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.
Media Coverage
Essential Addition Strategies for Young Children (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).
Publications
| 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 |
| 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), 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. |