Percival G. Matthews, Ph.D. - Publications

Affiliations: 
Educational Psychology University of Wisconsin, Madison, Madison, WI 
Area:
Mathematical cognition

17 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Park Y, Viegut AA, Matthews PG. More than the Sum of its Parts: Exploring the Development of Ratio Magnitude vs. Simple Magnitude Perception. Developmental Science. e13043. PMID 33030291 DOI: 10.1111/desc.13043  1
2020 Kalra PB, Hubbard EM, Matthews PG. Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children. Contemporary Educational Psychology. 62. PMID 32831458 DOI: 10.1016/j.cedpsych.2020.101896  1
2020 Kalra PB, Binzak JV, Matthews PG, Hubbard EM. Symbolic fractions elicit an analog magnitude representation in school-age children. Journal of Experimental Child Psychology. 195: 104844. PMID 32244000 DOI: 10.1016/j.jecp.2020.104844  1
2019 Meng R, Matthews PG, Toomarian EY. The Relational SNARC: Spatial Representation of Nonsymbolic Ratios. Cognitive Science. 43: e12778. PMID 31446660 DOI: 10.1111/cogs.12778  0.48
2018 Chesney DL, Matthews PG. Task Constraints Affect Mapping From Approximate Number System Estimates to Symbolic Numbers. Frontiers in Psychology. 9: 1801. PMID 30386272 DOI: 10.3389/fpsyg.2018.01801  0.48
2017 Sidney PG, Thompson CA, Matthews PG, Hubbard EM. From continuous magnitudes to symbolic numbers: The centrality of ratio. The Behavioral and Brain Sciences. 40: e190. PMID 29342653 DOI: 10.1017/S0140525X16002284  1
2016 Matthews PG, Hubbard EM. Making Space for Spatial Proportions. Journal of Learning Disabilities. PMID 27895239 DOI: 10.1177/0022219416679133  1
2016 Matthews PG, Lewis MR. Fractions We Cannot Ignore: The Nonsymbolic Ratio Congruity Effect. Cognitive Science. PMID 27766661 DOI: 10.1111/cogs.12419  0.88
2015 Matthews PG, Lewis MR, Hubbard EM. Individual Differences in Nonsymbolic Ratio Processing Predict Symbolic Math Performance. Psychological Science. PMID 26710824 DOI: 10.1177/0956797615617799  0.88
2015 Matthews PG, Chesney DL. Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. Cognitive Psychology. 78: 28-56. PMID 25797529 DOI: 10.1016/j.cogpsych.2015.01.006  0.88
2015 Byrd CE, McNeil NM, Chesney DL, Matthews PG. A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67. DOI: 10.1016/j.lindif.2015.01.001  0.88
2014 Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/j.cogdev.2014.01.001  0.88
2013 Chesney DL, Matthews PG. Knowledge on the line: manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks. Psychonomic Bulletin & Review. 20: 1146-53. PMID 23681927 DOI: 10.3758/s13423-013-0446-8  0.88
2012 Matthews P, Rittle-Johnson B, McEldoon K, Taylor R. Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality Journal For Research in Mathematics Education. 43: 316-350. DOI: 10.5951/jresematheduc.43.3.0316  0.88
2012 McNeil NM, Chesney DL, Matthews PG, Fyfe ER, Petersen LA, Dunwiddie AE, Wheeler MC. It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121. DOI: 10.1037/a0028997  0.88
2011 Rittle-Johnson B, Matthews PG, Taylor RS, McEldoon KL. Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach Journal of Educational Psychology. 103: 85-104. DOI: 10.1037/a0021334  0.88
2009 Matthews P, Rittle-Johnson B. In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools Journal of Experimental Child Psychology. 104: 1-21. PMID 18937952 DOI: 10.1016/j.jecp.2008.08.004  0.88
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