Lab Homepage: http://www.temple.edu/infantlab
Bio: Jessa is a fourth year graduate student in developmental psychology. She earned her B.A. cum laude from Cornell University and worked as a Research Assistant at the Yale Child Study Center’s Developmental Disabilities Clinic for two years after graduation. At Temple, she works with Dr. Kathy Hirsh-Pasek. Jessa’s research explores how an arts-enriched preschool pedagogy may foster school readiness skills and how maternal responsiveness may scaffold and promote early verb learning in young children.
Roseberry, S., Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (accepted). Call me! Toddlers' Language Learning from Contingent and Interrupted Conversations. Poster to be presented at the 2012 Boston University Conference on Language Development, Boston, Massachusetts.
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012, June). iPhones, Blackberries, and Androids, oh my: The Effect of Interruption in Parent-Child Word Learning Interactions. Poster presented at the International Conference on Infancy Studies Biennial Meeting, Minneapolis, Minnesota.
Reed, J., Fisher, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2012, April). The Art of the Matter: Playful Learning in an Arts-Enriched Preschool. Paper symposium presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia.
Reed, J., Fisher, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2011, April). The Art of Learning: The Impact of Arts-Enriched Pedagogy on School Readiness Skills in Head Start Children. Poster presented at the Society of Research in Child Development Biennial Meeting, Montreal, Canada
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Drawing on the arts: Less-traveled paths toward school readiness? In A. Pinkham, T. Kaefer, & S. Neuman (Eds.), Knowledge Development in Early Childhood: How Young Children Build Knowledge and Why It Matters. New York: Guilford Press.
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. (2011). The Tale of Two Schools: The Promise of Playful Learning. In B. Falk (Ed.), In Defense of Childhood (pp. 24-47). New York: Teachers College Press.