Bennett-Pierre, G., Weinraub, M., Newcombe, N. S., & Gunderson, E. A. (in press). “This is hard!”: Children’s and parents’ talk about difficulty during dyadic interactions. Developmental Psychology. [pdf]
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (in press). Intrusive parental homework support and children’s math achievement: Relation to children’s theories of intelligence. Developmental Psychology
Tian, J., Ren, K., & Gunderson, E. A. (2023). Verbal labels influence children’s processing of decimal magnitudes. Journal of Applied Developmental Psychology, 86, 101537. https://doi.org/10.1016/j.appdev.2023.101537 [pdf]
Tian, J., Ren, K., Newcombe, N. S., Weinraub, M., Vandell, D. L., & Gunderson, E. A. (2023). Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills. Developmental Science, 26, e13302. https://doi.org/10.1111/desc.13302 [pdf]
Bennett-Pierre, G., & Gunderson, E. A. (2022). Fiber arts require spatial skills: How a stereotypically feminine practice can help us understand spatial skills and improve spatial learning. Sex Roles, 1-16. https://doi.org/10.1007/s11199-022-01340-y [pdf]
Gunderson, E. A. (2022). Early prediction of learning outcomes in mathematics. In M. A. Skeide (Ed.), The Cambridge Handbook of Dyslexia and Dyscalculia (pp. 318-332). Cambridge University Press. https://doi.org/10.1017/9781108973595.025
Ren, K., Wang, Y., Weinraub, M., Newcombe, N. S., & Gunderson, E. A. (2022). Fathers’ and mothers’ praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001410 [pdf]
Dearing, E., Casey, B., Davis-Kean, P. E., Eason, S., Gunderson, E., Levine, S. C., Laski, E. V., Libertus, M., Lu, L., Lombardi, C. M., Nelson, A., Ramani, G., & Susperreguy, M. I. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences, 12(5). https://doi.org/10.3390/educsci12050312 [pdf]
Tian, J., Dam, S., & Gunderson, E. A. (2022). Spatial skills, but not spatial anxiety, mediate the gender difference in number line estimation. Developmental Psychology, 58(1), 138–151. https://doi.org/10.1037/dev0001265 [pdf]
Gunderson, E.A., & Hildebrand, L. (2021). Relations among spatial skills, number line estimation, and exact and approximate calculation in young children. Journal of Experimental Child Psychology, 212, 105251. doi:https://doi.org/10.1016/j.jecp.2021.105251 [pdf]
Fuhs, M. W., Tavassolie, N., Wang, Y., Bartek, V., Sheeks, N., & Gunderson, E. A. (2021). Children’s flexible attention to numerical and spatial magnitudes in early childhood. Journal of Cognition and Development, 22(1), 22-47. doi:10.1080/15248372.2020.1844712 [pdf]
Tian, J., Rahman, M., Bartek, V., & Gunderson, E.A. (2021). Learning improper fractions with the number line and the area model. Journal of Cognition and Development, 22(2), 304-327. https://doi.org/10.1080/15248372.2021.1890603 [pdf]
Ren, K. & Gunderson, E. A. (2021). The dynamic nature of children’s strategy use after receiving feedback in decimal comparisons. Journal of Experimental Child Psychology, 202, 105015. doi:https://doi.org/10.1016/jecp.2020.105015 [pdf]
Gibson, D. J., Gunderson, E. A., & Levine, S. C. (2020). Causal effects of parent number talk on preschoolers’ number knowledge. Child Development, 91(6), e1162-e1177. doi:10.1111/cdev.13423 [pdf]
Tian, J. & Gunderson, E. A. (2020). Teaching fractions to young children. Young Children, 75(4), 62-67. [pdf]
Ren, K., & Gunderson, E. A. (2019). Malleability of whole-number and fraction biases in decimal comparison. Developmental Psychology, 55(11), 2263-2274. doi:10.1037/dev0000797 [pdf]
Ham, L., & Gunderson, E. A. (2019). Utilizing analogical reasoning to aid children’s proportional reasoning understanding. Journal of Numerical Cognition, 5(2), 140-157. doi:10.5964/jnc.v5i2.193 [pdf]
Gunderson, E. A., Hamdan, N., Hildebrand, L., & Bartek, V. (2019). Number line unidimensionality is a critical feature for promoting fraction magnitude concepts. Journal of Experimental Child Psychology, 187, 104657. doi:10.1016/j.jecp.2019.06.010 [pdf]
§Ren, K., §Lin, Y., & Gunderson, E. A. (2019). The role of inhibitory control in strategy change: The case of linear measurement. Developmental Psychology, 55(7), 1389-1399. doi:10.1037/dev0000739 §Both authors contributed equally. [pdf]
Gibson, D. J., Gunderson, E. A., Spaepen, E., Levine, S. C., & Goldin-Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science, 22(3), e12791. doi:10.1111/desc.12791 [pdf]
Newcombe, N. S., Booth, J. L., & Gunderson, E. A. (2019). Spatial skills, reasoning, and mathematics. In J. Dunlosky & K. Rawson (Eds.), Cambridge Handbook on Cognition and Education. Cambridge, UK: Cambridge University Press. [pdf]
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety: An early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15-34. doi:10.1080/15248372.2018.1526175 [pdf]
§Spaepen, E., §Gunderson, E. A., Gibson, D., Goldin-Meadow, S., & Levine, S. C. (2018). Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition, 180, 59-81. doi:https://doi.org/10.1016/j.cognition.2018.06.012 §Both authors contributed equally. [pdf]
Gunderson, E. A., Donnellan, M. B., Robins, R. W., & Trzesniewski, K. H. (2018). The specificity of parenting effects: Differential relations of parent praise and criticism to children’s theories of intelligence and learning goals. Journal of Experimental Child Psychology, 173, 116-135. doi: 10.1016/j.jecp.2018.03.015 [pdf]
Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental Psychology, 54(3), 397-409. doi: 10.1037/dev0000444 [pdf], http://dx.doi.org/10.1037/dev0000444.supp (Supplemental)
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46. doi: 10.1080/15248372.2017.1421538 [pdf]
Gunderson, E. A., Hamdan, N., Sorhagen, N. S., & D’Esterre, A. P. (2017). Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults. Developmental Psychology, 53(6), 1188 –1205. doi: 10.1037/dev0000282 [pdf]
Hamdan, N., & Gunderson, E. A. (2017). The number line is a critical spatial-numerical representation: Evidence from a fraction intervention. Developmental Psychology, 53(3), 587-596. doi: 10.1037/dev0000252, 10.1037/dev0000252.supp (Supplemental) [pdf]
Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300-313. doi: 10.1037/edu0000064 [pdf]
Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., Suskind, E., Leininger, L., Goldin-Meadow, S., & Levine, S. C. (2016). A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study. Journal of Child Language, 43(02), 366-406. doi: 10.1017/S0305000915000033 [pdf]
Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S., & Levine, S.C. (2015). Gesture as a window onto children’s number knowledge. Cognition, 144, 14-28. doi: http://dx.doi.org/10.1016/j.cognition.2015.07.008 [pdf]
Gunderson, E. A., Spaepen, E., & Levine, S. C. (2015). Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology, 130, 35-55. doi: 10.1016/j.jecp.2014.09.008 [pdf]
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488. doi: 10.1177/0956797615592630 [pdf]
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later. Child Development, 84(5), 1526-1541. doi: 10.1111/cdev.12064 [pdf]
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning. Mind, Brain, and Education, 7(3), 196-199. doi: 10.1111/mbe.12027 [pdf]
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. doi: 10.1080/15248372.2012.664593 [pdf]
Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229-1241. doi: 10.1037/a0027433 [pdf]
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). New directions for research on the role of parents and teachers in the development of gender-related math attitudes: Response to commentaries. Sex Roles, 66(3), 191-196. doi: 10.1007/s11199-011-0100-8 [pdf]
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3), 153-166. doi: 10.1007/s11199-011-9996-2 [pdf]
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474-487. doi: 10.1080/17470218.2011.616214 [pdf]
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s number knowledge. Developmental Science, 14(5), 1021-1032. doi: 10.1111/j.1467-7687.2011.01050.x [pdf]
Levine, S. C., Gunderson, E. A., & Huttenlocher, J. (2011). Number development in context: Variations in home and school input during the preschool years. In N. L. Stein & S. W. Raudenbush (Eds.), Developmental Cognitive Science Goes to School (pp. 189-202). New York: Taylor and Francis. [pdf]
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Reply to Plante et al.: Girls’ math achievement is related to their female teachers’ math anxiety. Proceedings of the National Academy of Sciences, 107(20), E80. doi: 10.1073/pnas.1003899107 [pdf]
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. doi: 10.1073/pnas.0910967107 [pdf], Appendix A [pdf], Supporting Information [pdf]
Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309-1319. doi: 10.1037/a0019671 [pdf], Correction to Levine et al. (2010) [pdf]