Angeline Stoll Lillard
#32,510
Most Influential Person Now
American psychologist
Angeline Stoll Lillard's AcademicInfluence.com Rankings
Angeline Stoll Lillardpsychology Degrees
Psychology
#1488
World Rank
#1800
Historical Rank
#849
USA Rank
Developmental Psychology
#110
World Rank
#120
Historical Rank
#57
USA Rank
Cognitive Psychology
#529
World Rank
#554
Historical Rank
#121
USA Rank
Download Badge
Psychology
Angeline Stoll Lillard's Degrees
- PhD Psychology Stanford University
Why Is Angeline Stoll Lillard Influential?
(Suggest an Edit or Addition)According to Wikipedia, Dr. Angeline Stoll Lillard is a professor of psychology at the University of Virginia, where she directs the Early Development Laboratory, one of four child development laboratories in the psychology department at the university. Lillard is an internationally recognized expert in Montessori education and the author of Montessori: The Science Behind the Genius, which is in its third edition, has been translated into several languages, and was awarded the Cognitive Development Society Book Award in 2006.
Angeline Stoll Lillard's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Cultural learning. Author's reply (1993) (745)
- The impact of pretend play on children's development: a review of the evidence. (2013) (636)
- Ethnopsychologies: cultural variations in theories of mind. (1998) (542)
- Montessori: The Science Behind the Genius (2005) (428)
- Pretend play skills and the child's theory of mind. (1993) (385)
- Evaluating Montessori Education (2006) (339)
- Synchrony in the Onset of Mental-State Reasoning (2005) (295)
- The Immediate Impact of Different Types of Television on Young Children's Executive Function (2011) (283)
- Pretend Play as Twin Earth: A Social-Cognitive Analysis☆ (2001) (192)
- Playful Learning and Montessori Education. (2013) (175)
- Young children's conceptualization of pretense: action or mental representational state? (1993) (172)
- Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. (2012) (151)
- Mothers' behavior modifications during pretense and their possible signal value for toddlers. (2004) (137)
- Further examination of the immediate impact of television on children's executive function. (2015) (129)
- The early years. Evaluating Montessori education. (2006) (125)
- The Development of Play (2015) (115)
- Body or mind: children's categorizing of pretense. (1996) (87)
- Other Folks' Theories of Mind and Behavior (1997) (81)
- Signs of Pretense Across Age and Scenario. (2007) (79)
- Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study (2017) (76)
- The contribution of symbolic skills to the development of an explicit theory of mind. (2014) (74)
- Why Do the Children (Pretend) Play? (2017) (72)
- Young children's understanding of different mental states (1992) (71)
- Old Dogs Learning New Tricks: Neuroplasticity Beyond the Juvenile Period. (2011) (70)
- The informative value of emotional expressions: 'social referencing' in mother-child pretense. (2007) (68)
- Making sense of pretence. (1994) (63)
- Television and children's executive function. (2015) (61)
- Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood (2012) (51)
- Young children's preference for mental state versus behavioral descriptions of human action. (1990) (50)
- Young children’s thinking about touchscreens versus other media in the US (2017) (48)
- Mindfulness Practices in Education: Montessori’s Approach (2011) (47)
- The impact of fantasy and action on young children's understanding of pretence (2001) (47)
- Children's racial bias in perceptions of others' pain. (2014) (44)
- Children's understanding of the knowledge prerequisites of drawing and pretending. (2002) (43)
- The Development of Substitute Object Pretense: The Differential Importance of Form and Function (2016) (43)
- Can that really happen? Children's knowledge about the reality status of fantastical events in television. (2015) (42)
- Where is the real cheese? Young children's ability to discriminate between real and pretend Acts. (2006) (40)
- Guided Participation: How Mothers Structure and Children Understand Pretend Play (2006) (39)
- The Influence of Fantasy on Children's Understanding of Pretense (1998) (39)
- Observers' proficiency at identifying pretense acts based on behavioral cues. (2004) (39)
- Pretend Play and Cognitive Development (2010) (38)
- Wanting to be it: children's understanding of intentions underlying pretense. (1998) (37)
- Developing a Cultural Theory of Mind (1999) (35)
- Children's Understanding of the Animacy Constraint on Pretense. (2000) (28)
- Pretend Play and Fantasy: What if Montessori Was Right? (2018) (24)
- Children’s understanding of the mind’s involvement in pretense: do words bend the truth? (2002) (23)
- Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform (2019) (22)
- Pretending and imagination in animals and children: Just through the looking glass: children's understanding of pretense (2002) (21)
- Preschooler's Understanding of the Role of Mental States and Action in Pretense (2004) (20)
- Concepts and theories, methods and reasons: Why do the children (pretend) play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013). (2013) (19)
- An Intervention Study: Removing Supplemented Materials from Montessori Classrooms Associated with Better Child Outcomes (2016) (18)
- Rethinking Education: Montessori’s Approach (2018) (18)
- How is theory of mind useful? Perhaps to enable social pretend play (2015) (17)
- The current landscape of US children’s television: violent, prosocial, educational, and fantastical content (2019) (17)
- What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers. (2011) (17)
- The real thing: preschoolers prefer actual activities to pretend ones. (2018) (16)
- Do children learn from pretense? (2015) (16)
- Removing Supplementary Materials from Montessori Classrooms Changed Child Outcomes (2016) (15)
- How Important Are the Montessori Materials (2008) (15)
- Cultural variations in global versus local processing: a developmental perspective. (2014) (15)
- Just Google It: Young Children’s Preferences for Touchscreens versus Books in Hypothetical Learning Tasks (2016) (15)
- Theories behind Theories of Mind1 (1998) (14)
- Learning from Apps and Objects: The Human Touch (2020) (13)
- Theory of Mind: Conscious Attribution and Spontaneous Trait Inference (2005) (13)
- Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I (2019) (12)
- Mother–Child Fantasy Play (2010) (11)
- Theory of Mind and Children’s Engagement in Fantasy Worlds (2015) (11)
- The Magic School Bus dilemma: How fantasy affects children's learning from stories. (2021) (10)
- Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II (2019) (10)
- Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis (2021) (10)
- Grounded in reality: How children make sense of the unreal (2015) (9)
- Predictors and Moderators of Spontaneous Pretend Play in Children with and without Autism Spectrum Disorder (2016) (9)
- What Makes an Act a Pretense One? Young Children's Pretend-Real Judgments and Explanations (2013) (9)
- Do Children Prefer Mentalistic Descriptions? (2014) (8)
- The Socialization of Theory of Mind (2006) (7)
- Cortical mechanisms of pretense observation (2013) (7)
- Developing cognitions about race: White 5‐ to 10‐year‐olds' perceptions of hardship and pain (2018) (7)
- Anthropomorphic media exposure and preschoolers’ anthropomorphic thinking in China (2019) (7)
- Ethnopsychologies: Reply to Wellman (1998) and Gauvain (1998). (1998) (7)
- Fictional Worlds, the Neuroscience of the Imagination, and Childhood Education (2013) (7)
- Do Young Children Understand What Others Feel, Want, and Know? Research in Review. (1999) (6)
- Children’s preference for real activities: Even stronger in the Montessori Children’s House (2018) (6)
- What Do We Know about Pretend Play and Narrative Development ? (2013) (6)
- The development of the counterfactual imagination (2007) (5)
- What Shall We Do: Pretend or Real? Preschoolers’ Choices and Parents’ Perceptions (2020) (5)
- Real or Not? Informativeness Influences Children's Reality Status Judgments (2015) (5)
- Children Adopt the Traits of Characters in a Narrative (2017) (5)
- Math achievement outcomes associated with Montessori education (2021) (4)
- The Effect of Realistic Contexts on Ontological Judgments of Novel Entities. (2015) (4)
- The evolutionary significance of pretend play: Two-year-olds’ interpretation of behavioral cues (2017) (4)
- Montessori as an alternative early childhood education (2020) (4)
- Pretend and Sociodramatic Play (2020) (3)
- Pretending at hand: How children perceive and process puppets (2022) (3)
- Parents' roles and question‐asking during pretend and real activities (2020) (3)
- Executive Function The Immediate Impact of Different Types of Television on Young Children's (2011) (3)
- Dissociations, developmental psychology, and pedagogical design. (2006) (3)
- From false belief to friendship: commentary on Fink, Begeer, Peterson, Slaughter, and de Rosnay. (2015) (2)
- “My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni (2022) (2)
- The Montessori Method and the Learning (2006) (2)
- An Association Between Montessori Education in Childhood and Adult Wellbeing (2021) (2)
- The Role of Narratives in Low-Income, Black Children's False Belief Performance. (2000) (2)
- How does play foster development? A new executive function perspective (2023) (2)
- DRAFT Chapter Twenty-Nine Challenges to Research on Play Mending the Methodological Mistakes (2013) (2)
- Why Montessori is a facilitative environment for theory of mind: three speculations (2016) (2)
- Media Use and Development of Executive Function (2020) (1)
- Children's cognizing the unreal (2015) (1)
- Standardized Test Proficiency in Public Montessori Schools (2021) (1)
- Neuroepigenetic impact on mentalizing in childhood (2022) (1)
- The source of universal concepts: A view from folk psychology (1998) (1)
- An analysis of students' academic and social scores compares a Montessori school with other elementary school education programs. (2006) (1)
- Multilevel Modeling Resolves Ambiguities in Analyses of Discipline Disproportionality: A Demonstration Comparing Title 1 Montessori and Non-Montessori Schools (2023) (1)
- How Does Play Shape Executive Function? A New Proposal (2021) (1)
- Casting the theory net wide. (1998) (0)
- Motivational variables associated to teaching-learning process : professors ’ autonomy support and students ’ autonomous motivation , basic need satisfaction , engagement , academic achievement and well being in different study settings " View project (2005) (0)
- Reviewers acknowledgement (2011) (0)
- Montessori Education for Improving Academic and Behavioral Outcomes: A Meta-Analysis (Poster 17) (2022) (0)
- Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools (2023) (0)
- Pretending emotions in the early years: The role of language and symbolic play. (2021) (0)
- SEVEN Television and Children ' s Executive Function (2016) (0)
- The evolutionary significance of pretend play: Two-year-olds’ interpretation of behavioral cues (2017) (0)
- Black Preschoolers' Social Cognition: Storytelling and False Belief. (2000) (0)
- Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks (2022) (0)
- Spontaneous Pretend 1 Let’s Pretend: Predictors of Spontaneous Pretend Production in Children (2012) (0)
- Spontaneous Pretend 1 Let’s Pretend: Predictors of Spontaneous Pretend Production in Children (2012) (0)
- Book Review:Roots of Social Sensibility and Neural Function Jay Schulkin (2001) (0)
- Moving forward on cultural learning (1993) (0)
- Childhood Schooling and Adult Well-Being (2021) (0)
- Education THE EARLY YEARS: Evaluating Montessori (2006) (0)
- Aflatoxigenic Isolates ofAspergillus fiavus fromPecans (1970) (0)
- Anthropologist in the Crib? A Review of Trusting What You're Told (2014) (0)
- Theimpactoffantasyandactiononyoung children'sunderstandingofpretence (2001) (0)
- Children Prefer the Real Thing to Pretending (2018) (0)
- The Digital Dilemma: Why Limit Young Children’s Use of Interactive Media? (2018) (0)
- Evaluative Stereotype Measure (2018) (0)
- Reimagining Assessment in a Large Lecture: An Alternative Approach Inspired by Thomas Jefferson and Maria Montessori (2022) (0)
- CHAPTER ELEVEN Pretend Play and Cognitive Development (2011) (0)
- Children's Concentration and Empathy Scale (2021) (0)
- Children's Understanding of theAnimacy Constraint on Pretense (2000) (0)
- Draft Theory of Mind : Conscious Attribution and Spontaneous Trait Inferences (2004) (0)
- P layful l earning and m ontessori e ducation (2013) (0)
- Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform (2019) (0)
- Individual Differences in Anthropomorphism Questionnaire--Child Form; Revised (2021) (0)
- A Comparison of Learning from an Educational Touchscreen App versus a Hands-on Material (2016) (0)
- Between Real and Pretend Acts (2006) (0)
- Mother-child mental language in real and pretend contexts: a longitudinal overview (2007) (0)
- Standardized Test Proficiency in Public Montessori Schools (Poster 19) (2022) (0)
This paper list is powered by the following services:
Other Resources About Angeline Stoll Lillard
What Schools Are Affiliated With Angeline Stoll Lillard?
Angeline Stoll Lillard is affiliated with the following schools:
