Post-Doc, Dr. Libertus
Department of Psychology
Applied Developmental Psychology
Faculty Advisor: Melissa Libertus
Bachman, H.J., Miller, P., Elliott, L., Duong, S., Libertus, M., & Votruba Drzal, E. (2022)Associations among socioeconomic status and preschool-aged children’s, number skills, and spatial skills: The role of executive function, Journal of Experimental Child Psychology, Volume 221.
Silver, A. M., Elliott, L., Reynvoet, B., Sasanguie, D., & Libertus, M. E. (2022). Teasing apart the unique contributions of cognitive and affective predictors of math performance. Annals of the New York Academy of Sciences.
Elliott, L., Silver, A.M., Imbeah, A., & Libertus, M. (2021). Actions may speak louder than words: Comparing methods of assessing children’s spontaneous focusing on number. Journal of Experimental Child Psychology.
Elliott, L., Silver, A.M., Imbeah, A., & Libertus, M. (2021). Actions may speak louder than words: Comparing methods of assessing children’s spontaneous focusing on number. Journal of Experimental Child Psychology.
Silver, A. M., Elliott, L., & Libertus, M. E. (2021). Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control. Journal of Educational Psychology.
Kudos to Kelsey West, Developmental Psychology, Pitt Department of Psychology, for “Infant Motor Development in Autism Spectrum Disorder: A Synthesis and Meta-analysis,” winner of the 2018 Tim Post Award. Leanne Elliot, Applied Developmental Psychology, was the runner up with "Bidirectional, Longitudinal Associations between Math Ability and Approximate Number."
October 8, 2018
Education Week covered a recent paper by Leanne Elliott, Emily Braham, and Melissa Libertus. The article is titled "Does Higher-Level Number Talk Hold Key to Better Math Scores for Young Children?" The paper referenced is "Understanding Sources of Individual Variability in Parents' Number Talk with Young Children."
March 23, 2018
![[Person photo]](/people/images/elliot_l.jpg)
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