Percival G. Matthews, Ph.D.

Affiliations: 
Educational Psychology University of Wisconsin, Madison, Madison, WI 
Area:
Mathematical cognition
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"Percival Matthews"
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Cross-listing: PsychTree

Parents

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Bethany Rittle-Johnson grad student 2010 Vanderbilt
 (When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain.)

Children

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Yunji Park grad student 2016- UW Madison
Alexandria A Viegut grad student 2017-
Priya B. Kalra post-doc
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Publications

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Hubbard EM, Matthews PG. (2021) Ratio-based perceptual foundations for rational numbers, and perhaps whole numbers, too? The Behavioral and Brain Sciences. 44: e192
Park Y, Viegut AA, Matthews PG. (2020) More than the Sum of its Parts: Exploring the Development of Ratio Magnitude vs. Simple Magnitude Perception. Developmental Science. e13043
Kalra PB, Hubbard EM, Matthews PG. (2020) Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children. Contemporary Educational Psychology. 62
Kalra PB, Binzak JV, Matthews PG, et al. (2020) Symbolic fractions elicit an analog magnitude representation in school-age children. Journal of Experimental Child Psychology. 195: 104844
Fyfe ER, Matthews PG, Amsel E. (2020) College Developmental Math Students' Knowledge of the Equal Sign. Educational Studies in Mathematics. 104: 65-85
Meng R, Matthews PG, Toomarian EY. (2019) The Relational SNARC: Spatial Representation of Nonsymbolic Ratios. Cognitive Science. 43: e12778
Matthews PG, Ellis AB. (2018) Natural Alternatives to Natural Number: The Case of Ratio. Journal of Numerical Cognition. 4: 19-58
Chesney DL, Matthews PG. (2018) Task Constraints Affect Mapping From Approximate Number System Estimates to Symbolic Numbers. Frontiers in Psychology. 9: 1801
Matthews PG, Fuchs LS. (2018) Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child Development
Fyfe ER, Matthews PG, Amsel E, et al. (2018) Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101
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