Mathematical learning and numerical cognition. Behavioral and computational modeling methods. Approach using a context and cognition framework.

Richard Prather’s laboratory investigates the cogntitive processes that support children's learning of mathematics. Dr. Prather takes an interdisciplinary approach that combines behavioral experiments, computational modeling, and contextual frameworks of children's environments.

Prior to joining the university of Maryland Dr. Prather received degrees from the University of Wisconsin – Madison (PhD) and MIT (BS).

For more up to date information, please visit:

Prather, R. W. (2021) Fear Not of Cognition in Context. Infant and Child Development, e2249.

Prather, R. W. (2021). Arithmetic knowledge from spontaneous focus on relations. Developmental Science. 24:e13009

Prather, R.W. (2021) Reconstructing the Study of Human Cognition. PsyArXiv.

Prather, R. W. (2014) Numerical discrimination is mediated by neural coding variation. Cognition Prather, R. W. (2012) Connecting neural coding to number cognition: A computational account. Developmental Science. 15(4), 589-600.

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

EDHD 420: Cognitive Development

EDHD 721: Cognitive Development

EDHD 780: Research Methods in Human Development