{"id":652,"date":"2024-11-20T23:18:28","date_gmt":"2024-11-21T04:18:28","guid":{"rendered":"https:\/\/bcmathlearninglab.wordpress.com\/?page_id=652"},"modified":"2024-11-20T23:18:28","modified_gmt":"2024-11-21T04:18:28","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.bc.edu\/mathlearninglab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

To see these articles listed by their published year, please click HERE<\/a>.<\/p>\n\n\n\n

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Number Sense & Base-10 Knowledge<\/strong><\/summary>\n
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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<\/em>, 11(5), 97. <\/a>doi.org\/10.3390\/jintelligence11050097<\/a><\/p>\n\n\n\n

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<\/em>, 91(2), 1-19. <\/a>doi.org\/10.1080\/00220973.2021.1973358<\/a><\/p>\n\n\n\n

Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2022). What children\u2019s number naming errors tell us about early understanding of multidigit numbers. Journal of Experimental Child Psychology, <\/em>224, 105510.<\/a><\/p>\n\n\n\n

Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2021). Leveraging measurement instruction to develop kindergartners\u2019 numerical magnitude knowledge. Journal of Educational Psychology,<\/em> 113(7), 1354-1369. <\/a>doi.org\/10.1037\/edu0000653<\/a><\/p>\n\n\n\n

Vasilyeva, M. Weber, L., Crawford, L., & Veraksa, A. (2018). Early symbolic knowledge of numbers: A window into children\u2019s understanding of numeric structure. Bord\u00f3n. Revista de Pedagog\u00eda (Journal of Education<\/em>), 70<\/em>(3), 139-155.<\/p>\n\n\n\n

Laski, E.V., Schiffman, J., Shen, C., & Vasilyeva, M. (2016). Kindergartners\u2019 base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. Learning and Individual Differences<\/em>. doi: 10.1016\/j.lindif.2016.08.004<\/a><\/p>\n\n\n\n

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,<\/em> 2 (1), 1-15. doi: 10.1016\/j.jecp.2016.01.016<\/a><\/p>\n\n\n\n

Vasilyeva, M., Laski, E. V., Veraksa, A. N., & Shen, C. (2016). Development of children\u2019s early understanding of numeric structure. Psychology in Russia: State of the Art,<\/em> 9(3), 76-94.<\/a><\/p>\n\n\n\n

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), <\/em>1564-1573.<\/p>\n\n\n\n

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<\/em>, 129, 12-25. doi: 10.1016\/j.jecp.2014.08.004<\/a><\/p>\n\n\n\n

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<\/em>, 35, 444-454. doi: 10.1016\/j.appdev.2014.07.002<\/a><\/p>\n\n\n\n

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,<\/em> 117, 29-44.<\/a><\/p>\n\n\n\n

Vasilyeva, M., Laski, E.V., Casey, B. M., Ban, J., Betar, S., Cho, H., Lu, L., Wang, M. (accepted pre-registered report). Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students. Developmental Psychology.<\/em><\/p>\n\n\n\n

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,<\/em> 78, 1723-1743.<\/a><\/p>\n\n\n\n

<\/p>\n<\/div>\n<\/details>\n<\/div>\n\n\n\n

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Arithmetic Strategy Use<\/strong><\/summary>\n
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Foley, A. E., Vasilyeva, M., & Laski, E. V. (2017). Children\u2019s use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation. British Journal of Developmental Psychology. <\/em>35(2), 303\u2013309. doi: 10.1111\/bjdp.12166<\/a><\/p>\n\n\n\n

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,<\/em> 146, 50-65. doi: 10.1016\/j.jecp.2016.01.016<\/a><\/p>\n\n\n\n

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, <\/em>2 (2), 1-14. doi: 0.1177\/2332858416644219<\/a><\/p>\n\n\n\n

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

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<\/em>, 11(5), 97. <\/a>doi.org\/10.3390\/jintelligence11050097<\/a><\/p>\n\n\n\n

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<\/em>, 91(2), 1-19. <\/a>doi.org\/10.1080\/00220973.2021.1973358<\/a><\/p>\n\n\n\n

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,<\/em> 2 (1), 1-15. doi: 10.1016\/j.jecp.2016.01.016<\/a><\/p>\n\n\n\n

Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013). Spatial skills as a predictor of first grade girls\u2019 use of higher level arithmetic strategies. Learning and Individual Differences, <\/em>23, 123-130.<\/a><\/p>\n\n\n\n

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<\/em>, 35, 444-454. doi: 10.1016\/j.appdev.2014.07.002<\/a><\/p>\n\n\n\n

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,<\/em> 29-61.<\/em><\/p>\n\n\n\n

Schiffman, J. & Laski, E.V (2018). Materials count: Linear-spatial materials improve young children\u2019s addition strategies and accuracy, irregular arrays don\u2019t. PlosONE, <\/em>13(12), doi: 10.1371\/journal.pone.0208832<\/a><\/p>\n\n\n\n

Collins, M.A. & Laski, E.V. (2015). Preschoolers\u2019 strategies for solving visual pattern tasks. Early Childhood Research Quarterly,<\/em> 32, 204-214. doi: 10.1016\/j.ecresq.2015.04.004<\/a><\/p>\n<\/div>\n<\/details>\n<\/div>\n\n\n\n

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Math Cognition and Development<\/strong><\/summary>\n
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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<\/em>, 11(5), 97. <\/a>doi.org\/10.3390\/jintelligence11050097<\/a><\/p>\n\n\n\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. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences,<\/em> 12(5), 312. <\/a>doi.org\/10.3390\/educsci12050312<\/a><\/p>\n\n\n\n

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,<\/em> 146, 50-65. doi: 10.1016\/j.jecp.2016.01.016<\/a><\/p>\n\n\n\n

Laski, E.V., Schiffman, J., Shen, C., & Vasilyeva, M. (2016). Kindergartners\u2019 base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. Learning and Individual Differences<\/em>. doi: 10.1016\/j.lindif.2016.08.004<\/a><\/p>\n\n\n\n

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, <\/em>2 (2), 1-14. doi: 0.1177\/2332858416644219<\/a><\/p>\n\n\n\n

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

Dulaney, A., Vasilyeva, M., O\u2019Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, <\/em>55-63.<\/p>\n\n\n\n

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

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,<\/em> 2 (1), 1-15. doi: 10.1016\/j.jecp.2016.01.016<\/a><\/p>\n\n\n\n

Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013). Spatial skills as a predictor of first grade girls\u2019 use of higher level arithmetic strategies. Learning and Individual Differences, <\/em>23, 123-130.<\/a><\/p>\n\n\n\n

Ganley, C., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls\u2019 mathematics performance. Developmental Psychology<\/em>, 49<\/em>, 1886-1897.<\/p>\n\n\n\n

Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young Girls\u2019 Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Environments. Early Childhood Research Quarterly<\/em>, 27, 458-470.<\/a><\/p>\n\n\n\n

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

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<\/em> Educational Psychology, 103, 296-311.<\/em><\/p>\n\n\n\n

Cho, H., Vasilyeva, M., & Laski, E.V. (2024). Statistical learning and mathematics knowledge: The case of arithmetic principles. Frontiers in Developmental Psychology.<\/em><\/a><\/p>\n\n\n\n

Lu, L., Vasilyeva, M., Laski, E.V. (2023). Minor changes, big differences? Effects of manipulating materials on parental math talk. Developmental Psychology<\/em>. <\/a>doi.org\/10.1037\/dev0001550<\/a><\/p>\n\n\n\n

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<\/em>, 46, 201\u2013212. doi: 10.1016\/j.ecresq.2018.02.008<\/a><\/p>\n\n\n\n

Laski, E.V. (2018). Portfolio picks: An approach for developing children\u2019s metacognition. In H. Bohart & R. Procopio (Eds.), Spotlight on Young Children: Observation and Assessment. <\/em>Washington, DC: National Association for the Education of Young Children.<\/a><\/p>\n\n\n\n

Vasilyeva, M., Laski, E. V., Veraksa, A. N., & Shen, C. (2016). Development of children\u2019s early understanding of numeric structure. Psychology in Russia: State of the Art,<\/em> 9(3), 76-94.<\/a><\/p>\n\n\n\n

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<\/em>, Vol 107(4), 1035-1050. doi: 10.1037\/edu0000034<\/a><\/p>\n\n\n\n

Laski, E.V., Jor\u2019dan, J. R., Daoust, C., & Murray, A. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open,<\/em> 1-8. doi: 10.1177\/2158244015589588 (Translated to Greek in e-journal Montessori Pedagogy and Education, 2022)<\/a><\/p>\n\n\n\n

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,<\/em> 117, 29-44.<\/a><\/p>\n\n\n\n

Laski, E.V. (2017). Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning. Kappa Delta Pi Record<\/em>, 53(2), 87-90. doi.org\/10.1080\/00228958.2017.1299548<\/a><\/p>\n\n\n\n

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,<\/em> 78, 1723-1743.<\/a><\/p>\n\n\n\n

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

Vasilyeva, M., Laski, E.V., Veraksa, A., Weber, L., & Bukhalenkova, D. (2018). Distinct Pathways From Parental Beliefs and Practices to Children\u2019s Numeric Skills. Journal of Cognition and Development<\/em>, 19, 345-366. <\/a>doi.org\/10.1080\/15248372.2018.1483371<\/a><\/p>\n\n\n\n

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.<\/em><\/a><\/p>\n\n\n\n

Lu, L., Vasilyeva, M., & Laski, E.V. (under review). Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide? Journal of Experimental Child Psychology.<\/em><\/p>\n<\/div>\n<\/details>\n<\/div>\n\n\n\n

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Teacher Education<\/strong><\/summary>\n
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Ban, J., Msall, C., Douglas, A., Rittle-Johnson, B., & Laski, E.V. (2024). Knowing what they know: Preschool teachers\u2019 knowledge of early math skills and its relation to instruction. Journal of Experimental Child Psychology<\/em>. <\/a>https:\/\/doi.org\/10.1016\/j.jecp.2024.105996<\/a><\/p>\n\n\n\n

Laski, E.V., Ermakova, A., & Paz, M. (2024). Cognitive Instructional Techniques Observation Instrument. doi: 10.13140\/RG.2.2.31103.42408<\/a><\/p>\n\n\n\n

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<\/em>, 5(1), 588-594.<\/a><\/p>\n\n\n\n

Laski, E. V., & Wang, M. J. (2023). A Critical Consideration of Montessori Education in Its Relation to Cognitive Science and Concrete-to-Abstract Thinking. The Bloomsbury Handbook of Montessori Education<\/em>, 241.<\/p>\n\n\n\n

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,<\/em> 21 (3), 337-353.<\/a><\/p>\n\n\n\n

Nguyen, H.N.T. \u2020, Laski, E.V., Thomson, D.L., Casey, B.M., & Bronson, M.B. (2017). More Than Counting: Learning to Label Quantities in Preschool. Young Children<\/em>, July, 22-29.<\/a><\/p>\n\n\n\n

Laski, E.V. (2017). Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning. Kappa Delta Pi Record<\/em>, 53(2), 87-90. doi.org\/10.1080\/00228958.2017.1299548<\/a><\/p>\n\n\n\n

Laski, E.V. (2016). An Explanation of the Distinction Between Developmental Factors and Mechanisms. Psychology Learning and Teaching, <\/em>16(1), 93\u2013104. doi: 10.1177\/1475725716680544<\/a><\/p>\n\n\n\n

Laski, E.V. (2015). Instruction and cognitive load. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management<\/em> (p. 420-422). Thousand Oaks, CA: Sage Publications. <\/a>http:\/\/dx.doi.org\/10.4135\/9781483346243<\/a><\/p>\n\n\n\n

Laski, E.V. (2015). Learning styles. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management <\/em>(p. 468-470). Thousand Oaks, CA: Sage Publications. <\/a>http:\/\/dx.doi.org\/10.4135\/9781483346243<\/a><\/p>\n\n\n\n

Laski, E. V. (2013). Portfolio picks: An approach for developing children\u2019s metacognition. Young Children, <\/em>68 (3), 38-43.<\/a><\/p>\n\n\n\n

Laski, E. V., Reeves, T., Ganley, C., & Mitchell, R. (2013). Mathematics teacher educators\u2019 perceptions and use of cognitive psychology research. Mind, Brain, and Education<\/em>, 7, 63-74.<\/a><\/p>\n\n\n\n

Laski, E.V. (2003). Are you born with it? In K. Ryan & J.M. Cooper, Those Who Can, Teach <\/em>(10th ed., p. 498). Boston: Houghton Mifflin Company.<\/p>\n\n\n\n

Laski, E.V. (2000). The elements of a standards-based school: A word from the trenches<\/em>. Commissioned by Lightspan Company, Inc., San Diego, CA.<\/p>\n<\/div>\n<\/details>\n<\/div>\n\n\n\n

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