*Undergraduate student authors
Tompkins, V., Montgomery, D., & Blosser*, M. (2021). Mother-child talk about mental states: The what, who, and how of conversations about the mind. Social Development. Advanced online publication.
Tompkins, V. (2021). Interviewing culturally diverse individuals as a class. In Wong, M. S., Weiner, L., Cerniak, J. & Yee, L. T. S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation and socioeconomic status) (pp. 103-107). Society of the Teaching of Psychology.
Tompkins, V., Justice, L. M., & Meyer*, K. (2021). Mothers’ sophisticated vocabulary during reminiscing and children’s story comprehension. Early Education and Development, 32(3), 402-420.
Tompkins. V., & Villaruel*, E. (2020). Parent discipline predicts low-income preschoolers’ social competence. Early Child Development and Care. Advanced online publication.
Tompkins, V., Blosser*, M. K., & Downing*, M. (2020). False belief understanding and narrative comprehension in the preschool years. Cognitive Development, 56, Article 100936.
Tompkins, V., Duffy*, K., Allen*, E, and Smith*, R. (2019). Who was Abraham Lincoln anyway? Mother-child reminiscing across levels of abstraction. Developmental Psychology, 55, 1493-1508.
Tompkins, V., Farrar, M. J., & Montgomery, D. E. (2019). Speaking your mind: Language and narrative in young children’s theory of mind development. Advances in Child Development and Behavior, 56, 109-140.
Tompkins, V., Benigno, J., Lee, B., & Wright, B. (2018). The relation between parents’ mental state talk and children’s social understanding: A meta-analysis. Social Development, 27, 223-246.
Tompkins, V., Bengochea, A., Nicol*, S., & Justice, L. M. (2017). Mothers’ inferential input and children’s language skills. Reading Research Quarterly, 52, 397-416.
Tompkins, V., Logan, J. A. R., Blosser*, D., & Duffy*, K. (2017). Child language and parent discipline mediates the relation between false belief understanding and family income. Journal of Experimental Child Psychology, 158, 1-18. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6258023/
Farrar, M. J., Benigno, J., Tompkins, V., & Gage, N. A. (2017). Are there different pathways to explicit false belief understanding: General language and complementation in typical and atypical populations. Cognitive Development, 43, 49-66.
Tompkins, V. (2015). Improving low-income preschoolers’ theory of mind: A training study. Cognitive Development, 36, 1-19. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4538699/
Tompkins, V. (2015). Mothers’ cognitive state talk during shared book reading and children’s later false belief understanding. Cognitive Development, 36, 40-51.
Justice, L. M., Logan, J., Kaderavek, J., Schmitt, M. B., Tompkins, V., & Bartlett, C. (2015). Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities, 48, 482-494.
Guo, Y., Tompkins, V., Justice, L. M., & Petscher, Y. (2014). Classroom age composition and vocabulary development among at-risk preschoolers. Early Education and Development, 25, 1016-1034.
Kurcirkova, N., & Tompkins, V. (2014). Personalization in mother-child emotion talk across three contexts. Infant and Child Development, 23, 153-169.
Tompkins, V., Farrar, M. J., & Guo, Y. (2013). Siblings, language, and false belief in low-income preschoolers. Journal of Genetic Psychology, 174, 457-463.
Tompkins, V., Zucker, T. A., Justice, L. M., & Binici, S. (2013). Inferential talk during teacher-child interactions in small group play. Early Childhood Research Quarterly, 28, 424-436.
Tompkins. V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language in the preschool years. Reading and Writing: An Interdisciplinary Journal, 26, 403-429.
Tompkins, V., & Farrar, M. J. (2011). Mothers’ autobiographical memory and book narratives with children with specific language impairment, Journal of Communication Disorders, 44, 1-22.
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961-968.
Guo, Y., Connor, C. M., Tompkins. V., & Morrison, F. J. (2011). Classroom quality and student engagement: Contributions to third-grade reading skills. Frontiers in Educational Psychology, 2, 157.
Farrar, M. J., Johnson, B., Tompkins, V., Easters, M., Zilizi, A., & Benigno, J. P. (2009). Language and
theory of mind in children with language disorders, Journal of Communication Disorders, 42, 428-441.