Office: Galvin 430A
4240 Campus Dr.
Lima, OH 45804
Virginia Tompkins is an assistant professor at the Ohio State University at Lima. She completed her undergraduate and graduate degrees at the University of Florida. She earned her B.S. in psychology in 2002, her M.S. in developmental psychology in 2007, and her Ph.D. in developmental psychology in 2009. She joined the Lima campus in the fall of 2009 where she teaches General Psychology, Introduction to Life Span Developmental Psychology, Psychology of Childhood, Psychology of the Adult Years, and Research Methods.
Dr. Tompkins’ research focuses on social cognitive development in early childhood. She is particularly interested in language, literacy, and theory of mind development. She is also interested in how these domains of development are promoted through social interaction with parents and teachers. Dr. Tompkins has worked with a variety of populations including language-impaired children and low-income children. She is currently conducting a federally-funded intervention to improve theory of mind understanding and social competence among low-income preschoolers.Funding
Theory of Mind Intervention in Low-Income Preschoolers. PI: Virginia Tompkins
R03, National Institute of Child Health and Human Development, National Institutes of Health
August 2012 to July 2014
Total funds awarded: $148, 611
Farrar, M. J., Johnson, B., Tompkins, V., Easters, M., Zilizi, A., & Benigno, J. P. (2009). Language and theory of mind in children with language disorders, Journal of Communication Disorders, 42, 428-441.
Tompkins, V., & Farrar, M. J. (2011). Mothers’ autobiographical memory and book narratives with children with specific language impairment, Journal of Communication Disorders, 44, 1-22.
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961-968.
Guo, Y., Connor, C. M., Tompkins. V., & Morrison, F. J. (2011). Classroom quality and student engagement: Contributions to third-grade reading skills. Frontiers in Educational Psychology, 2, 1-10.
Tompkins, V., Zucker, T. A., Justice, L. M., & Binici, S. (2013). Inferential talk during teacher-child interactions in small group play. Early Childhood Research Quarterly, 28,424-436.
Tompkins. V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language in the preschool years. Reading and Writing: An Interdisciplinary Journal, 26, 403-429.
Tompkins, V., Farrar, M. J., & Guo, Y. (2013). Siblings, language, and false belief in low-income preschoolers. Journal of Genetic Psychology, 174, 457-463.Kurcirkova, N., & Tompkins, V. (in press). Personalization in mothers’ and children’s emotion talk.
Infant and Child Development.
Justice, L. M., Logan, J., Kaderavek, J., Schmitt, M. B., Tompkins, V., & Bartlett, C. (in press).
Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities.