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Google Scholar Publications


*Chlebuch, N., Goldstein T. R., & Weisberg, D.S. (in press). Fact or Fiction? Investigating the Relationship between Reading and Improvement of Social Skills. Scientific Study of Language.

McDonald, B., Goldstein T.R., & Kanske, P.  (2020) Could Acting Training Improve Social Cognition and Emotional Control? Frontiers in Psychology.

Kapitany, R., Nelson, N. & Goldstein, T. R., & Burdett, E. (2020). The Child’s Pantheon: Children’s Rational Belief Structure in Real and Fictional Characters. PLoS One. DOI 10.17605/OSF.IO/WURXY

*Kou, X., Konrath, S. & Goldstein, T.R. (2020). The Relationship among Different Types of Arts Engagement, Empathy, and Prosocial behavior. Psychology of Aesthetics, Creativity and the Arts, 

*DeBettingnes, B. & Goldstein, T. R. (2020). Improvisational Theatre Classes Improve Children’s Self-Concept. Psychology of Aesthetics, Creativity and the Arts. 

*Celume, M.-P., Goldstein, T.R., Besançon, M., & Zenasni, F. (2020) Developing Children’s socio-emotional competencies through Drama Pedagogy Training. An experimental study on Theory of Mind and Collaborative Behavior. Europe’s Journal of Psychology.

Goldstein, T. R., & *Alperson, K. (2020). Dancing Bears and Talking Toasters: A Content Analysis of Supernatural Elements in Children’s Media. Psychology of Popular Media, 9(2), 214–223. 

Goldstein, T.R., *Young D.L. & *Thompson, B. (2020) It’s All Critical: Acting Teachers’ Beliefs about Theatre Classes. Frontiers in Psychology, 11, 775. doi: 10.3389/fpsyg.2020.00775

*Thompson, B., & Goldstein, T.R. (2019). Disentangling Pretend Play Measurement: Defining the Essential Elements and Developmental Progression of Pretense. Developmental Review, 52, 24-41. 

*Thompson, B., & Goldstein, T.R. (2019). Children Learn From Both Embodied and Passive Pretense: A Replication and Extension. Child Development. 

Goldstein, T.R. Lerner, M.D., Paterson, S., *Jaggi, L., Toub, T.S., Hirsh-Pasek, K., Golinkoff, R.M. (2019). Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASD. Journal of Learning Through the Arts.

Kapstein, A. & Goldstein, T.R. (2019). Developing Wonder: Teaching Theatre for the Very Young through Collaboration with Developmental Psychology. Youth Theatre Journal, 33, 52-69. Doi 10.1080/08929092.2019.1580648

Arora, P. G., *Levine, J. L., & Goldstein, T. R. (2019). School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices. Psychology in the Schools, 56,4, 554-568. 

*Sawyer, J. & Goldstein, T.R. (2019). Can Guided Play and Storybook Reading Promote Children’s Drawing Development? Empirical Studies in the Arts, 37, 32-59. 

Goldstein, T.R. (2018). The Development of a Dramatic Pretend Play Game Intervention. American Journal of Play, 10, 290-308. 

Goldstein, T.R. & Lerner, M. (2018). Dramatic Pretend Play Games Uniquely Improve Emotional Control in Young Children. Developmental Science, 21(4). Doi 10.1111/desc.12603  

Goldstein, T. R., Lerner, M., D., & Winner, E. (2017). The Arts as a Venue for Developmental Science: Realizing a Latent Opportunity. Child Development, 88, 1505-1512. doi: 10.1111/cdev.12884 

Goldstein, T. R. & *Filipe, A. (2017). The Interpreted Mind: Understanding Acting. Review of General Psychology, 22, 220-229.

Goldstein, T.R. (2017). Live Theatre as Exception and Test Case for Experiencing Negative Emotions in Art. Behavioral and Brain Sciences, e362. 

*Ershadi, M., Goldstein, T.R., Pochedly, J., & Russell, J.A. (2017). Facial expressions as Performances in Mime. Cognition and Emotion. 1-10. DOI: 10.1080/02699931.2017.1317236 

*Panero, M.E. Weisberg, D.S, *Black, J., Goldstein, T.R., Barnes, J., Winner, E., Brownell, H. (2017). No Support for the Claim that Literary Fiction Uniquely and Immediately Improves Theory of Mind: A Reply to Kidd and Castano’s Commentary on Panero, Weisberg, Black, Goldstein, Barnes, Brownell, & Winner (2016). Journal of Personality and Social Psychology, 112, e5-e8. DOI: 10.1037/pspa0000079 

*Panero, M.E. Weisberg, D.S, *Black, J., Goldstein, T.R., Barnes, J., Winner, E., Brownell, H. (2016). Does Reading a Single Passage of Literary Fiction Really Improve Theory of Mind? An Attempt at Replication. Journal of Personality and Social Psychology 111(5), e46-e54. 

Goldstein, T.R. & Woolley, J. (2016). Ho! Ho! Who? Parent promotion of belief in and live encounters with Santa Claus. Cognitive Development 39, 113-137. 

Arora, P., *Kelly, J, & Goldstein, T.R. (2016). Current and Future School Psychologists’ Preparedness to Work with LGBT Students: Role of Education and Gay-Straight Alliances. Psychology in the Schools, 53, 722-735.

*Panero, M.E., Goldstein, T.R., Rosenberg, R., *Hughes, H., & Winner, E. (2016). Do Actors Posses Traits Associated with High Hypnotizability? Psychology of Aesthetics, Creativity and the Arts, 10, 233-239. 

Feldman, D., Ward, E., Handley, S. & Goldstein, T. R. (2015). Evaluating drama therapy in school settings: A case study of the ENACT program. Drama Therapy Review, 1, 127-145.

Goldstein, T.R. (2015). Predictors of Engagement In and Transfer from Acting Training. Psychology of Aesthetics, Creativity and the Arts, 9, 266-273.

Goldstein, T.R. & Bloom, P. (2015). Is it Oscar-worthy? Children’s Metarepresentational Understanding of Acting. PLOS One 10(3). E0119604, DOI: 10.1371/journal.pone.0119604

Goldstein, T.R. & Bloom, P. (2015). Characterizing Characters: How Children Make Sense of Realistic Acting. Cognitive Development, Special Issue: Cognizing the Unreal, 34, 39-50. doi:10.1016/j.cogdev.2014.12.001

Goldstein, T.R., Tamir, M., & Winner, E. (2013). Expressive Suppression and Acting. Psychology of Aesthetics, Creativity and the Arts, 7, 191-196. 

Goldstein, T.R., & Winner, E. (2012). Enhancing Empathy and Theory of Mind. Journal of Cognition and Development, 13, 19-37. DOI:10.1080/15248372.2011.573514

Goldstein, T.R. & Winner. E. (2012). Sympathy for a Character’s Plight: Sex differences in Response to Theatre. Empirical Studies in the Arts, 30, 129-141.

Goldstein, T.R. & Bloom, P. (2011). The Mind Onstage: Why Cognitive Scientists Should Study Acting. Trends in Cognitive Science, 15, 141-142.

Goldstein, T.R. (2011). Correlations Among Social-Cognitive Skills in Adolescents Involved in Acting (vs. Arts) Classes. Mind, Brain and Education, 5, 97-103.

Goldstein, T.R. & Winner, E. (2010-2011). Engagement in Role Play, Pretense and Acting Classes Predict Advanced Theory of Mind Skill in Middle Childhood. Imagination, Cognition, and Personality, 30, 249-258.

Goldstein, T.R. (2009). The Pleasure of Pure Unadulterated Sadness: Experiencing Sorrow in Fiction, Nonfiction and In Our Own Lives. Psychology of Aesthetics, Creativity, and the Arts, 3, 232-237.

Goldstein, T.R. & Winner, E. (2009). Living in Alternative and Inner Worlds: Early Signs of Acting Talent. Creativity Research Journal, 21, 117-124.

Goldstein, T.R. (2009). Psychological Perspectives on Acting. Psychology of Aesthetics, Creativity, and the Arts, 3, 6-9. 

Goldstein, T.R., *Wu, K. & Winner, E. (2009-2010) Actors are Experts in Theory of Mind but Not Empathy. Imagination, Cognition, and Personality, 29, 115-133.

*Dalebroux, A., Goldstein, T.R., & Winner, E. (2008). Short-term Mood Repair Through Art- Making: Attention Redeployment is More Effective than Venting. Motivation and Emotion, 32(4), 288-295.