liz.gunderson [at] temple [dot] edu
SILC Faculty Member and member of our Spatial Network.
Former SILC Graduate Student Member.
Biographical Sketch: Elizabeth A. Gunderson
Institution Field of Study Degree Year
Yale University Computer Science & Psychology B.A. 2005
University of Chicago Developmental Psychology Ph.D. 2012
2013-present Assistant Professor of Psychology, Temple University
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
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)