Selected Chapters and Publications
Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (in press). Sum thing to talk about: Caregiver-preschooler math talk in low-income families in the United States. Bordon. Journal of Education. Special Issue: Mathematics and the Science of Mathematics Education: Evidence from Difference Nations.
Ramani, G. B., *Daubert, E. N., & Scalise, N. R. (in press). Role of play and games in building children’s foundational numerical knowledge.To appear in D. Berch, D. Geary, & K. Mann Koepke (Eds.), Mathematical Cognition and Learning Series.
Scalise, N. R., Gladstone, J. R., & Ramani, G. B. (in press).Motivation and mathematics in early childhood.To appear in O. Saracho & B. Spodek (Eds.), Contemporary Perspectives on Research on Motivation in Early Childhood Education.
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.
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).
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.
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.