{"id":13,"date":"2022-09-20T16:41:11","date_gmt":"2022-09-20T23:41:11","guid":{"rendered":"https:\/\/labs.wsu.edu\/earlylearninglab\/?page_id=13"},"modified":"2026-03-04T09:42:32","modified_gmt":"2026-03-04T17:42:32","slug":"publications","status":"publish","type":"page","link":"https:\/\/labs.wsu.edu\/earlylearninglab\/publications\/","title":{"rendered":"Recent Publications"},"content":{"rendered":"\n

Mathematical Skill & Interest Development<\/h2>\n\n\n\n
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  1. Scalise, N. R.,<\/strong> *Santiago, I., <\/em>& Canning, E. (2025). When we were young: Memories of early mathematics experiences. Journal of Numerical Cognition, 11<\/em>. https:\/\/doi.org\/10.5964\/jnc.14771<\/a><\/li>\n\n\n\n
  2. Sarnecka, B. W., Negen, J., Scalise, N. R.<\/strong>, Goldman, M. C., & Rouder, J. N. (2023). The real preschoolers of Orange County: Early number learning in a diverse group of children. Journal of Numerical Cognition, 9<\/em>(1). https:\/\/doi.org\/10.5964\/jnc.6577<\/a><\/li>\n\n\n\n
  3. Chan, J. Y. C. & Scalise, N. R.<\/strong> (2022). Relations between executive function, numeracy, and mathematics achievement in early childhood. Cognitive Development, 62<\/em>. Link opens to a new window: https:\/\/doi.org\/10.1016\/j.cogdev.2022.101154<\/a><\/li>\n\n\n\n
  4. Scalise, N. R.<\/strong> & Purpura, D. J. (2022). Numerical development in preschool: Examining potential mediators of children\u2019s approximate number system and mathematics achievement. Journal of Educational Psychology<\/em>, 114<\/em>(5), 1192\u20131204. https:\/\/doi.org\/10.1037\/edu0000698<\/a><\/li>\n\n\n\n
  5. Scalise, N. R.,<\/strong> Daubert, E. N., & Ramani, G. B. (2021). When one size does not fit all: A latent profile analysis of low-income preschoolers’ math skills. Journal of Experimental Child Psychology, <\/em>209. https:\/\/doi.org\/10.1016\/j.jecp.2021.105156<\/a><\/li>\n\n\n\n
  6. Gordon, R., Scalise, N. R.,<\/strong> & Ramani, G. B. (2021). Give yourself a hand: The role of gesture and working memory in preschoolers\u2019 numerical knowledge. Journal of Experimental Child Psychology, 208. <\/em>https:\/\/doi.org\/10.1016\/j.jecp.2021.105145<\/a><\/li>\n\n\n\n
  7. Scalise, N. R.<\/strong> & Ramani, G. B. (2021). Symbolic magnitude understanding predicts preschoolers’ later addition skills. Journal of Cognition and Development, 22<\/em>(2), 185-202. https:\/\/doi.org\/10.1080\/15248372.2021.1888732<\/a><\/li>\n<\/ol>\n\n\n\n

    Playful Learning Interventions<\/h2>\n\n\n\n
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    1. Scalise, N. R.<\/strong>, DePascale, M., Tavassolie, N., McCown, C., & Ramani, G. B. (2022). Deal me in: Playing cards in the home to learn math. Education Sciences<\/em>. https:\/\/doi.org\/10.3390\/educsci12030190<\/a><\/li>\n\n\n\n
    2. Ramani, G. B., & Scalise, N. R.<\/strong> (2020). It\u2019s more than just fun and games: Play-based mathematics activities for Head Start families. Early Childhood Research Quarterly, 50<\/em>(3), 78-89. https:\/\/doi.org\/10.1016\/j.ecresq.2018.07.011<\/a><\/li>\n\n\n\n
    3. Scalise, N. R., <\/strong>Daubert, E. N., & Ramani, G. B. (2019). Benefits of playing numerical card games on Head Start children\u2019s mathematical skills. Journal of Experimental Education, 88<\/em>(2), 200-220.<\/em> https:\/\/doi.org\/10.1080\/00220973.2019.1581721<\/a><\/li>\n\n\n\n
    4. Ramani, G. B., Daubert, E. N., & Scalise, N. R.<\/strong> (2019). Role of play and games in building children\u2019s foundational numerical knowledge. In D. Berch, D. Geary, K. M. Koepke (Eds.), Mathematical Cognition and Learning Series. <\/em>London: Elsevier\/Academic Press. https:\/\/doi.org\/10.1016\/B978-0-12-815952-1.00003-7<\/a><\/li>\n\n\n\n
    5. Scalise, N. R.<\/strong>, Daubert, E. N., & Ramani, G. B. (2018). Narrowing the early mathematics gap: A play-based intervention to promote low-income preschoolers\u2019 number skills. Journal of Numerical Cognition, 3<\/em>(3). https:\/\/doi.org\/10.5964\/jnc.v3i3.72<\/a><\/li>\n<\/ol>\n\n\n\n

      Social Influences on Achievement<\/h2>\n\n\n\n
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      1. Chan, J. Y.-C., Scalise, N. R.<\/strong>, Tsang, S. Y. M., & Cheng, H. H. L. (2026). Parents\u2019 and teachers\u2019 practices, beliefs, and communication of early mathematics learning. Journal of Numerical Cognition<\/em>. https:\/\/doi.org\/10.5964\/jnc.16735<\/a><\/li>\n\n\n\n
      2. Scalise, N. R.<\/strong>, Gladstone, J. R., & Miller-Cotto, D. (2025). Maximizing math achievement: Strategies from the Science of Learning. Journal of Experimental Child Psychology<\/em>, 257<\/em>. https:\/\/doi.org\/10.1016\/j.jecp.2025.106281<\/a><\/li>\n\n\n\n
      3. Barkin, R., Grose, G., Krishnasamy, N., Scalise, N. R., <\/strong>& Ramani, G. B. (2025). Helping hands: Encouraging parent-child gestures during informal mathematics activities changes behavior. Journal of Applied Developmental Psychology<\/em>, 99. https:\/\/doi.org\/10.1016\/j.appdev.2025.101827<\/a><\/li>\n\n\n\n
      4. Scalise, N. R., <\/strong>*Pak, K., *Arrington, M., & Ramani, G. B. (2025). Early mathematics instruction and teachers’ self-efficacy beliefs: A mixed-methods investigation. Early Childhood Educational Journal<\/em>. https:\/\/doi.org\/10.1007\/s10643-024-01657-1<\/a><\/li>\n\n\n\n
      5. Eason, S. H., Scalise, N. R.<\/strong>, Berkowitz, T., Ramani, G. B., & Levine, S. C. (2022). Widening the lens of family math engagement: A systematic review and conceptual framework. Developmental Review.<\/em> https:\/\/doi.org\/10.1016\/j.dr.2022.101046<\/a><\/li>\n\n\n\n
      6. Wentzel, K., Jablansky, S., & Scalise, N. <\/strong>(2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113<\/em>(1), 157-180.<\/em> https:\/\/doi.org\/10.1037\/edu0000468<\/a><\/li>\n\n\n\n
      7. Zippert, E. L., Daubert, E. N., Scalise, N. R.,<\/strong> Noreen, G. D., & Ramani, G. B. (2019). \u201cTap space number three\u201d: Promoting math talk during parent-child tablet play. Developmental Psychology, 55<\/em>(8), 1605-1614.<\/em> <\/em>https:\/\/doi.org\/10.1037\/dev0000769<\/a><\/li>\n\n\n\n
      8. Wentzel, K. R., Jablansky, S., & Scalise, N. R. <\/strong>(2018). Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, 30<\/em>(4), 1241-1267. https:\/\/doi.org\/10.1007\/s10648-018-9447-5<\/a><\/li>\n<\/ol>\n\n\n\n

        *Indicates mentored student<\/p>\n","protected":false},"excerpt":{"rendered":"

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