I am a graduate student in the cognitive area of
the Psychology department at the University of
Wisconsin. My research is generally concerned with the mechanisms
of
learning in human cognition. I focus specifically on
numerical and arithmetic learning. I do this through behavioral methods
with adults and children. I am also interested in developing
computational models of these aspects of cognition.
Prather,
R. W. & Alibali, M. W. (2008). Understanding and using
principles of
arithmetic: Operations involving negative numbers. Cognitive
Science, 32(2), 445-457.
Prather, R. W. (2007) Implicit Learning of Arithmetic Principles. In R. Alterman & D. Kirsch (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society (p. 1839). Mahwah, NJ: Erlbaum.
Prather,
R. W. & Alibali, M. W. (2004). Principles of arithmetic with
positive and
negative numbers. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual
Conference of the Cognitive Science Society (p. 1620).
Prather,
R. W. & Boroditsky, L. (2003). Left
of zero: Representations of negative
Prather, R.W. & Alibali, M.W.
(2007, October). Children's
Arithmetic Principle Knowledge. Poster presented at the Beinnial
Meeting of the Cognitive Development Society, Santa Fe, NM.
Prather,
R. W. & Alibali, M. W. (2007, March). Knowledge
of an arithmetic principle in symbolic and verbal contexts: Do children
know
what adults know? Poster presented at the Biennial Meeting of
the
Society for Research in Child Development,
Alibali,
M. W. & Prather, R. W. (2007,
March). Improvements
in problem encoding lead to changes in strategy evaluations. Poster
presented at the Biennial Meeting of the Society for Research in Child
Development,