Leanne Elliott

Leanne Elliott

Post-Doc, Dr. Libertus

Department of Psychology

Applied Developmental Psychology

Faculty Advisor: Melissa Libertus

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.

Bachman, H. J., Elliott, L., Duong, S., Betancur, L.,Navarro, M., Votruba-Drzal, E., & Libertus, M. (2020). Triangulating multi-method assessments of parental support for early math development. Frontiers in Education, 5:589514.

Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249-259.

Silver, A. M., Elliott, L., & Libertus, M. E. (2020). When beliefs matter most: Examining children's math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology.

Elliott, L. (2020). Sources of heterogeneity in the home enrichment practices of socioeconomically disadvantaged families. Journal of Applied Developmental Psychology, 70.

Silver, A. M., Elliott, L., Imbeah, A., & Libertus, M. E. (2020). Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children's math abilities. Mathematical Thinking and Learning.

Elliott, L., Bachman, H. J., & Henry, D. (2019). Why and how do parents promote math learning with their young children: A mixed-methods investigation. Parenting: Science and Practice.

Elliott, L., Feigenson, L., Halberda, J., & Libertus, M. (2019). Bidirectional, longitudinal associations between math ability and approximate number system acuity in childhood. Journal of Cognition and Development, 20(1), 56-74.

Hanner, E., Braham, E. J., Elliott, L., & Libertus, M. E. (2019). Promoting math talk in adult–child interactions through grocery store signs. Mind, Brain, and Education, 159.

Braham, E., Elliot, L., & Libertus, M. E. (2018). Using hierarchical linear models to examine approximate number system acuity: The role of task parameters and participant characteristics. Frontiers in Psychology, 9, 2081

Elliott, L., Braham, E. J., & Libertus, M. L. (2017). Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology, 159, 1-15.

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

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