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Thalia R. Goldstein
Thalia R. Goldstein
Verified email at gmu.edu - Homepage
Title
Cited by
Cited by
Year
Art for art's sake?: The impact of arts education.
E Winner, TR Goldstein, S Vincent-Lancrin
OECD publishing, 2013
767*2013
Enhancing Empathy and Theory of Mind
TR Goldstein, E Winner
Journal of Cognition and Development 13 (1), 19-37, 2012
5342012
Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication
ME Panero, DS Weisberg, J Black, TR Goldstein, JL Barnes, H Brownell, ...
Journal of Personality and Social Psychology 111 (5), e46, 2016
3172016
Short-term mood repair through art-making: Positive emotion is more effective than venting
A Dalebroux, TR Goldstein, E Winner
Motivation and Emotion 32, 288-295, 2008
1992008
Dramatic pretend play games uniquely improve emotional control in young children
TR Goldstein, MD Lerner
Developmental science 21 (4), e12603, 2018
1882018
The pleasure of unadulterated sadness: Experiencing sorrow in fiction, nonfiction, and" in person."
TR Goldstein
Psychology of Aesthetics, Creativity, and the Arts 3 (4), 232, 2009
1742009
Actors are Skilled in Theory of Mind but Not Empathy
TR Goldstein, K Wu, E Winner
Imagination, Cognition and Personality 29 (2), 115-133, 2009
1312009
Art for Art's Sake: Overview
E Winner, TR Goldstein, S Vincent-Lancrin
Centre for Educational Research and Innovation, 2013
126*2013
The mind on stage: why cognitive scientists should study acting
TR Goldstein, P Bloom
Trends in Cognitive Sciences, 2011
982011
Psychological perspectives on acting.
TR Goldstein
Psychology of Aesthetics, Creativity, and the Arts 3 (1), 6, 2009
962009
Do actors possess traits associated with high hypnotizability?
ME Panero, TR Goldstein, R Rosenberg, H Hughes, E Winner
Psychology of Aesthetics, Creativity, and the Arts 10 (2), 233, 2016
93*2016
The arts as a venue for developmental science: Realizing a latent opportunity
TR Goldstein, MD Lerner, E Winner
Child Development 88 (5), 1505-1512, 2017
812017
Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense
BN Thompson, TR Goldstein
Developmental Review 52, 24-41, 2019
792019
Living in alternative and inner worlds: Early signs of acting talent
TR Goldstein, E Winner
Creativity Research Journal 21 (1), 117-124, 2009
792009
¿ El arte por el arte? La influencia de la educacíon artística: La influencia de la educacíon artística
W Ellen, G Thalia, VL Stéphan
OECD Publishing, 2014
78*2014
The relationship among different types of arts engagement, empathy, and prosocial behavior.
X Kou, S Konrath, TR Goldstein
Psychology of aesthetics, creativity, and the arts 14 (4), 481, 2020
712020
Engagement in role play, pretense, and acting classes predict advanced theory of mind skill in middle childhood
TR Goldstein, E Winner
Imagination, Cognition and Personality 30 (3), 249-258, 2011
702011
Correlations Among Social‐Cognitive Skills in Adolescents Involved in Acting or Arts Classes
TR Goldstein
Mind, Brain, and Education 5 (2), 97-103, 2011
642011
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 et al.(2016).
ME Panero, DS Weisberg, J Black, TR Goldstein, JL Barnes, H Brownell, ...
American Psychological Association 112 (3), e5, 2017
622017
Characterizing characters: How children make sense of realistic acting
TR Goldstein, P Bloom
Cognitive Development 34, 39-50, 2015
622015
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Articles 1–20