Andrew Ribner

Assistant Professor of Psychology
412-365-2962

Hometown: San Diego, CA
Joined Chatham: 2024

www.andyribner.com

ACADEMIC AREAS OF INTEREST

Developmental Psychology, Self-Regulation/Executive Function, Mathematical Cognition and Learning, Electronic Screen-Based Media Use

PERSONAL AREAS OF INTEREST

Cooking, baking, eating, hiking with my dog, traveling with my family, reading, listening to too many podcasts

EDUCATION
  • Ph.D., New York University, 2019
  • BA, Wesleyan University, 2014
AWARDS
  • Chatham Faculty Technology Fellows, 2024-26
  • Mathematical Cognition and Learning Society Distinguished Service Award, 2022
  • NYU Steinhardt Outstanding Doctoral Student Teaching Award, 2019
PROFESSIONAL AFFILIATIONS
  • Cognitive Development Society
  • Mathematical Cognition and Learning Society
  • Society for Research in Child Development
SELECTED PUBLICATIONS
  • Silver, A., Elliott, L., Ribner, A., & Libertus, M.E. (2024). The Benefits of Math Board Games Depend on the Skills Children Bring to the Table. Developmental Psychology, 60(2), 376–388. https://doi.org/10.1037/dev0001637. 
  • Ribner, A., Ahmed, S.F., Miller-Cotto, D., & Ellis, A. (2023). The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. Early Childhood Research Quarterly, 64, 84-93. https://doi.org/10.1016/j.ecresq.2023.02.004. 
  • Ribner, A., Silver, A., Elliott, L., & Libertus, M.E. (2023). Exploring effects of an early math intervention: The importance of parent-child interaction. Child Development, 94(2), 395-410. https://doi.org/10.1111/cdev.13867. 
  • Ribner, A., Devine, R.T., Hughes, C., Blair, C., & The New Fathers and Mothers Study Team. (2022). Mothers’ and fathers’ executive function both predict emergent executive function in toddlerhood. Developmental Science, 00, e13263. https://doi.org/10.1111/desc.13263. 
  • Miller-Cotto, D., Smith, L., Wang, A., & Ribner, A. (2021). Changing the Conversation: A Culturally Responsive Perspective on Executive Functions, Minoritized Children, and Their Families. Infant and Child Development, e2286. https://doi.org/10.1002/icd.2286.
  • Ribner, A., Coulanges, L., Friedman, S., Libertus, M.E., & i-FAMS Team. (2021). Screen time in the COVID era: International trends of increasing use among 3- to 7-year-old children. The Journal of Pediatrics, 239. https://doi.org/10.1016/j.jpeds.2021.08.068.
  • Ribner, A. D.*, & McHarg, G.* (2021). Screens across the pond: Findings from longitudinal screen time research in the US and UK. Infant Behavior and Development, 63, 101551. https://doi.org/10.1016/j.infbeh.2021.101551. Denotes co-first-author publication
  • McHarg, G.*, Ribner, A.*, Devine, R.T., & Hughes, C. (2020). Screen time and executive function in toddlerhood: A longitudinal study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.570392. 
  • Ribner, A., Barr, R.F., & Nichols, D.L. (2020). Background media use is negatively related to language and literacy skills: Indirect effects of self-regulation. Pediatric Research. https://doi.org/10.1038/s41390-020-1004-5.
  • Ribner, A., Tamis-LeMonda, C. S., & Liben, L. S. (2020). Mothers’ distancing language relates to young children’s math and literacy skills. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2020.104863.
  • McHarg, G., Ribner, A., Devine, R., Hughes, C. & the New Fathers and Mothers Study Team. (2020). Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study. Infancy, 25(2), 205-222. https://doi.org/10.1111/infa.12325.
  • Ribner, A. (2020). Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101251.
  • Devine, R., Ribner, A., & Hughes, C. (2019). Measuring and Predicting Individual Differences in Executive Functions at 14 Months. Child Development, 90(5), 618-636. https://doi.org/10.1111/cdev.13217.
  • Ribner, A., Harvey, E, Gervais, R., & Fitzpatrick, C. (2019). Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework. Learning and Instruction, 59, 65-75. https://doi.org/10.1016/j.learninstruc.2018.10.003.
  • Slusser, E., Ribner, A., & Shusterman, A. (2019). Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science, 22(3), e12773. https://doi.org/10.1111/desc.12773.
  • Ribner, A., Moeller, K., Willoughby, M., Blair, C., & Family Life Project Key Investigators. (2018). Cognitive Abilities and Mathematical Competencies at School Entry. Mind, Brain, and Education, 12(4), 175-185. https://doi.org/10.1111/mbe.12160.
  • Ribner, A., Willoughby. M., Blair, C., & FLP Key Investigators. (2017). Executive function predicts late elementary school academic skills. Frontiers in Developmental Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00869.
  • Ribner, A., Fitzpatrick, C., & Blair, C. (2017). Family socioeconomic status moderates the association of television exposure with school readiness skills. Journal of Developmental & Behavioral Pediatrics, 38(3), 233-239. https://doi.org/10.1097/DBP.0000000000000425.