Courses Taught
Number | Name | Level |
|---|---|---|
PSY 3305 | Cognitive and Language Development | Undergraduate |
PSY 3791 | Collaborative Research I | Undergraduate |
PSY 4696 | Capstone in Psychology: Psychology in Education | Undergraduate |
PSY 4696 | CAPSTONE: Psychology in Education | Undergraduate |
Selected Publications
Recent
Gunderson, E. & Hildebrand, L. (2021). Relations among spatial skills, number line estimation, and exact and approximate calculation in young children. Journal of Experimental Child Psychology, 212. doi: 10.1016/j.jecp.2021.105251.
Ren, K. & Gunderson, E. (2021). The dynamic nature of children's strategy use after receiving accuracy feedback in decimal comparisons. Journal of Experimental Child Psychology, 202. doi: 10.1016/j.jecp.2020.105015.
Fuhs, M., Tavassolie, N., Wang, Y., Bartek, V., Sheeks, N., & Gunderson, E. (2021). Children’s Flexible Attention to Numerical and Spatial Magnitudes in Early Childhood. Journal of Cognition and Development, 22(1), 22-47. doi: 10.1080/15248372.2020.1844712.
Tian, J., Bartek, V., Rahman, M., & Gunderson, E. (2021). Learning Improper Fractions with the Number Line and the Area Model. Journal of Cognition and Development, 22(2), 305-327. doi: 10.1080/15248372.2021.1890603.
Gibson, D., Gunderson, E., & Levine, S. (2020). Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge. Child Development, 91(6), e1162-e1177. doi: 10.1111/cdev.13423.
Gunderson, E., Hamdan, N., Hildebrand, L., & Bartek, V. (2019). Number line unidimensionality is a critical feature for promoting fraction magnitude concepts. Journal of Experimental Child Psychology, 187. doi: 10.1016/j.jecp.2019.06.010.
Ren, K. & Gunderson, E. (2019). Malleability of whole-number and fraction biases in decimal comparison. Developmental Psychology, 55(11), 2263-2274. doi: 10.1037/dev0000797.
Ren, K., Lin, Y., & Gunderson, E. (2019). The role of inhibitory control in strategy change: The case of linear measurement. Developmental Psychology, 55(7), 1389-1399. doi: 10.1037/dev0000739.
Gibson, D., Gunderson, E., Spaepen, E., Levine, S., & Goldin-Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science, 22(3). doi: 10.1111/desc.12791.
Ham, L. & Gunderson, E. (2019). Utilizing analogical reasoning to aid children’s proportional reasoning understanding. Journal of Numerical Cognition, 5(2), 140-157. doi: 10.5964/jnc.v5i2.193.
Newcombe, N., Booth, J., & Gunderson, E. (2019). Spatial skills, reasoning, and mathematics. In The Cambridge Handbook of Cognition and Education (pp. 100-123). doi: 10.1017/9781108235631.006.
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M., Maloney, E., Beilock, S., & Levine, S. (2019). Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading. Journal of Cognition and Development, 20(1), 15-34. doi: 10.1080/15248372.2018.1526175.
Spaepen, E., Gunderson, E., Gibson, D., Goldin-Meadow, S., & Levine, S. (2018). Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition, 180, 59-81. doi: 10.1016/j.cognition.2018.06.012.
Gunderson, E., Donnellan, M., Robins, R., & Trzesniewski, K. (2018). The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals. Journal of Experimental Child Psychology, 173, 116-135. doi: 10.1016/j.jecp.2018.03.015.
Gunderson, E., Sorhagen, N., Gripshover, S., Dweck, C., Goldin-Meadow, S., & Levine, S. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental Psychology, 54(3), 397-409. doi: 10.1037/dev0000444.
Gunderson, E., Park, D., Maloney, E., Beilock, S., & Levine, S. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46. doi: 10.1080/15248372.2017.1421538.
Gunderson, E., Hamdan, N., Sorhagen, N., & D'Esterre, A. (2017). Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults. Developmental Psychology, 53(6), 1188-1205. doi: 10.1037/dev0000282.
Hamdan, N. & Gunderson, E. (2017). The number line is a critical spatial-numerical representation: Evidence from a fraction intervention. Developmental Psychology, 53(3), 587-596. doi: 10.1037/dev0000252.