Professional Education

  • Master of Arts, Chung-Ang University (2014)
  • Bachelor of Science, Chung-Ang University (2012)
  • Ph.D., University of Wisconsin - Madison, Educational Psychology (2021)

Stanford Advisors

All Publications

  • More than the sum of its parts: Exploring the development of ratio magnitude versus simple magnitude perception DEVELOPMENTAL SCIENCE Park, Y., Viegut, A. A., Matthews, P. G. 2021; 24 (3): e13043


    Humans perceptually extract quantity information from our environments, be it from simple stimuli in isolation, or from relational magnitudes formed by taking ratios of pairs of simple stimuli. Some have proposed that these two types of magnitude are processed by a common system, whereas others have proposed separate systems. To test these competing possibilities, the present study examined the developmental trajectories of simple and relational magnitude discrimination and relations among these abilities for preschoolers (n = 42), 2nd-graders (n = 31), 5th-graders (n = 29), and adults (n = 32). Participants completed simple magnitude and ratio discrimination tasks in four different nonsymbolic formats, using dots, lines, circles, and irregular blobs. All age cohorts accurately discriminated both simple and ratio magnitudes. Discriminability differed by format such that performance was highest with line and lowest with dot stimuli. Moreover, developmental trajectories calculated for each format were similar across simple and ratio discriminations. Although some characteristics were similar for both types of discrimination, ratio acuity in a given format was more closely related with ratio acuities in alternate formats than to within-format simple magnitude acuity. Results demonstrate that ratio magnitude processing shares several similarities to simple magnitude processing, but is also substantially different.

    View details for DOI 10.1111/desc.13043

    View details for Web of Science ID 000581927100001

    View details for PubMedID 33030291

  • Developmental changes in the relationship between magnitude acuities and mathematical achievement in elementary school children EDUCATIONAL PSYCHOLOGY Park, Y., Cho, S. 2017; 37 (7): 873-887