Cordes, S. (in press). Bees know that zero is less than one. Learning and Behavior.

Hamamouche, K. & Cordes, S. (in press). The unique contributions of sub- and supra-second timing to academic achievement. Journal of Experimental Child Psychology.

Barth, H., Cordes, S., & Patalano, A.L. (2018). Suboptimality in perceptual decision making and beyond. Brain and Behavioral Sciences.

Chernyak, N., Harris, P., & Cordes, S. (2018). Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool-aged children. Developmental Science.

Eyler, R. F., Cordes, S., Szymanski, B. R., & Fraenkel, L. (2018). Use of feedback to improve mental number-line representations in primary care clinics. BMC Medical Informatics and Decision Making, 18(1), 40.

Hamamouche, K., Keefe, M., Jordan, K., & Cordes, S. (2018). Cognitive load affects numerical, but not temporal, judgments. Frontiers in Psychology, 9, 1783. doi: 10.3389/fpsyg.2018.01783

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

Hurst, M. & Cordes, S. (2018b). Attending to relations: Proportional reasoning in 3- to 6-year-old children. Developmental Psychology, 54(3), 428.

Hurst, M. & Cordes, S. (2018c). 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.

Posid, T. & Cordes, S. (2018). How high can you count? Probing the limits of young children's counting. Developmental Psychology, 54(5), 875-889.

ManyBabies Consortium (accepted pending data collection). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science.

Eyler, R., Cordes, S., Szymanski, B., & Fraenkel, L. (2017). Utilization of continuous “spinners” to communicate risk. Medical Decision Making.

Hamamouche, K. A.*, Niemi, L.* & Cordes, S. (2017). Quantifying a threat: Evidence of a numeric processing bias. Acta Psychologica, 177, 1-9. (*equal contribution)

Hurst, M. A. & Cordes, S. (2017). Attending to relations: Proportional reasoning in 3- to 6-year-old children. Developmental Psychology.

Hurst, M. & Cordes, S. (2017). The relationship between algebra and notation-specific rational number understanding in adults. British Journal of Psychology.

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.

Hurst, M. & Cordes, S. (2017). Working memory strategies during rational number magnitude processing. Journal of Educational Psychology.

Lewis, E. A., Zax, A. & Cordes, S. (2017). The effects of emotion on numerical estimation: A developmental perspective. Quarterly Journal of Experimental Psychology.

Savelkouls, S. & Cordes, S. (2017). Numerical intuitions in infancy: Give credit where credit is due. Behavioral and Brain Sciences.

Chernyak, N., Sandham, B., Harris, P.L., & Cordes, S. (2016). Numerical cognition explains age-related changes in third-party fairness. Developmental Psychology, 52(10), 1555-62.

Chernyak, N., Sandham, B., Harris, P.L., & Cordes, S. (2016). Solving the knowledge-behavior gap: Numerical cognition explains age-related changes in fair sharing. Proceedings of the Cognitive Science Society.

Goldstein, A., Cole, T., & Cordes, S. (2016). How parents read counting books and non-numerical books to their preverbal infants: An observational study Frontiers in Psychology.

Hamamouche, K. A. & Cordes, S. (2016). Space, Time, and Number. In T.K. Shackelford & V.A. Weekes-Shackelford (Eds.), Encyclopedia of Evolutionary Psychological Science.

Hamamouche, K. A., Hurst, M., & Cordes, S. (2016). The effect of emotion and induced arousal on numerical processing. Proceedings of the Cognitive Science Society.

Hurst, M., Anderson, U. S., & Cordes, S. (2016). The acquisition of mappings between number words, numerals, and non-symbolic quantities in preschoolers. Journal of Cognition and Development.

Hurst, M. & Cordes, S. (2016). Comparing fractions, decimals, and whole numbers: Rational number understanding in adults. Journal of Experimental Psychology: Human Perception and Performance.

Hurst, M., Relander, C., & Cordes, S. (2016). Biases and benefits of number lines and pie charts in proportion representation. Proceedings of the Cognitive Science Society.

Posid, T., Fazio, A., & Cordes, S. (2015). Being sticker-rich: Numerical context influences children's sharing behavior. PLOS ONE.

Cantrell, L., Boyer, T. W., Cordes, S., & Smith, L. B. (2015). Signal clarity: an account of the variability in infant quantity discrimination tasks. Developmental Science, 1-7.

Posid, T. & Cordes, S. (2015). Verbal counting moderates perceptual biases found in children’s cardinality judgments. Journal of Cognition and Development.

Posid, T. & Cordes, S. (2014). The small-large divide: A case of incompatible numerical representations in infancy. In D. Geary, D. Berch, & K. Mann-Koepke (Eds.), Evolutionary Origins and Early Development of Basic Number Processing.

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. (watch video abstract)

Cordes, S., Goldstein, A., & Heller, E. (2014). Sets within sets: The influence of set membership on numerical estimates. Journal of Experimental Psychology: Human Perception and Performance, 40(1), 94-105.

Anderson, U. S. & Cordes, S. (2013). 1 < 2 and 2 < 3: Nonlinguistic appreciations of numerical order. Frontiers in Psychology, 4(5). doi: 10.3389/fpsyg.2013.00005.

Cordes, S. & Meck, W. H. (2013). Ordinal judgments in the rat: An understanding of 'longer' and 'shorter' for supra-second, but not sub-second, durations. Journal of Experimental Psychology: General, 143(2), 710-720.

Young, L. N. & Cordes, S. (2013). Fewer things, lasting longer: The effects of emotional stimuli on quantity judgments. Psychological Science, 24(6), 1057-1059.

Young, L. N., Cordes, S., & Winner, E. (2013). Arts Involvement Predicts Academic Achievement Only When the Child Has a Musical Instrument. Educational Psychology: An International Journal of Experimewntal Educational Psychology, 34(7), 849-861.

Young, L. N., Winner, E., & Cordes, S. (2013). Heightened incidence of depressive symptoms in adolescents involved in the arts. Psychology of Aesthetics, Creativity, and the Arts.7(2), 197-202.

Young, L. N. & Cordes, S. (2012). Time and number under the influence of emotion. Visual Cognition, 20(9), 1048-1051.

Pleil, K., Cordes, S., Meck, W. H., & Williams, C. L. (2011). Sex differences in timing: Possible neuroendocrine mechanisms. Frontiers in Integrative Neuroscience, 5 (63), 1-15, doi: 10.3389/fnint.2011.00063.

Cordes, S. & Brannon, E. M. (2011). Attending to one of many: when infants are surprisingly poor at discriminating an item's size. Frontiers in Psychology, 2(65).

Buhusi, C. V. & Cordes, S. (2011). Time and number: The privileged status of small values in the brain. Frontiers in Integrative Neuroscience, 5(67), 1-3.

Cordes, S. & Brannon, E. M. (2009a). Crossing the divide: Infants discriminate small from large numerosities. Developmental Psychology, 45(6), 1583-1594.

Cordes, S. & Brannon, E. M. (2009b). The relative salience of discrete and continuous quantities in infants. Developmental Science, 12(3), 453-463.

Cantlon, J. F., Cordes, S., Libertus, M. E., & Brannon, E. M. (2009a). Numerical abstraction: It ain’t broke. Behavioral and Brain Sciences, 32(3-4), 331-332.

Cantlon, J. F., Cordes, S., Libertus, M. E., & Brannon, E. M. (2009b). Comment on "Log or linear? Distinct intuitions of the number scale in western and Amazonian Indigene cultures". Science, 323, 38b.

Cordes, S., & Gallistel, C. R. (2008). Interval timing in circadian clock mutants. Brain Research, 1227, pp. 120-127.

Cordes, S., & Brannon, E. M. (2008a). The difficulties of representing continuous extent in infancy: Using number is just easier. Child Development, 79(2), 476-489.

Cordes, S. & Brannon, E. M. (2008b). Quantitative competencies in infancy. Developmental Science, 11(6), 803-808.

Cordes, S., Williams, C. L., & Meck, W. H. (2007) Common representations of abstract quantities. Current Directions in Psychological Science, 16(3), 156-161.

Cordes, S., King, A. P., & Gallistel, C. R. (2007) Time left in the mouse. Behavioural Processes, 74(2), 142-151.

Cordes, S., Gallistel, C. R., Gelman, R., & Latham, P. (2007) Nonverbal arithmetic in humans: Light from noise. Perception and Psychophysics, 69(7), 1185-1203.

Brannon, E. M., Lutz, D., & Cordes, S. (2006). The development of area discrimination and its implications for numerical abilities in infancy. Developmental Science, 9(6), F59-F64.

Gallistel, C. R., Gelman, R., & Cordes, S. (2006). The cultural and evolutionary history of the real numbers. In S. Levinson & P. Jaisson (Eds.), Evolution and culture: A Fyssen Foundation symposium. Cambridge, MA: MIT Press (pp. 247-274).

Cordes, S. & Gelman, R. (2005). The young numerical mind: When does it count? In J. Campbell (Ed.), Handbook of Mathematical Cognition. London: Psychology Press, (pp. 127-142).

Cordes, S., Gelman, R., Gallistel, C. R., & Whalen, J. (2001). Variability signatures distinguish verbal from nonverbal counting for both large and small numbers. Psychonomic Bulletin & Review, 8(4), 698-707.

Gelman, R., & Cordes, S. (2001). Counting in animals and humans. In E. Dupoux (Ed.), Language, Brain, and Cognitive Development: Essays in Honor of Jacques Mehler (p. 279-303). Cambridge, MA: MIT Press.

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