Applying the Science in the Classroom

Chapters and Reviews

Laski, E.V. (2017) Not sure which rubric to use? Consider cognitive science principles of learning. Kappa Delta Pi Record, 53(2), 87-90. doi.org/10.1080/00228958.2017.1299548

Laski, E.V.,Jor’dan, J. R., Daoust, C., & Murray, A. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open, 1-8. doi: 10.1177/2158244015589588

Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.

Relevant Studies

Hamamouche, K. & Cordes, S. (2019). A divergence of sub- and supra-second timing abilities in childhood and its relation to academic achievement. Journal of Experimental Child Psychology, 178, 137-154.

Hogan, J., Cordes, S., Holochwost, S., Ryu, E., Diamond, A., & Winner, E. (2018). Is more time in general music class associated with stronger extra-musical outcomes in kindergarten? Early Childhood Research Quarterly, 45, 238-248.

Hurst, M. & Cordes, S. (2018b). Children’s understanding of fraction and decimal symbols and the notation-specific relation to pre-algebra ability. Journal of Experimental Child Psychology, 168, 32-48.

Laski, E.V., Reeves, T. †, Ganley, C. †, & Mitchell, R. (2013). Mathematics teacher educators’ perceptions and use of cognitive psychology research. Mind, Brain, and Education, 7, 63- 74. doi: 10.1111/mbe.12009.

Schiffman, J., & Laski, E.V (2018) Materials count: Linear-spatial materials improve young children’s addition strategies and accuracy, irregular arrays don’t. PlosONE, 13(12), e0208832.

Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2020). Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge. Journal of Educational Psychology.