Elizabeth A Sanders
Biographic Data
| ID | 4461983 |
|---|---|
| NAME | Elizabeth A Sanders |
| GIVEN NAMES | Elizabeth A |
| FAMILY NAME | Sanders |
| SIGNATURE | SANDERS E A |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-1008-8435 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Impact of Sampling and Measurement Error in Y on the Estimation of Level 2 Standardized X-Y Relationships
This study focuses on Level 2 (L2) predictor-outcome bias in standardized coefficients as obtained through traditional multilevel models and multilevel structural equation models when sampling and measurement error is present in the outcome. While unreliability in the outcome variable does not bias unstandardized coefficients, the current study demonstrates how it can bias estimates in their more commonly reported standardized forms. Using simula…
New online tools to assess children’s implicit social cognition: Replication and generalization of in-person research
From Seinfeld to Statistics: On the Dangers of Double Dipping with Bayesian Inference
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
The SEM Reliability Paradox in a Bayesian Framework
Within the frequentist structural equation modeling (SEM) framework, adjudicating model quality through measures of fit has been an active area of methodological research. Complicating this conversation is research revealing that a higher quality measurement portion of a SEM can result in poorer estimates of overall model fit than lower quality measurement models, given the same structural misspecifications. Through population analysis and Monte …
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, a…
The Impact of “Negligible” Cross-Loadings in Investigations of Measurement Invariance with MGCFA and MGESEM
Measurement invariance (MI) is an essential part of validity evidence concerned with ensuring that tests function similarly across groups, contexts, and time. Most evaluations of MI involve multigroup confirmatory factor analyses (MGCFA) that assume simple structure. However, recent research has shown that constraining non-target indicators to zero when cross-loadings are present results in biased estimates of latent variable associations. Using …
Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes
Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR wi…
Prosociality in young Latinx children: Exploring the role of grandparents
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired‐associate learning of correspondences between letter names and sounds. In decontextualized treatment activities, children practiced saying the letter names and sounds that matched single letters pres…
Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness
The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Hea…
Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired‐associate learning ( PAL ) only, PAL plus orthographic learning, or PAL plus articulatory learning. Subjects were 94 preschool children, including 35 dual‐language learners, in eight…
Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency
Improving cancer caregivers’ emotion regulation and supportive message characteristics: Results of a randomized controlled expressive writing intervention
This study tested whether a 17-day randomized controlled expressive writing (EW) intervention improved cancer caregivers’ emotion regulation ability and if improved emotion regulation predicted increases in verbal person-centered message characteristics present in caregivers’ recalled support conversations with cancer survivors. Participants (N = 64) were spousal caregivers of hematopoietic stem cell transplant cancer survivors assigned to one of…
The Relationship Between English Language Learner Status and Music Ensemble Participation
Authors of previous research have reported that U.S. English language learner (ELL) students participate in school-sponsored music ensembles (band, orchestra, and choir) at a lower rate than their native-English-speaking peers (non-ELLs). The current study examined this phenomenon using a nationally representative sample of U.S. 10th graders (14- to 16-year-olds across 751 high schools, N = 15,011) to estimate school music ensemble participation …
Do facial expression recognition deficits in disordered eating reflect a general impairment in attention and executive function
Autobiographical memory specificity and social problem solving in females with subclinical eating psychopathology
The Relationship Between English Language Learner Status and Music Ensemble Participation
Authors of previous research have reported that U.S. English language learner (ELL) students participate in school-sponsored music ensembles (band, orchestra, and choir) at a lower rate than their native-English-speaking peers (non-ELLs). The current study examined this phenomenon using a nationally representative sample of U.S. 10th graders (14- to 16-year-olds across 751 high schools, N = 15,011) to estimate school music ensemble participation …
Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency
Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired‐associate learning ( PAL ) only, PAL plus orthographic learning, or PAL plus articulatory learning. Subjects were 94 preschool children, including 35 dual‐language learners, in eight…
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired‐associate learning of correspondences between letter names and sounds. In decontextualized treatment activities, children practiced saying the letter names and sounds that matched single letters pres…
Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness
The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Hea…
Improving cancer caregivers’ emotion regulation and supportive message characteristics: Results of a randomized controlled expressive writing intervention
This study tested whether a 17-day randomized controlled expressive writing (EW) intervention improved cancer caregivers’ emotion regulation ability and if improved emotion regulation predicted increases in verbal person-centered message characteristics present in caregivers’ recalled support conversations with cancer survivors. Participants (N = 64) were spousal caregivers of hematopoietic stem cell transplant cancer survivors assigned to one of…
Do facial expression recognition deficits in disordered eating reflect a general impairment in attention and executive function
Autobiographical memory specificity and social problem solving in females with subclinical eating psychopathology
The Relationship Between English Language Learner Status and Music Ensemble Participation
Authors of previous research have reported that U.S. English language learner (ELL) students participate in school-sponsored music ensembles (band, orchestra, and choir) at a lower rate than their native-English-speaking peers (non-ELLs). The current study examined this phenomenon using a nationally representative sample of U.S. 10th graders (14- to 16-year-olds across 751 high schools, N = 15,011) to estimate school music ensemble participation …
Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency
Improving cancer caregivers’ emotion regulation and supportive message characteristics: Results of a randomized controlled expressive writing intervention
This study tested whether a 17-day randomized controlled expressive writing (EW) intervention improved cancer caregivers’ emotion regulation ability and if improved emotion regulation predicted increases in verbal person-centered message characteristics present in caregivers’ recalled support conversations with cancer survivors. Participants (N = 64) were spousal caregivers of hematopoietic stem cell transplant cancer survivors assigned to one of…
Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired‐associate learning ( PAL ) only, PAL plus orthographic learning, or PAL plus articulatory learning. Subjects were 94 preschool children, including 35 dual‐language learners, in eight…
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter
The authors investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired‐associate learning of correspondences between letter names and sounds. In decontextualized treatment activities, children practiced saying the letter names and sounds that matched single letters pres…
Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness
The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Hea…
Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes
Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR wi…
Prosociality in young Latinx children: Exploring the role of grandparents
The SEM Reliability Paradox in a Bayesian Framework
Within the frequentist structural equation modeling (SEM) framework, adjudicating model quality through measures of fit has been an active area of methodological research. Complicating this conversation is research revealing that a higher quality measurement portion of a SEM can result in poorer estimates of overall model fit than lower quality measurement models, given the same structural misspecifications. Through population analysis and Monte …
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, a…
The Impact of “Negligible” Cross-Loadings in Investigations of Measurement Invariance with MGCFA and MGESEM
Measurement invariance (MI) is an essential part of validity evidence concerned with ensuring that tests function similarly across groups, contexts, and time. Most evaluations of MI involve multigroup confirmatory factor analyses (MGCFA) that assume simple structure. However, recent research has shown that constraining non-target indicators to zero when cross-loadings are present results in biased estimates of latent variable associations. Using …
New online tools to assess children’s implicit social cognition: Replication and generalization of in-person research
From Seinfeld to Statistics: On the Dangers of Double Dipping with Bayesian Inference
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
The Impact of Sampling and Measurement Error in Y on the Estimation of Level 2 Standardized X-Y Relationships
This study focuses on Level 2 (L2) predictor-outcome bias in standardized coefficients as obtained through traditional multilevel models and multilevel structural equation models when sampling and measurement error is present in the outcome. While unreliability in the outcome variable does not bias unstandardized coefficients, the current study demonstrates how it can bias estimates in their more commonly reported standardized forms. Using simula…
Psychology (13 works) · Developmental psychology (8 works) · Cognition (6 works) · Linguistics (5 works) · Mathematics education (5 works) · Reading and Literacy Development (5 works) · Pedagogy (4 works) · Alphabet (3 works) · Child Development and Digital Technology (3 works) · Clinical Psychology (3 works)