Peskin, J., Comay, J., Chen, X., Prusky, C., (in press). Does Theory of Mind in Pre-kindergarten Predict the Ability to Think about a Reader’s Mind in Elementary School Compositions? A Longitudinal Study. Journal of Cognition and Development.
Waugh, C. & Peskin, J. (in press). Improving the Social Skills of Children with HFASD: An Intervention Study. Journal of Autism and Developmental Disorders
Bischoff, T., & Peskin, J. (2014). Do Fiction Writers have Superior Perspective Taking Ability? Scientific Study of Literature, 4(2), 2014, 125-149.
Peskin, J., Prusky, C. & Comay, J. (2014) Keeping the reader’s mind in mind: Development of perspective-taking in children’s dictations. Journal of Applied Developmental Psychology, 35(1), 35-43
Grossman, M., Peskin, J, & San Juan, V. (2013). Thinking about a reader’s mind: Fostering communicative clarity in the compositions of youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, (10), 2376-2392
Peskin, J. and Wells-Jopling, R. (2012). Fostering symbolic interpretation during adolescence. Journal of Applied Developmental Psychology, 33(1),13-23.
Peskin, J. (2011). The Social and Educational Benefits of the Scientific Study of Literature: From Picture Books to Poetry. In Hakemulder, F. (Ed.), De Stralende Lezer: Wetenschappelijk onderzoek naar de invloed van het lezen, (pp. 25-5). Delft: Eburon
Peskin, J. (2011). “It’s not magic!” Research on developing Expertise. Education Canada, 51(4),32-36.
Peskin, J (2010). The development of poetic literacy through the school years. Discourse Processes, 47, 77-103.
Peskin, J., Allen, G. & Wells-Jopling, R. (2010). The “Educated Imagination”: Applying instructional research to the teaching of symbolic interpretation of poetry. Journal of Adolescent and Adult Literacy, 53(6), 498-507.
Mar, R. A., Peskin, J., & Fong, K. (2010). Literary Arts and the Development of the Life Story. In T. Habermas (Ed.), The development of autobiographical reasoning in adolescence and beyond: New Directions for Child and Adolescent Development, 131, 73-84.
Peskin, J., Mar, R., Bischoff, T. (2009). Advanced social cognition in the literary Arts. Commentary on Goldstein, T. & Winner, E. A new lens on the development of social cognition: The study of acting. In C. Milbraith & C. Lightfoot (Eds.) The Arts and Human Development, Jean Piaget Society Book Series, (pp. 49 – 62).
Peskin, J. Katz, S. & Lazare, G. (2009). Curriculum and collaboration: Building a professional learning community among instructors in higher education, Teaching Educational Psychology, 5, 23-38.
Peskin, J. (2007). The genre of poetry: Secondary school students’ conventional expectations and interpretive operations. English in Education, 41(3), pp. 20-36).
Peskin, J. & Astington, J. W. (2004). The effects of adding metacognitive language to story texts. Cognitive Development, 19(2), 253-273.
Peskin, J. & Olson, D. R. (2004). On reading poetry: Implications for later language development. In R. Berman (ed.) Language Development across Childhood and Adolescence: Psycholinguistic and Crosslinguistic Perspectives: TILAR (Trends in Language Acquisition) series, Volume 3, (pp. 211-232). Amsterdam: John Benjamins.
Astington, J. W., & Peskin, J. (2004). Meaning and use: Children's acquisition of the mental lexicon. In J. Hudson, J. Lucariello, R. Fivush, & P. Bauer, (Eds.), Development of the Mediated Mind: Sociocultural Context and Cognitive Development (festschrift for Katherine Nelson) (59-78). Mahwah, NJ: Erlbaum.
Peskin, J. & Ardino, V. (2003). Representing the mental world in children's social behavior: Playing hide-and-seek and keeping a secret. Social Development, 12 (4), 496-512.
Peskin, J. (1998). Constructing meaning when reading poetry: An Expert-Novice study. Cognition and Instruction, 16 (3), 235-263.
Peskin, J. (1996). Guise and guile: Children's understanding of narratives in which the purpose of pretense is deception. Child Development, 67, 1735-1751.
Peskin, J. (1992). Ruse and representations: On children's ability to conceal information. Developmental Psychology, 28 (1), 84-89.