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Lynch School of Education

Elida Laski

assistant professor
counseling, developmental, and educational psychology department

Elida Laski

Email

Campion Hall
Room 201C

617.552.1446

Thinking and Learning Lab

Curriculum Vitae (PDF)

 

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. (under review). A schema for understanding the countless influences on learning.  Invited paper, submitted to Harvard Educational Review.

Laski, E.V., & Yu, Q. (revise and resubmit). Number line estimation and mental addition:  Examining the potential roles of language and education.  Submitted to Journal of Experimental Child Psychology.

Laski, E.V., & Siegler, R.S. (revise & resubmit). Learning from number board games: You learn what you encode.  Submitted to Developmental Psychology.

Laski, E.V. (in press).  Portfolio picks: An approach for developing children's metacognition. Young Children.

Laski, E.V., Reeves, T., Ganley, C., & Mitchell, R. (2013). Mathermatics teacher educators' perceptions and use of cognitive psychology research.  Mind, Brain, and Education, 7, 63-74.

Laski, E.V., Casey, B., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013).  Spatial ability as a predictor of first grade girls' use of different arithmetic representations and strategies.  Learning and Individual Differences, 23, 123-130.

Dearing, E., Casey, B., Ganley, C., Tillinger, M., Laski, E.V., & Montecillo, C. (2012).  Young girls' arithmetic and spatial skills:  the distal and proximal roles of family socioeconomics and home learning experiences.  Early Childhood Research Quarterly, 27, 458-470.

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.