Articles
Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge. Developmental Science.
Zippert, E. L., Daubert, E. N., Scalise, N. R., Noreen, G.D., & Ramani, G. B. (2019). “Tap space number three”: Promoting math talk during parent-child tablet play. Developmental Psychology, 55(8):1605-1614. doi: 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, 20(3), 314-333. doi: 10.1080/15248372.2019.1565536
Scalise, N., Daubert, E. N., & Ramani, G. B. (2019). Benefits of playing numerical card games on Head Start children's mathematical skills. The Journal of Experimental Education. doi: 10.1080/00220973.2019.1581721
Ramani, G. B., Daubert, E. N., & Scalise, N. R. (2019). Role of play and games in building children’s foundational numerical knowledge. In D. Berch, D. Geary, K. M. Koepke (Eds.), Mathematical Cognition and Learning. London: Elsevier/Academic Press.
Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2018). Sum thing to talk about: Low-income caregivers’ and preschoolers’ math talk during three informal learning activities. Bordón: Revista de Pedagogía/Journal of Education, 70(3), 115-130. doi: 10.13042/Bordon.2018.62452
Daubert, E. N., Ramani, G. B., & Rubin, K. (2018). Play-based learning. In A. Pyle & E. Jackman (Eds.), Encyclopedia on Early Childhood Development. Canada: Centre of Excellence for Early Childhood Development and the Strategic Knowledge Cluster on Early Child Development.
Scalise, N., Daubert, E. N., & Ramani, G. B. (2017). Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers' number skills. Journal of Numerical Cognition, 3(3), 559–581. doi:10.5964/jnc.v3i3.72
Ramani, G. B., Jaeggi, S. M., Daubert, E. N., & Buschkuehl, M. (2017). Domain-general and domain-specific training to improve children’s numerical knowledge. Journal of Numerical Cognition, 3(2), 468–495, doi:10.5964/jnc.v3i2.31
Ramani, G. B., Zippert, E., & Daubert, E. N. (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. New York: Taylor & Francis.
Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge. Developmental Science.
Zippert, E. L., Daubert, E. N., Scalise, N. R., Noreen, G.D., & Ramani, G. B. (2019). “Tap space number three”: Promoting math talk during parent-child tablet play. Developmental Psychology, 55(8):1605-1614. doi: 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, 20(3), 314-333. doi: 10.1080/15248372.2019.1565536
Scalise, N., Daubert, E. N., & Ramani, G. B. (2019). Benefits of playing numerical card games on Head Start children's mathematical skills. The Journal of Experimental Education. doi: 10.1080/00220973.2019.1581721
Ramani, G. B., Daubert, E. N., & Scalise, N. R. (2019). Role of play and games in building children’s foundational numerical knowledge. In D. Berch, D. Geary, K. M. Koepke (Eds.), Mathematical Cognition and Learning. London: Elsevier/Academic Press.
Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2018). Sum thing to talk about: Low-income caregivers’ and preschoolers’ math talk during three informal learning activities. Bordón: Revista de Pedagogía/Journal of Education, 70(3), 115-130. doi: 10.13042/Bordon.2018.62452
Daubert, E. N., Ramani, G. B., & Rubin, K. (2018). Play-based learning. In A. Pyle & E. Jackman (Eds.), Encyclopedia on Early Childhood Development. Canada: Centre of Excellence for Early Childhood Development and the Strategic Knowledge Cluster on Early Child Development.
Scalise, N., Daubert, E. N., & Ramani, G. B. (2017). Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers' number skills. Journal of Numerical Cognition, 3(3), 559–581. doi:10.5964/jnc.v3i3.72
Ramani, G. B., Jaeggi, S. M., Daubert, E. N., & Buschkuehl, M. (2017). Domain-general and domain-specific training to improve children’s numerical knowledge. Journal of Numerical Cognition, 3(2), 468–495, doi:10.5964/jnc.v3i2.31
Ramani, G. B., Zippert, E., & Daubert, E. N. (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. New York: Taylor & Francis.