EDUCATION

Ph.D., Carnegie Mellon University, Developmental Psychology, Program in Interdisciplinary Educational Research (PIER)

M.S., Carnegie Mellon University, Developmental Psychology

Ed.M, Boston University, Early Childhood Education

B.A., Boston University

EXPERTISE/INTERESTS
Early Mathematical thinking and development; influences of materials on mathematics learning and instruction; application of cognitive science to educational practice

RECENT PUBLICATIONS

Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78, 1723-1743.

Laski, E.V. (under review). Designing Rubrics to Measure Learning:  Three principles from cognitive science.  Submitted to Practical Assessment, Research, and Evaluation.

Laski, E.V., & Siegler, R.S. (under review).  Making number board games even better.  Submitted to Child Development.

Laski, E.V., Casey, B., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (in preparation).  Spatial ability as a predictor of first grade girls' use of different arithmetic representations and strategies.

Laski, E.V., Reeves, T.D., Ganley, C.M., Mitchell, R. (in preparation).  Psychology can inform teacher preparation, but does it?: Mathematics educators' perceptions and use of cognitive psychology research.