Female teachers' math anxiety affects girls' math achievement von Beilock, Sian L, Gunderson, Elizabeth A, Ramirez, Gerardo, Levine, Susan C

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The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes von Gunderson, Elizabeth A., Ramirez, Gerardo, Levine, Susan C., Beilock, Sian L.

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Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later von Gunderson, Elizabeth A., Gripshover, Sarah J., Romero, Carissa, Dweck, Carol S., Goldin-Meadow, Susan, Levine, Susan C.

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Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets von Gunderson, Elizabeth A., Sorhagen, Nicole S., Gripshover, Sarah J., Dweck, Carol S., Goldin-Meadow, Susan, Levine, Susan C.

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Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter? von Park, Daeun, Gunderson, Elizabeth A., Maloney, Erin A., Tsukayama, Eli, Beilock, Sian L., Duckworth, Angela L., Levine, Susan C.

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The Number Line Is a Critical Spatial-Numerical Representation: Evidence From a Fraction Intervention von Hamdan, Noora, Gunderson, Elizabeth A

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Are students’ math and verbal motivational beliefs malleable? The role of praise in dimensional comparisons von Ren, Kexin, Grenell, Amanda, Gunderson, Elizabeth A.

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Spatial Skills, but Not Spatial Anxiety, Mediate the Gender Difference in Number Line Estimation von Tian, Jing, Dam, Su, Gunderson, Elizabeth A.

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The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line von GUNDERSON, Elizabeth A, RAMIREZ, Gerardo, BEILOCK, Sian L, LEVINE, Susan C

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Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety von Maloney, Erin A., Ramirez, Gerardo, Gunderson, Elizabeth A., Levine, Susan C., Beilock, Sian L.

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Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge von Gibson, Dominic J., Gunderson, Elizabeth A., Levine, Susan C.

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Relations among spatial skills, number line estimation, and exact and approximate calculation in young children von Gunderson, Elizabeth A., Hildebrand, Lindsey

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A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities von Tian, Jing, Bennett-Pierre, Grace, Tavassolie, Nadia, Newcombe, Nora S., Weinraub, Marsha, Hindman, Annemarie H., Newton, Kristie J., Gunderson, Elizabeth A.

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Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge von Gunderson, Elizabeth A., Levine, Susan C.

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Fiber Arts Require Spatial Skills: How a Stereotypically Feminine Practice Can Help Us Understand Spatial Skills and Improve Spatial Learning von Bennett-Pierre, Grace, Gunderson, Elizabeth A.

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The Role of Inhibitory Control in Strategy Change: The Case of Linear Measurement von Ren, Kexin, Lin, Ying, Gunderson, Elizabeth A.

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Malleability of Whole-Number and Fraction Biases in Decimal Comparison von Ren, Kexin, Gunderson, Elizabeth A.

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The dynamic nature of children’s strategy use after receiving accuracy feedback in decimal comparisons von Ren, Kexin, Gunderson, Elizabeth A.

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Who Needs Innate Ability to Succeed in Math and Literacy? Academic-Domain-Specific Theories of Intelligence About Peers Versus Adults von Gunderson, Elizabeth A., Hamdan, Noora, Sorhagen, Nicole S., D'Esterre, Alexander P.

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Effects of praise and “easy” feedback on children’s persistence and self-evaluations von Bennett-Pierre, Grace, Chernuta, Taylor, Altamimi, Rawan, Gunderson, Elizabeth A.

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