Publications
Konishi, H., & Stoll, J. (under review). Applying anti-Bias education framework in Montessori elementary classrooms. Montessori Life
Konishi, H., & Chesney, R. (2024). How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation. Journal of Early Childhood Teacher Education, 1–15. https://doi.org/10.1080/10901027.2024.2345064
Konishi, H. (2023). Learning and applying constructivist approaches to elementary classrooms. Journal of Applied Learning in Higher Education, 9(2), 31-43. https://doi.org/10.57186/jalhe_2023_v9a2p31-43
Karchmer-Klein, R., & Konishi, H. (2022). A mixed-methods study of novice teachers' technology integration: Do they leverage their TPACK knowledge once entering the profession? Journal of Research on Technology in Education. https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1976328?journalCode=ujrt20
Skibbe, L. E., Bowles, R. P., Goodwin, S., Troia, G. A., & Konishi, H. (2020). The Access to Literacy Assessment System for Phonological Awareness (PA): An adaptive measure of PA appropriate for children with speech and/or language impairment. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2020_LSHSS-19-00006
Konishi, H., Brezack, N., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Crossing to the Other Side: Language Influences Children’s Perception of Event Components. Cognition, 192, 1-13. https://doi.org/10.1016/j.cognition.2019.104020
Rajan V., Konishi, H., Ridge, K., Houston, D., Golinkoff, R. M., Hirsh-Pasek, K., & Schwartz, R. (2019). Novel word learning at 21 months predicts language-specific outcomes in middle childhood. Journal of Child Language, 46(4),1-15.
Konishi, H., Zientek, A., & Vallotton, C. (2018). Toddlers’ use of symbolic gestures in the service of emotion regulation. Infant Mental Health, 39(6), 730-750. doi: 10.1002/imhj.21740
Valleau, M., Konishi, H., Golinkoff, R., Hirsh-Pasek, K., & Arunachalam, S. (2018). The Dynamic Early Verb Test: An eye-tracking study of receptive verb knowledge. Journal of Speech Language and Hearing Sciences, 61(12), 2917-2933. https://doi.org/10.1044/2018_JSLHR-L-17-0363
Konishi, H., Froyen, L., Skibbe, L., & Bowles, R. (2018). Family context and children’s early literacy skills: The role of marriage quality and emotional expressiveness of mothers and fathers. Early Childhood Research Quarterly, 42, 183-192. https://doi.org/10.1016/j.ecresq.2017.10.008
Kanero, J., Konishi, H., George, N. R., Damonte, J. C., Hirsh-Pasek, K., & Golinkoff, R. M. (under review). Speaking for causes: Cross-linguistic difference in how causal events are expressed in language.
Konishi, H., Pruden, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Categorization of dynamic, realistic, motion events: Infants form categories of path before manner. Journal of Experimental Child Psychology, 152, 54-70.
Konishi, H., Stahl, A., Golinkoff, R. M., & Hirsh-Pasek. (2016). Individual differences in non-linguistic categorization predict later verbs. Journal of Experimental Child Psychology, 151, 18-32.
Konishi H., Wilson, F., Golinkoff, R. M., Maguire, M., & Hirsh-Pasek, K. (2014). Japanese-English bilinguals’ construal of novel verbs. Journal of Bilingualism, Language and Cognition, 11, 1-9.
George, N., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R., M. (in press). Event perception and language development. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.
Konishi, H., Kanero, J., Freeman, M., Hirsh-Pasek, K., & Golinkoff, R., M. (2014). Six principles of vocabulary development: Implications for second language learners. Journal of Developmental Neuropsychology, 39(5), 404-420.
Richardson, S. & Konishi, H. (2013). An adaptation of a Japanese autobiographical methodology, “Seikatsu Tsuzurikata.” Creative Education, 4(9), 549-556.
Konishi, H., Johanson, M., Damonte, J., Golinkoff, R. M., Hirsh-Pasek. (2013). Applying lessons from the lab to the classroom: Using play to promote language development. [To be translated into German] In C. Kieferle, E. Reichert-Garschhammer, & F. Becker-Stoll, F. (Eds.) Sprachliche bildung von anfang an - Strategien, konzepte und erfahrungen. Göttingen, Germany: Vandenhoeck & Ruprecht.
Goksun, T., Hirsh-Pasek, K., Golinkoff, M. R., Imai, M., Konishi, H., & Okada, H. (2011). Who is crossing where?: Infants' Discrimination of Figures and Grounds in Events. Cognition, 121, 176-195.
Pike, M., K, Yamamiya, Y. & Konishi H. (2011) Eating disorders in Japan: Cultural context, clinical features and future directions. In A. Striegel-Moore, H. R., Wonderlich, A. S., Walsh, B., T, & Mitchell, E., J. (1st Ed) Developing an evidenced-based Classification of Eating Disorders Scientific Findings for DSM-V (pp.335-349) Arlington, Virginia: American Psychiatric Association.
Manuscripts in preparation
Avelar, D., Odean, R., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R. M. (under review). Above, below, and everything in between: Spatial preposition comprehension in young children. Journal of Child Language
Konishi, H., Skibbe, L., Bowles, R., Montroy, J., Cameron, C., & McClelland, M. (revise and resubmit). The role preschool peers’ self-regulation plays in children’s growth in self-regulation and academic outcomes. Early Education and Development.
Konishi, H., Stahl, A., Golinkoff, R. M., & Hirsh-Pasek. (in preparation). A method for assessing verb comprehension using dynamic stimuli.
Konishi, H., & Chesney, R. (2024). How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation. Journal of Early Childhood Teacher Education, 1–15. https://doi.org/10.1080/10901027.2024.2345064
Konishi, H. (2023). Learning and applying constructivist approaches to elementary classrooms. Journal of Applied Learning in Higher Education, 9(2), 31-43. https://doi.org/10.57186/jalhe_2023_v9a2p31-43
Karchmer-Klein, R., & Konishi, H. (2022). A mixed-methods study of novice teachers' technology integration: Do they leverage their TPACK knowledge once entering the profession? Journal of Research on Technology in Education. https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1976328?journalCode=ujrt20
Skibbe, L. E., Bowles, R. P., Goodwin, S., Troia, G. A., & Konishi, H. (2020). The Access to Literacy Assessment System for Phonological Awareness (PA): An adaptive measure of PA appropriate for children with speech and/or language impairment. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2020_LSHSS-19-00006
Konishi, H., Brezack, N., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Crossing to the Other Side: Language Influences Children’s Perception of Event Components. Cognition, 192, 1-13. https://doi.org/10.1016/j.cognition.2019.104020
Rajan V., Konishi, H., Ridge, K., Houston, D., Golinkoff, R. M., Hirsh-Pasek, K., & Schwartz, R. (2019). Novel word learning at 21 months predicts language-specific outcomes in middle childhood. Journal of Child Language, 46(4),1-15.
Konishi, H., Zientek, A., & Vallotton, C. (2018). Toddlers’ use of symbolic gestures in the service of emotion regulation. Infant Mental Health, 39(6), 730-750. doi: 10.1002/imhj.21740
Valleau, M., Konishi, H., Golinkoff, R., Hirsh-Pasek, K., & Arunachalam, S. (2018). The Dynamic Early Verb Test: An eye-tracking study of receptive verb knowledge. Journal of Speech Language and Hearing Sciences, 61(12), 2917-2933. https://doi.org/10.1044/2018_JSLHR-L-17-0363
Konishi, H., Froyen, L., Skibbe, L., & Bowles, R. (2018). Family context and children’s early literacy skills: The role of marriage quality and emotional expressiveness of mothers and fathers. Early Childhood Research Quarterly, 42, 183-192. https://doi.org/10.1016/j.ecresq.2017.10.008
Kanero, J., Konishi, H., George, N. R., Damonte, J. C., Hirsh-Pasek, K., & Golinkoff, R. M. (under review). Speaking for causes: Cross-linguistic difference in how causal events are expressed in language.
Konishi, H., Pruden, S., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Categorization of dynamic, realistic, motion events: Infants form categories of path before manner. Journal of Experimental Child Psychology, 152, 54-70.
Konishi, H., Stahl, A., Golinkoff, R. M., & Hirsh-Pasek. (2016). Individual differences in non-linguistic categorization predict later verbs. Journal of Experimental Child Psychology, 151, 18-32.
Konishi H., Wilson, F., Golinkoff, R. M., Maguire, M., & Hirsh-Pasek, K. (2014). Japanese-English bilinguals’ construal of novel verbs. Journal of Bilingualism, Language and Cognition, 11, 1-9.
George, N., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R., M. (in press). Event perception and language development. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development. Thousand Oaks, CA: Sage.
Konishi, H., Kanero, J., Freeman, M., Hirsh-Pasek, K., & Golinkoff, R., M. (2014). Six principles of vocabulary development: Implications for second language learners. Journal of Developmental Neuropsychology, 39(5), 404-420.
Richardson, S. & Konishi, H. (2013). An adaptation of a Japanese autobiographical methodology, “Seikatsu Tsuzurikata.” Creative Education, 4(9), 549-556.
Konishi, H., Johanson, M., Damonte, J., Golinkoff, R. M., Hirsh-Pasek. (2013). Applying lessons from the lab to the classroom: Using play to promote language development. [To be translated into German] In C. Kieferle, E. Reichert-Garschhammer, & F. Becker-Stoll, F. (Eds.) Sprachliche bildung von anfang an - Strategien, konzepte und erfahrungen. Göttingen, Germany: Vandenhoeck & Ruprecht.
Goksun, T., Hirsh-Pasek, K., Golinkoff, M. R., Imai, M., Konishi, H., & Okada, H. (2011). Who is crossing where?: Infants' Discrimination of Figures and Grounds in Events. Cognition, 121, 176-195.
Pike, M., K, Yamamiya, Y. & Konishi H. (2011) Eating disorders in Japan: Cultural context, clinical features and future directions. In A. Striegel-Moore, H. R., Wonderlich, A. S., Walsh, B., T, & Mitchell, E., J. (1st Ed) Developing an evidenced-based Classification of Eating Disorders Scientific Findings for DSM-V (pp.335-349) Arlington, Virginia: American Psychiatric Association.
Manuscripts in preparation
Avelar, D., Odean, R., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R. M. (under review). Above, below, and everything in between: Spatial preposition comprehension in young children. Journal of Child Language
Konishi, H., Skibbe, L., Bowles, R., Montroy, J., Cameron, C., & McClelland, M. (revise and resubmit). The role preschool peers’ self-regulation plays in children’s growth in self-regulation and academic outcomes. Early Education and Development.
Konishi, H., Stahl, A., Golinkoff, R. M., & Hirsh-Pasek. (in preparation). A method for assessing verb comprehension using dynamic stimuli.