13th St and Cecil B. Moore
Philadelphia, Pennsylvania 19122



Developmental Psychology, Child Development, Language, Literacy, Play, Early Childhood


Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Distinguished Faculty Fellow in the Department of Psychology at Temple University, where she serves as Director of the Temple Infant and Child Laboratory. Kathy received her bachelor’s degree from the University of Pittsburgh and her Ph.D. at University of Pennsylvania. Her research in the areas of early language development, literacy and infant cognition has been funded by the National Science Foundation and the National Institutes of Health and Human Development and the Department of Education (IES) resulting in 11 books and over 150 publications.

With her long time collaborator, Roberta Golinkoff, she is a recipient of The APA Bronfenbrenner Award for lifetime contribution to the science of developmental psychology in the service of science and society and the APA Award for Distinguished Service to Psychological Science. She also received Temple University’s Great Teacher Award and Paul Eberman Research Award. She is a Fellow of the American Psychological Association and the American Psychological Society, served as the Associate Editor of Child Development and treasurer of the International Association for Infant Studies. She serves on the editorial board of Infancy. Her book, Einstein Never used Flashcards: How children really learn and why they need to play more and memorize less, (Rodale Books) won the prestigious Books for Better Life Award as the best psychology book in 2003. Kathy is deeply invested in bridging the gap between research and practice.

To that end, she was a researcher on the NICHD Study of Early Child Care and Youth Development, co-developed the language and literacy preschool curricula for the State of California, was the co-founder of the Ultimate Block Party ( and Learn (www., The Learning Resource Network. She serves on the advisory boards of Disney Junior, Fred Rogers Center, Jumpstart, The New York Hall of Science and the Dupage Children’s Museum and is a regular columnist for the Huffington Post and Psychology Today.

Selected Publications

  • Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (in press) Skype me! Socially contingent interactions
    help toddlers learn language. Child Development
  • Golinkoff, R. M., Ma, W., Song, L., & Hirsh-Pasek, K. (2013). Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned? Perspectives on Psychological Science, 8, 316-339
  • Roseberry, S., Richie, R., Hirsh-Pasek, K., Golinkoff, R.M., & Shipley, T. (2011) Babies catch a break: 7-9-month olds track statistical probabilities in continuous dynamic events. Psychological Science. 22, 11, 1422-1444
  • Göksun, T., Hirsh-Pasek, K, & Golinkoff, R. M. (2010). Trading spaces: Carving up events for learning language. Perspectives on Psychological Science, 5, 33-42.
  • Hirsh-Pasek, K., Golinkoff, R. M., Singer, D., & Berk, L. (2009). A mandate for playful learning in preschool: Presenting the evidence. NY: Oxford University Press. Forward by Dr. Edward Zigler.
  • Golinkoff, R. M. & Hirsh-Pasek, K. (2008). How toddlers begin to learn verbs. Trends in Cognitive Science, 12, 397-403.
  • Hirsh-Pasek, K. Bruer, J. (2007) The Brain/Education Barrier. Science, 317, 1293
  • Hirsh-Pasek, K., & Golinkoff, R. M. with Eyer, D. (2003). Einstein never used flash cards: How our children really learn and why they need to play more and memorize less. Emmaus, PA: Rodale Press
  • Hollich, G. J., Hirsh-Pasek, K., Golinkoff, R. M. (With Hennon, E., Chung, H. L., Rocroi, C., Brand, R. J., & Brown, E.) (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65 (3, Serial No. 262).
  • Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The origins of grammar: Evidence from early language comprehension. Cambridge, MA: MIT Press.

Courses Taught

  • Honor’s Psychology
  • Developmental Psychology
  • Cognition
  • Language Development