Elizabeth Gunderson

Liz Gunderson Ph.D.Assistant Professor

liz.gunderson@temple.edu
(215)204-1258
Weiss Hall
1701 North 13th St.
Philadelphia, Pennsylvania 19122

Website

Keywords

cognitive development, numerical cognition, spatial cognition, achievement motivation

Biography

Elizabeth Gunderson, Ph.D., is an Assistant Professor in the Department of Psychology at Temple University. She received her Ph.D. in Developmental Psychology from the University of Chicago in 2012 and her B.A. in Computer Science & Psychology from Yale University in 2005.

Dr. Gunderson’s research focuses on the cognitive and socio-emotional factors that affect young children’s academic achievement, especially in the domain of mathematics. She is currently investigating how verbal interactions facilitate preschoolers’ development of number concepts; how visuo-spatial skills relate to children’s early number knowledge; how teacher’s and children’s anxieties influence students’ math performance; and how children’s beliefs about the malleability of math and reading ability affect their achievement motivation.

Selected Publications

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

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

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

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.

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.

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.

Courses Taught

Mathematical Cognition & Development