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Thalia R. Goldstein
George Mason University
85Publications
11H-index
560Citations
Publications 87
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#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#2Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
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Author(s): Goldstein, Thalia R.; Lerner, Matthew D; Paterson, Sarah; Jaeggi, Lena; Toub, Tamara Spiewak; Hirsh-Pasek, Kathy; Golinkoff, Roberta | Abstract: Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art f...
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#1Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
#2Jennifer E. Drake (CUNY: City University of New York)H-Index: 12
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#1Xiaonan Kou (IUPUI: Indiana University – Purdue University Indianapolis)
#2Sara H. Konrath (IUPUI: Indiana University – Purdue University Indianapolis)H-Index: 20
Last.Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
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#1Brittany N. Thompson (GMU: George Mason University)H-Index: 1
#2Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
Abstract Pretend play is a central component of child development, but causal inferences about its effects are difficult to make due to inconsistencies in definitions and measurement. A thorough analysis of how pretense is measured, coherences and disagreements in measurement strategies, and the behaviors involved in pretend play is needed. We review 199 empirical articles where pretend play was measured and propose a new hierarchical developmental progression of pretend play, rooted in developm...
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#1Prerna Arora (Columbia University)H-Index: 10
#2Jamie L. Levine (Pace University)
Last.Thalia R. Goldstein (GMU: George Mason University)H-Index: 11
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