Roberta Michnick Golinkoff

Datos Biográficos

ID738491
NOMBRERoberta Michnick Golinkoff
NOMBRESRoberta Michnick
APELLIDOGolinkoff
FIRMAGOLINKOFF R M
AFILIACIONESUniversity of Delaware
ORCID0000-0003-3299-9720
VERIFICADOSí
TOTAL DE OBRAS88
TOTAL DE CITAS226
TOTAL COMO AUTOR87
TOTAL COMO EDITOR1
PRIMER AÑO DE PUBLICACIÓN1975
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H8

  • Educational relevance and implications of spatial development in early childhood

    Open AccessAnke Maria Weber, Werner Mohring et al.ARTICLELearning and Instruction2026

  • The role of semantic attunement in bilingualism and second language learning

    Open AccessRoberta Michnick Golinkoff, Margaret Anne CollinsARTICLEEducational Role of Language…2025

    Different languages include different information about the events they describe in their verbs. When learning their native language, children come to attend specifically to the information that its verbs describe, a process called semantic attunement (Golinkoff et al., 2025). Those who learn a second language as an adult often continue to follow these attentional biases when they speak and write (e.g., Song et al., 2016), resulting in utterances…

  • For preschoolers, word knowledge falls on a continuum

    Open AccessRebecca A Dore, Molly Scott et al.ARTICLEJournal of Child Language2025

    In gaining word knowledge, children’s semantic representations are initially imprecise before becoming gradually refined. We developed and tested a framework for a digital receptive vocabulary assessment that captured varied levels of representation as children learn words. At pre-test and post-test, children selected one of four images to match a word’s meaning: a correct target, a conceptually-related foil, a thematically-related foil, and a ph…

  • Professional development programmes on playful learning for early childhood teachers

    Ji Young Lee, Charlotte Anne Wright et al.ARTICLETeachers and Teaching2025

  • Beyond Book Reading

    Molly E Scott, Ernest Jerome Hopkins et al.ARTICLEEarly Education and Development2025

    Early vocabulary is a critical foundation for literacy. Most vocabulary interventions use techniques embedded in shared book reading, but recent evidence suggests that shared book reading is but one avenue toward stronger language competencies. In the present study, we build on prior literature that supports the promise of playful learning approaches for supporting vocabulary in early childhood education settings, and we compare these approaches …

  • Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish

    Daniela Avelar, Adriana Weisleder et al.ARTICLEEarly Education and Development2025

    Research Findings: Shared book reading is important for children's early literacy development. Although there is an increasing number of dual language learners, few studies have examined families' shared book reading practices in their two languages. The current study examined Hispanic parents' beliefs and practices during shared reading in English and Spanish, and explored how their reading practices differ as a function of language and parental…

  • What does play have to do with it? A concrete and digital spatial intervention with 3-year-olds predicts spatial and math learning

    Open AccessCorinne A Bower, Laura Zimmermann et al.ARTICLEDevelopmental Psychology2025

    Spatial skills like block building and puzzle making are associated with later growth in science, technology, engineering, and mathematics learning. How these early spatial experiences-both in concrete and digital platforms-boost children's spatial skills remains a mystery. This study examined how children with low- and high-parental education use corrective feedback in a series of spatial assembly tasks. We further ask whether this spatial learn…

  • Cognitively engaging physical activity has an immediate impact on preschool children's executive function

    Open AccessMarcia Preston, Megan M Mcclelland et al.ARTICLEEarly Childhood Research Quarterly2025Referencias: 4

  • Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms

    Open AccessElias Blinkoff, Kimberly T Nesbitt et al.ARTICLEEducation Sciences2024

    This study describes the implementation and effectiveness of an instructional coaching program for kindergarten teachers in the State of New Hampshire that was implemented in response to the State’s play-based kindergarten mandate. Coaching was provided to 20 teachers from across the State. It focused on guided play, principles of how children learn, and the breadth of skills needed to achieve in the classroom and beyond. A novel adaptation of a …

  • Receptive dual-language profiles in Spanish–English bilingual preschoolers

    Open AccessPumpki Lei Su, Raul Rojas et al.ARTICLEJournal of Educational Psychology2024

  • Exploring dialogic interactions in grandparent-grandchild conversations over video chat in the United States

    Alexus G Ramirez, Jennifer M Zosh et al.ARTICLEJournal of Children and Media2024

    Many families use video chat to sustain relationships between children and distanced family members, such as grandparents. However, little is known about the nature of these interactions. Could grandparent-grandchild video chat provide not only opportunities for meaningful social interaction but act as a source of high-quality linguistic experiences? High-quality language experiences that include question-asking and distancing prompts has shown t…

  • A bird's-eye view of phubbing

    Open AccessAnnelise Pesch, Rachael Todaro et al.ARTICLEMobile Media & Communication2024Referencias: 12

    Research demonstrates that phubbing—the act of snubbing someone in a social setting by looking at one's mobile phone—interferes with the quality and satisfaction of social interactions. This article examined how observations of an adult's phone use during a social interaction impact different social judgments. Adult participants (n = 331) watched a 3-min video showing four speakers having a discussion around a table. One speaker looked at their p…

  • Understanding cross-cultural differences in pedagogical beliefs

    Open AccessJi Young Lee, Jone Sagastui et al.ARTICLETeaching and Teacher Education2024Referencias: 7

  • The unanticipated side effects of an attachment intervention

    Caroline Gaudreau, Amanda Delgado et al.ARTICLEDevelopmental Psychology2024

    Research suggests foster children are at risk for poor language skills. One intervention, attachment and biobehavioral catch-up (ABC), was shown to successfully improve not only young foster children's attachment to their parents, but also their receptive vocabulary skills (Bernard et al., 2017; Raby et al., 2019). Given that language acquisition is intricately linked to parents' sensitive interactions with their children, we ask whether the ABC …

  • The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning

    Weiyi Ma, Rufan Luo et al.ARTICLELanguage Learning and Development2023

    Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across action…

  • Conceptions of play by children in five countries

    Open AccessSarah Jane Mukherjee, Lucía Bugallo et al.ARTICLEJournal for the Study of…2023

    Drawing on a mixed-methods cross-cultural study undertaken in five locations in Argentina, Denmark, Hong Kong, England and the United States in 2018, this paper explores how children (aged five and seven) conceive of playfulness. Following a card-sorting task, 387 children selected familiar activities that they felt were most representative of play and not-play and explained their reasons. The children’s justifications were fully transcribed, and…

  • Investigating the contributions of active, playful learning to student interest and educational outcomes

    Open AccessElias Blinkoff, Kimberly T Nesbitt et al.ARTICLEActa Psychologica2023

    A growing body of evidence from the science of learning demonstrates the educational effectiveness of active, playful learning. Connections are emerging between this pedagogy and the broad set of skills that it promotes in learners, but potential mechanisms behind these relations remain unexplored. This paper offers a commentary based on the science of learning and interest development literature, suggesting that interest may mediate the relation…

  • From green to turquoise

    Open AccessMolly E Scott, Junko Kanero et al.ARTICLEFirst Language2023

    Previous research demonstrates that children delineate more nuanced color boundaries with increased exposure to their native language. As socioeconomic status (SES) is known to correlate with differences in the amount of language input children receive, this study attempts to extend previous research by asking how both age (age 3 vs 5) and SES (under-resourced vs advantaged) might impact color name acquisition of preschool children. The results c…

  • Assessing the language of 2 year‐olds

    Open AccessEmily Jackson, Dani Levine et al.ARTICLEInfancy2023

    Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2‐year‐olds that relies on language comprehension. Developmental literature guided selection of age‐appropriate markers of language disorder risk that are culturally and dialec…

  • Another case of the theory to practice gap

    Open AccessJi Young Lee, Charlotte Anne Wright et al.ARTICLEEarly Childhood Research Quarterly2023Citada por: 1Referencias: 6

  • The Role Classifiers Play in Selecting the Referent of a Word

    Open AccessWeiyi Ma, Peng Zhou et al.ARTICLELanguages2023Referencias: 52

    An important cue to the meaning of a new noun is its accompanying classifier. For example, in English, X in "a sheet of X" should refer to a broad, flat object. A classifier is required in Chinese to quantify nouns. Using children's overt responses in an object/picture selection task, past research found reliable semantic knowledge of classifiers in Mandarin-reared children at around age three. However, it is unclear how children's semantic knowl…

  • Making schools work

    Open AccessKimberly T Nesbitt, Elias Blinkoff et al.ARTICLETheory Into Practice2023Citada por: 4Referencias: 69

    Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them towards …

  • Bringing playful learning to South Korea

    Open AccessJi Young Lee, Hyun Ji Lee et al.ARTICLEInternational Journal of…2022Citada por: 1Referencias: 3

  • What’s in a distraction? The effect of parental cell phone use on parents’ and children’s question-asking

    Caroline Gaudreau, Kathy Hirsh‐pasek et al.ARTICLEDevelopmental Psychology2022

    Although questions fuel children's learning, adult cell phone use may preoccupy parents, affecting the frequency of questions parents and children ask and answer. We ask whether parental cell phone use will lead to a decrease in the number of questions children and parents ask one another while playing with a novel toy. Fifty-seven parent-child dyads ( M age = 48.72 months, SD = 6.53, 28 girls; 84.2% White) were randomly assigned to a cell phone,…

  • Beyond Translation

    Open AccessBrooke Rumper, Brooke M Rumper et al.ARTICLEFrontiers in Education2021

    Spanish-speaking families in the United States must often overcome multiple challenges to support their young children’s early language development (e.g., language and cultural barriers, financial stress, limited learning resources, etc.). These challenges highlight the need for early language interventions tailored to the needs of Spanish-speaking families and developed in collaboration with them. For diverse populations, early language interven…