Emily Slusser, Ph.D. is interested in how young children map newly acquired number words to preverbal representations of quantity and numerosity. She has explored how this process is realized within and across languages and is particularly interested in how various syntactic and semantic restrictions elicit distinct developmental trajectories. Additionally, her background in early childhood education and intervention has prompted a growing interest in bridging basic research with early educational practices through the development of school readiness curricula and training.