2019 - Fellow of the American Educational Research Association
2018 - Outstanding Public Communication of Education Research Award, American Educational Research Association
2015 - James McKeen Cattell Fellow Award, Association for Psychological Science
1987 - Fellow of John Simon Guggenheim Memorial Foundation
1986 - Fellow of the American Psychological Association (APA)
The scientist’s investigation covers issues in Developmental psychology, Language acquisition, Language development, Vocabulary and Cognitive psychology. Her Developmental psychology study combines topics in areas such as Cognitive development, Speech development and Creativity. Her Language acquisition study incorporates themes from Noun, Verbal learning, Verb, Comprehension approach and Grammar.
Her Language development research is multidisciplinary, relying on both Social relation, Comprehension, Word recognition, Interpersonal relationship and Word learning. The study incorporates disciplines such as Semantics, Word and Aptitude in addition to Vocabulary. Roberta Michnick Golinkoff interconnects Lexicon, Stimulus Salience and Reading comprehension, Reading in the investigation of issues within Cognitive psychology.
Roberta Michnick Golinkoff focuses on Language acquisition, Developmental psychology, Cognitive psychology, Language development and Vocabulary. Her Language acquisition research includes elements of Verbal learning, Categorization, Verb, Lexicon and Comprehension approach. Her work on Child development as part of general Developmental psychology research is often related to Socioeconomic status, thus linking different fields of science.
The Cognitive psychology study combines topics in areas such as Perception, Reading comprehension, Reading and Communication. Roberta Michnick Golinkoff combines subjects such as Social relation, Social psychology, Word recognition, Cognitive science and Word learning with her study of Language development. Her Vocabulary study combines topics from a wide range of disciplines, such as Mathematics education, Semantics, Spatial ability and Comprehension.
Her primary scientific interests are in Cognitive psychology, Vocabulary, Mathematics education, Developmental psychology and Language acquisition. Her Cognitive psychology research includes themes of Relation, Verb, Perception and Action. Her work deals with themes such as Competence, Semantics, Association and Dual language, which intersect with Vocabulary.
The concepts of her Developmental psychology study are interwoven with issues in Book reading and Comprehension. Her Language acquisition research incorporates themes from Noun, Syntactic bootstrapping, Language proficiency, Constructed language and Syntax. Her Vocabulary development research incorporates elements of Argument, Speech segmentation and Language development.
Roberta Michnick Golinkoff mainly investigates Vocabulary, Developmental psychology, Cognitive psychology, Vocabulary development and Child development. Her Vocabulary research is multidisciplinary, incorporating perspectives in Free play and Book reading. Her studies in Developmental psychology integrate themes in fields like Narrative, Comprehension, Reading, Literacy and Set.
Her work on Concept learning as part of general Cognitive psychology research is frequently linked to Process, bridging the gap between disciplines. Her research in Vocabulary development intersects with topics in Taxonomy, Language acquisition, Language development and Semantic network. Language acquisition and Socioeconomic status are two areas of study in which Roberta Michnick Golinkoff engages in interdisciplinary work.
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The eyes have it: lexical and syntactic comprehension in a new paradigm.
Roberta Michnick Golinkoff;Kathryn Hirsh-Pasek;Kathleen M. Cauley;Laura Gordon.
Journal of Child Language (1987)
Early object labels: the case for a developmental lexical principles framework.
Roberta Michnick Golinkoff;Carolyn B. Mervis;Kathryn Hirsh-Pasek.
Journal of Child Language (1994)
Breaking the language barrier: an emergentist coalition model for the origins of word learning.
George J. Hollich;Kathy Hirsh-Pasek;Roberta Michnick Golinkoff;Rebecca J. Brand.
Monographs of The Society for Research in Child Development (2000)
The Origins of Grammar: Evidence from Early Language Comprehension
Kathy Hirsh-Pasek;Roberta Michnick Golinkoff.
Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth
Dorothy G. Singer;Roberta Michnick Golinkoff;Kathy Hirsh-Pasek.
Putting Education in “Educational” Apps Lessons From the Science of Learning
Kathy Hirsh-Pasek;Jennifer M. Zosh;Roberta Michnick Golinkoff;James H. Gray.
Psychological Science in the Public Interest (2015)
Mommy and Me: Familiar Names Help Launch Babies Into Speech-Stream Segmentation
Heather Bortfeld;James L. Morgan;Roberta Michnick Golinkoff;Karen Rathbun.
Psychological Science (2005)
The Contribution of Early Communication Quality to Low-Income Children’s Language Success
Kathy Hirsh-Pasek;Lauren B. Adamson;Roger Bakeman;Margaret Tresch Owen.
Psychological Science (2015)
Young children and adults use lexical principles to learn New Nouns
Roberta Michnick Golinkoff;Kathy Hirsh-Pasek;Leslie M. Bailey;Neill R. Wenger.
Developmental Psychology (1992)
Skype Me! Socially Contingent Interactions Help Toddlers Learn Language
Sarah Roseberry;Kathy Hirsh-Pasek;Roberta Michnick Golinkoff.
Child Development (2014)
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