Chernyak, N., Turnbull, V., Gordon, R., Harris, P., & Cordes, S. (2020). Counting promotes proportional social evaluation in preschool-aged children. Cognitive Development, 56. Hamamouche, K., Chernyak, N., & Cordes, S. (2020). Sharing scenarios facilitate division performance in preschoolers. Cognitive Development, 56. Hamamouche, K. & Cordes, S. (2020). Learning about time: Knowledge of formal timing symbols is related to individual differences in temporal precision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(1), 117. Hurst, M., Massaro, M., & Cordes, S. (2020). Fraction magnitude: Mapping between symbolic and spatial representations of proportion. Journal of Numerical Cognition, 6(2), 204-230. Savelkouls, S., Hurst, M., & Cordes, S. (2020). Preschoolers’ number knowledge relates to spontaneous focusing on number for small, but not large, sets. Developmental Psychology, 56. Savelkouls, S. & Cordes, S. (2020). The impact of set size on cumulative area judgments. Acta Psychologica, 210. Patalano, A. L., Zax, A., Williams, K., Mathias, L., Cordes, S., & Barth, H. (2020). Intuitive magnitude judgments and decision making under risk in adults. Cognitive Psychology. ManyBabies Consortium (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science. Chernyak, N., Harris, P., & Cordes, S. (2019). Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool-aged children. Developmental Science, 22(1), e12695 Gordon, R., Chernyak, N., & Cordes, S. (in press). Get to the point: Preschoolers’ spontaneous gesture use during a cardinality task. Cognitive Development. Hamamouche, K. & Cordes, S. (2019a). A divergence of sub- and supra-second timing abilities in childhood and its relation to academic achievement. Journal of Experimental Child Psychology, 178, 137-154. Hamamouche, K. & Cordes, S. (2019b). Number, time, and space are not singularly represented: Evidence against a common magnitude system. Psychonomic Bulletin and Review, 26(3), 833-854. Hurst, M. & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non-symbolic proportional reasoning. Developmental Science, 22(4), e12790. Niemi, L., Woodring, M., Young, L., & Cordes, S. (2019). Partisan mathematical processing of political polling statistics: It’s the expectations that count. Cognition, 186, 95-107. Posid, T. & Cordes, S. (2019). The effect of multimodal information on children’s numerical judgments. Journal of Experimental Child Psychology, 182, 166-186. Xing, C., Paul, J., Zax, A., Cordes, S., Barth, H., & Patalano, A. L. (2019). Probability-range effects on probability distortion in a gambling task. Acta Psychologica, 197, 39-51. Zax, A., Williams, K., Patalano, A., Slusser, E., Cordes, S., & Barth, H. (2019). What do biased estimates tell us about cognitive processing? Intuitive proportional reasoning in spatial judgments. Journal of Cognition and Development, 1-27. Barth, H., Cordes, S., & Patalano, A.L. (2018). Suboptimality in perceptual decision making and beyond. Brain and Behavioral Sciences. Cordes, S. (2018). Bees know that zero is less than one. Learning and Behavior, 47(3), 187-188. 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 Hogan, J., Cordes, S., Holochwost, S., Ryu, E., Diamond, A., & Winner, E. (2018). Is more time in general music class associated with stronger extra-musical outcomes in kindergarten? Early Childhood Research Quarterly, 45, 238-248. 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. 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. & 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 Experimental 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.