Publications (by year)

Laski, E. V., Ermakova, A., Vasilyeva, M., & Halloran, K. (2021). Effects of Using One or More Manipulatives on Strategy Mastery and Generalization. The Journal of Experimental Education. DOI: 10.1080/00220973.2021.1973358

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. https://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

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.

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

Vasilyeva, M. Weber, L., Crawford, L., & Veraksa, A. (2018). Early symbolic knowledge of numbers: A window into children’s understanding of numeric structure. Bordón. Revista de Pedagogía (Journal of Education), 70(3), 139-155.

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

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

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

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

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

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.

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)

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

Solomon, T., Vasilyeva, M., Levine, S., & Huttenlocher, J. (2015). Minding the gap: Children’s difficulty conceptualizing spatial intervals as linear measurement units. Developmental Psychology, 51(11), 1564-1573.

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

Dulaney, A., Vasilyeva, M., O’Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, 55-63.

Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106 (1), 105-120.

Ganley, C., Vasilyeva, M., & Dulaney, A. (2014). Spatial ability mediates the gender difference in middle-school students’ science performance. Child Development, 85 (4), 1419-1432.

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.

Laski, E., Casey, B., 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, Vol. 23, 123-130. https://doi.org/10.1016/j.lindif.2012.08.001.

Vasilyeva, M., Ganley, C., Casey, B., Dulaney, A., Tillinger, M., & Anderson, K.(2013). How children solve volume problems: Investigating factors influencing strategy choice. Cognition and Instruction, 31, 29-61.

Ganley, C., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental Psychology, 49, 1886-1897.

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.

Ganley, C., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32, 235-242.

Casey, B., Dearing, E., Vasilyeva, M., Ganley, C., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community poverty and gender. Journal of Educational Psychology, 103, 296-311.

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.