Links to the PDF and the OSF page hosting materials and/or data (when available) are provided below. If the PDF, Materials, or Data are not listed below, please reach out directly.

Also, although I try to keep this list updated, additional information can be found on Google Scholar


Hurst, M. A., Green, A., Eason, S.H., Claessens, A., & Levine, S. C. (2022). Children’s Understanding of Relational Language for Quantity Comparisons. Cognitive Development. [PDF] [OSF]

Wagge, J., Hurst, M. A., Brandt, M., Lazarevic, L., Legate, N., Grahe, J. (2022). Teaching Research in Principle and in Practice: What Do Psychology Instructors Think of Research Projects in Their Courses? Psychology Learning and Teaching.

Hurst, M. A. & Levine, S. C. (2022). Children’s Understanding of Most is Dependent on Context. Cognition.[PDF] [OSF]

Hurst, M. A. Butts, J. R. & Levine, S. C. (2022). Connecting Symbolic Fractions to Continuous Proportion Using a Fraction Card Game. In press at Developmental Psychology.[PDF] [OSF]

Hurst, M. A., Wong, A., Gordon, R., Alam, A., & Cordes, S. (2022). Children’s gesture use provides insight into proportional reasoning strategies. Journal of Experimental Child Psychology, 214, 105277. [PDF] [OSF]

Braithwaite, D. W., McMullen, J., & Hurst, M. A. (2022). Cross-notation knowledge of fractions and decimals. Journal of Experimental Child Psychology, 213, 105210. [PDF]


Hurst, M. A., Boyer, T. W., & Cordes, S. (2021). Spontaneous and directed attention to number and proportion. Journal of Experimental Psychology: Learning, Memory, and Cognition. [PDF] [OSF]


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. [PDF] [OSF]

Hurst, M. A., Massaro, M., & Cordes, S. (2020). Fraction magnitude: Mapping between symbolic and spatial representations of proportion. Journal of Numerical Cognition, 6(2), 204–230. [PDF] [OSF]

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. [PDF]


Hurst, M. A., & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non‐symbolic proportional reasoning. Developmental Science, e12790. [PDF] [OSF]

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. [PDF]


Hurst, M. A., & Cordes, S. (2018). A systematic investigation of the link between rational number processing and algebra ability. British Journal of Psychology, 109(1), 99–117. [PDF]

Hurst, M. A., & Cordes, S. (2018). Attending to relations: Proportional reasoning in 3- to 6-year-old children. Developmental Psychology, 54(3), 428–439. [PDF] [OSF]

Hurst, M. A., & Cordes, S. (2018). Children’s understanding of fraction and decimal symbols and the notation-specific relation to pre-algebra ability. Journal of Experimental Child Psychology, 168, 32–48. [PDF]


Hurst, M. A., Anderson, U., & Cordes, S. (2017). Mapping Among Number Words, Numerals, and Nonsymbolic Quantities in Preschoolers. Journal of Cognition and Development, 18(1), 41–62. [PDF]

Hurst, M. A., & Cordes, S. (2017). When being good at math is not enough: How students’ beliefs about the nature of mathematics impact decisions to pursue optional math education. In Understanding Emotions in Mathematical Thinking and Learning (pp. 221–241). Academic Press.

Hurst, M. A., & Cordes, S. (2017). Working memory strategies during rational number magnitude processing. Journal of Educational Psychology, 109(5), 694–708. [PDF] [OSF]


Hurst, M. A., & 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. [PDF]


Hurst, M. A., Leigh Monahan, K., Heller, E., & Cordes, S. (2014). 123s and ABCs: Developmental shifts in logarithmic-to-linear responding reflect fluency with sequence values. Developmental Science, 17(6), 892–904.