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Child Development|September 22, 2019
Children Learn From Both Embodied and Passive Pretense: A Replication and ExtensionBrittany N Thompson, Thalia R GoldsteinJournal of Experimental Child Psychology|September 6, 2021
Do embodiment and fictionality affect young children's learning?Thalia R Goldstein, Brittany N Thompson, Pallavi KanumuruFrontiers in Psychology|June 9, 2020
It's All Critical: Acting Teachers' Beliefs About Theater ClassesThalia R Goldstein, DaSean L Young, Brittany N ThompsonThe Behavioral and Brain Sciences|January 19, 2018
Live theatre as exception and test case for experiencing negative emotions in artThalia R GoldsteinPlos One|March 12, 2015
Is it Oscar-worthy? Children's metarepresentational understanding of actingThalia R Goldstein, Paul BloomDevelopmental Science|September 16, 2017
Dramatic pretend play games uniquely improve emotional control in young childrenThalia R Goldstein, Matthew D LernerThe Behavioral and Brain Sciences|November 17, 2022
All non-real worlds provide exploration: Evidence from developmental psychologyKatherine E Norman, Thalia R GoldsteinFrontiers in Psychology|March 17, 2022
Pretensive Shared Reality: From Childhood Pretense to Adult Imaginative PlayRohan Kapitany, Tomas Hampejs, Thalia R GoldsteinChild Development|June 20, 2017
The Arts as a Venue for Developmental Science: Realizing a Latent OpportunityThalia R Goldstein, Matthew D Lerner, Ellen WinnerFrontiers in Psychology|May 31, 2021
Delineating the Benefits of Arts Education for Children's Socioemotional DevelopmentSteven J Holochwost, Thalia R Goldstein, Dennie Palmer WolfPageof 2