Student First-Authored Publications

Student First-Authored Publications

Young, D.L., & Goldstein, T.R. (in press). Racial-Ethnic Minority Participants in the Marching Arts: Intergroup Experiences, Perceptions of Inclusion, and Well-Being. Psychology of Aesthetics, Creativity, and the Arts.

Davila, M., & Kornienko, O. (2022). Making, maintaining, and influencing friends: Examining the role of fear of negative evaluation and gender in adolescent networks. School Psychology.

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.

Fatahi, N., Winsler, A., & Curby, T. W. (in press). Pre-K teacher emotion socialization and children's emotional competence. Early Child Development and Care.

Greenburg, J., Hines, C., & Winsler, A. (in press). Predictors of school mobility from public school pre-k to kindergarten. Children and Youth Services Review, 119. Advance Online

Nguyen, M.V.H., & Winsler, A. (in press). Early bilingualism increases the likelihood of taking (and mastering) foreign language courses later in secondary school. In K Kersten & A. Winsler (Eds.), Understanding variability in second language acquisition, bilingualism, and cognition: A multi-layered perspective. Routledge.

Ricciardi, C., Kornienko, O., & Garner, P.W. (2022). The role of cognitive emotion regulation for making and keeping friend and conflict networks. Frontiers in Psychology, 13, 802629. doi:10.3389/fpsyg.2022.802629

Stutesman, M., & Goldstein, T.R. (in press). Developing Emotion Abilities Through Engagement with the Arts. In Ivceciv, Z., Hoffmann, J., & Kaufman, J.C. (eds) Cambridge Handbook of Creativity and Emotions.

Tucker, T., & Winsler, A. (2022). Who takes music with them when they transition to high school? Journal of Research in Music Education. Advance online.

Young, D.L., Rosenthal, L., & Goldstein, T.R. (in press). Psychosocial Change Across a Drum Corps Season. Psychology of Music. doi/10.1177/03057356221097781

Stutesman, M., Havens, J., & Goldstein, T.R. (2022). Developing Creativity and Other 21st Century Skills through Theatre Classes. Translational Issues in Psychological Science 8(1), 24–46.

Thompson, B. & Goldstein, T.R. (2022). Observing the Developmental Progression of Pretend Play Across the Preschool years. Journal of Cognition and Development, 23(4), 482-502. DOI: 10.1080/15248372.2022.2058508

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. 

Greenburg, J., & Winsler, A. (2021). Early school outcomes for children who delay kindergarten entry. In S.T. Vorkapić & J. LoCasale-Crouch (Eds.), Supporting children’s well-being during the early childhood transition to school. (pp. 254-274). Hershey, PA: IGI Global. 

Nguyen, M.V.H., & Winsler, A. (2021). Early bilingualism predicts enhanced later foreign language learning in secondary school. Developmental Psychology, 57(11), 1926-1942. 

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. 

Stillerova, L., Troxler, J. R., Curby, T. W., & Roth, A. (2021). Teachers' perceptions of children's Kindergarten readiness in Slovakia. International Journal of School & Educational Psychology, 9(2), 148-157.

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.

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 

Greenburg, J. E., 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. doi:10.1080/10409289.2019.1636353

Stokes, L. R. E., Suh, J. M., & Curby, T. W. (2020). Examining the nature of teacher support during different iterations and modalities of Lesson Study implementation. Professional Development in Education, 46(1), 97-111. doi:10.1080/19415257.2019.1634623

An, X., Ullrich R. S., & Curby. T. W. (2019). Teacher-student relationships and child problem behaviors: Comparing children with and without disabilities. Perspectives on Early Childhood Psychology and Education, 4(2), 5-37

Hayes, K., & Winsler, A. (in press). Socioeconomic status and divorce. In J. Hartenstein (Ed.), Marriage and divorce in America: Issues, trends, and controversies. ABC-CLIO.

Greenburg, J., & Winsler, A. (in press). LGBTQ, Parenthood and. In J. Hartenstein (Ed.), Marriage and divorce in America: Issues, trends, and controversies. ABC-CLIO.

Ricciardi, C., & Winsler, A. (2021). Selection into advanced courses in middle and high school among low-income, ethnically diverse youth. Journal of Advanced Academics. Advance online.

Greenburg, J., Hines, C., & Winsler, A. (2020). Predictors of school mobility from public school pre-k to kindergarten. Children and Youth Services Review. Advance online.

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.

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.

Greenburg, J., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly53(4), 496–506.

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, 68(1), 5–30.

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.

Greenburg, J., & Winsler, A. (2020). Early school outcomes for children who delay kindergarten entry. In S.T. Vorkapić & J. LoCasale-Crouch (Eds.), Supporting children’s well-being during the early childhood transition to school. IGI Global.

Stokes, L. R. E., Suh, J. M., & Curby, T. W. (2020). Examining the nature of teacher support during different phases and modalities of Lesson Study implementation. Professional Development in Education, 46(1), 97–111.

Greenburg, J. E., 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.

Thompson, B., & Goldstein, T.R. (2019). Children learn from both embodied and passive pretense: A replication and extension. Child Development. Advance online.

Thibodeaux, J., Bock, A., Hutchison, L., & Winsler, A. (2019). Singing to the self: Children’s private speech, private song, and executive functioning. Cognitive Development, 50, 130–141.

Borre, A.M., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool literacy intervention for low-income, ethnically diverse children: Effects of the Early Authors Program through kindergarten. Journal of Education for Students Placed at Risk, 24(2), 132–153.

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.

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.

Thompson, B., & Goldstein, T.R. (2019). Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review, 52, 24–41.

An, X., Curby, T. W., & Brock, L. L. (2018). Is the child really what’s being rated? Sources of variance in teacher ratings of socioemotional skills. Journal of Psychoeducational Assessment, 37(7), 899–910.

Williams, A., Ricciardi, C., & Winsler, A. (2018). Parent- and preschool-teacher-perceived strengths among black and latino boys in Miami: Links to early success in elementary school. In Academic Socialization of Young Black and Latino Children (pp. 91–119). New York, NY: Springer.

Ricciardi, C., Williams, A., & Winsler, A. (2018). Neighborhood effects. In P. Smith (Ed.) Encyclopedia of Child & Adolescent Development: Community. Wiley.

Thompson, B., & Winsler, A. (2018). Parent-teacher agreement on social skills and behavior problems among ethnically diverse preschoolers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders48(9), 3163–3175.

Bock, A. M., Cartwright, K. B., Pasnak, R., Patterson, A. B., Shriver, A. G., Leaf, B. M., ... & Vennergrund, K. C. (2018). Cognitive components of patterning and roles of executive function. Frontiers in Psychology, 9, 1–11.

Shewark, E. A., Zinsser, K. M., & Denham, S. A. (2018). Teachers’ perspectives on the consequences of managing classroom climate. In Child & Youth Care Forum (Vol. 47, No. 6, pp. 787–802). Springer, US.

Ferrier, D., Karalus, S. P., Denham, S. A., & Bassett, H. H. (2018). Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality. Early Child Development and Care188(7), 966–979.

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.

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.

Mohtasham, M., Patterson, A. B., Vennergrund, K. C., Chen, E. S., & Pasnak, R. (2018). Emotional competence, behavioural patterning, and executive functions. Early Child Development and Care, 188, 1–10.

An, X., Curby, T. W., & Xie, Q. (2018). Chinese teachers' perceptions of early childhood school readiness. School Psychology International, 39(5), 454–469.

Moffett, A., & Winsler, A. (2018). Cyberbullying. In M. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications.

Tavassolie, T., & Winsler, A. (2018). Vygotsky's sociocultural theory. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. (pp. 2307-2310). Thousand Oaks, CA: Sage Publications.

Tavassolie, T., & Winsler, A. (2018). Scaffolding. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (pp. 1885-1886). Thousand Oaks, CA: Sage Publications.

Thibodeaux, J., & Winsler, A. (2018). Athletics. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications.

Gara, T. V., & Winsler, A. (2018). Art. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. (pp. 147–149). Thousand Oaks, CA: Sage Publications.

Hartman, S.C., & Winsler, A. (2017). Behavioral concerns among low-income ethnically diverse children in child care: Importance for school readiness and kindergarten achievement. Early Education and Development, 28(3), 255–273.

Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28(1), 5–27.

Schmerold, K. L , Bock, A. M., Peterson,,M., Leaf, B., Vennergrund, K., & Pasnak, R. (2017). The relations between patterning, executive function, and mathematics, The Journal of Psychology, 151, 207–228.

Campbell, S.B., Renshaw, K.D., Kashdan, T.B., Curby, T.W., & Carter, S.P. (2017). A daily diary study of posttraumatic stress disorder and romantic partner accommodation. Behavior Therapy, 48, 222–234.

Hutchison, L., Feder, M., Abar, B., & Winsler, A. (2016). Relations between parenting stress, parenting style, and child executive functioning for children with ADHD or autism. Journal of Child and Family Studies, 25, 3644–3656.

Gadzichowski, K.M., Pasnak, R., & Kapalka, K. (2016). Response to stimulus relations by a dog (Canis lupus familiaris). Learning & Behavior, 43, 1–8.—0215-4

Patterson, A., Bock, A., & Pasnak, R. (2016). Executive function and academic skills in first grade: Evidence for a male advantage in patterning. Journal of Education and Human Development, 4(4), 58–62.

Howarth, G. Z., Fettig, N. B., Curby, T. W., & Bell, M. A. (2016). Frontal electroencephalogram asymmetry and temperament across infancy and early childhood: An exploration of stability and bidirectional relations. Child Development, 82, 465–476.

Carter, S., DiMauro, J., Renshaw, K. D., Curby, T. W., Babson, K., & Bonn-Miller, M. (2016). Longitudinal associations of friend-based social support and PTSD symptomatology during a cannabis cessation attempt. Journal of Anxiety Disorders, 38, 62–67.

Campbell, S.B., Denham, S.A., Howarth, G.Z., Jones, S.M., Whittaker, J.V., Williford, A.P., Willoughby, M.T., & Yudron, M. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19–41.

Zinsser, K. M., Denham, S.A., Curby, T.W., & Chazan-Cohen, R. (2016). Early childhood directors as socializers of emotional climate. Learning Environments Research International, 19(2), 267–290.

Gupta Karkhanis, D., & Winsler, A. (2016). Temperament, gender, and cultural differences in maternal emotion socialization of anxiety, somatization, and anger. Psychological Studies, 61(3) 137–158.

Manfra, L., Tyler, S., & Winsler, A. (2016). Speech monitoring and repair in preschool children’s social and private speech. Early Childhood Research Quarterly, 37, 94–105.

Qiu, C., & Winsler, A. (2016). Language use in a “One Parent One-Language” Mandarin-English bilingual family: Noun versus verb use and language mixing compared to maternal perception. International Journal of Bilingual Education and Bilingualism, 20(3), 272–291.

Tavassolie, T., Dudding, S., Madigan, A.L., Thorvardarson, E., & Winsler, A. (2016). Differences in perceived parenting style between mothers and fathers: Implications for child outcomes and marital conflict. Journal of Child and Family Studies, 25, 2055–2068.

Kim., H., Carlson, A.G., Curby, T.W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53/54, 43–60.

Gupta Karkhanis, D., & Winsler, A. (2016). Somatization in children and adolescents: Practical implications. Journal of the Indian Association for Child and Adolescent Mental Health, 12, 79–115.

Bailey, C. S., Denham, S. A., Curby, T. W., & Bassett, H. H., (2016). Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment. Emotion, 16, 263–279.

Bock, A., Cartwright, K., Gonzalez, C., O'Brien, S., Robinson, M. F., Schmerold, K., Shriver, A., & Pasnak, R. (2015). The role of cognitive flexibility in pattern understanding. Journal of Education and Human Development, 4, 19–25.

Mead, D. L., & Winsler, A. (2015). Children’s private speech. In S. Robson & S.F. Quinn (Eds.), The Routledge international handbook of young children's thinking and understanding (pp. 150–162). Routledge.

An, X., Rojahn, J., Curby, T. W., & Ding, Y. (2015). Psychometric properties of the Chinese Behavior Problems Inventory-01 in children and adolescents with or at risk for intellectual disabilities. Research in Developmental Disabilities, 36, 256–263.

Sette, S., Bassett, H. H., Baumgardner, E., & Denham, S. A. (2015). Structure and validity of affect knowledge test in a sample of Italian preschoolers. Journal of Genetic Psychology, 176, 330–347.

Zinsser, K., Denham, S.A., Curby, T. W., & Shewark, E. (2015). "Practice what you preach": Teachers' perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development, 26, 899–919.

Manfra, L., Davis, K., Ducenne, L., & Winsler, A. (2014). Preschoolers’ motor and verbal self-control strategies during a resistance-to-temptation task. Journal of Genetic Psychology, 175, 332–345.

Kim, Y.K., Curby, T.W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income dual language learners (DLLs). Developmental Psychology, 50, 2600–2613.

Verdon, S., McLeod, S., & Winsler, A. (2014). Linguistic diversity among Australian children in the first five years of life. Speech, Language, and Hearing, 17(4), 196–203.

Ansari, A., & Winsler, A. (2014). Montessori public school pre-K programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106(4), 1066–1079.

Medeiros, K., & Winsler, A. (2014). Parent-child gesture use during problem solving in autistic spectrum disorder. Journal of Autism and Developmental Disabilities, 44, 1946–1958.

D’Lima, G., Winsler, A., & Kitsantas, A. (2014). Gender and ethnic differences in first-year college students’ goal orientation, academic self-efficacy, and intrinsic/extrinsic motivation. Journal of Education Research, 107, 341–356.

Verdon, S., McLeod, S., & Winsler, A. (2014). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168–181.

Huie, F., Winsler, A., & Kitsantas, A. (2014). Employment and first-year college achievement: The role of self-regulation and motivation. Journal of Education and Work, 27, 110–135.

Morse, R. S., Rojahn, J., & Smith, A. C. M. (2014). Effects of behavior problems, family functioning, and family coping on parent stress in families with a child with Smith-Magenis syndrome. Journal of Developmental and Physical Disabilities, 26(4), 391–401.

Ferrier, D. E., Bassett, H. H., & Denham, S. A. (2014). Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage. Frontiers in Psychology, 5, 1–12.

Zinsser, K., Shewark, E., Denham, S. A., & Curby, T. W. (2014). A mixed-method examination of preschool teacher beliefs about social emotional learning and relations to observed emotional support. Infant and Child Development.

Perloe, A., Esposito-Smythers, C., Curby, T. W., & Renshaw, K. (2014). Concurrent trajectories of change in adolescent and maternal depression in the TORDIA study. Journal of Youth and Adolescence, 43, 612–628.