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Thomas J. Faulkenberry

Assistant Professor of Psychology

Email: | faulkenberry@tarleton.edu |
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Office: | Mathematics Building, 319 |

Phone: | 254-968-9816 |

#### Courses Offered

##### Undergraduate

**PSY 4386**Advanced Statistical Methods*(Sp 14)***PSY 3435**Principles of Research for the Behavioral Sciences*(F 14; Sp 15)***PSY 3330**Elementary Statistics for the Behavioral Sciences*(F 14)***PSY 3303**Educational Psychology*(F 13, 14; Sp 14, 15; Su 14)***PSY 3301**Psychology of Learning*(F 13, 14)***PSY 2301**General Psychology*(F 13 (honors), Su 14)*

##### Graduate

**PSY 501**Research Methods*(Sp 14, 15)***PSY 504**Human Development*(Sp 14, 15)*

#### Research and Scholarly Activities

##### Research Activities

- Using hand tracking to capture the dynamics of the size-congruity effect (Spring 2014 -- present: joint with S. Shaki & A. Cruise, Ariel University of Israel)
- Measuring the working memory requirements of mental arithmetic (Fall 2013 -- present)
- Tracking the continuous dynamics of fraction representations via hand tracking (Fall 2013 -- Spring 2014)

##### Scholarly Activities

#### Publications

##### Refereed Publications

- Faulkenberry, T. J. (in press). Hand movements reflect competitive processing in numerical cognition. To appear in Canadian Journal of Experimental Psychology.
- Faulkenberry, T. J., & Geye, T. L. (2014). The cognitive origins of mathematics learning disability: A review. The Rehabilitation Professional, 22(1), 9-16.
- Faulkenberry, T. J., & Faulkenberry, E. D. (2013). Teaching integer arithmetic without rules: An embodied approach. Oklahoma Journal of School Mathematics, 5(2), 5-14.
- Faulkenberry, T. J., (2013). The conceptual/procedural distinction belongs to strategies, not tasks: A comment on Gabriel et al. (2013). Frontiers in Psychology, 4:820
- Faulkenberry, T. J., & Montgomery, S. A. (2013). The primacy of fraction components in adultsâ€™ numerical judgements. In Reeder, S. L. and Matney, G. T. (Eds.). Proceedings of the 40th Annual Meeting of the Research Council on Mathematics Learning (pp. 155-162). Tulsa, OK: RCML
- Faulkenberry, T. J. (2013). How the hand mirrors the mind: The embodiment of numerical cognition. In Reeder, S. L. and Matney, G. T. (Eds.). Proceedings of the 40th Annual Meeting of the Research Council on Mathematics Learning (pp. 205-212). Tulsa, OK: RCML
- Faulkenberry, E. D., & Faulkenberry, T. J. (2012). Do you see what I see? An exploration of self- perception in the classroom. In S. L. Reeder (Ed.), Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning (pp. 121-126). Charlotte, NC: RCML.
- Faulkenberry, T. J., & Pierce, B. H. (2011). Mental representations in fraction comparison: Holistic versus component-based strategies. Experimental Psychology, 58, 480-489.
- Faulkenberry, T. J. (2011). Individual differences in mental representations of fraction magnitude. In S. Reeder (Ed.) Proceedings of the 38th Annual Meeting of the Research Council on Mathematics Learning (pp. 136-143). Cincinnati, OH: RCML.
- Faulkenberry, T. J. (2011). Brain-based mathematics: Promising practice or hopeful hype? RCML Intersection Points, 35(3), 9-10.
- Faulkenberry, E. D., & Faulkenberry, T. J. (2010). Transforming the way we teach function transformations. Mathematics Teacher, 104, 29-33.
- Faulkenberry, T. J. (2010). The working memory demands of simple fraction strate- gies. In S. Reeder (Ed.) Proceedings of the 37th Annual Meeting of the Research Council on Mathematics Learning (pp. 84-89). Conway, AR: RCML.
- Faulkenberry, E. D. & Faulkenberry, T. J. (2006). Constructivism in mathematics education: A historical and personal perspective. The Texas Science Teacher, 35, 17- 22.

##### Non-Refereed Publications

##### Presentations

#### Professional Affiliations & Accreditations

#### Degrees

- Ph.D., Psychology, Texas A&M University - Commerce, 2010
- M.S., Mathematics, Oklahoma State University, 2002
- B.S., Mathematics, Southeastern Oklahoma State University, 2000

#### Graduate Group Memberships

- Tarleton State University Graduate Faculty Status

I am an experimental psychologist who studies numerical cognition. That is, I am interested in the mental representations that people form when thinking about numbers. I use behavioral techniques to study these representations (e.g., reaction times, error rates, hand movements). I maintain an active research agenda in which I involve many undergraduate and graduate students. Any student who is interested in gaining research experience in cognition should feel free to contact me! I always have a place in the lab for motivated students.