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 check the list on my [lab webpage or reach out directly.
Also, although I try to keep this list updated, additional information can be found on Google Scholar
2026
Zhang, R., Hurst, M.A., & Chernyak, N. (2026) Cognitive predictors of equity-based social evaluation: dissociation between proportional reasoning and cognitive control. Child Development, aacag050, https://doi.org/10.1093/chidev/aacag050
Hurst, M. A. & Levine, S.C. (2026). Spatial feature impact proportion strategy selection. Journal of Experimental Psychology: General, 155(4), 961–984. https://doi.org/10.1037/xge0001903 [OSF]
Hurst, M.A., Dadika, P., Oswald, M., & Levine, S.C (2026). Children’s Interpretation of “Before” And “After” For Consecutive and Non-Consecutive Numbers and Events. Journal of Cognition and Development, 1–21. https://doi.org/10.1080/15248372.2025.2560861. [OSF]
2024
Hurst, M. A. & Piantadosi, S. T. (2024). Continuous and discrete proportion elicit different cognitive strategies. Cognition, 252, 105918. https://doi.org/10.1016/j.cognition.2024.105918 [OSF]
2023
Wagge, J., Hurst, M. A., Brandt, M., Lazarevic, L., Legate, N., Grahe, J. (2023). 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., Boyer, T. W., & Cordes, S. (2021). Spontaneous and directed attention to number and proportion. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0001084 [PDF] [OSF]
2022
Eason, S. H., Hurst, M. A., Kerr, K., Claessens, A., & Levine, S. C. (2022). Enhancing Parent and Child Shape Talk During Puzzle Play. Cognitive Development, 64. doi: 10.1016/j.cogdev.2022.101250
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]
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. https://doi.org/10.1016/j.jecp.2021.105277 [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. https://doi.org/10.1016/j.jecp.2021.105210 [PDF]
2020
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. https://doi.org/10.1037/dev0001121 [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. https://doi.org/10.5964/jnc.v6i2.285 [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. https://doi.org/10.1037/dev0001099 [PDF]
2019
Hurst, M. A., & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non‐symbolic proportional reasoning. Developmental Science, e12790. https://doi.org/10.1111/desc.12790 [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. https://doi.org/10.1002/sop2.5 [PDF]
2018
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. https://doi.org/10.1111/bjop.12244 [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. https://doi.org/10.1037/dev0000440 [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. https://doi.org/10.1016/j.jecp.2017.12.003 [PDF]
2017
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. https://doi.org/10.1080/15248372.2016.1228653 [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. https://doi.org/10.1037/edu0000169 [PDF] [OSF]
2016
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. https://doi.org/10.1037/xhp0000140 [PDF]
2014
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. https://doi.org/10.1111/desc.12165