SILC Faculty Member and member of our Spatial Network.

Former SILC Graduate Student Member.

Biographical Sketch: Elizabeth A. Gunderson

Professional Preparation

Institution                                Field of Study                                                  Degree            Year

Yale University                       Computer Science & Psychology                   B.A.                2005

University of Chicago             Developmental Psychology                            Ph.D.               2012   

 Appointments

2013-present              Assistant Professor of Psychology, Temple University

Honors

2012, Institute for Education Sciences (IES) Outstanding Pre-Doctoral Fellowship Award           

Five Most Relevant Recent Publications

Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s number knowledge. Developmental Science, 14(5), 1021-1032. doi: 10.1111/j.1467-7687.2011.01050.x

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229-1241. doi: 10.1037/a0027433

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474-487. doi: 10.1080/17470218.2011.616214

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning. Mind, Brain, and Education, 7(3), 196-199. doi: 10.1111/mbe.12027

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. doi: 10.1080/15248372.2012.664593

Five Other Recent Publications

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. doi: 10.1073/pnas.0910967107

Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46(5), 1309-1319. doi: 10.1037/a0019671

Levine, S. C., Gunderson, E. A., & Huttenlocher, J. (2011). Number development in context: Variations in home and school input during the preschool years. In N. L. Stein & S. W. Raudenbush (Eds.), Developmental Cognitive Science Goes to School (pp. 189-202). New York: Taylor and Francis.

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3), 153-166. doi: 10.1007/s11199-011-9996-2

Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later. Child Development, 84(5), 1526-1541. doi: 10.1111/cdev.12064

Synergistic Activities

Service to the scientific community as an ad hoc reviewer for: Child Development Research, Cognition, Cognitive Psychology, Cognitive Science, Contemporary Educational Psychology, Developmental Psychology, Educational Psychology, Journal of Abnormal Child Psychology, Journal of Experimental Child Psychology, Journal of Cognition and Development, Psychological Science and Sex Roles

Collaborators & Other Affiliations

(i) Collaborators: Beilock, S. (University of Chicago), Dweck, C. (Stanford University), Goldin-Meadow, S. (University of Chicago), Gripshover, S. (Stanford University), Huttenlocher, J. (University of Chicago), Levine, S.C. (University of Chicago), Ramirez, G. (UCLA), Romero, C. (Stanford University), Rowe, M. (University of Maryland), Spaepen, E. (University of Chicago), Suriyakham, L.

(ii) Graduate advisor: Susan C. Levine (University of Chicago)

(iii) Thesis Advisor: Noora Hamdan, Temple University (current)