Alex M Silver
Biographic Data
| ID | 5757817 |
|---|---|
| NAME | Alex M Silver |
| GIVEN NAMES | Alex M |
| FAMILY NAME | Silver |
| SIGNATURE | SILVER A M |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-1300-1200 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Parent predictors of the home math environment and associations with toddlers’ math skills
Mounting evidence suggests that home engagement in mathematics is related to variability in early math skill. Although prior work has investigated parental predictors of home math engagement more broadly, it remains understudied whether the same factors relate to toddlers’ home math environment, and if home math experiences are associated with toddlers’ math skills. Here we asked whether parents’ beliefs, attitudes, and experiences with math rela…
The benefits of math activities depend on the skills children bring to the table
Playing board games and other math activities can provide young children with opportunities to develop their math skills. However, it is critical to understand for whom these activities may be most beneficial. In two studies, we examine the extent to which foundational cognitive skills moderate the effects of playing math games on math skills. In Study 1, we look cross-sectionally at the association between parents' frequency of math activities w…
Exploring effects of an early math intervention
We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent–child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in th…
Parental math input is not uniformly beneficial for young children
3.9 years) and one of their parents. High levels of parent number talk were associated with higher math achievement among children with higher inhibitory control. This association was not seen in children with lower inhibitory control, for children's vocabulary as the outcome measure, or for parents' overall talk or parent-reported math activities as the opportunity measures. Thus, children may differentially benefit from parental math input depe…
The benefits of math activities depend on the skills children bring to the table
Playing board games and other math activities can provide young children with opportunities to develop their math skills. However, it is critical to understand for whom these activities may be most beneficial. In two studies, we examine the extent to which foundational cognitive skills moderate the effects of playing math games on math skills. In Study 1, we look cross-sectionally at the association between parents' frequency of math activities w…
Parental math input is not uniformly beneficial for young children
3.9 years) and one of their parents. High levels of parent number talk were associated with higher math achievement among children with higher inhibitory control. This association was not seen in children with lower inhibitory control, for children's vocabulary as the outcome measure, or for parents' overall talk or parent-reported math activities as the opportunity measures. Thus, children may differentially benefit from parental math input depe…
Exploring effects of an early math intervention
We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent–child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in th…
Parent predictors of the home math environment and associations with toddlers’ math skills
Mounting evidence suggests that home engagement in mathematics is related to variability in early math skill. Although prior work has investigated parental predictors of home math engagement more broadly, it remains understudied whether the same factors relate to toddlers’ home math environment, and if home math experiences are associated with toddlers’ math skills. Here we asked whether parents’ beliefs, attitudes, and experiences with math rela…
The benefits of math activities depend on the skills children bring to the table
Playing board games and other math activities can provide young children with opportunities to develop their math skills. However, it is critical to understand for whom these activities may be most beneficial. In two studies, we examine the extent to which foundational cognitive skills moderate the effects of playing math games on math skills. In Study 1, we look cross-sectionally at the association between parents' frequency of math activities w…
Cognitive and developmental aspects of mathematical skills (4 works) · Developmental psychology (4 works) · Psychology (4 works) · Mathematics education (3 works) · Reading and Literacy Development (3 works) · Association (psychology (2 works) · Cognition (2 works) · Control (management) (2 works) · Early Childhood Education and Development (2 works) · Literacy (2 works)