Faculty
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Joan Peskin Associate Professor (DPE) |
Keywords
Theory of mind; Text processing; Cognitive development and learning; Symbolic thinking in literary interpretation; Expertise
Research Projects/Activities
For more information on Dr Peskin's research activities please contact her at j.peskin@utoronto.ca
Research Interests
A. The study of cognition during literary interpretation: Development of metaphoric processing when reading literature; Symbolic thinking when writing and reading poetry
B. Theory of mind and education: Relationship between theory of mind and thinking about one’s reader’s mind in early writing development; Advanced theory of mind in the literary arts
Applied/Clinical Interests
The application of developmental psychology to education; the melding of cognitive science and literary theory and its effect on teaching literature.
Specialty Courses
1. Cognitive development and learning
2. Development, language and literature
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, Vol. 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.