| Art for art's sake?: The impact of arts education. E Winner, TR Goldstein, S Vincent-Lancrin OECD publishing, 2013 | 776* | 2013 |
| Enhancing Empathy and Theory of Mind TR Goldstein, E Winner Journal of Cognition and Development 13 (1), 19-37, 2012 | 550 | 2012 |
| Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication ME Panero, DS Weisberg, J Black, TR Goldstein, JL Barnes, H Brownell, ... Journal of Personality and Social Psychology 111 (5), e46, 2016 | 322 | 2016 |
| Short-term mood repair through art-making: Positive emotion is more effective than venting A Dalebroux, TR Goldstein, E Winner Motivation and Emotion 32, 288-295, 2008 | 200 | 2008 |
| Dramatic pretend play games uniquely improve emotional control in young children TR Goldstein, MD Lerner Developmental science 21 (4), e12603, 2018 | 190 | 2018 |
| The pleasure of unadulterated sadness: Experiencing sorrow in fiction, nonfiction, and" in person." TR Goldstein Psychology of Aesthetics, Creativity, and the Arts 3 (4), 232, 2009 | 175 | 2009 |
| Actors are Skilled in Theory of Mind but Not Empathy TR Goldstein, K Wu, E Winner Imagination, Cognition and Personality 29 (2), 115-133, 2009 | 134 | 2009 |
| Art for Art's Sake: Overview E Winner, TR Goldstein, S Vincent-Lancrin Centre for Educational Research and Innovation, 2013 | 129* | 2013 |
| The mind on stage: why cognitive scientists should study acting TR Goldstein, P Bloom Trends in Cognitive Sciences, 2011 | 101 | 2011 |
| Psychological perspectives on acting. TR Goldstein Psychology of Aesthetics, Creativity, and the Arts 3 (1), 6, 2009 | 97 | 2009 |
| Do actors possess traits associated with high hypnotizability? ME Panero, TR Goldstein, R Rosenberg, H Hughes, E Winner Psychology of Aesthetics, Creativity, and the Arts 10 (2), 233, 2016 | 96* | 2016 |
| Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense BN Thompson, TR Goldstein Developmental Review 52, 24-41, 2019 | 82 | 2019 |
| The arts as a venue for developmental science: Realizing a latent opportunity TR Goldstein, MD Lerner, E Winner Child Development 88 (5), 1505-1512, 2017 | 82 | 2017 |
| ¿ El arte por el arte? La influencia de la educacíon artística: La influencia de la educacíon artística W Ellen, G Thalia, VL Stéphan OECD Publishing, 2014 | 82* | 2014 |
| Living in alternative and inner worlds: Early signs of acting talent TR Goldstein, E Winner Creativity Research Journal 21 (1), 117-124, 2009 | 79 | 2009 |
| The relationship among different types of arts engagement, empathy, and prosocial behavior. X Kou, S Konrath, TR Goldstein Psychology of aesthetics, creativity, and the arts 14 (4), 481, 2020 | 74 | 2020 |
| Engagement in role play, pretense, and acting classes predict advanced theory of mind skill in middle childhood TR Goldstein, E Winner Imagination, Cognition and Personality 30 (3), 249-258, 2011 | 70 | 2011 |
| Correlations Among Social‐Cognitive Skills in Adolescents Involved in Acting or Arts Classes TR Goldstein Mind, Brain, and Education 5 (2), 97-103, 2011 | 66 | 2011 |
| Characterizing characters: How children make sense of realistic acting TR Goldstein, P Bloom Cognitive Development 34, 39-50, 2015 | 62 | 2015 |
| Expressive suppression and acting classes. TR Goldstein, M Tamir, E Winner Psychology of Aesthetics, Creativity, and the Arts 7 (2), 191, 2013 | 62 | 2013 |
Ellen WinnerDepartment of Psychology, Boston College在 bc.edu 的电子邮件经过验证
