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Elizabeth A. Gunderson
Temple University
35Publications
15H-index
1,752Citations
Publications 35
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#1Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
#2Noora Hamdan (TU: Temple University)H-Index: 2
Last.Victoria Bartek (TU: Temple University)
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Abstract Children’s ability to estimate fractions on a number line is strongly related to algebra and overall high school math achievement, and number line training leads to better fraction magnitude comparisons compared with area model training. Here, we asked whether unidimensionality is necessary for the number line to promote fraction magnitude concepts and whether left-to-right orientation and labeled endpoints are sufficient. We randomly assigned second- and third-graders (N = 148) to one ...
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#1Kexin Ren (TU: Temple University)
#2Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
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#1Lillian Ham (TU: Temple University)
#2Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
Proportional reasoning is an important skill that relates to fraction learning and math achievement. Because both proportional and analogical reasoning involve comparing relations, we hypothesized that supports for analogical reasoning (multiple exemplars and labels) would help children match discrete proportions. Fourth and 5th graders (N = 119) completed a 16-item proportional equivalence choice task in a 2 (exemplars: one, two) x 3 (script type: juice mixing narrative, novel adjectives, no la...
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#1Kexin Ren (TU: Temple University)
#2Ying Lin (UR: University of Rochester)
Last.Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
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#1Dominic J. Gibson (U of C: University of Chicago)H-Index: 3
#2Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
Last.Susan Goldin-Meadow (U of C: University of Chicago)H-Index: 69
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#1Nora S. NewcombeH-Index: 51
#2Julie L. BoothH-Index: 15
Last.Elizabeth A. GundersonH-Index: 15
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1 CitationsSource
#1Gerardo Ramirez (UCLA: University of California, Los Angeles)H-Index: 11
#2Laura Fries (UCLA: University of California, Los Angeles)H-Index: 2
Last.Susan C. Levine (U of C: University of Chicago)H-Index: 46
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ABSTRACTLearning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children’s reading affect-–particularly anxiety-–and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school year and that boys and girls might show differential patterns in the relation between reading anxiety and achievement due to the common stereoty...
3 CitationsSource
#1Elizabet Spaepen (U of C: University of Chicago)H-Index: 6
#2Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
Last.Susan C. Levine (U of C: University of Chicago)H-Index: 46
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Abstract Learning the cardinal principle (the last word reached when counting a set represents the size of the whole set) is a major milestone in early mathematics. But researchers disagree about the relationship between cardinal principle knowledge and other concepts, including how counting implements the successor function (for each number word N representing a cardinal value, the next word in the count list represents the cardinal value N + 1) and exact ordering (cardinal values can be ordere...
5 CitationsSource
#1Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
#2M. Brent Donnellan (MSU: Michigan State University)H-Index: 48
Last.Kali H. Trzesniewski (UC Davis: University of California, Davis)H-Index: 34
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Abstract Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children’s incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less att...
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#1Elizabeth A. Gunderson (TU: Temple University)H-Index: 15
#2Daeun Park (CBNU: Chungbuk National University)H-Index: 5
Last.Susan C. Levine (U of C: University of Chicago)H-Index: 46
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ABSTRACTSchool-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivatio...
16 CitationsSource
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