Troseth, G. L., Strouse, G. A., Flores, I., Stuckelman, Z., & Russo Johnson, C. R. (2019). An enhanced eBook facilitates parent-child talk
during shared reading by families of low socioeconomic status. Early Childhood Research Quarterly. Special issue on the Word Gap.
 
Troseth, G.L., Flores, I., & Stuckelman, Z. D. (2019). When representation becomes reality: Interactive digital media and symbolic
development. J. Benson (Ed.), Advances in Child Development and Behavior, 56. London, UK: Elsevier.
 
Revelle., G., Strouse, G., Troseth, G., Rvachew, S., & Thompson Forrester, D. (2019). Technology support for adults and children reading
together.  To appear in J. E. Kim & B. Hassinger-Das (Eds.), Reading in the digital age: Young children’s experiences with e-books. NY: Springer.
 
Troseth, G.L., Mancilla-Martinez, J., & Flores, I. (2018). Bilingual children: Active language learners as language brokers.  In M. M.
Saylor and P. A. Ganea (Eds.), Active learning from infancy to childhood: Social motivation, cognition, and linguistic mechanisms (pp. 233-259). NY: Springer.
 
Rasmussen, E. E., Strouse, G. A., Colwell, M. J., Russo, C., Holiday, S., Brady, K., Flores, I., Troseth, G., Wright, H., Densley, R., &
Norman, M. (2019). Promoting preschoolers’ emotional competence through prosocial TV and mobile app use. Media Psychology, 22(1), 1-22. (DOI: 10.1080/15213269.2018.1476890)
 
Troseth, G.L., Strouse, G.A., Verdine, B.N., & Saylor, M.M., (2018). Let’s chat: On-screen social responsiveness is not sufficient to
support toddlers’ word learning from video. Frontiers in Psychology: Developmental Psychology, 9, Article ID 2195.  (DOI: 10.3389/fpsyg.2018.02195)
 
Strouse, G.A., Troseth, G.L., O’Doherty, K.D., & Saylor, M.M. (2018). Co-viewing supports toddlers’ word learning from contingent and
non-contingent video. Journal of Experimental Child Psychology, 166, 310-326. (DOI: 10.1016/j.jecp.2017.09.005)
 
Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early digital literacy: Learning to learn from video.  In F. Blumberg & P.
Brooks (Eds.), Cognitive development in digital contexts (pp. 29-52). London, UK: Elsevier.
Russo-Johnson, C., Troseth, G. L., Duncan, C. A. & Mesghina, A (2017). All Tapped Out: Touchscreen Interactivity and Young
Children’s Word Learning. Frontiers in Psychology, 8, 578. (DOI=10.3389/fpsyg.2017.00578
 
Troseth, G.L., & Strouse, G.A. (2017). Designing and using digital books for learning: The informative case of young children and video.
International Journal of Child Computer Interaction Special Issue: E-reading with Children. (http://dx.doi.org/10.1016/j.ijcci.2016.12.002)
 
Courage, M. & Troseth, G. L. (2016). Infants, toddlers and learning from screen media. In R.E. Tremblay, M. Boivin, & R.D. Peters
(Eds), Encyclopedia on Early Childhood Development. (http://www.child-encyclopedia.com/)
 
Kirkorian, H.L., Lavigne, H.J., Hanson, K.G., Troseth, G.L., Demers, L.B., & Anderson, D.R. (2016). Video deficit in toddlers’
object retrieval: What eye movements reveal about online cognition. Infancy, 21, 37-64. [online early] (DOI: 10.1111/infa.12102)
 
Troseth, G.L., Russo, C.E., & Strouse, G.A. (2016). What’s next for research on young children’s interactive media? Journal of Children
and Media, 10(1), 54-62. Anniversary Issue. (DOI: 10.1080/17482798.2015.1123166)
Strouse, G.A. & Troseth, G.L. (2014). Supporting toddlers’ transfer of word learning from video.  Cognitive Development, 30, 47-64.
(DOI: 10.1016/j.cogdev.2014.01.002)
 
Troseth, G.L., O’Doherty, K., & Strouse, G.A. (2013). Trusting the tube: Current information about an established technology. Zero to
Three, 33(4), 25-31. 
Strouse, G.A., O’Doherty, K.D., & Troseth, G.L. (2013). Effective co-viewing: Preschoolers’ learning from video after a dialogic
questioning intervention. Developmental Psychology, 49(12), 2368-2382. (DOI: 10.1037/a0032463)
                         
O’Doherty, K., Troseth, G.L., Shimpi, P., Goldenberg, E., Akhtar, N. & Saylor, M.M. (2011). Third-party social interaction and word
learning from video. Child Development, 82, 902-915. (DOI: 10.1111/j.1467-8624.2011.01579.x)
 
DeLoache, J.S., Chiong, C., Vanderborght, M., Sherman, K., Islam, N., Troseth, G.L., Strouse, G.A., O’Doherty, K. (2010). Do babies
learn from baby media? Psychological Science, 21, 1570-1574. (DOI: 10.1177/0956797610384145)
 
Troseth, G.L (2010). Is it life or is it Memorex?  Video as a representation of reality. Developmental Review, 30, 155-175.
(DOI: 10.1016/j.dr.2010.03.007)
 
Saylor, M., Sabbagh, M., Fortuna, A., & Troseth, G. (2009). Preschoolers use a speaker’s preferences to learn words.  Cognitive
Development, 24, 125-132. (DOI: 10.1016/j.cogdev.2008.12.003)
 
Diener, M., Pierroutsakos, S. P.,Troseth, G. L., & Roberts, A. (2008). Video versus reality: Infants’ attention and affective responses to
video and live presentations. Media Psychology, 11, 418-441. (DOI: 10.1080/15213260802103003)
 
Strouse, G. A. & Troseth, G. L. (2008). Don’t try this at home: Toddlers’ imitation of new skills from people on video. Journal of
Experimental Child Psychology, 101, 262-280. (DOI: 10.1016/j.jecp.2008.05.010)
 
Verdine, B. N., Troseth, G. L., Hodapp, R. H., & Dykens, E. M. (2008). Jigsaw puzzles, visual-spatial skills, and adherence to strategies in
Prader-Willi Syndrome. American Journal on Mental Retardation, 113(5), 343-355. (DOI: 10.1352/2008.113:342-355)
 
Troseth, G. L. (2007). Learning from video: Young children’s understanding and use of a symbolic medium.  In E. Teubal, J.
Dockrell, & L. Tolchinsky (Eds.) Notational knowledge: Developmental and historical perspectives (pp. 179-202). Rotterdam, The Netherlands: Sense Academic Publishers.
 
Troseth, G. L., Bloom, M. E. & DeLoache, J. S. (2007). Young children’s use of scale models: Testing an alternative to representational
insight. Developmental Science, 10(6), 763-769. (DOI: 10.1111/j.1467-7687.2007.00625.x)
 
Troseth, G. L., Casey, A. M., & Lawver, K. A., Walker, J. M. T., & Cole, D. A. (2007). Naturalistic experience and the early use of
symbolic artifacts. Journal Cognition and Development, 8(3), 1-23. (DOI: 10.1080/15248370701446772)
 
Bartsch, K., Campbell, M., & Troseth, G. (2007). Why else does Jenny run? Young children’s extended psychological explanations.
Journal of Cognition and Development, 8(1), 33-61. (DOI: 10.1080/15248370709336992)
 
Saylor, M., & Troseth, G. L. (2006). Children’s use of social cues to disambiguate the referent of a novel word. Cognitive Development,
21, 214-231.
 
Troseth, G. L., Saylor, M. M., & Archer, A. H. (2006). Young children’s use of video as a source of socially relevant information. Child
Development, 77(3),786-799. (DOI: 10.1111/j.1467-8624.2006.00903.x)
 
Troseth, G. L., Pierroutsakos, S. L., & DeLoache, J. S. (2004). From the innocent to the intelligent eye: The early development of pictorial
competence (pp. 1-35).  In R. Kail (Ed.), Advances in Child Development and Behavior, 32. New York: Academic Press. (DOI: 10.1016/S0065-2407(04)80003-X)
 
Troseth, G. L. (2003). TV Guide: 2-year-olds learn to use video as a source of information. Developmental Psychology, 39(1),140-150.
(DOI: 10.1037/0012-1649.39.1.140)
 
Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children’s understanding of video. Child
Development, 69, 950-965. (DOI: 10.1111/j.1467-8624.1998.tb06153.x)
 

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