Elida V. Laski
Elida V. Laski
Assistant Professor of Applied Developmental Psychology, Boston College
Verified email at mail.bc.edu - Homepage
TitleCited byYear
Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison
EV Laski, RS Siegler
Child development 78 (6), 1723-1743, 2007
Learning from number board games: You learn what you encode.
EV Laski, RS Siegler
Developmental psychology 50 (3), 853, 2014
Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies
EV Laski, BM Casey, Q Yu, A Dulaney, M Heyman, E Dearing
Learning and Individual Differences 23, 123-130, 2013
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences
E Dearing, BM Casey, CM Ganley, M Tillinger, E Laski, C Montecillo
Early Childhood Research Quarterly 27 (3), 458-470, 2012
What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education
EV Laski, JR Jor’dan, C Daoust, AK Murray
SAGE Open 5 (2), 2158244015589588, 2015
Number line estimation and mental addition: Examining the potential roles of language and education
EV Laski, Q Yu
Journal of Experimental Child Psychology 117, 29-44, 2014
Preschoolers’ strategies for solving visual pattern tasks
MA Collins, EV Laski
Early Childhood Research Quarterly 32, 204-214, 2015
Computational fluency and strategy choice predict individual and cross-national differences in complex arithmetic.
M Vasilyeva, EV Laski, C Shen
Developmental Psychology 51 (10), 1489, 2015
Early use of decomposition for addition and its relation to base-10 knowledge
EV Laski, A Ermakova, M Vasilyeva
Journal of Applied Developmental Psychology 35 (5), 444-454, 2014
When prior knowledge interferes, inhibitory control matters for learning: The case of numerical magnitude representations.
EV Laski, A Dulaney
Journal of Educational Psychology 107 (4), 1035, 2015
Mathematics teacher educators' perceptions and use of cognitive research
EV Laski, TD Reeves, CM Ganley, R Mitchell
Mind, Brain, and Education 7 (1), 63-74, 2013
Here, but not there: Cross-national variability of gender effects in arithmetic
C Shen, M Vasilyeva, EV Laski
Journal of experimental child psychology 146, 50-65, 2016
Longitudinal Comparison of Place-Value and Arithmetic Knowledge in Montessori and Non-Montessori Students.
EV Laski, M Vasilyeva, J Schiffman
Journal of Montessori Research 2 (1), 1-15, 2016
Reexamining the language account of cross-national differences in base-10 number representations
M Vasilyeva, EV Laski, A Ermakova, WF Lai, Y Jeong, A Hachigian
Journal of Experimental Child Psychology 129, 12-25, 2015
Portfolio picks: An approach for developing children's metacognition.
EV Laski
Young Children 68, 38-43, 2013
Integration of technology in elementary pre-service teacher education: An examination of mathematics methods courses
R Mitchell, E Laski
Journal of Technology and Teacher Education 21 (3), 337-353, 2013
Children's use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation
AE Foley, M Vasilyeva, EV Laski
British Journal of Developmental Psychology 35 (2), 303-309, 2017
Kindergartners' base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally
EV Laski, J Schiffman, C Shen, M Vasilyeva
Learning and Individual Differences 50, 234-239, 2016
Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning
MA Collins, EV Laski
Early Childhood Research Quarterly 46, 201-212, 2019
Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills
M Vasilyeva, E Laski, A Veraksa, L Weber, D Bukhalenkova
Journal of Cognition and Development 19 (4), 345-366, 2018
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