Andrew D Ribner

Biographic Data

ID5757819
NAMEAndrew D Ribner
GIVEN NAMESAndrew D
FAMILY NAMERibner
SIGNATURERIBNER A D
AFFILIATIONSUniversity of Pittsburgh , Pittsburgh, Pennsylvania ,
ORCID0000-0001-7188-223X
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS6
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Bidirectional associations between executive function and social behavior across childhood

    Open AccessBlake Glatley, Andrew D Ribner et al.ARTICLEDevelopmental Psychology2026

    18,174). Based on Sameroff's transactional model of human development, we expected that EF and social behavior would be bidirectionally related from third to fifth grade (8-11 years old). We hypothesized that both working memory and cognitive flexibility would be positively associated with later prosocial behavior and negatively associated with later social aggression. Furthermore, we hypothesized that prosocial behavior would be positively assoc…

  • Examining ethnic/racial measurement invariance in fourth-grade executive function

    Open AccessDana Miller‐cotto, Andrew D Ribner et al.ARTICLEJournal of Educational Psychology2025

  • The benefits of math activities depend on the skills children bring to the table

    Open AccessAlex M Silver, Leanne Elliott et al.ARTICLEDevelopmental Psychology2024Cited by: 2References: 5

    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

    Open AccessAndrew D Ribner, Alex M Silver et al.ARTICLEChild Development2023

    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…

  • The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades

    Open AccessAndrew D Ribner, Andrew Ribner et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 4References: 16

  • Infant screen exposure links to toddlers' inhibition, but not other EF constructs

    Open AccessGabrielle McHarg, Andrew D Ribner et al.ARTICLEInfancy2020

    Technology is pervasive in homes of families with young children, despite evidence for negative associations between infant exposure to screen‐based media and cognitive development that has led the American Academy of Pediatrics (AAP) to discourage parents from exposing children under the age of 18 months to any kind of screen time (AAP, 2016). Here, we apply a propensity score matching approach to estimate relations between electronic screen‐bas…