Cranes, C., Pace, A. & Feldner, H. (accepted). Preliminary Data: Powered Mobility Intervention with Language Monitoring for Children with Cerebral Palsy. ASHA Perspectives.
Alper, R., Luo, R., Mogul, M., Bakeman, R., Adamson, L., Masek, L., Chen, Y., Paterson, S., Pace, A., Golinkoff, R., Owen, M., & Hirsh-Pasek, K. (in press). Duet: An exploratory language intervention for toddlers in low-income households. Infants and Young Children.
Pace, A., Curran, M., Van Horne, A., de Villiers, J., Iglesias, A., Golinkoff, R., Hirsh-Pasek, K., Wilson, M. S. (2023). Diagnostic accuracy of the QUILS screener for detection of children at risk for developmental language disorder. Journal of Communication Disorders.
Lü, C., Pace, A., & Ke, S. (2022). Bidirectional transfer of definition skills and expressive vocabulary knowledge in English-Chinese dual language learners. International Journal of Bilingual Education.
Pace, A., Rojas, R., Bakeman, R., Adamson, L. B., Tamis-LeMonda, C., Caughy, M., & Owen, M. T. (2021). A longitudinal study of language use during early mother-child interactions in Spanish-speaking families experiencing poverty. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2021_JSLHR-21-00329
Adamson, L. B., Caughy, M. O. B., Bakeman, R., Rojas, R., Owen, M. T., Tamis-LeMonda, C. S., Pacheco, D., Pace, A. & Suma, K. (2021). The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households. Early Childhood Research Quarterly, 56, 167-179. https://doi.org/10.1016/j.ecresq.2021.03.006
Masek, L. R., Paterson, S. J., Golinkoff, R. M., Bakeman, R., Adamson, L. B., Owen, M. T., Pace, A. & Hirsh‐Pasek, K. (2021). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy, 26(1), 123-147. https://doi.org/10.1111/infa.12378
Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R., Hirsh-Pasek, K., & Wilson, M. S. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55(2), 1–14. https://doi.org/10.1016/j.ecresq.2020.10.007
Pace, A., Luo, R., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R., Wilson, M. S., & Hirsh-Pasek, K. (2020). Within and across language predictors of word learning processes in dual language learners. Child Development, 92(1), 35–53. https://doi.org/10.1111/cdev.13418
Pace, A., Levine, D.F., Golinkoff, R.M., Carver, L.J. & Hirsh-Pasek, K. (2020). Keeping the end in mind: Brain and behavioral evidence for a broad goal bias in pre-linguistic infants. Infant Behavior and Development, 58, 101425. https://doi.org/10.1016/j.infbeh.2020.101425
Levine, D.,Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R. M., de Villiers, J., Iglesias, A., & Wilson, M. S. (2020). Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax, and language process skills with the Quick Interactive Language Screener (QUILS). Early Childhood Research Quarterly, 50, 114-128. https://doi.org/10.1016/j.ecresq.2018.11.006
Tamis-LeMonda, C. S., Caughy, M. O., Rojas, R., Bakeman, R., Adamson L.B., Pacheco, D., Owen, M. T., Suma, K., & **Pace, A. (2019). Culture, parenting, and language: Respeto in Latino mother-child interactions. Social Development, 29(3), 689-712. https://doi.org/10.1111/sode.12430
Luo, R., Alper, R., Hirsh-Pasek, K., Mogul, M., Chen, Y., Masek, L., Paterson S., Pace, A., Adamson, L., Bakeman, R., Golinkoff, R., & Owen, M. (2019). Community-based, caregiver-implemented early language intervention in high-risk families: Lessons learned. Progress in Community Health Partnerships: Research, Education, and Action, 13(3), 283-291. doi: 10.1353/cpr.2019.0056
Pace, A., Krings, K. Dunlap, J. A., & Nehilla, L. (2019). Service and learning at a residential parenting program for incarcerated mothers: Speech-Language Pathology student outcomes and maternal perspectives. Language, Speech, and Hearing Services in Schools, 50(2), 308-323. https://doi.org/10.1044/2018_LSHSS-CCJS-18-0030
Pace, A., Alper, R., Burchinal, P., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Measuring success: Within- and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46(1), 112-125.
Aravind, A., de Villiers, J., Pace, A., +Valentine, H., Golinkoff, R. M., Hirsh-Pasek, K., Iglesias, A., Sweig Wilson, M. (2018). Fast mapping word meanings across trials: Young children forget all but their first guess. Cognition, 177, 177-188. https://doi.org/10.1016/j.cognition.2018.04.008
Grob, R., Schlesinger, M., Pace, A., Golinkoff, R. M., & Hirsh‐Pasek, K. (2017). Playing with ideas: Evaluating the Impact of the ultimate block party, a collective experiential intervention to enrich perceptions of play. Child Development, 88(5), 1419-1434. https://doi.org/10.1111/cdev.12897
Levine, D., Hirsh-Pasek, K., Pace, A., & Golinkoff, R. (2017). A goal bias in action: The boundaries adults perceive in events align with sites of actor intent. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(6), 916-927. DOI: 10.1037/xlm0000364
Friend, M. & Pace, A. (2016). Action interrupted: Movement and breakpoints in the processing of motion violations in toddlers and adults. Journal of Cognition and Development, 17(1), 105-121. https://doi.org/10.1080/15248372.2015.1016611
Hirsh-Pasek, K., Adamson, L., Bakeman, R., Tresch Owen, M., Michnick Golinkoff, R., Pace, A., Yust, P., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071-1083. https://doi.org/10.1177/0956797615581493
Pace, A., Carver, L., & Friend, M. (2013). Event-related potentials to intact and disrupted actions in children and adults. Journal of Experimental Child Psychology Special Issue: Early Rationality in Action Perception and Production 116(2), pp. 453–70. doi: 10.1016/j.jecp.2012.10.013
Friend, M. & Pace, A. (2011). Beyond event segmentation: How perceptual and social-cognitive processes facilitate verb mapping. Developmental Psychology, 47(3), pp. 867–76. doi: 10.1037/a0021107
Guo, L., Pace, A., Masek, L., Golinkoff, R., & Hirsh-Pasek, K. (2023). Cascades in language acquisition: Rethinking linear models of development, in C. Tamis-LeMonda and J. Lockman (Eds.), Advances in Child Development and Behavior (Volume 64).
Lü, C., Pace, A., & +Liu, L. (2022). Student level variables and academic achievement in a Mandarin dual language immersion program. In D. Zhang & R. T. Miller (Eds.), Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker. Springer, Educational Linguistics.
Pace, A. E., Krings, K., & +Zhang, K. (2021). Maternal pre- and post-release behaviors in a Residential Parenting Program (prison nursery). In J. Poehlmann-Tynan and D. Dallaire (Eds.), Incarcerated Mothers and their Children: Separation, Loss, and Reunification (pp. 49-74). Springer Briefs in Psychology, Springer Nature Switzerland AG. doi: 10.1007/978-3-030-67599-8_4
Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R. (2017). Identifying pathways between socioeconomic status and language development. In M. Liberman and B.H. Partee (Eds.), Annual Review of Linguistics, 3rd Edition, pp. 285-308. https://doi.org/10.1146/annurev-linguistics-011516-034226
Pace, A., Hirsh-Pasek, K., & Golinkoff, R. (2016). How high quality language environments create high quality learning environments. In S. M. Jones and N. K. Lesaux (Eds.), The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation of Pre-Kindergarten, Harvard Education Press. ISBN: 9781612509198
Pace, A., Levine, D., Morini, G., Golinkoff, R., & Hirsh-Pasek, K. (2015). Language acquisition: From words to world and back again. In L. Balter and C. Tamis-LeMonda (Eds.) Child Psychology: A Handbook of Contemporary Issues, 3rd Edition. doi: 10.4324/9781315764931-11