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Book

  • Lillard, A. S. (2005). Montessori: The science behind the genius. New York: Oxford University Press.
    Find it on Amazon.com

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Journal articles

    In preparation/Under review
    • Lillard, A. S. (in preparation). Longitudinal relations between preschooler's executive function, theory of mind, social skills, and social behavior.
    • Ma, L., & Lillard, A. S. (in preparation). Two-year-olds' understanding of real- pretend contrasts: The case of real versus substitute or imaginary content.
    • Pinkham, A., Lillard, A. S., & Neuman, S. (under review). You can say that again! Preschoolers need repeated exposures to gain expressive vocabulary.
    • Van Reet, J., Pinkham, A., & Lillard, A.S. (in revision). Less is sometimes more: Reasoning about ontological status in middle childhood.
    • Hopkins, E. J., Smith, E. D., & Lillard, A. S. (under review). The development of substitute object pretense: The role of executive function and theory of mind.
    • Hopkins, E. J., Dore, R. A., & Lillard, A. S. (under review). Do children learn from pretense?

    In press
    • Lillard, A.S. (in press). The development of play. Handbook of Child Psychology and Developmental Science, Vol. 3: Cognitive Development. L. Liben and U. Mueller, eds. Lerner, R. editor-in-chief. New York: Wiley-Blackwell.
    • Lillard, A. S., & Kavanaugh, R. D. (in press). The contribution of symbolic skills to the development of an explicit theory of mind: Scale models, language, and pretend play. Child Development.
    • Dore, R.A. & Lillard, A.S. (in press). Theory of mind and children's engagement in fantasy worlds. Imagination, Cognition, and Personality. Link to PDF
    • Dore, R. A., Lillard, A. S., & Jaswal, V. K. (in press). Anthropologists in the crib [Review of the book Trusting What You're Told: How Children Learn from Others, by P.L. Harris]. Journal of Cognition and Development.
    • Lillard, A. S., Dore, R. A., Hopkins, E. J., & Smith, E. D. (in press). Challenges to research on play: Mending the methodological mistakes. In J. J. Johnson, & S. G. Eberle (Eds.), Handbook of the Study of Play. Lanham, MD: Rowman & Littlefield.
    • Lillard, A. S., & Woolley, J. D. (in press). Cognizing the unreal. Cognitive Development.
    • Van Reet, J., Pinkham, A. M., & Lillard, A. S. (in press). The effect of realistic contexts on ontological judgments of novel entities. Cognitive Development.

    Published
    • Dore, R.A., Hoffman, K.M., Lillard, A.S., & Trawalter, S. (2014). Children's racial bias in perceptions of others' pain. British Journal of Developmental Psychology, Advanced online publication. doi: 10.1111/bjdp.12038 Link to PDF
    • Dore. R.A. & Lillard, A.S. (2014). Do children prefer mentalistic descriptions? Journal of Genetic Psychology, 175(1), 1-15. Link to PDF
    • Lillard, A. S., Russ, S., Golinkoff, R., & Hirsch-Pasek, K. (2013). Probing play: The research we need. American Journal of Play, 6(1), 161-165.
    • Hirsh-Pasek, K., Russ, S., & Lillard, A. S. (2013). Probing play: What does the research show. American Journal of Play, 6(1), xi-xiii.
    • Lillard, A. S., & Smith, E. D. (2013). Entwining teaching and research: Creating a collaborative review paper from a seminar. The APS Observer, 26(8), 31-32.
    • Smith, E. D., Englander, Z. A., Lillard, A. S., & Morris, J. P. (2013). Cortical mechanisms of pretense observation. Social Neuroscience, 8(4), 356-368. Link to PDF
    • Lillard, A. S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157-186. Reprinted in The NAMTA Journal, 38(2), 137-174.
    • Ma, L., & Lillard, A. S. (2013). What makes an act a pretense one? Young children's pretend-real judgments and explanations. Child Development Research, 2013, 9 pages.
      Link to pdf
    • Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: The state of the evidence. Psychological Bulletin, 139(1), 1-34.
      Link to pdf
    • Lillard, A. S., Hopkins, E. J., Dore, R. A., Palmquist, C. M., Lerner, M. D., & Smith, E. S. (2013). Concepts and theories, methods and reasons: Why do the children (pretend) play? Reply to to Weisberg, Hirsh-Pasek, and Golinkoff (2012); Bergen (2012); and Walker and Gopnik (2012). Psychological Bulletin, 139(1), 49-52.
      Link to pdf
    • Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50, 379-401.
      Link to pdf
    • Smith, E. D., & Lillard, A. S. (2012). Play on: Retrospective reports of the persistence of pretend play into middle childhood. Journal of Cognition and Development, 13(4), 524-549.
      Link to pdf
    • Lillard, A. S., & Erisir, A. (2011). Old dogs learning new tricks: Neuroplasticity beyond the juvenile period. Developmental Review, 31, 207-239.
      Link to pdf
    • Lillard, A. S., & Peterson, J. (2011). The Immediate Impact of Different Types of Television on Young Children's Executive Function. Pediatrics, 128(4), 644-649. doi:10.1542/peds.2010-1919
      Link to pdf
    • Lillard, A. S. (2011). Materials: What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers. Montessori Life, Fall, 18-32.
      Link to pdf
    • Lillard, A. S. (2011). Mindfulness Practices in Education: Montessori's Approach. Mindfulness, 2(2), 78-85. doi: 10.1007/s12671-011-0045-6.
      Link to pdf
    • Lillard, A. S. (2008) How important are the Montessori materials? Feature article in Montessori Life, 4, 20-25.
      Link to pdf
    • Van Reet, J., Pinkham, A. S., and Lillard, A. S. (2008). The development of the counterfactual imagination; Commentary on Byrne. Behavioural and Brain Sciences, 30, 468-9.
      Link to pdf
    • Lillard, A. S., & Else-Quest, N. (2007). Response to "Studying Students in Montessori Schools" by P. Lindenfors. Science, 315, 596-597.
      Link to pdf
    • Lillard, A. S., Nishida, T., Massaro, D., Vaish, A., Ma, L., & McRoberts, G. (2007). Signs of pretense across age and scenario. Infancy, 11(1), 1-30.
      Link to pdf
    • Nishida, T., & Lillard, A. S. (2007). The informative value of emotional expressions: Social referencing behavior in mother-infant pretense. Developmental Science, 10(2), 205-212.
      Link to pdf
    • Lillard, A. S (2006). Dissociations, developmental psychology, and pedagogical design. Child Development, 77(6), 1563-1567.
      Link to pdf
    • Lillard, A. S. & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893-1894.
      Link to pdf
    • Ma, L., & Lillard, A. (2006). Where is the real cheese: Young children's understanding of pretense. Child Development, 77(6), 1762-1777.
      Link to pdf
    • Callaghan, T., Rochat, P., Lillard, A. S., Claux, M. L., Odden, H., Itakura, S., Tapanya, S., & Singh, S. (2005). Synchrony in the onset of mental state reasoning: Evidence From 5 cultures. Psychological Science, 16(5), 378-384.
      Link to pdf
    • Ganea, P. A., Lillard, A. S., & Turkheimer, E. (2004). Preschooler's understanding of the role of mental states and action in pretense. Cognition & Development, 5(2), 213-238.
      Link to pdf
    • Lillard, A. S., & Witherington, D. S. (2004). Mothers' behavior modifications during pretense snacks and their possible signal value for toddlers. Developmental Psychology, 40, 95-113.
      Link to pdf
    • Richert, R., & Lillard, A. S. (2004) Observers' proficiency at identifying pretend acts based on different behavioral cues. Cognitive Development, 19, 223-240.
      Link to pdf
    • Lillard, A. S. (2004). Montessori: The Science. Proceedings of the Association Montessori Internationale.
    • Lillard, A. S. (2004). Discriminating pretense and real snacks: A fundamental problem in early social cognition. British Developmental Psychology Forum, 62, 9-17.
    • Richert, R., & Lillard, A. S. (2002). Children's understanding of the knowledge prerequisites of drawing and pretending. Developmental Psychology, 38, 1004- 1015.
      Link to pdf
    • Sobel, D., & Lillard, A. S. (2002). Children's understanding of the mind's involvement in pretense: do words bend the truth? Developmental Science, 5, 87-97.
      Link to pdf
    • Lillard, A. S. (2001). Pretend play as Twin Earth: A social-cognitive analysis. Developmental Review, 21, 495-531.
      Link to pdf
    • Sobel, D. M., & Lillard, A. S. (2001). The impact of fantasy and action on young children's understanding of pretence. British Journal of Developmental Psychology, 19, 85-98.
      Link to pdf
    • Lillard, A. S., Zeljo, A., Curenton, S., & Kaugers, A. (2000). Children's understanding of the animacy constraint on pretense. Merrill-Palmer Quarterly, 46, 21-44.
      Link to pdf
    • Lillard, A. S. (1999). Developing a cultural theory of mind: The CIAO approach. Current Directions in Psychological Science, 8, 57-61.
      Link to pdf
    • Lillard, A. S., & Sobel, D. M. (1999). Lion Kings vs. puppies: the influence of fantasy on children's understanding of pretense. Developmental Science, 2, 75-80.
      Link to pdf
    • Lillard, A. S. (1999). Siegal on Piaget's legacy: Gricean child meets blundering experimenter. Developmental Science, 2, 18-21.
    • Lillard, A. S. (1999). A cultural feast. Cross-Cultural Psychology Bulletin, March, 22-26.
    • Lillard, A. S., & Curenton, S. (1999). Do young children understand what others feel, want, and know? Young Children, 54, 52-57.
      Link to pdf
    • Lillard A. S. (1998). Ethnopsychologies: Reply to Wellman & Gauvain. Psychological Bulletin, 123, 43-46.
      Link to pdf
    • Lillard, A. S. (1998). Casting the theory net wide. Review of Gopnik & Meltzoff (1997). Contemporary Psychology, 43, 663-665.
    • Lillard, A. S. (1998). The source of universal conceptions: A look from folk psychology. Behavioral and Brain Sciences, 14, 580.
    • Lillard, A. S. (1998). Theories behind theories of mind. Human Development, 41, 40-44.
    • Lillard, A. S. (1998). Wanting to be it: Children's understanding of intentions underlying pretense. Child Development, 61, 981-993.
      Link to pdf
    • Lillard, A. S. (1998). Ethnopsychologies: Cultural variations in theory of mind. Psychological Bulletin, 123, 3-30.
      Link to pdf
    • Lillard, A. S. (1997). Other folks' theories of mind and behavior. Psychological Science, 8, 268-274.
      Link to pdf
    • Lillard, A. S. (1996). Body or mind: Children's categorizating of pretense. Child Development, 67, 1717-1734.
      Link to pdf
    • Lillard, A. S. (1993). Moving forward on cultural learning. Behavioral and Brain Sciences, 16, 528-529.
    • Lillard, A. S. (1993). Pretend play skills and the child's theory of mind. Child Development, 64, 348-371.
      Link to pdf
    • Lillard, A. S. (1993). Young children's conceptualization of pretense: Action or mental representational state? Child Development, 64, 372-386.
      Link to pdf
    • Lillard, A. S., & Flavell, J. H. (1992). Young children's understanding of different mental states. Developmental Psychology, 28, 626-634.
      Link to pdf
    • Lillard, A. S., & Flavell, J. H. (1990). Young children's preference for mental state versus behavioral descriptions of human action. Child Development, 61, 731- 741
      Link to pdf

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Book Chapters

  • Lillard, A. S. (2013). Fictional worlds, the neuroscience of the imagination, and the education of young children. In M. Taylor (Ed.), The Oxford Handbook of the Development of Imagination. New York: Oxford.
  • Lillard, A. S. (2011). Mother-Child Fantasy Play. In A. Peligrini (Ed.), Oxford Handbook of the Development of Play (pp. 284-295). New York: Oxford.
  • Lillard, A. S., Pinkham, A. S., & Smith, E. D. (2010). Pretend play and cognitive nd development. In U. Goswami (Ed.), Handbook of cognitive development (2 pp). London: Blackwell.
  • Pinkham, A. S., Van Reet, J., and Lillard, A. S. (2009). Concepts: Children's reasoning about the psychological world. In R. A. Shweder, T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, and J. Modell (Eds.), The Child: An Encyclopedic Companion (pp. 197-199). Chicago: University of Chicago Press.
  • Lillard, A.S. (2007). Pretend play in toddlers. In C. Brownell & C. Kopp (Eds.), Early Socioemotional Development, New York: Guilford.
  • Lillard, A.S. (2007). Mothers' structuring and others' interpreting of pretend play. In A. Goncu & S. Gaskins (Eds.), Play and Development: Evolutionary, Sociocultural and Functional Perspectives (pp. 131-153). Mahwah, NJ: Erlbaum.
  • Lillard, A.S. (2006). Inside/outside: Where children from different cultural contexts focus their explanations for behavior. In A. Antonietti, O. Liverta-Sempio, & A. Marchetti (Eds.), Theory of mind and language in developmental contexts (pp. 65-76). New York: Springer.
  • Lillard, A.S. (2005). The Montessori Method. In N. Salkind (Ed.), Encyclopedia of Human Development. Thousand Oaks, CA: Sage.
  • Lillard, A. S. (2004). Pretend play and cognitive development. In U. Goswami (Ed.), Handbook of cognitive development (1st ed., pp. 188-205). London: Blackwell.
  • Lillard, A. S., & Skibbe, L. E. (2004). Theory of Mind: Conscious attribution and spontaneous trait inference. In R. Hassin, J. Uleman, & J. Bargh (Eds.), The new unconscious (pp.277-308). NY: Oxford. (2nd Ed.)
  • Lillard, A. S. (2002). Just through the looking glass: Children's understanding of pretense. In R. Mitchell (Ed.), Pretending and imagination in animals and children (pp. 102-114). Cambridge: Cambridge University Press.
  • Lillard, A. S. (2001). Explaining the connection: Pretend play and theory of mind. In S. Reifel (Ed.), Theory in context and out. Vol. 3, Play and culture studies (pp. 173-178). Westport, CT: Ablex.
  • Lillard, A. S. (2001). Pretending, understanding pretense, and understanding minds. In S. Reifel (Ed.), Theory in context and out. Vol. 3, Play and culture studies (pp. 233-254). Westport, CT: Ablex.
  • Lillard, A. S. (1998). Playing with a theory of mind. In O. N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education (pp. 11-33). Series Editor: M. Jensen. New York: SUNY Press.
  • Lillard, A. S. (1994). Making sense of pretence. In C. Lewis and P. Mitchell (Eds.), Children's early understanding of mind: Origins and development (pp. 211-234). NJ: Lawrence Erlbaum.
  • Harris, P. L., Lillard, A. S., & Perner, J. (1994). Commentary: Triangulating pretence and belief. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development (pp. 287-293). NJ: Lawrence Erlbaum.

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