Elyssa A. Geer, Ph.D.

ea.geer@coe.ufl.edu

Selected Publications

Peer-Reviewed Publications and Journal Articles

* Master’s, doctoral student, or post-doctoral fellow co-author

Schmitt, A., Purpura, D. J., Duncan, R. J., Bryant, L. M., Zehner, T., Devlin, B. L., Geer, E. A., & Paes, T. M. (2025). Testing Block Play as an Effective Mechanism for Promoting Early Math, Executive Function, and Spatial Skills in Preschoolers from Low-Income Backgrounds. Early Childhood Research Quarterly, 71, 163-173. https://doi.org/10.1016/j.ecresq.2024.12.011

Devlin, B. L., Geer, E. A., Finders, J. K., Zehner, T. M., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Patterns of individual differences in executive functions for preschoolers from low-income backgrounds: Associations with pre-academic skills. Learning and Individual Differences, 114, 102498. https://doi.org/10.1016/j.lindif.2024.102498

Bryant, L. M.*, Westerberg, L.*, Devlin, B. L., Paes, T. M., Geer, E. A., Katyayan, A., Morse, K. M., O’Brien, G., Purpura, D. J., & Schmitt, S. A. (2024). Capturing math language use during block play: Creation of the spatial and quantitative mathematical language coding system. Journal of Numerical Cognition, 10, e11589. https://doi.org/10.5964/jnc.11589

Zehner, T. M.*, Paes, T. M., Devlin, B. L., Geer, E. A., Posada, G., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Social–emotional competence as a predictor of early numeracy skills. Early Education and Development. Advance online publication. https://doi.org/10.1080/10409289.2024.2360878

Geer, E. A., Barroso, C., Conlon, R. A., Dasher, J. M., & Ganley, C. M. (2024). A meta-analytic review of the relation between spatial anxiety and spatial skills. Psychological Bulletin, 150(4), 464–486. https://doi.org/10.1037/bul0000420

Devlin, B. L., Paes, T. M., Geer, E. A., Bryant, L. M., Zehner, T. M., Korucu, I., Morse, K., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions. Frontiers in Psychology, 13, 1014713. https://doi.org/10.3389/fpsyg.2022.1014713

Geer, E. A., & Ganley, C. M. (2023). Sex differences in social and spatial perspective taking: A replication and extension of Tarampi et al. (2016). Quarterly Journal of Experimental Psychology, 76(1), 93-108. https://doi.org/10.1177/17470218221085117

Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C. M., & Sorby, S. A. (2022). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review, 29, 699-720. https://doi.org/10.3758/s13423-021-02012-w

Ganley, C. M., Conlon, R. A., McGraw, A. L., Barroso, C., & Geer, E. A. (2021). The effect of brief anxiety interventions on reported anxiety and math test performance. Journal of Numerical Cognition, 7(1), 4-19. https://doi.org/10.5964/jnc.6065

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307

Geer, E. A., Quinn, J. M., & Ganley, C. M. (2019). Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology, 55(3), 637-652. http://dx.doi.org/10.1037/dev0000649