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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
836*2013
Enhancing Empathy and Theory of Mind
TR Goldstein, E Winner
Journal of Cognition and Development 13 (1), 19-37, 2012
5852012
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
3382016
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
2132008
Dramatic pretend play games uniquely improve emotional control in young children
TR Goldstein, MD Lerner
Developmental science 21 (4), e12603, 2018
2072018
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
1882009
Art for Art's Sake: Overview
E Winner, TR Goldstein, S Vincent-Lancrin
Centre for Educational Research and Innovation, 2013
136*2013
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
1362009
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
108*2016
The mind on stage: why cognitive scientists should study acting
TR Goldstein, P Bloom
Trends in Cognitive Sciences, 2011
1022011
Psychological perspectives on acting.
TR Goldstein
Psychology of Aesthetics, Creativity, and the Arts 3 (1), 6, 2009
1002009
¿ 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
92*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
912020
Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense
BN Thompson, TR Goldstein
Developmental Review 52, 24-41, 2019
892019
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
872017
Living in alternative and inner worlds: Early signs of acting talent
TR Goldstein, E Winner
Creativity Research Journal 21 (1), 117-124, 2009
822009
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
772011
Expressive suppression and acting classes.
TR Goldstein, M Tamir, E Winner
Psychology of Aesthetics, Creativity, and the Arts 7 (2), 191, 2013
682013
Correlations Among Social‐Cognitive Skills in Adolescents Involved in Acting or Arts Classes
TR Goldstein
Mind, Brain, and Education 5 (2), 97-103, 2011
662011
Characterizing characters: How children make sense of realistic acting
TR Goldstein, P Bloom
Cognitive Development 34, 39-50, 2015
642015
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Articles 1–20