| Promoting broad and stable improvements in low‐income children’s numerical knowledge through playing number board games GB Ramani, RS Siegler Child Development 79 (2), 375-394, 2008 | 1088 | 2008 |
| Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. RS Siegler, GB Ramani Journal of Educational Psychology 101 (3), 545, 2009 | 723 | 2009 |
| Playing linear numerical board games promotes low‐income children's numerical development RS Siegler, GB Ramani Developmental Science 11 (5), 655-661, 2008 | 668 | 2008 |
| Becoming a social partner with peers: Cooperation and social understanding in one‐and two‐year‐olds CA Brownell, GB Ramani, S Zerwas Child Development 77 (4), 803-821, 2006 | 480 | 2006 |
| The relationship between psychological understanding and positive social behaviors KW Cassidy, RS Werner, M Rourke, LS Zubernis, G Balaraman Social Development 12 (2), 198-221, 2003 | 387 | 2003 |
| Math talk during informal learning activities in Head Start families GB Ramani, ML Rowe, SH Eason, KA Leech Cognitive Development 35, 15-33, 2015 | 334 | 2015 |
| Taking it to the classroom: Number board games as a small group learning activity. GB Ramani, RS Siegler, A Hitti Journal of Educational Psychology 104 (3), 661, 2012 | 280 | 2012 |
| Reducing the gap in numerical knowledge between low-and middle-income preschoolers GB Ramani, RS Siegler Journal of Applied Developmental Psychology 32 (3), 146-159, 2011 | 273 | 2011 |
| “So big”: The development of body self‐awareness in toddlers CA Brownell, S Zerwas, GB Ramani Child Development 78 (5), 1426-1440, 2007 | 212 | 2007 |
| The role of uncontrollable trauma in the development of PTSD and alcohol addiction. J Volpicelli, G Balaraman, J Hahn, H Wallace, D Bux Alcohol Research & Health 23 (4), 256-262, 1999 | 211 | 1999 |
| Promoting critical-analytic thinking in children and adolescents at home and in school PK Murphy, ML Rowe, G Ramani, R Silverman Educational Psychology Review 26 (4), 561-578, 2014 | 148 | 2014 |
| Preschool children's joint block building during a guided play activity GB Ramani, E Zippert, S Schweitzer, S Pan Journal of Applied Developmental Psychology 35 (4), 326-336, 2014 | 132 | 2014 |
| Positive and negative peer interaction in 3-and 4-year-olds in relation to regulation and dysregulation GB Ramani, CA Brownell, SB Campbell The Journal of genetic psychology 171 (3), 218-250, 2010 | 118 | 2010 |
| Influence of a playful, child-directed context on preschool children's peer cooperation GB Ramani Merrill-Palmer Quarterly 58 (2), 159-190, 2012 | 109 | 2012 |
| Preschoolers’ cooperative problem solving: Integrating play and problem solving GB Ramani, CA Brownell Journal of Early Childhood Research 12 (1), 92-108, 2014 | 107 | 2014 |
| Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes KR Wentzel, GB Ramani Routledge, 2016 | 98 | 2016 |
| Parent–child math talk about fractions during formal learning and guided play activities SH Eason, GB Ramani Child Development, 2018 | 85 | 2018 |
| Parents' estimations of preschoolers' number skills relate to at‐home number‐related activity engagement EL Zippert, GB Ramani Infant and Child Development 26 (2), e1968, 2017 | 83 | 2017 |
| How informal learning activities can promote children’s numerical knowledge GB Ramani, RS Siegler The oxford handbook of numerical cognition, 1135-1154, 2014 | 82 | 2014 |
| Parental beliefs about the fixedness of ability K Muenks, DB Miele, GB Ramani, LM Stapleton, ML Rowe Journal of Applied Developmental Psychology 41, 78-89, 2015 | 75 | 2015 |
