Richard W. Prather

2014- Human Development & Quantitative Methodology University of Maryland, College Park, College Park, MD 
 2014- Neuroscience & Cognitive Sciences Program University of Maryland, College Park, College Park, MD 
Computational Cognitive Neuroscience, Developmental Science, Educational Neuroscience
"Richard W Prather"
Mean distance: 17.53 (cluster 15)


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Anthony D. Wagner research assistant 2000-2001 MIT
Lera Boroditsky research assistant 2001-2002 MIT
Martha W. Alibali grad student 2009 UW Madison
 (Acquisition of arithmetic principles through structured input.)
Linda B. Smith post-doc 2009-2014 Indiana University Bloomington
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Medrano J, Crnosija N, Prather RW, et al. (2022) Bridging the environment and neurodevelopment for children's health: Associations between real-time air pollutant exposures and cognitive outcomes. Frontiers in Psychology. 13: 933327
Prather RW, Benitez VL, Brooks LK, et al. (2022) What Can Cognitive Science Do for People? Cognitive Science. 46: e13167
Prather R. (2020) Arithmetic knowledge from the spontaneous attention to relations Developmental Science
Yuan L, Prather R, Mix KS, et al. (2019) Number Representations Drive Number-Line Estimates. Child Development
Yuan L, Prather RW, Mix KS, et al. (2019) Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves. Cognition. 189: 89-104
Prather R. (2018) Neural coding partially accounts for the relationship between children’s number-line estimation and number comparison performance Journal of Cognition and Development. 19: 201-219
Mix KS, Prather RW, Smith LB, et al. (2014) Young children's interpretation of multidigit number names: from emerging competence to mastery. Child Development. 85: 1306-19
Prather RW. (2012) Implicit learning of arithmetic regularities is facilitated by proximal contrast. Plos One. 7: e48868
Prather RW. (2012) Connecting neural coding to number cognition: a computational account. Developmental Science. 15: 589-600
Hattikudur S, Prather RW, Asquith P, et al. (2012) Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y-intercept School Science and Mathematics. 112: 230-240
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