Recent Publications

(Please note that Dr. Ramani has previously published under the name G. Balaraman).

  • Eason, S., & Ramani, G. B. (2016). Parental scaffolding and children’s executive function: Working memory and planning as moderators during joint problem solving. Infant and Child Development. Advanced online version. doi: 10.1002/icd.1982
  • Zippert, E. & Ramani, G. B. (2016). Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement. Infant and Child Development. Advanced online version. doi: 10.1002/icd.1968
  • Ramani, G. B., Zippert, E., & Daubert, E. (2016). The influence of same- and cross-age peers on children’s literacy and mathematical development. In K. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social- emotional, motivation, and cognitive outcomes (pp. 96-112). New York, NY: Taylor & Francis Publishers.
  • Zippert, E. & Ramani, G. B. (2016). Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement. Infant and Child Development. Advanced online version. doi: 10.1002/icd.1968
  • Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of abilities. Journal of Applied Developmental Psychology, 41, 78-89.
  • Ramani, G. B. & Eason, S. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.
  • Ramani, G. B., Rowe, M.R., Eason, S., & *Leech, K. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.
  • Ramani, G. B., Zippert, E., *Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326-336.
  • Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92-108.
  • Ramani, G. B., Siegler, R. S., & *Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3), 661-672.
  • Ramani, G.B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill Palmer Quarterly, 58, 159-190.
  • Ramani, G.B., & Siegler, R.S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.
  • Ramani, G.B., Brownell, C.A., & Campbell, S.A. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. Journal of Genetic Psychology, 171(3), 218-250.
  • Siegler, R.S. & Ramani, G.B (2011). Improving low-income children’s number sense. In S. Dehaene and E.M. Brannon (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought, Attention and performance series, Vol. XXIII (pp. 343-354). London, UK: Academic Press.
  • Brownell, C.A., Nichols, S., Svetlova, M., Zerwas, S. & Ramani, G.B. (2010). The head bone's connected to the neck bone: When do toddlers represent their own body topography? Child Development, 81, 797-810.
  • Siegler, R.S., & Ramani, G.B. (2009). Playing linear number board games - but not circular ones - improves low-income preschoolers' numerical understanding. Journal of Educational Psychology, 101, 545-560.
  • Ramani, G.B., & Siegler, R.S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79, 375-394.
  • Siegler, R.S. & Ramani, G.B. (2008). Playing board games promotes low-income children’s numerical development. Developmental Science, 11(5), 655-661.
  • Brownell, C.A., Zerwas, S., & Ramani, G.B. (2007). “So big”: The development of body self-awareness in toddlers. Child Development, 78(5), 1426-1440.
  • Brownell, C.A., Ramani, G.B., & Zerwas, S. (2006). Becoming a social partner with peers: Cooperation and social understanding in one- and two-year-olds. Child Development, 77(4), 803-821. PDF
  • Siegler, R.S. & Ramani, G. (2006). Early development of estimation skills. APS Observer, 19(5), 34. PDF
  • Zerwas, S., Balaraman, G., & Brownell, C.A. (2004). Constructing an understanding of mind with peers. (Invited commentary). Behavioral and Brain Sciences, 27(1),130. PDF
  • Cassidy, K., Werner, R., Rourke, M., Zubernis, L., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behavior. Social Development, 12(2), 198-221. PDF
  • Brownell, C.A., Zerwas, S., & Balaraman, G. (2002). Peers, cooperative play, and the development of empathy in children. (Invited commentary). Behavioral and Brain Sciences, 25(1), 28-29. PDF