WorldCat Identities

Golinkoff, Roberta M.

Overview
Works: 43 works in 215 publications in 6 languages and 11,135 library holdings
Genres: Conference papers and proceedings  Longitudinal studies 
Roles: Author, Editor, Other, Contributor
Classifications: P118, 401.93
Publication Timeline
.
Most widely held works by Roberta M Golinkoff
Einstein never used flash cards : how our children really learn--and why they need to play more and memorize less by Kathy Hirsh-Pasek( Book )

8 editions published between 2003 and 2008 in English and held by 1,426 WorldCat member libraries worldwide

Discusses the growing trend toward accelerated learning and the pressure put upon parents to meet constant expectations, introducing creative games that parents can play with their child to enhance development
How babies talk : the magic and mystery of language in the first three years of life by Roberta M Golinkoff( Book )

25 editions published between 1999 and 2014 in 4 languages and held by 1,257 WorldCat member libraries worldwide

"From the evolution of infant speech sounds to the toddler's mastery of complex grammar, How Babies Talk is an important guide that will help parents help their children develop the wonderful gift of language. Book jacket."--Jacket
Breaking the language barrier : an emergentist coalition model for the origins of word learning by George J Hollich( Book )

9 editions published in 2000 in English and held by 1,007 WorldCat member libraries worldwide

Play=learning : how play motivates and enhances children's cognitive and social-emotional growth by Dorothy G Singer( Book )

20 editions published between 2006 and 2010 in English and held by 802 WorldCat member libraries worldwide

Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? In Play=Learning, top experts in child development and learning contend that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, Singer, Golinkoff, and Hirsh-Pasek urge researchers and practitioners to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, the contributors to this volume demonstrate the powerful effects of play in the intellectual, social, and emotional spheres. Play = learning will be an important resource for students and researchers in developmental psychology. Its research-based policy recommendations will be valuable to teachers, counselors, and school psychologists in their quest to reintroduce play and joyful learning into our school rooms and living rooms
New directions in Piagetian theory and practice( Book )

7 editions published in 1981 in English and held by 740 WorldCat member libraries worldwide

The origins of grammar : evidence from early language comprehension by Kathy Hirsh-Pasek( Book )

25 editions published between 1996 and 1999 in English and Undetermined and held by 655 WorldCat member libraries worldwide

"How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are active in children and how they might be translated into the organizing principles that get syntactic learning off the ground." "The Origins of Grammar presents a synthesis of work done by the authors, using one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to assess lexical and syntactic knowledge in children as young as thirteen months of age. In addition to drawing together their ground-breaking empirical work, the authors use these results to describe a theory of language learning that emphasizes the role of multiple cues and forces in development. They show how infants shift their reliance on different aspects of linguistic input, moving from a bias to attend to prosodic information to a reliance on semantic information, and finally to a reliance on the syntax itself." "Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, The Origins of Grammar provides a new way of thinking about the process of language comprehension. The analysis borrows insights from theories about the development of mental models, models of early cognitive development, and systems theory and is presented in a way that will be accessible to cognitive and developmental psychologists."--Jacket
The Transition from prelinguistic to linguistic communication by R. M Golinkoff( Book )

13 editions published between 1983 and 2009 in English and held by 456 WorldCat member libraries worldwide

Becoming brilliant : what science tells us about raising successful children by Roberta M Golinkoff( Book )

6 editions published in 2016 in English and held by 420 WorldCat member libraries worldwide

While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that "content is king," neglecting other skills that 21st century citizens sorely need. Golinkoff and Hirsh-Pasek introduce the "6 Cs": collaboration, communication, content, critical thinking, creative innovation, and confidence. They also show parents ways they can nurture their children's development in each area
The Origins and growth of communication by Lynne Vernon-Feagans( Book )

8 editions published between 1983 and 1984 in English and held by 365 WorldCat member libraries worldwide

Action meets word : how children learn verbs by Kathy Hirsh-Pasek( Book )

21 editions published between 2005 and 2010 in English and held by 311 WorldCat member libraries worldwide

"Equipped with new methodologies, we are finally beginning to amass the empirical research that has allowed us to develop a theoretical understanding of early verb learning. As a result, we are now in a position to build on the 1995 Tomasello and Merriman book Beyond Names for Things by examining how far the study of verb learning has advanced during the last decade. Action Meets Word does just that by bringing together the latest research on the universal foundations of verb learning. This cutting-edge volume on the development of a crucial aspect of language will be an invaluable resource for all language researchers, from developmental and cognitive psychologists, to speech/language pathologists, to philosophers and linguists."--Jacket
Becoming a word learner : a debate on lexical acquisition by Roberta M Golinkoff( Book )

17 editions published in 2000 in English and Undetermined and held by 309 WorldCat member libraries worldwide

True to the Counterpoints format, each contributor puts forth, in the strongest possible terms, his or her own theory of language acquisition. In the final commentary chapter, a lively exchange between competing colleagues develops the debate
Breaking the language barrier : an emergentist coalition model for the origins of word learning by George J Hollich( Book )

10 editions published in 2000 in English and Spanish and held by 41 WorldCat member libraries worldwide

Ai yin si tan bu wan shi zi ka : wei she me gai rang you er duo wan yi dian, shao bei yi dian? by Kathy Hirsh-Pasek( Book )

5 editions published between 2005 and 2012 in Chinese and held by 30 WorldCat member libraries worldwide

Einstein nunca memorizó, aprendió jugando by Kathy Hirsh-Pasek( Book )

5 editions published between 2005 and 2006 in Spanish and held by 22 WorldCat member libraries worldwide

Celebrate the scribble : appreciating children's art by Kathy Hirsh-Pasek( Book )

1 edition published in 2007 in English and held by 20 WorldCat member libraries worldwide

Để con bạn giỏi như Einstein by Kathy Hirsh-Pasek( Book )

1 edition published in 2012 in Vietnamese and held by 13 WorldCat member libraries worldwide

Cómo hablan los bebés : la magia y el misterio del lenguaje durante los tres primeros años by Roberta M Golinkoff( Book )

3 editions published in 2001 in Spanish and held by 12 WorldCat member libraries worldwide

Psycholinguistics by Jean Berko Gleason( Book )

1 edition published in 1998 in English and held by 6 WorldCat member libraries worldwide

Links between spatial and mathematical skills across the preschool years by Brian N Verdine( )

1 edition published in 2017 in English and held by 5 WorldCat member libraries worldwide

Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio-economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences
Mandate for Playful Learning in Preschool : Applying the Scientific Evidence( )

1 edition published in 2009 in English and held by 0 WorldCat member libraries worldwide

We are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.28 (from 0.09 for The origin ... to 0.86 for Breaking t ...)

How babies talk : the magic and mystery of language in the first three years of life
Alternative Names
Golinkof, Roberta M

Golinkoff, Roberta

Golinkoff, Roberta M.

Golinkoff, Roberta Michnick-.

Golinkoff, Roberta Michnik

Michnick Golinkoff Roberta

Michnik Golinkoff, Roberta

골린코프, 로버타 미치닉

ゴリンコフ, ロバータ・ミシュニック

Languages
Covers
How babies talk : the magic and mystery of language in the first three years of lifeBreaking the language barrier : an emergentist coalition model for the origins of word learningPlay=learning : how play motivates and enhances children's cognitive and social-emotional growthThe origins of grammar : evidence from early language comprehensionThe Origins and growth of communicationAction meets word : how children learn verbsBecoming a word learner : a debate on lexical acquisitionBreaking the language barrier : an emergentist coalition model for the origins of word learning