Publications and Media Coverage of Our Research

For more information on the lab’s work, feel free to download the publications and academic posters listed here.

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Media Coverage

Essential Addition Strategies for Young Children (The Early Childhood Research Podcast).

Solving visual Patterns in Preschool: Research says we're doing it wrong (The Early Childhood Research Podcast).

The Best Language for math (Wall Street Journal).

Board Games and how Children Count (CBS Radio - Osfood Files).

Board Games Can Boost Kids' Number Skills - But It Depends on How You Play (International Business Times).


Laski, E. V. (under review). How to spot a good rubric: Three principles from cognitive science that can help. Submitted to Kappa Delta Pi Record.

Laski, E. V., Schiffman, J., Vasilyeva, M., & Ermakova, A. (2016). Arithmetic Accuracy in Children From High- and Low-Income Schools: What Do Strategies Have to Do With It? AERA Open, 2 (2), 1-14. doi: 0.1177/2332858416644219

Laski, E. V., Vasilyeva, M., & Schiffman, J. (2016). Longitudinal Comparison of Place-Value and Arithmetic Knowledge in Montessori and Non-Montessori Students. Journal of Montessori Research, 2 (1), 1-15. doi: 10.1016/j.jecp.2016.01.016

Shen, C., Vasilyeva, M., & Laski, E. V. (2016). Here, but not there: Cross-national variability of gender effects in arithmetic. Journal of Experimental Child Psychology, 146, 50-65. doi: 10.1016/j.jecp.2016.01.016

Vasilyeva, M., Laski, E., & Shen, C. (2015). Computational Fluency and Strategy Choice Predict Individual and Cross-National Differences in Complex Arithmetic. Developmental Psychology, 51 (1), 1489-1500. doi: 10.1037/dev0000045

Collins, M.A. & Laski, E.V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204-214. doi: 10.1016/j.ecresq.2015.04.004

Laski, E.V. & Dulaney, A. (2015). When prior knowledge interferes, inhibitory control matters for learning: The case of numerical magnitude representations. Journal of Educational Psychology. Vol 107(4), Nov 2015, 1035-1050. doi: 10.1037/edu0000034

Vasilyeva, M., Laski, E.V., Ermakova, A., Lai, W. F., Jeong, Y., Hachiagan, A. (2015). Re-examining the language account of cross-national differences in base-10 number representations. Journal of Experimental Child Psychology, 129, 12-25. doi: 10.1016/j.jecp.2014.08.004

Laski, E.V., Ermakova, A., & Vasilyeva, M. (2014). Early use of decomposition for addition and its relation to base-10 knowledge. Journal of Applied Developmental Psychology, 35, 444-454. doi: 10.1016/j.appdev.2014.07.002

Laski, E. V. & Siegler, R.S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology. 50(3), 853-864. doi: 10.1037/a0034321

Laski, E. V. & Yu, Q. (2014). Number line estimation and mental addition: Examining the potential roles of language and education. Journal of Experimental Child Psychology, 117, 29-44.

Mitchell, R. & Laski, E.V. (2013). Integration of technology in elementary pre-service teacher education: An examination of mathematics methods courses. Journal of Technology and Teacher Education, 21 (3), 337-353.

Laski, E. V. (2013). Portfolio picks: An approach for developing children's metacognition. Young Children, 68 (3), 38-43.

Laski, E. V., Reeves, T., Ganley, C., & Mitchell, R. (2013). Mathematics teacher educators' perceptions and use of cognitive psychology research. Mind, Brain, and Education, 7, 63-74.

Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013). Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies. Learning and Individual Differences, 23, 123-130.

Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young Girls' Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Environments. Early Childhood Research Quarterly, 27, 458-470.

Leistico, K., Laski, E. V., & University of Pittsburgh’s Office of Child Development (2010). Ready Freddy: School Readiness Curriculum. Office of Child Development, Pittsburgh, PA.

Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78, 1723-1743.

©2011 Thinking & Learning Lab | Elida V. Laski PH.D. | Applied Developmental & Educational Psychology Lynch School of Education | Boston College | VIDA Marketing Communications