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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> https:\/\/doi.org\/10.1016\/j.jecp.2024.105996<\/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><\/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<\/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>. doi.org\/10.1037\/dev0001550<\/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 Vasilyeva, M., Laski, E. V., Casey, B. M., Lu, L., Wang, M., & Cho, H. Y. (2023). Spatial\u2013Numerical Magnitude Estimation Mediates Early Sex Differences in the Use of Advanced Arithmetic Strategies. Journal of Intelligence<\/em>, 11<\/em>(5), 97. https:\/\/doi.org\/10.3390\/jintelligence11050097<\/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><\/p>\n\n\n\n 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<\/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, 113(7), 1354\u20131369. https:\/\/doi.org\/10.1037\/edu0000653<\/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<\/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.<\/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<\/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. doi.org\/10.1080\/15248372.2018.1483371<\/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 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<\/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.<\/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<\/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<\/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<\/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<\/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<\/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<\/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.<\/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<\/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<\/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<\/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)<\/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. http:\/\/dx.doi.org\/10.4135\/9781483346243<\/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. http:\/\/dx.doi.org\/10.4135\/9781483346243<\/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<\/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 Ganley, C., Vasilyeva, M., & Dulaney, A. (2014). Spatial ability mediates the gender difference in middle-school students\u2019 science performance. Child Development<\/em>, 85<\/em> (4), 1419-1432.<\/p>\n\n\n\n Laski, E.V., Ermakova, A., & Vasilyeva, M. (2014).\u00a0Early use of decomposition for addition and its relation to base-10 knowledge.\u00a0Journal of Applied Developmental Psychology<\/em>, 35, 444-454. doi: 10.1016\/j.appdev.2014.07.002<\/p>\n\n\n\n Laski, E. V. & Siegler, R.S. (2014).\u00a0Learning from number board games: You learn what you encode.\u00a0Developmental Psychology<\/em>, 50(3), 853-864. doi: 10.1037\/a0034321<\/p>\n\n\n\n Laski, E. V. & Yu, Q. (2014).\u00a0Number line estimation and mental addition: Examining the potential roles of language and education.\u00a0Journal of Experimental Child Psychology,<\/em>\u00a0117, 29-44.<\/p>\n\n\n\n Strand Cary, M., Laski, E.V., Shanley, L., Clarke, B. (2014). iPad number line assessment [iPad assessment]<\/em>. University of Oregon, Center on Teaching and Learning, Eugene, OR.<\/p>\n\n\n\n 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.<\/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 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 Mitchell, R. & Laski, E.V. (2013).\u00a0Integration of technology in elementary pre-service teacher education: An examination of mathematics methods courses.\u00a0Journal of Technology and Teacher Education,<\/em>\u00a021 (3), 337-353.<\/p>\n\n\n\n Laski, E. V. (2013).\u00a0Portfolio picks: An approach for developing children\u2019s metacognition.\u00a0Young Children,\u00a0<\/em>68 (3), 38-43.<\/p>\n\n\n\n Laski, E. V., Reeves, T., Ganley, C., & Mitchell, R. (2013).\u00a0Mathematics teacher educators\u2019 perceptions and use of cognitive psychology research.\u00a0Mind, Brain, and Education<\/em>, 7, 63-74.<\/p>\n\n\n\n Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013).\u00a0Spatial skills as a predictor of first grade girls\u2019 use of higher level arithmetic strategies.\u00a0Learning and Individual Differences,\u00a0<\/em>23, 123-130.<\/p>\n\n\n\n
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