Dr. Robert Pasnak

Department of Psychology

George Mason University

Email: rpasnak@gmu.edu

Qualifications

1969 Ph.D., The Pennsylvania State University, USA

1966 M. S., The Pennsylvania State University, USA

1964 B. S., University of Maryland, USA

Publications (Selected)

1. Kidd, J. K., Carlson, A. G., Gadzichowski, K. M. , Boyer, C. E., Gallington, D. A.,Pasnak, R. (In press). Effects of patterning instruction on the academic achievement of first grade children.
2. Pasnak, R., Kidd, J. K., Gadzichowski, K. M. ,Gallington, D. A.,McKnight, P. E., Boyer, & Carlson, A. (In press) Instructing first grade children on patterning improves reading and mathematics.
3. Kidd, J. K. , Curby, T. W., Boyer, C. E., Gadzichowski, K. M., Gallington, D. A. , Machado, J. A. & Pasnak, R. P. (2012). Benefits of interventions focused on oddity and seriation, literacy, or numeracy. Early Education and Development, 23, 900-918.
4. Boyer, C. E., Carlson, A. G.,& Pasnak, R. (2011). Object and size awareness in preschool-age children. Perceptual and Motor Skills, 2011, 113, 3, 1-14.
5. Stewart, K. M., Pasnak, R. (2010) Preschooler’s knowledge about the appearance of proper names. Perceptual and Motor Skills, 111, 447-457.
6. Pasnak, R., Kidd, J. K., Gadzichowski, M. K., Gallington, D. A., Saracina, R. P., & Addison, K. T. (2009) Promoting early abstraction to promote early literacy and numeracy. Journal of Applied Developmental Psychology, 30, 239-249.
7. Romero, S., Perez, K., Pasnak, R., & Lehman, E. (2009) Selection of friends in an ethnically diverse preschool, NHSA Dialog: A Research-To-Practice Journal,12, 293-306..
8. Pasnak, R., Perez, K. & Romero, S. (2009). Encouraging friendships in preschool classrooms. NHSA Dialog: A Research-To Practice Journal, 12, 342-346.
9. Greene, M. R., Pasnak, R., & Romero, S. (2009). A time lag analysis of temporal relations between motivation, academic achievement, and two cognitive abilities.Early Education and Development, 20, 799-825.
10. Pasnak, R., Kidd, J. K., Gadzichowski, M. K., Gallington, D. A., Saracina, R. P., & Addison, K. (2008). Can emphasizing cognitive development improve academic achievement? Educational Research.50, 261-276.
11. Kidd, J. K. , Pasnak, R., Gadzichowski, M., Ferral-Like, M. , and Gallington, D. . (2008). Enhancing kindergartners’ mathematics achievement by promoting early abstract thought. Journal of Advanced Academics, 19,164-200.
12. Pasnak, R., Maccubbin, E., & Ferral-Like, M. (2007) Using developmental principles to assist at-risk preschoolers in developing numeracy and phonemic awareness. Perceptual and Motor Skills, 105,163-176.
13. Pasnak, R.; Kidd, J. Gadzichowski, M., Ferral-Like, M., Gallington, D., & Saracina, R. (2007). Nurturing developmental processes. Journal of Developmental Processes, 2, 90-115.
14. Pasnak, R., Cooke, W., & Hendricks, C. (2006). Enhancing academics by strengthening class inclusion reasoning. Journal of Psychology. 140, 603 – 613.
15. Hendricks, C., Trueblood, L., & Pasnak, R. (2006). Effects of teaching patterning to first graders. Journal of Research on Childhood Education, 21, 77 – 87.
16. Pasnak, R., Greene, M. S., Ferguson, E. O., & Levit, K. (2006). Applying principles of development to help at-risk preschoolers develop numeracy. Journal of Psychology, 140, 155-173.
17. Campbell, J. L., Gadzichowski, M., & Pasnak, R. (2004). Mastery of number conservation by a man with severe cognitive disabilities. Perceptual and Motor Skills, 98, 1283-1284.
18. Pasnak, R., Maccubbin, E. M., Campbell, J. L., & Gadzichowski, M. (2004) Learning set instruction in seriation and the oddity principle for a man with severe mental disabilities. Education and Training in Developmental Disabilities, 39, 337-345.
19. Malabonga, V. A., & Pasnak, R. (2003). Hierarchical categorization by bilingual Latino children: Is there a basic level bias? Genetic, Social, and General Psychology, Monographs,128, 409-441.
20. Ciancio, D., Rojas, A. C., McMahon, K., & Pasnak, R. (2001). Teaching oddity and insertion to Head Start children: An economical cognitive intervention. Journal of Applied Developmental Psychology, 22, 603–621.