Student First-Authored Publications
Selected publications from each of the developmental Psychology Labs.
*Mumma, K., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., *Rabii, V., & Winsler, A. (2026). The influence of elementary school quality on differential long-term effects of preschool programs in third grade. Early Childhood Research Quarterly, 76. 157-168. https://doi.org/10.1016/j.ecresq.2026.03.004
Norvell, G., *Tucker, T., & Winsler, A. (2025). Middle school academic outcomes related to earlier English language acquisition in dual language learners. Behavioral Sciences, 15 (12), 1612. (Special issue - Language and Cognitive Development in Bilingual Children) https://doi.org/10.3390/bs15121612
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*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, 150(10), 1178.https://doi.org/10.1037/bul0000445
*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, 25(5), e13226. https://doi.org/10.1111/desc.13226
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*Stutesman, M. G., & Goldstein, T. R. & Varier, D. (2025) Methodology for Psychology Research in the Arts: A Systematic Review, Critique, and Argument for Mixed Methods. Journal of Mixed Methods, 13. https://doi.org/10.1016/j.metip.2025.100199
*Caruso, A. S., & Goldstein, T. R. (2025). Imagining the immoral: Examining imaginative resistance in active narrative engagement. Philosophy and Psychology. https://doi.org/10.1080/09515089.2025.2545437
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*Davila, M., & Kornienko, O. (2022). Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks. School Psychology, 37(6), 455.
*Toth, C., Kornienko, O., Quiroz, S., Maras, O., Hernández, M. M., & Ha, T. (2026). Problematic social media use, availability distress, and digital status seeking: Links to friendship network structure among US adolescents. Journal of children and media, 1-20.
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*Fatahi, N., Park, C., Curby, T. W., Zinsser, K. M., Denham, S. A., Moberg, S., & Gordon, R. A. (2023). Promoting preschoolers’ social and emotional competencies through emotion-focused teaching. Early Education and Development, 34(8), 1729-1748.
*Stokes, L. R., 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.
Student First-Authored Publications by Year.
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
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.
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
Greenburg, J., & Winsler, A. (2023). Predictors and outcomes of being retained twice in elementary school. Early Childhood Research Quarterly. 65(4), 227-240. https://doi.org/10.1016/j.ecresq.2023.06.007
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
Stutesman, M. G., & Goldstein, T. R. (2023). Mechanisms of affect communication from dance: A mixed methods study. Journal of Creative Behavior. http://doi.org/10.1002/jocb.622
Stutesman, M. G., Sansbury, A.,* & Varier, D. (2023). Conceptual review of symbolic cultural practices in children’s racial/ethnic identity: Making room for mixed methods inquiry. (Special Issue: The Science of Families: Nurturing Hope, Happiness, & Health) Family Relations.
http://dx.doi.org/10.1111/fare.12985 * shared first authorship
Tucker, T. L. & Winsler, A. (2023). Who takes music with them when they transition to high school? Journal of Research in Music Education, 71(1), 22–48. https://doi.org/10.1177/00224294221121053
Young, D.L., Rosenthal, L., & Goldstein, T.R. (2023). Psychosocial Change Across a Drum Corps Season. Psychology of Music, 51(2), 481-494. doi/10.1177/03057356221097781
Stucke, N., & Doebel, S. (2023). Does Early Childhood Executive Function Predict Concurrent and Later Social, Health, and Behavioral Outcomes? A Meta-Analytic Review and Meta-Analysis.
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
Nguyen M.V. H., Serafini, E., Leeman, J., & Winsler, A. (2024). Factors predicting secondary school language course enrollment and performance in among U.S. heritage speakers of Spanish. In F. Bayram, M. Kubota, & S.M. Pereira Soares (Eds.). The next phase in heritage language studies: Methodological considerations and advancements (p. 166-181). Lausanne, Switzerland: Frontiers Media SA. https://doi.org/10.3389/978-2-8325-4693-2
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
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
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.
Stutesman, M. G., & Goldstein, T. R. (2024). Mechanisms for affect communication from dance: A mixed methods study. The Journal of Creative Behavior, 58(1), 28-46.
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
Toth, C., Kornienko, O., Quiroz, S., Maras, O., Hernández, M. M., & Ha, T. (2026). Problematic social media use, availability distress, and digital status seeking: Links to friendship network structure among US adolescents. Journal of children and media, 1-20.