Skip to page content
Return to Top


Thomas J. Faulkenberry
Assistant Professor of Psychology
Contact Information
Office:Mathematics Building, 319

Go to Professional Website No Personal Website Available

Expand AllContract All

Courses Offered

  • 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)
  • 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)
collapse Scholarly Activities


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 adults’ 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.
collapse Non-Refereed Publications
collapse Presentations

Professional Affiliations & Accreditations


  • 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

Thomas J. Faulkenberry

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.