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MANUSCRIPTS IN REVISION OR UNDER REVIEW

Cooperrider, K., Marghetis, T., & Núñez, R. (invited revision). Where does the ordered line come from? Evidence from a culture of Papua New Guinea. Psychological Science.

Goldstone, R. L., Marghetis, T. Weitnauer, E., Ottmar, E. R., & Landy, D. (invited revision). Adapting Perception, Action, and Technology for Mathematical Reasoning. Current Directions in Psychological Science.

Marghetis, T., Eberle, L.*, & Bergen, B. (invited revision). The mental number line is shaped through gestural contagion. Cognition. *undergraduate student advisee

Marghetis, T., & Youngstrom, K.* (invited revision). Pierced by the number-line: Integers induce embodied dispositions to move forward and backward. Journal of Experimental Psychology: General. *undergraduate student advisee

Landy, D., Guay, B., & Marghetis, T. (under review). Citizens are not as misinformed as they first appear: Errors in estimates of population size reflect common psychological processes. PLOS ONE.

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REFEREED RESEARCH PUBLICATIONS

Marghetis, T., Landy, D., & Goldstone, R. L. (in press). Mastering algebra retrains the visual system to perceive hierarchical structure in equations. Cognitive Research: Principles and Implications.

Tillman, K. Marghetis, T., Barner, D., & Srinivasan, M. (in press). Today is tomorrow’s yesterday: Children’s acquisition of deictic time words. Cognitive Psychology.

Gutierrez, E. D., Shutova, E., Marghetis, T., & Bergen, B. K. (2016). Literal and metaphorical senses in compositional distributional semantic models. Proceedings of the Association for Computational Linguistics (ACL).

Tillman, K. Marghetis, T., Barner, D., & Srinivasan, M. (2016). Deconstructing tomorrow: How children learn the semantics of time. Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Verhoef, T., Walker, E., & Marghetis, T. (2016). Cognitive biases and social coordination in the emergence of temporal language. Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Marghetis, T., Eberle, L.*, & Bergen, B. (2015). The mental number line spreads by gestural contagion. Proceedings of the 37th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. *undergraduate student advisee

Winter, B., Marghetis, T, Matlock, T. (2015). Of metaphors and magnitudes: Explaining cognitive interactions between space, time, and number. Cortex, 64, 209-224.

Marghetis, T., McComsey, M., & Cooperrider, K. (2014). Spatial reasoning in bilingual Mexico: Delimiting the influence of language. Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Marghetis, T., Núñez, R, & Bergen, B. (2014). Doing arithmetic by hand: Hand movements during exact arithmetic reveal systematic, dynamic spatial processing. Quarterly Journal of Experimental Psychology, 67, 1579-1596.

Marghetis, T., & Youngstrom, K.* (2014). Pierced by the number line: Integers are associated with back-to-front sagittal space. Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. *undergraduate student advisee

Guerra, E., Marghetis, T., & Knoeferle, P. (2013). Spatial meanings for function words? The link between conjunctions and spatial representation. Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 2458-2463). Austin, TX: Cognitive Science Society.

Marghetis, T. †, Kanwal, J. †, & Bergen, B. (2013). Placing Numbers in Behavioral Space: Activity-Specific Interactions between Number and Space with a Single Response Button. Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 972-977). Austin, TX: Cognitive Science Society. †authors contributed equally

Marghetis, T., & Núñez, R. (2013). The motion behind the symbols: A vital role for dynamism in the conceptualization of limits and continuity in expert mathematics. Topics in Cognitive Science, 5, 299-316.

Marghetis, T., Walker, E., Bergen, B., & Núñez, R. (2011). Making SNAP judgments: Rethinking the spatial representation of number. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1781-1786). Austin, TX: Cognitive Science Society.

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BOOK CHAPTERS

Goldstone, R. L., Weitnauer, E., Ottmar, E., Marghetis, T., & Landy, D. H. (2016).   Modeling Mathematical Reasoning as Trained Perception-Action Procedures.  In R. Sottilare, A. Graesser, X. Hu, A. Olney, B. Nye, and A. Sinatra (Eds.) Design Recommendations for Intelligent Tutoring Systems: Volume 4 - Domain Modeling. Orlando, FL: U.S. Army Research Laboratory.

Núñez, R., & Marghetis, T. (2015).  Cognitive Linguistics and the Concept(s) of Number. In R. Cohen-Kadosh and K. Dowker (eds.), Oxford Handbook of Numerical Cognition. Oxford University Press.

Marghetis, T., & Bergen, B. (2014). Embodied meaning, inside and out: The coupling of gesture and mental simulation. In Cornelia Müller, Alan Cienki, Ellen Fricke, Silva H. Ladewig, David McNeill & Sedinha Tessendorf (Eds.), Body-Language-Communication. New York: Mouton de Gruyter.

Marghetis, T., Edwards, L.D., & Núñez, R (2014). More than mere handwaving: Gesture and embodiment in expert mathematical proof. In L. Edwards, F. Ferrara, and D. Moore-Russo (Eds.), Emerging Perspectives on Gesture and Embodiment in Mathematics. Charlotte, NC: IAP-Information Age Publishing.

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SELECTED RESEARCH IN PREPARATION

Landy, D., Karlapudi, A., Guay, B., & Marghetis, T. (in prep). Domain-general psychophysical principles, not personal biases, explain the public’s apparent ignorance of demographic facts.

Marghetis, T., & Bergen, B. K. (in prep). Metaphorical gestures transform the interpretation of ambiguous speech and shape subsequent judgments.

Marghetis, T., Goldstone, R. L., & Landy, D. (in prep). Rational observers should learn the mental number-line from the natural statistics of written numbers: Evidence from a Bayesian model and multiple corpora of written numbers.

Marghetis, T., Goldstone, R. L. & Landy, D. (in prep). Numbers are spatialized during algebraic reasoning.

Marghetis, T.†, McComsey, M.†, & Cooperrider, K.† (in prep). The influence of language on spatial cognition is delimited but deep. †authors contributed equally

Marghetis, T., Núñez, R., & Bergen, B., (in prep). The spatial structure of mathematical reasoning: Evidence from spontaneous metaphorical gestures.

Marghetis, T., Tillman, K., Barner, D., & Srinivasan, M. (in prep). Learning to point to the future: The developmental timecourse of metaphorical gestures for time.

Marghetis, T., Walker, E., Bergen, B., & Núñez, R. (in prep). Making SNAP judgments about the spatial format of number: Evidence from spontaneous interactions between number and pitch.

Nishimi, A.*, Walker, E., Marghetis, T., & Bergen, B. (in prep). Did it happen “next,” afterward, or to the right? Listeners integrate speech, order-of-mention, and gesture to infer the temporal order of events. *undergraduate student advisee

Zerkle, S., Marghetis, T., Emmory, K., & Bergen, B. (in prep). The benefits of iconicity in second-language acquisition of sign language: Initial guessing and rate of learning. *undergraduate student advisee

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