Publications

Newcombe, N. S., Booth, J. L., & Gunderson, E. A. (in press). Spatial skills, reasoning, and mathematics. In J. Dunlosky & K. Rawson (Eds.), Cambridge Handbook on Cognition and Education. [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], 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]