Emily Slusser, PhD

Emily Slusser

Associate Professor & Chair, Child & Adolescent Development

Dr. Slusser began her career in child development as the program coordinator for an early education program where she developed intervention strategies for preschool children with limited educational resources. Since that time, Dr. Slusser has established a research program that explores children’s early cognitive representations of number and the later development of symbolic math concepts. She is particularly interested in learning how cognitive representational resources drive language learning and how language, in turn, supports further conceptual development. 

Education

  • Ph.D., Cognitive Science, University of California, Irvine, 2010
  • M.A., Cognitive Science, University of California, Irvine, 2008
  • B.A., Psychology, University of California, Irvine, 2003

Recent Publications

  • Slusser, E., Ribner, A., & Shusterman, A. (2018). Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science, e12773.

  • Slusser, E. (2018). Counting and Basic Numerical Skills. In A. Fritz, V. Haase, & P. Rasanen (Eds.).International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom. Switzerland: Springer International Publishing.

  • Slusser, E. & Barth, H. (2017). Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks. Journal of Experimental Child Psychology, 162, 181-198.

  • Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the Cardinal Principle coincides with improvement in Approximate Number System acuity in preschoolers. PLOS ONE, 11(4), e0153072. doi:10.1371/journal.pone.0153072.

  • Slusser, E., Santiago, R., & Barth, H. (2013). Developmental change in numerical estimation. Journal of Experimental Psychology: General, 142, 193-208.

Recent Presentations

  • Slusser, E., Ribner, A., & Shusterman, A. (2018). Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science, e12773.

  • Slusser, E. (2018). Counting and Basic Numerical Skills. In A. Fritz, V. Haase, & P. Rasanen (Eds.).International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom. Switzerland: Springer International Publishing.

  • Zax, A., Williams, K., Patalano, A. L., Slusser, E., Cordes, S., & Barth, H. (2019). What do biased estimates tell us about cognitive processing? Spatial judgments as proportion estimation. Journal of Cognition and Development, 1-27.

  • Barth, H., Zax, A., & Slusser, E. (2019). Partitioning and proportion estimation in children’s numerical judgments. Journal of Experimental Child Psychology.

Noteworthy Grants and Awards

  • Research Grant from Mattel Corporation "Understanding the Power of Play" 2011-2012

  • David & Lucile Packard Foundation "Lurie College of Education Early Educator Preparation Program" 2017

  • Santa Clara County Office of Education Local Planning Council "Early Childhood STEM: Training and Ambassador Program" 2019-present 

Online Resources

Areas of Research Interest

  • Conceptual Development
  • Early Childhood Education
  • Intuition and Core Knowledge
  • Language and Cognition
  • Math and Number Concepts
  • Numerical Estimation
  • Proportional Judgement

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