Anna Shusterman
Affiliations: | Wesleyan University, Middletown, CT, United States |
Area:
conceptual developmentGoogle:
"Anna Shusterman"Mean distance: 15.14 (cluster 15) | S | N | B | C | P |
Parents
Sign in to add mentor| Elizabeth S. Spelke | grad student | 2001-2007 | Harvard | |
| (Interactions between language and thought during the development of spatial cognition.) | ||||
| Susan Carey | post-doc | Harvard University - Psychology Department | ||
Children
Sign in to add trainee| Dominic James Gibson | research assistant | 2007-2010 | Wesleyan University (Middletown, CT) |
| Talia Berkowitz | research assistant | 2010-2012 | Wesleyan University (Middletown, CT) |
| Rebecca Peretz-Lange | research assistant | 2010-2013 | Wesleyan University (Middletown, CT) |
| Madeleine M Oswald | research assistant | 2014 | Wesleyan University (Middletown, CT) |
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Publications
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| Santos S, Brownell H, Coppola M, et al. (2023) Language experience matters for the emergence of early numerical concepts. Npj Science of Learning. 8: 57 |
| Shusterman A, Peretz-Lange R, Berkowitz T, et al. (2022) The development of early numeracy in deaf and hard of hearing children acquiring spoken language. Child Development |
| Cheung P, Toomey M, Jiang YH, et al. (2021) Acquisition of the counting principles during the subset-knower stages: Insights from children's errors. Developmental Science |
| Barth H, Shusterman A. (2021) Numerical cognition needs more and better distinctions, not fewer. The Behavioral and Brain Sciences. 44: e181 |
| Vieites V, Pruden SM, Shusterman A, et al. (2019) Using Hippocampal-Dependent Eyeblink Conditioning to Predict Individual Differences in Spatial Reorientation Strategies in 3- to 6-Year-Olds. Developmental Science. e12867 |
| Slusser E, Ribner A, Shusterman A. (2018) Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science. e12773 |
| Carey S, Shusterman A, Haward P, et al. (2017) Do analog number representations underlie the meanings of young children's verbal numerals? Cognition. 168: 243-255 |
| Shusterman A, Cheung P, Taggart J, et al. (2017) Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle Journal of Numerical Cognition. 3: 1-30 |
| Shusterman A, Li P. (2016) Frames of reference in spatial language acquisition. Cognitive Psychology. 88: 115-161 |
| Shusterman A, Slusser E, Halberda J, et al. (2016) Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers. Plos One. 11: e0153072 |