Selected Chapters and Publications

2020-2021

DePascale, M. Prather, R., & Ramani, G. B. (2021). Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities. Cognitive Development, 59, 101076. https://doi.org/10.1016/j.cogdev.2021.101076

Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., … Ramani, G. B., Skwarchuk, S-L., Sonnenschein, S. & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220https://doi.org/10.5964/jnc.6143

Gordon, R. & Ramani, G. B. (2021).  Integrating embodied cognition and information processing: A combined model of the role of gestures in children’s mathematical abilities.  Frontiers in Psychology – Cognition, 12, 1-17. https://doi.org/10.3389/fpsyg.2021.650286

Gordon, R., Scalise, N. R., & Ramani, G. B. (2021). Give yourself a hand: The role of gesture and working memory in preschoolers' numerical knowledge. Journal of Experimental Child Psychology, 208, 105145. https://doi.org/10.1016/j.jecp.2021.105145

Scalise, N., Daubert, E. N., & Ramani, G. B. (2021). When one size does not fit all: A latent profile analysis of low-income preschoolers' math skills. Journal of Experimental Child Psychology, 209, 105156https://doi.org/10.1016/j.jecp.2021.105156

Scalise, N. & Ramani, G. B. (2021). Symbolic magnitude understanding predicts preschoolers’ later addition skills. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2021.1888732

Eason, S. H. & Ramani, G. B. (2020). Parent-child math talk about fractions during formal learning and guided play activities. Child Development, 91(2), 546-562. https://doi.org/10.1111/cdev.13199

Eason, S. H., Scalise, N. R., Berkowitz, T, Ramani, G. B., & Levine, S. C. (2020). Reviewing the family math literature: Recommendations for practice, policy, and research [White paper]. Family Math Roadmap Implementation Project. https://education-first.com/wp-content/uploads/2020/06/FamilyMathReview_WhitePaper.pdf

Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2020). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge.  Developmental Science, 23(4), 1-17.  https://doi.org/10.1111/desc.12908

Ramani, G. B. & Scalise, N. (2020).  It's more than just fun and games: Play-based mathematics activities for Head Start families. Early Childhood Research Quarterly, 50(3), 78-89.  https://doi.org/10.1016/j.ecresq.2018.07.011

Scalise, N., Daubert, E. N., & Ramani, G. B. (2020).  Benefits of playing numerical card games on Head Start children's mathematical skills.  The Journal of Experimental Education, 88(2), 200-220. https://doi.org/10.1080/00220973.2019.1581721

 

2018-2019

Zippert, E. L., Daubert, E. N., Scalise, N. R., Noreen, G., & Ramani, G. B. (2019). “Tap space number three”: Promoting math talk during parent-child tablet play. Developmental Psychology. http://dx.doi.org/10.1037/dev0000769 

Daubert, E. N. Ramani, G. B. (2019). Math and memory in bilingual preschoolers: The relations between bilingualism, working memory, and numerical knowledge. Journal of Cognition and Development. Advanced online publication. https://doi.org/10.1080/15248372.2019.1565536

Ramani, G. B., Daubert, E. N., & Scalise, N. R. (2019). Role of play and games in building children’s foundational numerical knowledge. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Cognitive foundations for improving mathematical learning. Mathematical cognition and learning series, Vol 5 (pp. 69-90). San Diego, CA: Elsevier Academic Press.

Scalise, N. R., Gladstone, J. R., & Ramani, G. B. (2019). Motivation and mathematics in early childhood. In O. Saracho (Ed.), Contemporary perspectives on research on motivation in early childhood education (pp. 101-132). Charlotte, NC: Information Age Publishing.

Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2018). Sum thing to talk about: Caregiver-preschooler math talk in low-income families from the United States. Bordon, Journal of Education. Special Issue: Mathematics and the Science of Mathematics Education: Evidence from Difference Nations, 70(3), 115-130.

 

2016-2017

Eason, S., & Ramani, G. B. (2017). Parental scaffolding and children’s executive function: Working memory and planning as moderators during joint problem solving. Infant and Child Development, 26(2), 1-24.

Ramani, G. B. (2017). When worlds unite: Role of social interactions in children’s mathematical development. In P. Lemairs (Ed.), Cognitive Development from a Strategy Perspective: A Festschrift For Robert Siegler (pp. 61-77). New York, NY: Routledge.

Ramani, G. B., Jaeggi, S. M., Daubert, E., & Buschkuehl, M. (2017). Domain-general and domain-specific training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468-495.

Scalise, N., Daubert, N. A., & Ramani, G. B. (2017).  Narrowing the early mathematics gap: A play-based intervention to promote Head Start preschoolers' number skills. Journal of Numerical Cognition, 3(3), 559-581.

Zippert, E. & Ramani, G. B. (2017).  Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement. Infant and Child Development, 26(2), 1-24.

Ramani, G. B., Zippert, E., & Daubert, E. (2016). The influence of same- and cross-age peers on children’s literacy and mathematical development. In K. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social- emotional, motivation, and cognitive outcomes (pp. 96-112). New York, NY: Taylor & Francis Publishers.

Rowe, M., Ramani, G. B., & Pomerantz, E. (2016). Parental involvement and children’s achievement: A domain-specific perspective. In K. Wentzel & D. Miele (Eds.) Handbook of motivation at school (pp. 459-476). 

Wentzel, K., & Ramani, G. B. (Eds.) (2016). Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. New York, NY: Taylor & Francis Publishers.

 

2013-2015

Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of abilities. Journal of Applied Developmental Psychology, 41, 78-89.

Ramani, G. B. & Eason, S. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.

Ramani, G. B., Rowe, M.R., Eason, S., & *Leech, K. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.

Ramani, G. B., Zippert, E., *Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326-336.

Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92-108.

 

2010-2012

Ramani, G. B., Siegler, R. S., & *Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3), 661-672.

Ramani, G.B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill Palmer Quarterly, 58, 159-190.

Ramani, G.B., & Siegler, R.S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.

Ramani, G.B., Brownell, C.A., & Campbell, S.A. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. Journal of Genetic Psychology, 171(3), 218-250.

Siegler, R.S. & Ramani, G.B (2011). Improving low-income children’s number sense. In S. Dehaene and E.M. Brannon (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought, Attention and performance series, Vol. XXIII (pp. 343-354). London, UK: Academic Press.

Brownell, C.A., Nichols, S., Svetlova, M., Zerwas, S. & Ramani, G.B. (2010). The head bone's connected to the neck bone: When do toddlers represent their own body topography? Child Development, 81, 797-810.

 

2007-2009

Siegler, R.S., & Ramani, G.B. (2009). Playing linear number board games - but not circular ones - improves low-income preschoolers' numerical understanding. Journal of Educational Psychology, 101, 545-560.

Ramani, G.B., & Siegler, R.S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79, 375-394.

Siegler, R.S. & Ramani, G.B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11(5), 655-661.

Brownell, C.A., Zerwas, S., & Ramani, G.B. (2007). “So big”: The development of body self-awareness in toddlers. Child Development, 78(5), 1426-1440.