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Psychology

D-Index
32
Citations
7294
World Ranking
10756
National Ranking
5622

Overview

Geetha B. Ramani is affiliated with the University of Maryland, College Park in the United States. Their research spans the social sciences, mathematics, and psychology, with a focus on interdisciplinary study areas including education, statistics and probability, developmental and educational psychology, artificial intelligence, and experimental and cognitive psychology.

Their work concentrates on cognitive and developmental aspects of mathematical skills, parental involvement in education, child and animal learning development, mathematics education and teaching techniques, early childhood education and development, education methods and practices, and hearing impairment and communication.

Recent publications by Geetha B. Ramani include the following:

  • Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective, 2021, Journal of Numerical Cognition
  • Widening the lens of family math engagement: A conceptual framework and systematic review, 2022, Developmental Review
  • Symbolic Magnitude Understanding Predicts Preschoolers' Later Addition Skills, 2021, Journal of Cognition and Development
  • Integrating Embodied Cognition and Information Processing: A Combined Model of the Role of Gesture in Children's Mathematical Environments, 2021, Frontiers in Psychology
  • Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities, 2021, Cognitive Development

Geetha B. Ramani frequently publishes in the following venues:

  • Journal of Numerical Cognition
  • Journal of Experimental Child Psychology
  • Frontiers in Psychology
  • Cognitive Development
  • Education Sciences

The scientist collaborates regularly with several co-authors, including:

  • Nicole R. Scalise
  • Mary DePascale
  • Sarah H. Eason
  • Susanne M. Jaeggi
  • Pamela Davis-Kean

Best Publications

  • Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games

    Geetha B. Ramani;Robert S. Siegler

  • Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.

    Robert S. Siegler;Geetha B. Ramani

  • Playing linear numerical board games promotes low‐income children's numerical development

    Robert S. Siegler;Geetha B. Ramani

  • Parental involvement and children's motivation and achievement: A domain-specific perspective

    Meredith L. Rowe;Geetha B. Ramani;Eva M. Pomerantz

  • Becoming a Social Partner With Peers: Cooperation and Social Understanding in One- and Two-Year-Olds

    Celia A. Brownell;Geetha B. Ramani;Stephanie C Zerwas

  • Math talk during informal learning activities in Head Start families

    Geetha B. Ramani;Meredith L. Rowe;Sarah H. Eason;Kathryn A. Leech

  • Taking it to the classroom: Number board games as a small group learning activity

    Geetha B. Ramani;Robert S. Siegler;Aline Hitti

  • Reducing the gap in numerical knowledge between low- and middle-income preschoolers

    Geetha B. Ramani;Robert S. Siegler

  • Handbook of social influences in school contexts

    Kathryn R. Wentzel;Geetha B. Ramani

  • ''So Big'': The Development of Body Self-Awareness in Toddlers

    Celia A. Brownell;Stephanie Zerwas;Geetha B. Ramani

  • Handbook of Social Influences in School Contexts : Social-Emotional, Motivation, and Cognitive Outcomes

    Kathryn R. Wentzel;Geetha B. Ramani

  • Promoting Critical-Analytic Thinking in Children and Adolescents at Home and in School.

    P. Karen Murphy;Meredith L. Rowe;Geetha Ramani;Rebecca Silverman

  • Preschool children's joint block building during a guided play activity

    Geetha B. Ramani;Erica Zippert;Shane Schweitzer;Sophia Pan

  • Positive and Negative Peer Interaction in 3- and 4-Year-Olds in Relation to Regulation and Dysregulation

    Geetha B Ramani;Celia A Brownell;Susan B Campbell

  • Influence of a Playful, Child-Directed Context on Preschool Children's Peer Cooperation

    Geetha B. Ramani

  • Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective

    Caroline Byrd Hornburg;Giulia A. Borriello;Melody Kung;Joyce Lin

  • Parent-Child Math Talk About Fractions During Formal Learning and Guided Play Activities.

    Sarah H. Eason;Geetha B. Ramani

  • The Head Bone's Connected to the Neck Bone: When Do Toddlers Represent Their Own Body Topography?

    Celia A. Brownell;Sara R. Nichols;Margarita Svetlova;Stephanie Zerwas

  • Becoming a Social Partner With Peers: Cooperation and Social Understanding in One- and Two-Year-Olds: Toddler Peer Cooperation

    Celia A. Brownell;Geetha B. Ramani;Stephanie Zerwas

  • Parental beliefs about the fixedness of ability

    Katherine Muenks;David B. Miele;Geetha B. Ramani;Laura M. Stapleton

  • Parents' Estimations of Preschoolers' Number Skills Relate to at‐Home Number‐Related Activity Engagement

    Erica L. Zippert;Geetha B. Ramani

  • SPECIAL SECTION: THE DEVELOPMENT OF MATHEMATICAL COGNITION Playing linear numerical board games promotes low-income children's numerical development

    Robert S. Siegler;Geetha B. Ramani

Frequent Co-Authors

Kathryn R. Wentzel
Kathryn R. Wentzel University of Maryland, College Park
Robert S. Siegler
Robert S. Siegler Columbia University
Celia A. Brownell
Celia A. Brownell University of Pittsburgh
Meredith L. Rowe
Meredith L. Rowe Harvard University
Susanne M. Jaeggi
Susanne M. Jaeggi University of California, Irvine
Eva M. Pomerantz
Eva M. Pomerantz University of Illinois at Urbana-Champaign
Sara A. Hart
Sara A. Hart University of Waterloo
Natasha J. Cabrera
Natasha J. Cabrera University of Maryland, College Park
Camilla Gilmore
Camilla Gilmore Loughborough University
Susan B. Campbell
Susan B. Campbell University of Pittsburgh

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