Psychology
College of Humanities and Social Sciences

Adam Winsler

Adam Winsler

Adam Winsler

Professor

Children's transition to school, development of self-regulation, private speech, Vygotskian sociocultural theory, bilingualism and early schooling for English-language learners

Dr. Winsler is an applied developmental psychologist with interests in children's transition to school, the development of self-regulation, private speech, Vygotskian sociocultural theory and bilingualism and early schooling for English-Language Learners (ELLs). His current research explores childcare, school readiness, and early school trajectories among ethnically and linguistically diverse, low-income, urban preschoolers; Private speech and self-regulation in typical children and those with ADHD or autistic spectrum disorders; Music/dance and self-regulation; and self-regulated learning and motivation among college students.

Dr. Winsler is author of more than 60 journal articles and book chapters and has two books. His most recent book, Private speech, executive functioning, and the development of verbal self-regulation was published by Cambridge University Press in 2009. He has received almost $2 million of research funding for his work. Dr. Winsler is also editor of the journal, Early Childhood Research Quarterly.

Selected Publications

Winsler, A., Burchinal, M., Tien, H., Peisner-Feinberg, E., Espinosa. L, Castro, D.C., LaForett, D., Kim, Y.K., & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and sociodemographics. Early Childhood Research Quarterly. Advance onlineDoi: 10.1016/j.ecresq.2014.02.008

Winsler, A., Deutsch, A., Vorona, R., Payne, P. A., & Szklo-Coxe, M. (2015). Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use. Journal of Youth and Adolescence, 44(2), 362-378. Doi: 10.1007/s10964-014-0170-3

Winsler, A., Kim, Y. K., & Richard, E. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50, 2242-2254. Doi: 10.1037/a0037161

Winsler, A., Gupta, Karkhanis, D., Kim, Y., & Levitt, J. (2013). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. Urban Review, 45, 416-447. DOI: 10.1007/s11256-013-0259-0

Winsler, A., Hutchison, L., De Feyter, J.J. Manfra, L., Bleiker, C., Hartman, S., & Levitt, J. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically- and ethnically-diverse children. Developmental Psychology, 48, 1299-1314. doi: 10.1037/a0026985

Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22, 274-304.

De Feyter, J.J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly. 24, 411-431. doi: 10.1016/j.ecresq.2009.07.004

Winsler, A., Fernyhough, C., & Montero, I. (Eds.). (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge University Press.

Winsler, A., Tran, H., Hartman, S., Madigan, A.L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically-diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329.

Winsler, A., Abar, B., Feder, M., Rubio, D.A. & Schunn, C. (2007). Private speech and executive functioning among high functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 37. 1617-1635.

Winsler, A., Manfra, L., & Diaz, R.M. (2007). “Should I let them talk?” Private speech and task performance among preschool children with and without behavior problems. Early Childhood Research Quarterly, 22, 215-231.

 

Expanded Publication List

62) Kim, Y.K., Curby, T.W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income dual language learners (DLLs). Developmental Psychology, 50 (12), 2600-2613..

61) Ansari, A., & Winsler, A. (2014). Montessori public school pre-K programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106 (4), 1066-1079. Doi: 10.1037/a0036799

60) Manfra, L., Davis, K., Ducenne, L., & Winsler, A. (2014). Preschoolers’ motor and verbal self-control strategies during a resistance-to-temptation task. Journal of Genetic Psychology, 175, 332-345. Doi:10.1080/00221325.2014.917067

59) Verdon, S., McLeod, S., & Winsler, A. (2014). Linguistic diversity among Australian children in the first 5 years of life. Speech, Language, andHearing, 17 (4), 196-203.. Doi:10.1179/2050572814Y.0000000038

58) Winsler, A., Burchinal, M., Tien, H., Peisner-Feinberg, E., Espinosa. L, Castro, D.C., LaForett, D., Kim, Y.K., & De Feyter, J. (in press). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and sociodemographics. Early Childhood Research Quarterly.

57) Medeiros, K., & Winsler, A. (2014). Parent-child gesture use during problem solving in autistic spectrum disorder. Journal of Autism and Developmental Disabilities, 44, 1946-1958. Doi: 10.1007/s10803-014-2069-y

56) D’Lima, G., Winsler, A., & Kitsantas, A. (2014). Gender and ethnic differences in first-year college students’ goal orientation, academic self-efficacy, and intrinsic/extrinsic motivation. Journal of Education Research, 107, 341-356. Doi: 10.1080/00220671.2013.823366

55) Morrissey, T.W., Hutchison, L., & Winsler, A. (2014). Family income, school attendance, and academic achievement in elementary school. Developmental Psychology, 50, 741-753. Doi: 10.1037/a0033848

54) *Verdon, S., McLeod, S., & Winsler, A. (2014). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168-181. Doi: 10.1016/j.ecresq.2013.12.003

53) *Huie, F., Winsler, A., & Kitsantas, A. (2014). Employment and first-year college achievement: The role of self-regulation and motivation. Journal of Education and Work, 27 (1), 110-135. Doi:10.1080/13639080.2012.718746

52) Winsler, A., Gupta, Karkhanis, D., Kim, Y., & Levitt, J. (2013). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. Urban Review, 45, 416-447. DOI: 10.1007/s11256-013-0259-0

51) *Kim, Y.K., Hutchison, L.A., & Winsler, A. (2013). Bilingual education in the United States: An historical overview and examination of two-way immersion. Educational Review. Advance online publication. Doi: 10.1080/00131911.2013.865593

50) ∗Cambridge-Williams, T., Winsler, A., Kitsantas, A., & Bernard, E. (2013). University 100 orientation courses and living-learning communities boost academic retention and graduation via enhanced self-efficacy and self-regulated learning. Journal of College Student Retention, 15(2), 243-268. doi: 10.2190/CS.15.2.f

49) *Rubio, D.A., Sánchez Medina, J.A., & Winsler, A. (2013). Private speech in illiterate adults: Cognitive functions, task difficulty, and literacy. Journal of Adult Development, 20 (2), 100-111. DOI: 10.1007/s10804-013-9161-y

48) *Loyola Briceno, A-C., De Feyter, J.J., & Winsler, A. (2013). The school readiness of children born to low-income adolescent Latinas in Miami. American Journal of Orthopsychiatry, 83 (2-3), 430-442. Doi: 10.1111/ajop.12021

47) *Crane, J., Winsler, A., & Sands, B. (2013). Predictors of referral recommendations by teachers and clinicians for ethnically diverse, low-income children receiving childcare subsidies. Exceptional Children, 80 (1), 45-64. Advance online publication.

46) *Ansari, A., & Winsler, A. (2013). Stability and sequence of center-based vs. family childcare: Links with low-income children’s school readiness. Children and Youth Services Review, 35, 358-366. doi: 10.1016/j.childyouth.2012.11.017

45) Cohen, R.C., Halle, T.G., Barton, L.R., & Winsler, A. (2012). Supporting optimal child development through Early Head Start and Head Start Programs: Reflections on secondary data analyses of FACES and EHSREP. Early Childhood Research Quarterly. 27, 708-715. doi: 10.1016/j.ecresq.2012.09.002

44) Winsler, A., Hutchison, L., De Feyter, J.J. Manfra, L., Bleiker, C., Hartman, S., & Levitt, J. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically- and ethnically-diverse children. Developmental Psychology, 48, 1299-1314. doi: 10.1037/a0026985

43) *Ansari, A., & Winsler, A. (2012). School readiness among low-income, Latino children attending family daycare versus center-based care. Early Child Development and Care, 182, 1465-1485. doi: 10.1080/03004430.2011.622755

42) Tran, H., & Winsler, A. (2011). Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care. Children and Youth Services Review, 33, 2241-2252. doi: 10.1016/j.childyouth.2011.07.008

41) *Crane, J., Mincic, M., & Winsler, A. (2011). Parent-teacher agreement and reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children in poverty. Early Education and Development, 22 520-547. doi: 10.1080/10409289.2011.565722

40) Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22, 274-304. doi: 10.1080/10409280903585739

39) *Cole, C., & Winsler, A. (2010). Protecting children from exposure to lead: Old problem, new data, and new policy needs. SRCD Social Policy Report. 24, (1), 3-23.

38) ∗De Feyter, J.J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly. 24, 411-431. doi: 10.1016/j.ecresq.2009.07.004

37) *Hastings, E.l., Karas, T., L., Winsler, A., Way, E., Madigan, A.L., & Tyler, S. (2009). Young children’s video/computer game use: Relations with school performance and behavior. Issues in Mental Health Nursing. 30, 638-649. doi: 10.1080/01612840903050414

36) *Abar, B., Carter, K.L., & Winsler, A. (2009). The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence, 32, 259-273. doi: 10.1016/j.adolescence.2008.03.008

35) Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics: Special Issue - Self-Regulated Learning, 20, 42-68.

34) Winsler, A., Tran, H., Hartman, S., Madigan, A.L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically-diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329. doi: 10.1016/j.ecresq.2008.02.003

33) *Crane, J.L., & Winsler, A., (2008). Early autism detection: Implications for pediatric practice and public policy. Journal of Disability Policy Studies, 18, 245-253. doi: 10.1177/1044207307311527

32) Bernhard, J., Winsler, A., Bleiker, C., Ginieniewicz, J., & Madigan, A.L. (2008). “Read my story:” Using the Early Authors Program to promote early literacy among diverse, urban, preschool children in poverty. Journal for the Education of Students Placed at Risk, 13. 76-105. doi: 10.1080/10824660701860458

31) Winsler, A., Abar, B., Feder, M., Rubio, D.A., & Schunn, C. (2007). Private speech and executive functioning among high functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 37. 1617-1635. doi: 10.1007/s10803-006-0294-8

30) Winsler, A., Manfra, L., & Diaz, R.M. (2007). “Should I let them talk?” Private speech and task performance among preschool children with and without behavior problems. Early Childhood Research Quarterly, 22, 215-231. doi: 10.1016/j.ecresq.2007.01.001

29) *Manfra, L., & Winsler, A. (2006). Preschool children’s awareness of private speech. International Journal of Behavioral Development, 30, 537-549. doi: 10.1177/0165025406072902

28) Winsler, A. Feder, M., Way, E., & Manfra, L. (2006). Maternal beliefs concerning young children’s private speech. Infant and Child Development. 15, 403-420. doi: 10.1002/icd.467

27) Bernhard, J.K., Cummins, J., Campoy, F.A., Ada, A.F., Winsler, A., & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk of learning disabilities. Teachers College Record, 108, 2380-2405. doi: 10.1111/j.1467-9620.2006.00786.x

26) *Davis, K.D., Winsler, A., & Middleton, M. (2006). Students' perceptions of rewards for academic performance by parents and teachers: Relations with achievement and motivation in college. Journal of Genetic Psychology, 167, 211-220. doi: 10.3200/GNTP.167.2.211-220

25) *Lobo, Y.B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence and behavior of Head Start preschoolers. Social Development, 15, 501-519. doi: 10.1111/j.1467-9507.2006.00353.x

24) Winsler, A., Naglieri, J.A., & Manfra, L. (2006). Children’s search strategies and accompanying verbal and motor strategic behavior: Developmental trends and relations with task performance among children age 5 to 17. Cognitive Development, 21, 232-248. doi: 10.1016/j.cogdev.2006.03.003

23) ∗Tyler, S., Allison, K., & Winsler, A. (2006). Child neglect: Developmental consequences, intervention, and policy implications. Child and Youth Care Forum, 35, 1-20. doi: 10.1007/s10566-005-9000-9

22) Winsler, A., Madigan, A. & Aquilino, S. (2005). Correspondence between maternal and paternal parenting styles during early childhood. Early Childhood Research Quarterly, 20, 1-12. doi: 10.1016/j.ecresq.2005.01.007

21) *Sarampote, N.C., Bassett, H. H., & Winsler, A. (2004). After-school care: Child outcomes and recommendations for research and policy. Child & Youth Care Forum, 33, 329-348. doi: 10.1023/B:CCAR.0000043039.79476.e9

20) Naglieri, J.A. Booth, A.L., & Winsler, A. (2004). Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test. Psychological Assessment, 16, 81-84. doi: 10.1037/1040-3590.16.1.81

19) Winsler, A., De León, J.R., Wallace, B., Carlton, M.P, & Willson-Quayle, A. (2003). Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behavior. Journal of Child Language, 30, 583-608. doi: 10.1017/S0305000903005671

18) Winsler, A. (2003). Vygotskian perspectives in early childhood education: Introduction to special issue. Early Education & Development, 14, 253-270. doi: 10.1207/s15566935eed1403_1

17) Winsler, A., & Naglieri, J.A. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children age 5 to 17. Child Development, 74, 659-678. doi: 10.1111/1467-8624.00561

16) Winsler, A., & Carlton, M.P (2003). Observations of children’s task activities and social interactions in relation to teacher perceptions in a child-centered preschool: Are we leaving too much to chance? Early Education & Development, 14. 155-178. doi: 10.1207/s15566935eed1402_2

15) *Madigan, A. L., Winsler, A., Maradiaga, J., & Grubba, J. (2003). Self-perceived competence among preschool children in relation to teacher-perceived competence. Journal of Psychoeducational Assessment, 20, 358-369. doi: 10.1177/073428290202000404

14) Winsler, A., Caverly, S.L, Willson-Quayle, A., Carlton, M.P., & Howell, C. (2002). The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment. Journal of Applied Developmental Psychology, 23, 305-330. doi: 10.1016/S0193-3973(02)00111-9

13) Winsler, A., & Wallace, G.L. (2002). Behavior problems and social skills in preschool children: Parent-teacher agreement and relations with classroom observations. Early Education & Development, 13, 41-58. doi: 10.1207/s15566935eed1301_3

12) Winsler, A., Carlton, M.P., & Barry, M.J. (2000). Age-related changes in preschool children’s systematic use of private speech in a natural setting. Journal of Child Language, 27, 665-687. doi: 10.1017/S0305000900004402

11) Winsler, A., Diaz, R. M., Atencio, D.J , McCarthy, E. M., & Adams Chabay, L. (2000). Verbal self-regulation over time in preschool children at-risk for attention and behavior problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 875-886. doi: 10.1111/1469-7610.00675

10) Iran-Nejad, A., & Winsler, A. (2000). Bartlett's schema theory and modern accounts of learning and remembering. Journal of Mind & Behavior, 21 (1-2), 5-35.

9) Winsler, A., Diaz, R.M., McCarthy, E.M., Atencio, D., & Adams Chabay, L. (1999). Mother-child interaction, private speech, and task performance in preschool children with behavior problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 891-904. doi: 10.1111/1469-7610.00507

8) *Carlton, M.P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338-352.

7) Winsler, A., Diaz, R.M., Espinosa, L., & Rodriguez, J. L. (1999). When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool. Child Development, 70, 349-362. doi: 10.1111/1467-8624.t01-1-00026

6) Winsler, A. (1998). Parent-child interaction and private speech in boys with ADHD. Applied Developmental Science, 2, 17-39. doi: 10.1207/s1532480xads0201_2

5) ∗Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25, 159-166.

4) Winsler, A., Diaz, R. M., & Montero, I. (1997). The role of private speech in the transition from collaborative to independent task performance in young children. Early Childhood Research Quarterly, 12, 59-79. doi: 10.1016/S0885-2006(97)90043-0

3) Winsler, A., & Diaz, R. M. (1995). Private speech in the classroom: The effects of activity type, presence of others, classroom context, and mixed-age grouping. International Journal of Behavioral Development, 18, 463-488.

2) Pease-Alvarez, L., & Winsler, A. (1994). Cuando el maestro no habla Español: Children's bilingual languages practices in the classroom. TESOL Quarterly, 28, 507-535.

1) Diaz, R. M., Winsler, A., Atencio, D. J., & Harbers, K. (1992). Mediation of self-regulation through the use of private speech. International Journal of Cognitive Education and Mediated Learning, 2, 155-167.

 

Courses Taught

PSYC 313 Child Psychology

PSYC 379 Applied Cross Cultural Psychology

PSYC 612 Advanced Statistical and Research Methods in Psychology II

PSYC 646 Issues and Methods in Longitudinal/Developmental Research

PSYC 780 Applied Developmental Psychology

PSYC 890 Professional Seminar in Psychology

PSYC 592 Early Childhood Education, Child Care, and School Readiness

PSYC 615 Language Development

 

Education

PhD, 2004, Child Development, Stanford University

BA, 1988, Psychology, University of New Mexico

Recent Presentations

153) *Karkhanis, D. G., Winsler, A., & Levitt, J. (2014, April). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. In M. Henfield, Symposium Chair, Race, masculinity and the pursuit of academic excellence: Educating gifted Black males. Paper to be presented at the annual conference on the American Educational Research Association.Philadelphia, PA.

152) *Tavassolie, T., & Winsler, A. (2014, April). Mandatory grade retention from high-stakes test performance among low-income, ethnically diverse children: Who fails the FCAT and who repeats 3rd grade?. Poster to be presented at the SRCD theme conference –Strengthening Connections Among Child and Family Research, Policy and Practice. Alexandria VA.

151) Espinosa, L.E., Burchinal, M.R., Winsler, A., Castro, D. C., Peisner-Feinberg, E., Laforett, D.R. (2013, April). Child care experiences among dual language learners in the US: Analyses of the Early Childhood Longitudinal Survey-Birth Cohort. In A. Fuligni (Chair), The complex picture of child care use for dual-language learners: Diversity of families and children’s experiences over time. Paper presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

150) *Mead, D., LaRocque, R., Lindgren, E., & Winsler, A. (2013, April). Change over time in the type and functions of crib speech around the fourth birthday. Poster presented at the biennial conference of the Society for Research on Child Development, Seattle, WA

149) *Ansari, A., & Winsler, A. (2013, April). Montessori public school pre-K programs and the school readiness of low-income, Black and Latino children. Poster presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

148) *Borre, A., Winsler, A., Bleiker, C., & Bernard, J. (2013, April). Long -term effects through grade three of the Early Authors Program for low-income, ethnically diverse preschoolers. Poster presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

147) *Gupta, D., Winsler, A., & Perez-Edgar, K. (2013, April). Cultural differences in maternal emotion socialization: Links between negative affect, anxiety, and somatic complaints in children. Poster presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

146) Winsler, A., Robinson, J., & Thibodeaux, J. (2013, April). Patterns of subsidized child care and public school pre-k use in Miami as a function of ethnicity, language, immigration, and generation. In A. Fuligni (Chair), The complex picture of child care use for dual-language learners: Diversity of families and children’s experiences over time. Paper presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

145) *Gupta, D., Doll, E., & Winsler, A. (2013, April). School readiness and the early school performance of low-income migrant children are related to preschool health and medical care status. In R. Manes (Chair), SES, child health and well-being across contexts and developmental stages. Poster symposium presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

144) Winsler, A. (2013, April). Discussant. In M. Bratsch-Hines (Chair). Associations between child care instability, multiplicity, and children’s social development. Paper presented at the biennial conference of the Society for Research on Child Development, Seattle, WA.

143) ∗Ansari, A., & Winsler, A. (2012, June). Stability and sequence of center-based vs. family childcare: Links with low-income children’s school readiness. Poster presented at the 4th National Head Start Research Conference. Washington, DC.

142) ∗Kim, H., Curby, T., Bader-Tables, R., Mendoza, D., & Winsler, A. (2012, June). Concurrent and longitudinal links between motor, social, and cognitive skills in preschool children with disabilities. Poster presented at the 4th National Head Start Research Conference. Washington, DC.

141) * Picci, G., Bader-Tables, R., Mendoza, D., & Winsler, A. (2012, June). Early school outcomes for children with autism in a pre-K program for children with disabilities. Poster presented at the 4th National Head Start Research Conference. Washington, DC.

140) *Picci, G., Hutchison, L., Bader-Tables, R., Mendoza, D., & Winsler, A. (2012, June). Typically developing children in reverse mainstream pre-k programs: Academic and social outcomes in kindergarten through third grade. Poster presented at the 4th National Head Start Research Conference. Washington, DC.

139) *Dudding, S., Madigan, A.L., Thorvardarson, E., & Winsler, A. (2012, May). Perceived parenting style, marital conflict, and child outcomes. Poster presented at the annual meeting of the Association for Psychological Science. Chicago, Il.

138) *LaRocque, R., Kim, Y.K., Hutchison, L., & Winsler, A. (2012, May). Children’s private speech use in Head Start classrooms. Poster presented at the annual meeting of the Association for Psychological Science. Chicago, Il.

137) *Deutsch, A., Payne, P., Szklo-Coxe, M., Vorona, R., & Winsler, A. (2012, April). Reduced sleep is associated with teen hopelessness, suicidal ideation, and substance use. Poster presented at the National Health Promotion Summit. Washington, DC.

136) *Deutsch, A., Szklo-Coxe, M., Vorona, R., Robinson, J., Payne, P., & Winsler, A. (2012, March). Ethnic and gender differences in sleep duration between middle school and high school. Poster presented at the National Sleep Foundation conference. Washington, DC.

135) *Deutsch, A., & Winsler, A. (2012, March). Parental attitudes regarding marijuana consumption and adolescent’s perceptions and use of marijuana. Poster presented at the Society for Research in Adolescence conference. Vancouver, CA.

134) *Kim, Y.K., & Winsler, A. (2012, February). Child, family, and school characteristics related to English proficiency development among four-year-old English language learners (ELLs) in Miami. Paper presented at the SRCD Positive Minority Development conference. Tampa, FL.

133) *Carlson, A.G., Winsler, A., & Curby, T.W. (2012, February). Pre-K fine motor skills predict third and fourth grade achievement for low-income, ethnically diverse children. Poster presented at the Society for Research in Child Development Themed Meeting: Positive Development of Minority Children, Tampa, Florida.

132) *De Feyter, J., Winsler, A., & Curby, T. (2012, February). School readiness, early achievement, and the role of English language proficiency for children in low-income immigrant families. Paper presented at the SRCD Positive Minority Development conference. Tampa, FL.

In the Media

‘Why does my child talk to himself?‘ With Good Reason’ NPR radio show. July 2008 and June 2010

‘I’m talking to me’ Working Mother, May 2009 www.workingmother.com

‘Why does my child talk to himself?’ Pediatrics for Parents, 25 (11-12), 2009. pp. 24-25. (Newsletter and podcast)

‘Among Child Care Options in Miami, Children Learn More in School-Based Pre-K’ Early Ed Watch (Newsletter and blog) April 2009.

Dissertations Supervised

Jessica Johnson De Feyter, School Readiness, Early Achievement, and the Role of English Language Proficiency for Children in Low-Income Immigrant Families (2011)

Lindsey Hutchison, Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood (2012)

Deepti Gupta, Cultural Differences in Maternal Emotion Socialization of Anxiety and Anger in Young Children and Links with Temperament (2012)

Michael Feder, Mental Health and Academic Skills of Sierra Leonean Children from Refugee Families (2005)

Amy Madigan, Implications of Interparental Conflict for Children?s Self-Control and the Mediating Role of Parenting Practices (2005)

Louis Manfra, The Effects of Speech Awareness and Speech Instructions on Young Children's Self-Talk and Cognitive Self-Regulation During a Dimensional Change Counting Task (2006)

Angela Willson-Quayle, The Effects of Child-Centered, Teacher-Directed, and Scaffolded Instruction on Low-Income, Latino Preschoolers' Task Performance, Motivation, and Private Speech (2001)

Danielle L Mead, Narrative Competence and Executive Functioning in Young Children with Varying Degrees of Bilingualism (2015)

Jameela Conway-Turner, Does Diversity Matter?: The Impact of School Racial Composition on the Academic Achievement of Elementary School Students in an Ethnically Diverse, Low-Income Sample (2016)

C. Jordan Thibodeaux, What Are Athletes Saying to Themselves? Self-talk and Motivation in Youth Tennis (2016)