# Percival G. Matthews, Ph.D. - Publications

## Affiliations: | Educational Psychology | University of Wisconsin, Madison, Madison, WI |

##### Area:

Mathematical cognitionYear | Citation | Score | |||
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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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