⬤ Tamis-LeMonda, C. S., & Masek, L. (2023). Embodied and Embedded Learning: Child, Caregiver, and Context. Current Directions in Psychological Science.
⬤ Herzberg, O., Fletcher, K. K., Schatz, J. L., Adolph, K. E., & Tamis-LeMonda, C. S. (2022). Infant exuberant object play at home: Immense amounts of time-distributed, variable practice. Child development, 93(1), 150-164.
⬤ Kaplan, B., Rachwani, J., Tamis-LeMonda, C. S., & Adolph, K. E. (2022). The Process of Learning the Designed Actions of Toys, Journal of Experimental Child Psychology, 221, 105442.
⬤ McCallum, J., Suh, D. D., & Tamis-LeMonda, C. S. (2022). Children’s real-time behaviors during a model replication task. Journal of Applied Developmental Psychology, 79, 101391.
⬤ Schatz, J. L., Suarez-Rivera, C., Kaplan, B. E., & Tamis-LeMonda, C. S. (2022). Infants’ object interactions are long and complex during everyday joint engagement. Developmental Science, e13239.
⬤ Suarez-Rivera, C., Schatz, J. L., Herzberg, O., & Tamis-LeMonda, C. S. (2022). Joint engagement in the home environment is frequent, multimodal, timely, and structured. Infancy.
⬤ Swirbul, M., Herzberg, O., & Tamis-LeMonda, C. S. (2022). Object Play in the Everyday Home Environment Generates Rich Opportunities for Infant Learning, Infant Behavior & Development.
⬤ Tamis-LeMonda, C. S. & Schatz, J. (2019).Learning Language in the Context of Play. In J. Horst, J. von Koss, & K. Torkildsen (Eds.) International Handbook of Language Development. Routledge Taylor & Francis.
⬤ Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E., & Vallotton, C. (2017). The Early Home Learning Environment Predicts Children’s 5th Grade Academic Skills. Applied Developmental Science, 1-17.
⬤ Luo, R. & Tamis-LeMonda, C. S. (2016). Mothers’ verbal and nonverbal strategies in relation to infants’ object-directed actions in real time and across the first three years of life in ethnically diverse families. Infancy, 21 (1), 65-89.
⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Tafuro, L. (2013). From Action to Interaction: Infant Exploration to Mothers’ Contingent Responsiveness. IEEE Transactions on Autonomous Mental Development, 5 (3), 202-209.
⬤ Tamis-LeMonda, C. S., Sze, I., Ng, F., Kahana-Kalman, R.K.,& Yoshikawa, H. (2013).Maternal Teaching during Play with 4-Year Olds: Variation by Ethnicity and Family Resources. Merrill Palmer Quarterly,Vol 59(3), 361-398.
⬤ Bornstein, M. H. & Tamis-LeMonda, C. S. (2006). Infants at Play: Development, Partners and Functions. In Slater & M. Lewis (Eds.), Introduction to Infant Development. New York City NY: Oxford University Press.
⬤ Tomopoulos, S., Dreyer, B. P., Tamis-LeMonda, C. S., Flynn, V.. et al. Books, Toys, Parent-Child Interaction, and Development in Young Latino Children. Ambulatory Pediatrics,6 (2), 72-8.
⬤ Damast, A. M., Tamis-LeMonda, C. S., Bornstein, M. H. (1996). Mother-Child play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors. Child Development, 67 (4), 1752-1766.
⬤ Tamis-LeMonda, C. S., Bornstein, M. H., Baumwell, L., & Damast, A. M. (1996). Responsive Parenting in the Second Year: Specific Influences on Children’s Language and Play. In C. S. Tamis-LeMonda (Guest Editor), Parenting Sensitivity:Individual, Contextual and Cultural Factors in Recent Conceptualizations, Thematic Issue of Early Development and Parenting, 5, 173-183.
⬤ Bornstein, M. H., & Tamis-LeMonda, C. S. (1995). Parent-Child Symbolic Play: Three Theories in Search of an Effect. Developmental Review, 15, 382-400.
⬤ Tamis-LeMonda, C. S., & McClure, J. (1995). Infant Visual Expectation in Relation to Feature Learning. Infant Behavior and Development, 18, 427-434.
⬤ Bornstein, M. H., & Tamis-LeMonda, C. S. (1994). Antecedents of Information-Processing Skills in Infants: Habituation, Novelty, Responsiveness, and Cross-Modal Transfer. Infant Behavior and Development, 17, 371-380.
⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in Mother-Toddler Language-Play Relations Across the Second Year. Developmental Psychology, 30(2), 283-292.
⬤ Tamis-LeMonda, C. S., Melstein-Damast, A., & Bornstein, M. H. (1994). What Do Mothers Know About the Developmental Nature of Play?, Infant Behavior and Development, 17, 341-345.
⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1993). Antecedents of Exploratory Competence at One Year, Infant Behavior and Development, 16 (4), 423-439.
⬤ Tamis-LeMonda, C. S. & Bornstein, M. H. (1993). Play and Its Relations to Other Mental Functions in the Child. In H. Bornstein (Ed.), The role of play in the development of thought. W. Damon (Series Ed.), New Directions for Child Development, No. 59, San Francisco: Jossey Bass, pp. 17-28.
⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1991). Individual Variation, Correspondence, Stability, and Change in Mother-Toddler Play. Infant Behavior and Development, 14, 143-162.
⬤ Tamis-LeMonda, C. S. & Bornstein, M. H. (1990). Language, Play, and Attention at one year. Infant Behavior and Development, 13, 85-98.
⬤ Tamis-LeMonda, C. S., & Bornstein, M. H. (1989). Habituation and Maternal Encouragement of Attention in Infancy as Predictors of Toddler Language, Play, and Representational Competence. Child Development, 60(3), 738-751.