winsler, A., Gara, T., Alegrado, A., Castro, S., & Tavassolie, T. (2019). Selection into, and academic benefits from, arts-related courses in middle school for low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts. http://dx.doi.org/10.1037/aca0000222
Mead, D.L., & Winsler, A. (2019). Change over time in the type and functions of crib speech around the fourth birthday. Language and Communication, 67, 29-44. https://doi.org/10.1016/j.langcom.2018.12.001
Conger, D., Gibbs, C.R., Uchikoshi, Y., & Winsler, A. (2019). New benefits of public school pre-kindergarten programs: Early school stability, reduced retention, and early exit from ELL programs. Early Childhood Research Quarterly, 48, 26-35. https://doi.org/10.1016/j.ecresq.2018.10.015
Thibodeaux, J., & Winsler, A. (2018). What do youth tennis athletes say to themselves?: Observed and self-reported self-talk on the court. Psychology of Sport & Exercise, 38, 126-136. DOI:10.1016/j.psychsport.2018.06.006
Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2018). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research, 111 (3), 331-344. http://dx.doi.org/10.1080/00220671.2016.1261074
Chen, L., Hu, B.Y., Zhou, Y., Fan, X, & Winsler, A. (2017). Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly, 41, 37-49. DOI: 10.1016/j.ecresq.2017.05.002
Espinosa, L.E., Burchinal, M. R., Winsler, A., Castro, D. C., Peisner-Feinberg, E., Laforett, D.R. (2017). Child care experiences among dual language learners in the US: Analyses of the Early Childhood Longitudinal Survey-Birth Cohort. AERA Open, 3 (2), 1-15. Doi: 10.1177/2332858417699380
Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2016). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research. http://dx.doi.org/10.1080/00220671.2016.1261074
Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2016). Differential third grade outcomes associated with attending publically funded preschool programs for low-income, Latino children. Child Development. Advance online DOI: 10.1111/cdev.12663
Ansari, A., & Winsler, A. (2016). Kindergarten readiness for low-income minority children in center-based care, family childcare, and public school pre-K. Early Childhood Research Quarterly, 37, 69-80. Doi: 10.1016/j.ecresq.2016.06.002
Winsler, A., Deutsch, A., Vorona, R., Payne, P. A., & Szklo-Coxe, M. (2015). Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use. Journal of Youth and Adolescence, 44 (2), 362-378. Doi: 10.1007/s10964-014-0170-3
Winsler, A., Burchinal, M., Tien, H., Peisner-Feinberg, E., Espinosa. L, Castro, D.C., LaForett, D., Kim, Y.K., & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and sociodemographics. Early Childhood Research Quarterly. Advance online. Doi: 10.1016/j.ecresq.2014.02.008
Winsler, A., Deutsch, A., Vorona, R., Payne, P. A., & Szklo-Coxe, M. (2015). Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use. Journal of Youth and Adolescence, 44(2), 362-378. Doi: 10.1007/s10964-014-0170-3
Winsler, A., Kim, Y. K., & Richard, E. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50, 2242-2254. Doi: 10.1037/a0037161
Winsler, A., Gupta, Karkhanis, D., Kim, Y., & Levitt, J. (2013). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. Urban Review, 45, 416-447. DOI: 10.1007/s11256-013-0259-0
Winsler, A., Hutchison, L., De Feyter, J.J. Manfra, L., Bleiker, C., Hartman, S., & Levitt, J. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically- and ethnically-diverse children. Developmental Psychology, 48, 1299-1314. doi: 10.1037/a0026985
Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22, 274-304.
De Feyter, J.J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly. 24, 411-431. doi: 10.1016/j.ecresq.2009.07.004
Winsler, A., Fernyhough, C., & Montero, I. (Eds.). (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge University Press.
Winsler, A., Tran, H., Hartman, S., Madigan, A.L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically-diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329.
Winsler, A., Abar, B., Feder, M., Rubio, D.A. & Schunn, C. (2007). Private speech and executive functioning among high functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 37. 1617-1635.
Winsler, A., Manfra, L., & Diaz, R.M. (2007). “Should I let them talk?” Private speech and task performance among preschool children with and without behavior problems. Early Childhood Research Quarterly, 22, 215-231.