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Publications

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  1. Bauer, R. H., Gilpin, A. T., & Thibodeau-Nielsen, R. B. (2021). Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling. Trends in Neuroscience & Education, 25, 100165. https://doi.org/10.1016/j.tine.2021.100165 

  2. Thibodeau-Nielsen, R. B., Palermo, F., White, R. E., Wilson, A., & Dier, S. (2021). Child adjustment during COVID-19: The role of economic hardship, caregiver stress, and pandemic play. Frontiers in Psychology, 12:716651. https://doi.org/10.3389/fpsyg.2021.716651 

  3. Thibodeau, L. M., Thibodeau-Nielsen, R. B., Tran, C. M. Q., & de Souza Jacob, R. T. (2021). Communicating during COVID-19: The effect of transparent masks for speech recognition in noise. Ear and Hearing, 42(4), 772-781. https://doi.org/10.1097/AUD.0000000000001065

  4. Thibodeau-Nielsen, R. B., White, R. E., & Palermo, F. (2021). Advancements in observing behavior in preschool classrooms: A new audiovisual approach. Social Development, 30(4), 899-909. https://doi.org/10.1111/sode.12543 

  5. White, R. E., Thibodeau-Nielsen, R. B., Palermo, F., & Mikulski, A. M. (2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year. Early Childhood Research Quarterly, 56, 103-113. https://doi.org/10.1016/j.ecresq.2021.03.005 

  6. Thibodeau-Nielsen, R. B., Turley, D., DeCaro, J. A., Gilpin, A. T., & Nancarrow, A. F. (2021). Physiological substrates of imagination in early childhood. Social Development, 30(3), 867-882. https://doi.org/10.1111/sode.12505 

  7. Palermo, F., Thibodeau-Nielsen, R. B., Han, S., & Mikulski, A. M. (2021). Spanish-speaking preschoolers’ effortful control and English vocabulary and letter-word skills. Early Childhood Research Quarterly, 54, 260-270. https://doi.org/10.1016/j.ecresq.2020.09.009  

  8. Thibodeau-Nielsen, R. B., Gilpin, A. T., Palermo, F. Nancarrow, A. F., Farrell, C. B., Turley, D., DeCaro, J. A., Lochman, J. E., & Boxmeyer, C. L. (2020). Pretend play as a protective factor for developing executive functions among children living in poverty. Cognitive Development, 56, 100964. https://doi.org/10.1016/j.cogdev.2020.100964

  9. Thibodeau-Nielsen, R. B., & Gilpin, A. T. (2020). The role of emotion regulation in the relationship between pretense and executive function in early childhood: For whom is the relationship strongest? Infant and Child Development, e2193. https://doi.org/10.1002/icd.2193

  10. Thibodeau-Nielsen, R. B., Gilpin, A. T., Nancarrow, A. F., Pierucci, J. M., & Brown, M. M. (2020). Fantastical pretense’s effects on executive function in a diverse sample of preschoolers. Journal of Applied Developmental Psychology, 68, 101137. https://doi.org/10.1016/j.appdev.2020.101137

  11. Nancarrow, A. F., Gilpin, A. T., Thibodeau, R. B., & Farrell, C. B. (2018). Knowing what others know: Linking deception detection, emotion knowledge, and Theory of Mind in preschool. Infant and Child Development, e2097. https://doi.org/10.1002/icd.2097

  12. Thibodeau, R. B., Brown, M. M., Nancarrow, A. F., Elpers, K., & Gilpin, A. T. (2018). Conceptual similarities among fantasy and religious orientations: A developmental perspective. Journal of Cognition and Culture, 18, 31-46. https://doi.org/10.1163/15685373-12340021 

  13. Brown, M. M., Thibodeau, R. B., Pierucci, J. M., & Gilpin, A. T. (2017). Supporting the development of empathy: The role of theory of mind and fantasy orientation. Social Development, 26, 951-964. https://doi.org/10.1111/sode.12232 

  14. Thibodeau, R. B., Gilpin, A. T., Brown, M. M., Meyer, B. A (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138. https://doi.org/10.1016/j.jecp.2016.01.001 

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