Publications
Although I try to keep this list updated, you can also search my google scholar profile.
For many studies, the data, materials, and PDF of the manuscript are also available on my OSF account (links below)
If you are unable to access the PDF of one of my papers, please feel free to send me an email directly.
Peer-Reviewed Journal Publications
Hurst, M. A., Wong, A., Gordon, R., Alam, A., & Cordes, S. (2021). Children’s Gesture use Provides Insight into Proportional Reasoning Strategies. Accepted at Journal of Experimental Child Psychology. Data and materials available at: https://osf.io/43p5g/.
Hurst, M. A., Boyer, T., & Cordes, S. (2021). Spontaneous and Directed Attention to Number and Proportion. Accepted at Journal of Experimental Psychology: Learning, Memory, and Cognition. Data and materials available at: https://osf.io/56r8z/.
Braithwaite, D., McMullen, J., & Hurst, M. A. (2021). Cross-Notation Knowledge of Fractions and Decimals. In press at Journal of Experimental Child Psychology.
Hurst, M. A., Shaw, A., Chernyak, N., & Levine, S.C. (2020). Giving a Larger Amount or a Larger Proportion: Stimulus Format Impacts Children’s Social Evaluations, Developmental Psychology, 56(12), 2212–2222. doi:10.1037/dev0001121. Preregistration, data, and materials available at: https://osf.io/5g34d/.
Hurst, M. A., Massaro, M., & Cordes, S. (2020). Fraction Magnitude: Mapping between symbolic and spatial representations of ratio, Journal of Numerical Cognition, 6(2), 204-320. Data and Materials available at: https://osf.io/eycdk/
Savelkouls, S., Hurst, M. A., & Cordes, S. (2020). Relative Salience of Number: Preschoolers’ Number Knowledge Relates to Spontaneous Focusing on Number for Small, but not Large, Sets, Developmental Psychology, 56(10), 1879. doi: 10.1037/dev0001099
Hurst, M. A., Polinsky, N., Haden, C. A., Levine, S. C., & Uttal, D. H. (2019). Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM. Social Policy Report, 32(3), 1-33.
Hurst, M. A., & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non-symbolic proportional reasoning, Developmental Science, 22(4). doi: 10.1111/desc.12790. Data and Materials available at: https://osf.io/z4xhv/
Hurst, M. A., & Cordes, S. (2018). Children’s understanding of fraction and decimal symbolic magnitudes and its relationship to pre-algebra ability, Journal of Experimental Child Psychology, 168, 32-48. doi: 10.1016/j.jecp.2017.12.003.
Hurst, M. A., & Cordes, S. (2018). Attending to Relations: Proportional reasoning in 3- to 6-year-old children, Developmental Psychology, 54(3), 428-439. doi: 10.1037/dev0000440
Hurst, M. & Cordes, S. (2017). A systematic investigation of the relationship between rational number processing and algebra ability. British Journal of Psychology, 109(1), 99-117. doi: 10.1111/bjop.12244
Hurst, M., & Cordes, S. (2017). Working Memory Strategies During Rational Number Magnitude Processing. Journal of Educational Psychology. 109(5), 694. doi: 10.1037/edu0000169
Hurst, M., Anderson, U., & Cordes, S. (2017). The Acquisition of Mappings Among Number Words, Written Numerals, and Quantities in Preschoolers, Journal of Cognition and Development, 18(1), 41-62. doi: 10.1080/15248372.2016.1228653
Hurst, M., & Cordes, S. (2016). Rational Number Comparison Across Notation: Fractions, Decimals, and Whole Numbers. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 281-293. doi: 10.1037/xhp0000140
Hurst, M., Monahan, K.L., Heller, E., & Cordes, S. (2014). 123s & ABCs: Developmental Shifts in Logarithmic to Linear Responding Reflect Fluency with Sequence Values, Developmental Science, 17(6), 892-904. doi: 10.1111/desc.12165
Chapters
Hurst, M. & Cordes, S. (2017). When being good at math isn’t enough: How students’ beliefs about the nature of mathematics impact decisions to pursue optional math education. In U. Xolocotzin (Ed.), Understanding Emotions in Mathematical Thinking and Learning.
Conference Proceedings
Hurst, M. A., Denison, S., Park, Y., Matthews, P. & Cantlon, J. (2020). Toward a Unified Theory of Proportion. In Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Toronto, ON: Cognitive Science Society.
Hurst, M. & Cordes, S. (2018). Labeling Common and Uncommon Fractions Across Education and Notation. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1841-1846). Madison, WI: Cognitive Science Society.
Hamamouche, K., Hurst, M., & Cordes, S. (2016). The Effect of Emotion and Induced Arousal on Numerical Processing. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1733-1738). Philadelphia, PA: Cognitive Science Society.
Hurst, M., Relander, C., & Cordes, S. (2016). Biases and Benefits of Number Lines and Pie Charts in Proportion Representation. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 586-591). Philadelphia, PA: Cognitive Science Society.
For many studies, the data, materials, and PDF of the manuscript are also available on my OSF account (links below)
If you are unable to access the PDF of one of my papers, please feel free to send me an email directly.
Peer-Reviewed Journal Publications
Hurst, M. A., Wong, A., Gordon, R., Alam, A., & Cordes, S. (2021). Children’s Gesture use Provides Insight into Proportional Reasoning Strategies. Accepted at Journal of Experimental Child Psychology. Data and materials available at: https://osf.io/43p5g/.
Hurst, M. A., Boyer, T., & Cordes, S. (2021). Spontaneous and Directed Attention to Number and Proportion. Accepted at Journal of Experimental Psychology: Learning, Memory, and Cognition. Data and materials available at: https://osf.io/56r8z/.
Braithwaite, D., McMullen, J., & Hurst, M. A. (2021). Cross-Notation Knowledge of Fractions and Decimals. In press at Journal of Experimental Child Psychology.
Hurst, M. A., Shaw, A., Chernyak, N., & Levine, S.C. (2020). Giving a Larger Amount or a Larger Proportion: Stimulus Format Impacts Children’s Social Evaluations, Developmental Psychology, 56(12), 2212–2222. doi:10.1037/dev0001121. Preregistration, data, and materials available at: https://osf.io/5g34d/.
Hurst, M. A., Massaro, M., & Cordes, S. (2020). Fraction Magnitude: Mapping between symbolic and spatial representations of ratio, Journal of Numerical Cognition, 6(2), 204-320. Data and Materials available at: https://osf.io/eycdk/
Savelkouls, S., Hurst, M. A., & Cordes, S. (2020). Relative Salience of Number: Preschoolers’ Number Knowledge Relates to Spontaneous Focusing on Number for Small, but not Large, Sets, Developmental Psychology, 56(10), 1879. doi: 10.1037/dev0001099
Hurst, M. A., Polinsky, N., Haden, C. A., Levine, S. C., & Uttal, D. H. (2019). Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM. Social Policy Report, 32(3), 1-33.
Hurst, M. A., & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non-symbolic proportional reasoning, Developmental Science, 22(4). doi: 10.1111/desc.12790. Data and Materials available at: https://osf.io/z4xhv/
Hurst, M. A., & Cordes, S. (2018). Children’s understanding of fraction and decimal symbolic magnitudes and its relationship to pre-algebra ability, Journal of Experimental Child Psychology, 168, 32-48. doi: 10.1016/j.jecp.2017.12.003.
Hurst, M. A., & Cordes, S. (2018). Attending to Relations: Proportional reasoning in 3- to 6-year-old children, Developmental Psychology, 54(3), 428-439. doi: 10.1037/dev0000440
Hurst, M. & Cordes, S. (2017). A systematic investigation of the relationship between rational number processing and algebra ability. British Journal of Psychology, 109(1), 99-117. doi: 10.1111/bjop.12244
Hurst, M., & Cordes, S. (2017). Working Memory Strategies During Rational Number Magnitude Processing. Journal of Educational Psychology. 109(5), 694. doi: 10.1037/edu0000169
Hurst, M., Anderson, U., & Cordes, S. (2017). The Acquisition of Mappings Among Number Words, Written Numerals, and Quantities in Preschoolers, Journal of Cognition and Development, 18(1), 41-62. doi: 10.1080/15248372.2016.1228653
Hurst, M., & Cordes, S. (2016). Rational Number Comparison Across Notation: Fractions, Decimals, and Whole Numbers. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 281-293. doi: 10.1037/xhp0000140
Hurst, M., Monahan, K.L., Heller, E., & Cordes, S. (2014). 123s & ABCs: Developmental Shifts in Logarithmic to Linear Responding Reflect Fluency with Sequence Values, Developmental Science, 17(6), 892-904. doi: 10.1111/desc.12165
Chapters
Hurst, M. & Cordes, S. (2017). When being good at math isn’t enough: How students’ beliefs about the nature of mathematics impact decisions to pursue optional math education. In U. Xolocotzin (Ed.), Understanding Emotions in Mathematical Thinking and Learning.
Conference Proceedings
Hurst, M. A., Denison, S., Park, Y., Matthews, P. & Cantlon, J. (2020). Toward a Unified Theory of Proportion. In Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Toronto, ON: Cognitive Science Society.
Hurst, M. & Cordes, S. (2018). Labeling Common and Uncommon Fractions Across Education and Notation. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1841-1846). Madison, WI: Cognitive Science Society.
Hamamouche, K., Hurst, M., & Cordes, S. (2016). The Effect of Emotion and Induced Arousal on Numerical Processing. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1733-1738). Philadelphia, PA: Cognitive Science Society.
Hurst, M., Relander, C., & Cordes, S. (2016). Biases and Benefits of Number Lines and Pie Charts in Proportion Representation. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 586-591). Philadelphia, PA: Cognitive Science Society.