We investigate neurocognitive development with a focus on
cognitive processes that support completing numerical & mathematical
tasks. Our research program uses a combination of mathematical modeling,
neuroimaging and behavioral experimentation.

The goals of the lab are
(1) to characterize the governing dynamics of behavior & cognition
using mathematical models (2) use the models to develop
individualized
'interventions' for early number and math skills, suitable for
children with a wide range of abilities.

Publications

Prather, R.W. (in review) Computational Model and ERP Enabled Prediction of Single Trial Behavior on a Numerical Comparison Task. (preprint on PsyArXiv)

Prather, R.W. & Tavassolie, N. (in review) Children’s numerical comparison performance is independent of number representation precision. Developmental Science.

Prather, R.W. & Heverly-Fitt, S. (preprint) Computational models with electrophysiological input predict behavior on a numerical cognition task.

Prather, R. W. (2014) Numerical discrimination is mediated by neural coding variation.

*Cognition*. (pdf)

Prather, R. W. (2012) Connecting neural coding to number cognition: A computational account.

*Developmental Science*. 15(4), 589-600. (pdf)

Prather, R. W. (2011) Further connecting neural coding to number cognition. Talk presented at the Society for Neuroscience Conference. Neural Bases of Human Cognition and Attention Nanosymposium. (Coverage in Scientific American)

Prather, R.W. (2012) Implicit learning of arithmetic regularities is facilitated by proximal contrast.

*PLOS ONE*(pdf)

Prather, R. W. & Alibali, M.W. (2011).Children's Acquisition of Arithmetic Principles: The Role of Experience. *Journal of Cognition and Development*,12(3) (pdf)

Prather, R. W. & Alibali, M. W. (2009).Development of arithmetic principle knowledge: How do we know what learners know? *Developmental Review*, 29(4), 221 - 248. (pdf)

Prather, R. W. & Alibali, M. W. (2008).Understanding and using
principles of arithmetic: Operations involving negative numbers. *Cognitive Science*, 32(2), 445-457. (pdf)

*Child Development.*(Washington Post article)

Hattikudur, S., Prather, R.W., Asquith, P., Knuth, E., Nathan, M.
J., & Alibali, M. W. (2012). Constructing graphical
representations: Middle schoolers’ developing knowledge about slope and
intercept. *School Science and Mathematics*, 112(4), 230-240.(pdf)