Ricciardi, C., Wolf, A., & Winsler, A. (in press). Child, family, and school factors associated with gifted educational placement and services for low-income, ethnically diverse children. Gifted Child Quarterly.
Greenburg, J., & Winsler, A. (in press). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly.
Tavassolie, T., Bleiker, C., Manfra, L., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (in press). How profiles of school readiness relate to grade 3 performance among low-income ethnically and linguistically diverse children. Applied Developmental Science.
An, X., Ullrich R. S., & Curby. T. W. (in press). Teacher-student relationships and child problem behaviors: Comparing children with and without disabilities. Perspectives on Early Childhood Psychology and Education.
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.
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. https://doi.org/10.1177/0022429420908282
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
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. https://doi.org/10.1080/19415257.2019.1634623
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. https://doi.org/10.1080/10409289.2019.1636353
Thompson, B., & Goldstein, T.R. (2019). Children learn from both embodied and passive pretense: A replication and extension. Child Development. Advance online. https://doi.org/10.1111/cdev.13309
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. https://doi.org/10.1016/j.cogdev.2019.04.005
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. https://doi.org/10.1080/10824669.2019.1594818
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
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
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
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. https://doi.org/10.1177/0734282918808618
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. https://doi.org/10.1007/978-3-030-04486-2_5
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 Disorders, 48(9), 3163–3175. https://dx.doi.org/10.1007/s10803-018-3570-5
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. https://doi.org/10.3389/fpsyg.2018.01802
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. https://doi.org/10.1007/s10566-018-9461-2
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 Care, 188(7), 966–979. https://doi.org/10.1080/03004430.2018.1445730
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. https://doi.org/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. https://doi.org/10.1080/00220671.2016.1261074
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. https://doi.org/10.1080/03004430.2017.1403434
An, X., Curby, T. W., & Xie, Q. (2018). Chinese teachers' perceptions of early childhood school readiness. School Psychology International, 39(5), 454–469. https://doi.org/10.1177/0143034318790635
Moffett, A., & Winsler, A. (2018). Cyberbullying. In M. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781506307633.n193
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. https://doi.org/10.4135/9781506307633.n858
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. https://doi.org/10.4135/9781506307633.n701
Thibodeaux, J., & Winsler, A. (2018). Athletics. In M. H. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781506307633.n67
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. https://doi.org/10.4135/9781506307633.n60
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. https://doi.org/10.1080/00220671.2016.1145095
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. https://doi.org/10.1177/1932202X16676860
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. https://doi.org/10.1080/00223980.2016.1252708
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. https://doi.org/10.1016/j.beth.2016.04.006
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. https://doi.org/10.1007/s10826-016-0518-2
Gadzichowski, K.M., Pasnak, R., & Kapalka, K. (2016). Response to stimulus relations by a dog (Canis lupus familiaris). Learning & Behavior, 43, 1–8. https://doi.org/10.3758/s13420-016—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. https://doi.org/10.15640/jehd.v4n4a8Hill
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. https://doi.org/10.1111/cdev.12466
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. https://doi.org/10.1016/j.janxdis.2016.01.008
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. https://doi.org/10.1016/j.appdev.2016.01.008
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. https://doi.org/10.1007/s10984-016-9208-7
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. https://doi.org/10.1007/s12646-016-0360-z
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. https://doi.org/10.1016/j.ecresq.2016.04.004
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. https://doi.org/10.1080/13670050.2015.1044935
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. https://doi.org/10.1007/s10826-016-0376-y
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. https://doi.org/10.1016/j.ridd.2016.01.016
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. https://doi.org/10.1037/a0039772
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. https://doi.org/10.15640/jehd.v4n1a3
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. https://doi.org/10.1016/j.ridd.2014.10.006
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. https://doi.org/10.1080/00221325.2015.1075466
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. https://doi.org/10.1080/10409289.2015.1009320
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. https://doi.org/10.1080/00221325.2014.917067
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. https://doi.org/10.1037/a0038050
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. https://doi.org/10.1179/2050572814Y.0000000038
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. https://doi.org/10.1037/a0036799
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. https://doi.org/10.1007/s10803-014-2069-y
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. https://doi.org/10.1080/00220671.2013.823366
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. https://doi.org/10.1016/j.ecresq.2013.12.003
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. https://doi.org/10.1080/13639080.2012.718746
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. https://doi.org/10.1007/s10882-014-9367-3
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. https://doi.org/10.3389/fpsyg.2014.00487
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. https://doi.org/10.1002/icd.1843
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. https://doi.org/10.1007/s10964-013-9999-0