5-2 | Contributors
Robyn M. Holmes is Professor of Psychology at Monmouth University. Her research interests range from children’s artwork and the play of special needs children to children’s social behavior during video game play and college student-athletes’ conceptions of work and play. She is the author of Fieldwork with Children and How Young Children Perceive Race and has contributed chapters to Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth, Handbook of Computer Game Studies, and several volumes in the Play & Culture Studies series. Articles by Holmes have appeared in Early Child Development and Care, American Anthropologist, and the Journal of Sport Behavior. Sharon R. Liden is a practicing clinical psychologist and mental health supervisor in Lanai City, Hawaii. In addition, she serves as adjunct professor of graduate courses in group psychotherapy, existential and humanistic psychology, and child and adolescent psychology at Argosy University. She also served as a consulting psychologist for the reality television program Survivor. Lisa M. Shin is an educational assistant for the Primary School Adjustment Project in Lanai City, Hawaii.
Angeline Lillard is Professor of Psychology at the University of Virginia and Director of the university’s Early Development Lab. Her research considers how children’s interactions with pretend play, fantasy, imagination, and media influence their cognitive and social development. Lillard is the author of Montessori: The Science behind the Genius and numerous articles and essays. She has contributed to the Blackwell Handbook of Cognitive Development, the Oxford Handbook of the Development of Play, The Child: An Encyclopedic Companion, and other works. She has also lectured internationally and serves currently as Associate Editor of the Journal of Cognition and Development.
Evangeline E. Nwokah is Associate Professor and Chair of the Department of Communication and Learning Disorders at Our Lady of the Lake University. Trained academically in the United Kingdom and the United States, she has extensive clinical experience in England, Canada, and the United States and has taught in England, Nigeria, and America. She has written more than two dozen articles on early-childhood language and emergent literacy and is editor of Play as Engagement and Communication, volume 10 of the Play & Culture Studies series. Hui-Chin Hsu is Associate Professor of Human Development and Family Science at the University of Georgia. Her research considers the social-emotional development in parent-child interaction from infancy to preschool age and the role of culture in parenting efficacy. Her work has appeared in a number of journals including Infancy and Developmental Psychology, and she is coauthor of Change Processes in Interpersonal Relationships: Infant-Mother Communication in a Historical-Relational Perspective. Hope Gulker is Clinical Associate Professor and Codirector of Preschool Language Programs in the Department of Speech, Language, and Hearing Sciences at Purdue University. Her research considers music, affective development, and family participation in early-childhood settings.
Phillip Prager is Lecturer in Digital Play and Aesthetics at the IT University of Copenhagen. His interdisciplinary approach interprets twentieth-century art through the lens of scientific research on creativity and play. He has worked extensively in both the film industry and academia and organized interactive exhibitions. His writings have appeared in Creativity Research Journal, Digital Creativity, and other publications.