{"id":66,"date":"2013-09-03T15:28:07","date_gmt":"2013-09-03T19:28:07","guid":{"rendered":"https:\/\/sites.temple.edu\/cognitionlearning\/?page_id=66"},"modified":"2023-05-04T10:23:45","modified_gmt":"2023-05-04T14:23:45","slug":"publications-2","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/cognitionlearning\/publications-2\/","title":{"rendered":"Publications"},"content":{"rendered":"
\n

Bennett-Pierre, G., Weinraub, M., Newcombe, N. S., & Gunderson, E. A. (in press). “This is hard!”: Children\u2019s and parents\u2019 talk about difficulty during dyadic interactions.\u00a0Developmental Psychology<\/i>. [pdf<\/a>]<\/p>\n

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\u2019s math achievement: Relation to children\u2019s theories of intelligence.\u00a0Developmental Psychology<\/i><\/p>\n

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<\/a> [pdf]<\/a><\/p>\n

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<\/a> [pdf<\/a>]<\/p>\n

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<\/em>, 1-16. https:\/\/doi.org\/10.1007\/s11199-022-01340-y<\/a> [pdf<\/a>]<\/p>\n

Gunderson, E. A. (2022). Early prediction of learning outcomes in mathematics. In M. A. Skeide (Ed.),\u00a0The Cambridge Handbook of Dyslexia and Dyscalculia<\/i> (pp. 318-332). Cambridge University Press. https:\/\/doi.org\/10.1017\/9781108973595.025<\/a><\/p>\n

Ren, K., Wang, Y., Weinraub, M., Newcombe, N. S., & Gunderson, E. A. (2022). Fathers\u2019 and mothers\u2019 praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement.\u00a0Developmental Psychology<\/i>. Advance online publication.\u00a0https:\/\/doi.org\/10.1037\/dev0001410 <\/a>[pdf<\/a>]<\/p>\n

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.\u00a0Education Sciences, 12<\/i>(5).\u00a0https:\/\/doi.org\/10.3390\/educsci12050312<\/a> [pdf<\/a>]<\/p>\n

Tian, J., Dam, S., & Gunderson, E. A. (2022). Spatial skills, but not spatial anxiety, mediate the gender difference in number line estimation.\u00a0Developmental Psychology, 58<\/em>(1), 138\u2013151. https:\/\/doi.org\/10.1037\/dev0001265 [pdf<\/a>]<\/p>\n<\/div>\n

Gunderson, E.A., & Hildebrand, L. (2021). Relations among spatial skills, number line estimation, and exact and approximate calculation in young children.\u00a0Journal of Experimental Child Psychology,\u00a0<\/em>212, 105251. doi:https:\/\/doi.org\/10.1016\/j.jecp.2021.105251 [pdf<\/a>]<\/p>\n

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<\/i>, 22(1), 22-47. doi:10.1080\/15248372.2020.1844712 [pdf<\/a>]<\/p>\n

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, <\/em>22(2), 304-327. https:\/\/doi.org\/10.1080\/15248372.2021.1890603\u00a0[pdf<\/a>]<\/p>\n

Ren, K. & Gunderson, E. A. (2021). The dynamic nature of children\u2019s strategy use after receiving feedback in decimal comparisons. Journal of Experimental Child Psychology,<\/i> 202, 105015. doi:https:\/\/doi.org\/10.1016\/jecp.2020.105015\u00a0[pdf<\/a>]<\/span><\/p>\n

Gibson, D. J., Gunderson, E. A., & Levine, S. C. (2020). Causal effects of parent number talk on preschoolers’ number knowledge. Child Development, 91<\/em>(6), e1162-e1177. doi:10.1111\/cdev.13423 [pdf<\/a>]<\/p>\n

Tian, J. & Gunderson, E. A. (2020). Teaching fractions to young children.\u00a0Young Children, 75<\/em>(4), 62-67. [pdf<\/a>]<\/p>\n

Ren, K., & Gunderson, E. A. (2019). Malleability of whole-number and fraction biases in decimal comparison. Developmental Psychology, 55<\/em>(11), 2263-2274. doi:10.1037\/dev0000797 [pdf<\/a>]<\/p>\n

Ham, L., & Gunderson, E. A. (2019). Utilizing analogical reasoning to aid children\u2019s proportional reasoning understanding. Journal of Numerical Cognition<\/em>, 5<\/em>(2), 140-157.\u00a0doi:10.5964\/jnc.v5i2.193\u00a0 [pdf<\/a>]<\/p>\n

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<\/em>, 187<\/em>, 104657. doi:10.1016\/j.jecp.2019.06.010 [pdf<\/a>]<\/p>\n

\u00a7Ren, K., \u00a7Lin, Y., & Gunderson, E. A. (2019). The role of inhibitory control in strategy change: The case of linear measurement.\u00a0Developmental Psychology, 55<\/i>(7), 1389-1399. doi:10.1037\/dev0000739 \u00a7Both authors contributed equally. [pdf<\/a>]<\/p>\n

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<\/i>(3), e12791. doi:10.1111\/desc.12791 [pdf<\/a>]<\/p>\n

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<\/a>]<\/p>\n

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\u2019s success in reading. Journal of Cognition and Development, 20<\/em>(1), 15-34. doi:10.1080\/15248372.2018.1526175 [pdf<\/a>]<\/p>\n

\u00a7Spaepen, E., \u00a7Gunderson, 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,<\/em> 59-81. doi:https:\/\/doi.org\/10.1016\/j.cognition.2018.06.012\u00a0 \u00a0 \u00a7Both authors contributed equally. [pdf<\/a>]<\/p>\n

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\u2019s theories of intelligence and learning goals. Journal of Experimental Child Psychology, 173,<\/em> 116-135. doi: 10.1016\/j.jecp.2018.03.015 [pdf<\/a>]<\/p>\n

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\u2019s incremental mindsets. Developmental Psychology<\/em>, 54(3)<\/em>, 397-409. doi: 10.1037\/dev0000444 [pdf<\/a>], http:\/\/dx.doi.org\/10.1037\/dev0000444.supp\u00a0(Supplemental<\/a>)<\/p>\n

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.\u00a0Journal of Cognition and Development, 19<\/i>(1), 21-46. doi: 10.1080\/15248372.2017.1421538 [pdf<\/a>]<\/p>\n

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.\u00a0Developmental Psychology, 53<\/i>(6), 1188 \u20131205. doi: 10.1037\/dev0000282 [pdf<\/a>]<\/p>\n

Hamdan, N., & Gunderson, E. A. (2017). The number line is a critical spatial-numerical representation: Evidence from a fraction intervention. Developmental Psychology, 53<\/i>(3), 587-596. doi: 10.1037\/dev0000252, 10.1037\/dev0000252.supp (Supplemental) [pdf<\/a>]<\/p>\n

Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children\u2019s motivational frameworks and math achievement: Relation to teacher-reported\u00a0instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology<\/em>, 108(3), 300-313. doi: 10.1037\/edu0000064 [pdf<\/a>]<\/p>\n

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<\/em>, 43(02), 366-406. doi: 10.1017\/S0305000915000033 [pdf<\/a>]<\/p>\n

Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S., & Levine, S.C. (2015). Gesture as a window onto children\u2019s number knowledge. Cognition, 144, <\/em>14-28. doi: http:\/\/dx.doi.org\/10.1016\/j.cognition.2015.07.008 [pdf<\/a>]<\/p>\n

Gunderson, E. A., Spaepen, E., & Levine, S. C. (2015). Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology, 130,<\/i>\u00a035-55. doi:\u00a010.1016\/j.jecp.2014.09.008\u00a0<\/i>[pdf<\/a>]<\/p>\n

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents\u2019 math anxiety on children\u2019s math achievement and anxiety. Psychological Science, 26(9),\u00a0<\/em>1480-1488.\u00a0doi: 10.1177\/0956797615592630\u00a0<\/em>[pdf<\/a>]<\/p>\n

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.\u00a0Child Development, 84<\/i>(5), 1526-1541. doi: 10.1111\/cdev.12064\u00a0[pdf<\/a>]<\/p>\n

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers\u2019 spatial anxiety relates to 1st- and 2nd-graders\u2019 spatial learning. Mind, Brain, and Education,<\/i> 7(3)<\/em>, 196-199. doi: 10.1111\/mbe.12027 [pdf<\/a>]<\/p>\n

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<\/i>(2), 187-202. doi: 10.1080\/15248372.2012.664593 [pdf<\/a>]<\/p>\n

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<\/i>(5), 1229-1241. doi: 10.1037\/a0027433 [pdf<\/a>]<\/p>\n

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<\/i>(3), 191-196. doi: 10.1007\/s11199-011-0100-8 [pdf<\/a>]<\/p>\n

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<\/i>(3), 153-166. doi: 10.1007\/s11199-011-9996-2 [pdf<\/a>]<\/p>\n

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<\/i>(3), 474-487. doi: 10.1080\/17470218.2011.616214 [pdf<\/a>]<\/p>\n

Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents\u2019 input and children\u2019s number knowledge. Developmental Science, 14<\/i>(5), 1021-1032. doi: 10.1111\/j.1467-7687.2011.01050.x [pdf<\/a>]<\/p>\n

Levine, S. C., Gunderson, E. A., & Huttenlocher, J. (2011). Number development in context:\u00a0 Variations in home and school input during the preschool years. In N. L. Stein & S. W. Raudenbush (Eds.), Developmental Cognitive Science Goes to School<\/i> (pp. 189-202). New York: Taylor and Francis. [pdf<\/a>]<\/p>\n

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Reply to Plante et al.: Girls\u2019 math achievement is related to their female teachers\u2019 math anxiety. Proceedings of the National Academy of Sciences, 107<\/i>(20), E80. doi: 10.1073\/pnas.1003899107 [pdf<\/a>]<\/p>\n

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<\/i>(5), 1860-1863. doi: 10.1073\/pnas.0910967107 [pdf<\/a>],\u00a0Appendix A [pdf<\/a>],\u00a0Supporting Information [pdf<\/a>]<\/p>\n

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<\/em>(5), 1309-1319. doi: 10.1037\/a0019671 [pdf<\/a>],\u00a0Correction to Levine et al. (2010) [pdf<\/a>]<\/p>\n","protected":false},"excerpt":{"rendered":"

Bennett-Pierre, G., Weinraub, M., Newcombe, N. S., & Gunderson, E. A. (in press). “This is hard!”: Children\u2019s and parents\u2019 talk about difficulty during dyadic interactions.\u00a0Developmental…<\/p>\n

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