| Lu, L., Vasilyeva, M., & Laski, E.V. (2024). Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide? Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.106121 |
| Vasilyeva, M., Laski, E. V., Casey, B. M., Lu, L., Ban, J., Betar, S., Cho, H., Wang, M. (under revision). Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students. Developmental Psychology. |
| Wang, M., Vasilyeva, M., & Laski, E.V. (2024). Words matter: Effect of manipulating storybook texts on parent and child math talk. Early Childhood Research Quarterly. |
| Ban, J., Msall, C., Douglas, A., Rittle-Johnson, B., & Laski, E.V. (2024). Knowing what they know: Preschool teachers’ knowledge of early math skills and its relation to instruction. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.105996 |
| Laski, E.V., Ermakova, A., & Paz, M. (2024). Cognitive Instructional Techniques Observation Instrument. doi: 10.13140/RG.2.2.31103.42408 |
| Cho, H., Vasilyeva, M., & Laski, E.V. (2024). Statistical learning and mathematics knowledge: The case of arithmetic principles. Frontiers in Developmental Psychology. |
| Vasilyeva, M., Laski, E.V., Casey, B. M., Lu, L., Wang, M., Cho, H. (2023). Spatial-numerical magnitude estimation mediates early sex differences in the use of advanced arithmetic strategies. Journal of Intelligence, 11(5), 97. doi.org/10.3390/jintelligence11050097 |
| Laski, E.V. & Wang, M. (2023). A critical consideration of Montessori Education in its relation to cognitive science and concrete to abstract thinking. In A. Murray, E-M. Ahlquist, M. McKenna, & M. Debs (Eds), The Bloomsbury Handbook of Montessori Education, https://www.bloomsbury.com/us/bloomsbury-handbook-of-montessori-education-9781350275614/ |
| Lu, L., Vasilyeva, M., Laski, E.V. (2023). Minor changes, big differences? Effects of manipulating materials on parental math talk. Developmental Psychology. doi.org/10.1037/dev0001550 |
| Laski, E.V. (2023). Bridging cognitive science and teaching practice: A proof of concept study of the Cognitive Instructional Technique (CIT) observation instrument. Journal of Educational and Psychological Research, 5(1), 588-594. |
| Laski, E.V., Ermakova, A., Vasilyeva, M., & Halloran, K., (2023). Effects of Using One or More Manipulatives on Strategy Mastery and Generalization. Journal of Experimental Education, 91(2), 1-19. doi.org/10.1080/00220973.2021.1973358 |
| Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2022). What children’s number naming errors tell us about early understanding of multidigit numbers. Journal of Experimental Child Psychology, 224, 105510. |
| 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. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences, 12(5), 312. doi.org/10.3390/educsci12050312 |
| Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2021). Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge. Journal of Educational Psychology, 113(7), 1354-1369. doi.org/10.1037/edu0000653 |
| Collins, M. & Laski, E.V. (2019). Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning. Early Childhood Research Quarterly, 46, 201–212. doi: 10.1016/j.ecresq.2018.02.008 |
| Schiffman, J. & Laski, E.V (2018). Materials count: Linear-spatial materials improve young children’s addition strategies and accuracy, irregular arrays don’t. PlosONE, 13(12), doi: 10.1371/journal.pone.0208832 |
| Vasilyeva, M., Laski, E.V., Veraksa, A., Weber, L., & Bukhalenkova, D. (2018). Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills. Journal of Cognition and Development, 19, 345-366. doi.org/10.1080/15248372.2018.1483371 |
| Laski, E.V. (2018). Portfolio picks: An approach for developing children’s metacognition. In H. Bohart & R. Procopio (Eds.), Spotlight on Young Children: Observation and Assessment. Washington, DC: National Association for the Education of Young Children. |
| Nguyen, H.N.T. †, Laski, E.V., Thomson, D.L., Casey, B.M., & Bronson, M.B. (2017). More Than Counting: Learning to Label Quantities in Preschool. Young Children, July, 22-29. |
| Laski, E.V. (2017). Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning. Kappa Delta Pi Record, 53(2), 87-90. doi.org/10.1080/00228958.2017.1299548 |
| Foley, A. E., Vasilyeva, M., & Laski, E. V. (2017). Children’s use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation. British Journal of Developmental Psychology. 35(2), 303–309. doi: 10.1111/bjdp.12166 |
| Laski, E.V. (2016). An Explanation of the Distinction Between Developmental Factors and Mechanisms. Psychology Learning and Teaching, 16(1), 93–104. doi: 10.1177/1475725716680544 |
| Vasilyeva, M., Laski, E. V., Veraksa, A. N., & Shen, C. (2016). Development of children’s early understanding of numeric structure. Psychology in Russia: State of the Art, 9(3), 76-94. |
| Laski, E.V., Schiffman, J., Shen, C., & Vasilyeva, M. (2016). Kindergartners’ base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. Learning and Individual Differences. doi: 10.1016/j.lindif.2016.08.004 |
| 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), 1035-1050. doi: 10.1037/edu0000034 |
| Laski, E.V., Jor’dan, J. R., Daoust, C., & Murray, A. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open, 1-8. doi: 10.1177/2158244015589588 (Translated to Greek in e-journal Montessori Pedagogy and Education, 2022) |
| 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. (2015). Instruction and cognitive load. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management (p. 420-422). Thousand Oaks, CA: Sage Publications. http://dx.doi.org/10.4135/9781483346243 |
| Laski, E.V. (2015). Learning styles. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management (p. 468-470). Thousand Oaks, CA: Sage Publications. http://dx.doi.org/10.4135/9781483346243 |
| 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. |
| Strand Cary, M., Laski, E.V., Shanley, L., Clarke, B. (2014). iPad number line assessment [iPad assessment]. University of Oregon, Center on Teaching and Learning, Eugene, OR. |
| 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. |
| Leistico, K., Laski, E.V., & University of Pittsburgh’s Office of Child Development (2010). Ready Freddy Kindergarten Club: A Parent-child kindergarten transition 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. |
| Laski, E.V., & Ogan, A. (2007). Investigation of the Everyday Mathematics computer-based games’ data, learning principles, and student learning. Carnegie Mellon University, Pittsburgh, PA. |
| Laski, E.V. (2003). Are you born with it? In K. Ryan & J.M. Cooper, Those Who Can, Teach (10th ed., p. 498). Boston: Houghton Mifflin Company. |
| Laski, E.V. (2000). The elements of a standards-based school: A word from the trenches. Commissioned by Lightspan Company, Inc., San Diego, CA. |
