Elizabeth A. Gunderson, Ph.D.

Psychology University of Chicago, Chicago, IL 
cognitive development
"Elizabeth Gunderson"
Mean distance: 17.97 (cluster 15)


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Susan  Cohen Levine grad student 2012 Chicago
 (Individual differences in early number knowledge: Variation in the learner and the learning environment.)
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Spaepen E, Gunderson EA, Gibson D, et al. (2018) Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition. 180: 59-81
Gunderson EA, Sorhagen NS, Gripshover SJ, et al. (2017) Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology
Gunderson EA, Hamdan N, Sorhagen NS, et al. (2017) Who Needs Innate Ability to Succeed in Math and Literacy? Academic-Domain-Specific Theories of Intelligence About Peers Versus Adults. Developmental Psychology
Maloney EA, Ramirez G, Gunderson EA, et al. (2015) Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety. Psychological Science. 26: 1480-8
Gunderson EA, Spaepen E, Gibson D, et al. (2015) Gesture as a window onto children's number knowledge. Cognition. 144: 14-28
Suskind DL, Leffel KR, Graf E, et al. (2015) A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study. Journal of Child Language. 1-41
Gunderson EA, Spaepen E, Levine SC. (2015) Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology. 130: 35-55
Gunderson EA, Gripshover SJ, Romero C, et al. (2013) Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later. Child Development. 84: 1526-41
Gunderson EA, Ramirez G, Beilock SL, et al. (2013) Teachers' spatial anxiety relates to 1st- and 2nd-graders' spatial learning Mind, Brain, and Education. 7: 196-199
Ramirez G, Gunderson EA, Levine SC, et al. (2013) Math Anxiety, Working Memory, and Math Achievement in Early Elementary School Journal of Cognition and Development. 14: 187-202
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