Adam Winsler

Adam Winsler

Adam Winsler

Associate Chair

Professor

Applied Developmental Psychology: Children's transition to school, development of self-regulation/executive functioning, private speech, bilingual language development, the arts and child development, long-term pre-K effects, advanced course placement, and educational success and equity for children of color

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 school trajectories among ethnically and linguistically diverse, immigrant, low-income, urban preschoolers using data from the large-scale (n > 30,000) longitudinal Miami School Readiness Project; 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 100 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 over $2 million of research funding for his work. Dr. Winsler also served as editor of the journal, Early Childhood Research Quarterly.

Current Research

Long-term outcomes associated with different types of bilingual education models (i.e., two-way immersion) for ELLs in Miami

Predictors of, and Benefits From, Elective Arts Classes (music, drama, visual art, dance) in Middle School Among Ethnically Diverse Children in Poverty

Predictors of, and negative consequences from, failing high-stakes tests and being retained among ethnically diverse children in poverty

Long-term effects of public school pre-K, center-based and family childcare among ethnically diverse children in poverty

Predictors of, and Benefits From, taking advanced courses (honors, AP, IB) in Middle and High School Among Ethnically Diverse Children in Poverty

Predictors of, and negative consequences from, school suspension among ethnically diverse children in poverty 

see winslerlab.gmu.edu for more details

Selected Publications

Byers-Heinlein, K., Esposito, A.G., Winsler, A., Marian, V., Castro, D.C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabora: Psychology. https://www.collabra.org/articles/10.1525/collabra.233

Gara, T., & Winsler, A. (in press). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts. DOI:10.1037/aca0000250

Tavassolie, T., & Winsler, A. (2019). Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children. Early Childhood Research Quarterly, 48(3), 62-74. https://doi.org/10.1016/j.ecresq.2019.02.002

Alegrado., A., & Winsler, A. (in press). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education.

Winsler, A., Gara, T., Alegrado, A., Castro, S., & Tavassolie, T. (2019). Selection into, and academic benefits from, arts-related courses in middle school for low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts. http://dx.doi.org/10.1037/aca0000222

Mead, D.L., & Winsler, A. (2019). Change over time in the type and functions of crib speech around the fourth birthday. Language and Communication, 67, 29-44. https://doi.org/10.1016/j.langcom.2018.12.001

Conger, D., Gibbs, C.R., Uchikoshi, Y., & Winsler, A. (2019). New benefits of public school pre-kindergarten programs: Early school stability, reduced retention, and early exit from ELL programs. Early Childhood Research Quarterly, 48, 26-35. https://doi.org/10.1016/j.ecresq.2018.10.015

Thibodeaux, J., & Winsler, A. (2018). What do youth tennis athletes say to themselves?: Observed and self-reported self-talk on the court. Psychology of Sport & Exercise, 38, 126-136. DOI:10.1016/j.psychsport.2018.06.006

Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2018). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research, 111 (3), 331-344. http://dx.doi.org/10.1080/00220671.2016.1261074

Chen, L., Hu, B.Y., Zhou, Y., Fan, X, & Winsler, A. (2017). Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly, 41, 37-49. DOI: 10.1016/j.ecresq.2017.05.002

Espinosa, L.E., Burchinal, M. R., Winsler, A., Castro, D. C., Peisner-Feinberg, E., Laforett, D.R. (2017). Child care experiences among dual language learners in the US: Analyses of the Early Childhood Longitudinal Survey-Birth Cohort. AERA Open, 3 (2), 1-15. Doi: 10.1177/2332858417699380

Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2016). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research. http://dx.doi.org/10.1080/00220671.2016.1261074

Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2016). Differential third grade outcomes associated with attending publically funded preschool programs for low-income, Latino children. Child Development. Advance online DOI: 10.1111/cdev.12663 

Ansari, A., & Winsler, A. (2016). Kindergarten readiness for low-income minority children in center-based care, family childcare, and public school pre-K. Early Childhood Research Quarterly, 37, 69-80. Doi: 10.1016/j.ecresq.2016.06.002

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., 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 online. Doi: 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

92) Byers-Heinlein, K., Esposito, A.G., Winsler, A., Marian, V., Castro, D.C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabora: Psychology. https://www.collabra.org/articles/10.1525/collabra.233

91) *Conway-Turner, J., Visconti, K. C., & Winsler, A. (in press). The role of gang involvement as a protective factor in the association between peer victimization and negative emotional outcomes for youth. Youth and Society.

90) *Greenburg, J., Carlson, A.G., Kim, H., Curby, T.W., & Winsler, A., (in press). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development.

89) *Thibodeaux, J., Bock, A., Hutchison, L., & Winsler, A. (in press). Singing to the self: Children’s private speech, private song, and executive functioning. Cognitive Development.

88) *Gara, T., & Winsler, A. (in press). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts. DOI:10.1037/aca0000250

87) *Tavassolie, T., & Winsler, A. (2019). Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children. Early Childhood Research Quarterly, 48(3), 62-74. https://doi.org/10.1016/j.ecresq.2019.02.002

86) *Alegrado., A., & Winsler, A. (in press). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education.

85) *Borre, A.M., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool literacy intervention for low-income, ethnically diverse children: Effects of the Early Authors Program through kindergarten. Journal of Education for Students Placed at Risk. Advance online. https://doi.org/10.1080/10824669.2019.1594818

84) Conger, D., Gibbs, C.R., Uchikoshi, Y., & Winsler, A. (2019). New benefits of public school pre-kindergarten programs: Early school stability, reduced retention, and early exit from ELL programs. Early Childhood Research Quarterly, 48, 26-35. https://doi.org/10.1016/j.ecresq.2018.10.015

83) Winsler, A., Gara, T., Alegrado, A., Castro, S., & Tavassolie, T. (2019). Selection into, and academic benefits from, arts-related courses in middle school for low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts. Advance online. http://dx.doi.org/10.1037/aca0000222

82) *Mead, D.L., & Winsler, A. (2019). Change over time in the type and functions of crib speech around the fourth birthday. Language and Communication, 67, 29-44. https://doi.org/10.1016/j.langcom.2018.12.001

81) *Thompson, B., & Winsler, A. (2018). Parent-teacher agreement on social skills and behavior problems among ethnically diverse preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disabilities, 48 (9), 3163-3175. http://dx.doi.org/10.1007/s10803-018-3570-5

80) *Thibodeaux, J., & Winsler, A. (2018). What do youth tennis athletes say to themselves?: Observed and self-reported self-talk on the court. Psychology of Sport & Exercise, 38, 126-136. http://dx.doi.org/10.1016/j.psychsport.2018.06.006

79) *Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2018). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research, 111 (3), 331-344. http://dx.doi.org/10.1080/00220671.2016.1261074

78) Chen, L., Hu, B.Y., Zhou, Y., Fan, X, & Winsler, A. (2017). Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly, 41, 37-49. DOI: 10.1016/j.ecresq.2017.05.002

77) Espinosa, L.E., Burchinal, M. R., Winsler, A., Castro, D. C., Peisner-Feinberg, E., Laforett, D.R. (2017). Child care experiences among dual language learners in the US: Analyses of the Early Childhood Longitudinal Survey-Birth Cohort. AERA Open, 3 (2), 1-15. Doi: 10.1177/2332858417699380

76) *Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28 (1), 5-27. Doi: 10.1177/1932202X16676860

75) Manfra, L., Squires, C., Dinehart, L.H.B., Bleiker, C., Hartman, S.C., & Winsler, A. (2017). Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically-diverse children. Journal of Educational Research, 110, 528-537. Doi: 10.1080/00220671.2016.1145095

74) *Hartman, S.C., & Winsler, A. (2017). Behavioral concerns among low-income ethnically diverse children in child care: Importance for school readiness and kindergarten achievement. Early Education and Development, 28 (3), 255-273. 10.1080/00220671.2016.1145095

73) *Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2017). Differential third grade outcomes associated with attending publically funded preschool programs for low-income, Latino children. Child Development, 88 (5), 1743-1756. DOI: 10.1111/cdev.12663

72) *Qiu, C., & Winsler, A. (2017). Language use in a “One Parent One-Language” Mandarin-English bilingual family: Noun versus verb use and language mixing compared to maternal perception. International Journal of Bilingual Education and Bilingualism, 20, 272-291. https://doi.org/10.1080/13670050.2015.1044935

71) *Hutchison, L., Feder, M., Abar, B., & Winsler, A. (2016). Relations between parenting stress, parenting style, and child executive functioning for children with ADHD or autism. Journal of Child and Family Studies, 25, 3644-3656. Doi: 10.1007/s10826-016-0518-2

70) *Gupta Karkhanis, D., & Winsler, A. (2016). Temperament, gender, and cultural differences in maternal emotion socialization of anxiety, somatization, and anger. Psychological Studies, 61(3) 137-158. DOI 10.1007/s12646-016-0360-z

69) *Ansari, A., & Winsler, A. (2016). Kindergarten readiness for low-income minority children in center-based care, family childcare, and public school pre-K. Early Childhood Research Quarterly, 37, 69-80. Doi: 10.1016/j.ecresq.2016.06.002

68) *Manfra, L., Tyler, S., & Winsler, A. (2016). Speech monitoring and repair in preschool children’s social and private speech. Early Childhood Research Quarterly, 37, 94-105. Doi: 10.1016/j.ecresq.2016.04.004

67) *Tavassolie, T., Dudding, S., Madigan, A.L., Thorvardarson, E., & Winsler, A. (2016). Differences in perceived parenting style between mothers and fathers: Implications for child outcomes and marital conflict. Journal of Child and Family Studies, 25, 2055-2068. Doi: 10.1007/s10826-016-0376-y

66) *Kim., H., Carlson, A.G., Curby, T.W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43-60. Doi: 10.1016/j.ridd.2016.01.016

65) *Gupta Karkhanis, D., & Winsler, A. (2016). Somatization in children and adolescents: Practical implications. Journal of the Indian Association for Child and Adolescent Mental Health, 12, 79-115.

64) 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

63) *Kim, Y.K., Hutchison, L.A., & Winsler, A. (2015). Bilingual education in the United States: n historical overview and examination of two-way immersion. Educational Review, 67 (2), 236-252. Doi:10.1080/00131911.2013.865593

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, 2600-2613. Doi: 10.1037/a0038050

61) 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

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 five years of life. Speech, Language, and Hearing, 17(4), 196-203. Doi: http://dx.doi.org/10.1179/2050572814Y.0000000038

58) *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

57) 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, 29, 750-764. Doi: 10.1016/j.ecresq.2014.02.008

56) *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

55) *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 Educational Research, 107, 341-356. Doi: 10.1080/00220671.2013.823366

54) 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

53) *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

52) *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, 110-135. Doi:10.1080/13639080.2012.718746

51) 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

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.

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.

Grants and Fellowships

see CV

Courses Taught

HNHR 110 Research and Inquiry

HNRS 230 Cross Cultural Perspectives on Human Behavior

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

191) *Mumma, K., & Winsler, A. (2018, June). The influence of elementary school quality on differential effects of preschool programs in fifth grade. Poster presented at the Biennial ACF National Research Conference on Early Childhood. Arlington, VA.

190) *Parada, M., Carr, R., Allan, M., Peisner-Feinberg, E., Friedman, R., Malin, J., & Winsler, A. (2018, June). The Rewards and Challenges of Research-Policy Partnerships: Perspectives from SRCD State and Federal Policy Fellows. Symposium presented at the Biennial ACF National Research Conference on Early Childhood. Arlington, VA.

189) *Mize, J., & Winsler, A. (2018, May). Maternal and Peer Relations in Early Childhood Predict Aggression in Grades 3-6. Poster presented at the annual conference of the Association for Psychological Science. San Francisco, CA.

188) *Rozell, N., & Winsler, A. (2018, April). Elementary School Outcomes Associated with Faster English Language Acquisition for Dual Language Learners. Poster presented at the annual conference of the National Conference on Undergraduate Research, Edmund, Oklahoma, OK.

187) *Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dinehart, L., & Winsler, A. (2017, May). School readiness skills at age 4 predict academic achievement through 5th grade. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA. 

186) *Mize, J., & Winsler, A. (2017, May). Negative influences from socialization agents on externalizing behavior problems in adolescence. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA.

185) *Thompson, B., & Winsler, A. (2017, May). Parent-teacher agreement on the Devereux Early Childhood Assessment (DECA) for preschoolers with autism spectrum disorders. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA

184) *Moffett, A., & Winsler, A. (2017, May). Child- and school-level predictors of elementary school mobility among ethnically diverse children in poverty. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA.

183) *Williams, A., Picci, G., & Winsler, A. (2017, May). How are they doing? Long-term outcomes for ethnically diverse children with ASD in pre-K programs for children with disabilities. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA.

182) *Burke, J., Tavassolie, T., & Winsler, A. (2017, May). The impact of school suspensions on school attendance, academic performance, retention, and school leaving. Poster presented at the annual conference of the Association for Psychological Science. Boston, MA.

181) Mize, J., & Winsler, A. (2017, April). Social support from the family, school, and neighborhood: Links To rebelliousness and sensation seeking in adolescence. Poster presented at the biennial conference of the Society for Research on Child Development. Austin TX.

180) *Alegrado, A., Gara, T., Tavassolie, T., & Winsler, A. (2017, April). Predictors of music class participation and persistence in middle school among low-income, ethnically diverse students. Poster presented at the biennial conference of the Society for Research on Child Development. Austin TX.

179) *Thibodeaux, J., Bradner, P., Hines, C., Perla, V., Burke, J., & Winsler, A. (2017, April). Young tennis athletes' self-talk and sport motivation. Poster presented at the Biennial conference of the Society for Research in Child Development, Austin, TX.

178) Esposito, A., Luk, G., Marian, V., Castro, D.C., Byers-Heinlein, K., & Winsler, A. (2017, April). Describing and quantifying “bilingualism” Part 2; the need for consistency and accuracy for research and education. Roundtable discussion presented at the biennial conference of the Society for Research on Child Development. Austin TX.

177) *Parada, M., & Winsler, A. (2016, October). Immigrant advantage for Latino and Black males attending elementary school in Miami. Poster presented at the SRCD theme conference: Babies, Boys, and Men of Color Tampa, FL.

176) *Mumma, K., & Winsler, A. (2016, October). Positive effects of pre-k are sustained for Black males through third grade, and effects are stronger at higher-quality elementary schools. In S. Anderson (Chair), School-based mechanisms of differential long-term pre-K effects among black and white youth. Symposium presented at the SRCD theme conference: Babies, Boys, and Men of Color Tampa, FL.

175) *Tavassolie, T., Hines, C., & Winsler, A. (2016, October). How do boys of color experience high-stakes tests and mandatory retention policies in Miami, Florida? In S. Anderson (Chair), School-based mechanisms of differential long-term pre-K effects among black and white youth. Symposium presented at the SRCD theme conference: Babies, Boys, and Men of Color Tampa, FL.

174) *Mumma, K., Moffett, A., & Winsler, A. (2016, July). Elementary school quality moderates third grade academic outcomes associated with attending public school pre-k and subsidized center-based and family child care. Poster presented at the ACF National Research Conference on Early Childhood, Washington, D.C.

173) * Haag, A., & Winsler, A. (2016, May). Child, family, and school factors associated with gifted educational placement and services for low-income, ethnically diverse children in Miami: Which students are breaking the barriers? Poster presented at the annual meeting of the Association for Psychological Science. Chicago, Il.

172) *Thibodeaux, J., & Winsler, A., (2016, May). What do youth tennis athletes say to themselves? Observed and self-reported self-talk on the court. Poster presented at the annual conference of the Association for Psychological Science, Chicago, IL.

171) *Burke, J., & Winsler, A. (2016, April). The impact of school suspensions on school attendance, academic performance, retention, and school leaving. Poster presented at the National Collegiate Undergraduate Research (NCUR) conference. Asheville, NC.

170) *Alegrado, A., Gara, T., & Winsler, A. (2016, April).  Predictors of music class enrollment and persistence in middle school among low-SES, ethnically diverse students. Paper and poster presented at the National Collegiate Undergraduate Research (NCUR) conference. Asheville, NC.

169) *Gara, T., Tavassolie, T., & Winsler, A. (2016, April). Who is taking dance electives? Predictors of in-school dance engagement among low-income, ethnically diverse middle school students. Poster presented at the annual conference of the American Educational Research Association. Washington, DC.

168) *Hines, C., & Winsler, A. (2016, April). School quality and mobility between public school prekindergarten and kindergarten: Predictors and outcomes. Paper presented at the annual conference of the American Educational Research Association. Washington, DC.

167) *Matthew, D., Conway-Turner, J., & Winsler, A. (2016, April). Predictors of school suspension in elementary school for low-income, ethnically diverse children. Poster presented at the annual conference of the American Educational Research Association. Washington, DC.

166) *Ansari, A., Lopez, M., Manfra, L., & Winsler, A. (2015, November). Differential third grade outcomes associated with attending publicly funded preschool programs for low-income, Latino children. In J.E. Finch (Chair), Publicly funded preschool: Impacts across early- and middle-childhood. Symposium presented at the annual conference of the Association for Public Policy Analysis and Management. Miami, FL.

165) Winsler, A. (2015, November) (Chair and Discussant). Preschool program fadeout: Understanding impact persistence and heterogeneity.  Symposium to be presented at the annual conference of the Association for Public Policy Analysis and Management. Miami, FL.

164) Hines, C., Doll, E., & Winsler, A. (2015, October). Longitudinal academic outcomes for ethnically diverse children with speech or language disorders. Poster presented at the Society for the Study of Human Development, Austin, TX.

163) *Hines, C., & Winsler, A. (2015, May). Predictors of mobility between public school pre-K and kindergarten and links with children’s school readiness and performance in K and 1st grade. Poster presented at the annual convention of the Association for Psychological Science, New York, NY.

162) *Moffett, A., & Winsler, A. (2015, March). Cyberbullying, depression, and substance abuse in adolescence: Variation by sexual orientation, gender, and age. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

161) Menzer, M., & Winsler, A. (Co-Chairs). (2015, March). Arts participation and early childhood social and emotional development. Symposium presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA 

160) *Hutchison, L.A., Mead, D., & Winsler, A. (2015, March). Relations between executive functioning, second language fluency, and  externalizing behavior problems in early childhood. In Daneri, P., & Blair, C. (Co-Chairs), Executive functioning among dual language learners. Symposium presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

159) *Qiu, C., & Winsler, A. (2015, March). Language use in a “One-Parent One-Language” bilingual family: Maternal perception, noun/verb use, and code switching. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

158) *Conway-Turner, J., Visconti, K, C., & Winsler, A. (2015, March). Gang involvement is a protective factor for depression among those who experience victimization. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

157) *Tavassolie, T., & Winsler, A. (2015, March). Long-term academic outcomes for low-income, ethnically diverse children retained from third-grade high-stakes tests. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

156) *Tavassolie, T., López, C., De Feyter, J.J., Hartman, S., & Winsler, A. (2015, March). Migrant preschool children’s school readiness and early elementary school performance through 3rd Grade. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

155) *Thibodeaux, C., Bock, A., & Winsler, A. (2015, March). Singing to the self: The role of singing and private speech in executive function. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

154) *Thibodeaux, J., Curby, T., & Winsler, A. (2014, October). Are college students feeling motivated? Growth in goal orientation and GPA. Poster presented at the American Educational Psychology Conference, Fairfax, VA.

153) *Ansari, A., & Winsler, A. (2014, July). Kindergarten readiness for low-income minority  children in center-based care, family childcare, and public school pre-K. Poster presented at the 12th National Head Start Conference, Washington, DC.

152) 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 presented at the annual conference on the American Educational Research Association.Philadelphia, PA.

151) *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.

 

In the Media

'Could Later School Start Times Improve Adolescent Health?' Psychiatric News August 18, 2017

WDTV TV News (Bridgeport, WV) 'Using music as pre-school prep'  http://www.wdtv.com/content/news/Using-music-as-pre-school-prep-439874443.html

'Teenagers Who Don't Get Enough Sleep at Higher Risk for Mental Health Problems' Scientific American. https://www.scientificamerican.com/article/teenagers-who-don-t-get-enough-sleep-at-higher-risk-for-mental-health-problems/  July 2015

Child Trends News Service story “Music, Movement, and Preschool Readiness”  - covered on multiple TV news stations (PA, NJ, MN)

‘Sleep deprivation among teenagers' -  With Good Reason’ NPR radio show. Jan 2017

‘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

Kaitlyn Mumma, The Influence of School Quality on Fifth and Eighth Grade Outcomes of Public-school Pre-k and Center-based Preschool Programs (2019)

Alex Moffett, The Association Between Intradistrict School Mobility and Academic Performance in Elementary School for Ethnically Diverse Children Living in Poverty (2019)

Tanya Tavassolie, How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children (2018)

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

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)

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

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

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

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

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)

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

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

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)