Katherine Strasser
Datos Biográficos
| ID | 4460064 |
|---|---|
| NOMBRE | Katherine Strasser |
| NOMBRES | Katherine |
| APELLIDO | Strasser |
| FIRMA | STRASSER K |
| AFILIACIONES | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0003-2364-6798 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 65 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
Stereotyped perceptions of readers
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
Conversational Turns at Early Childhood Predicts Socioemotional Development at School Age
Conversational turns are an important predictor of cognitive and language development, but little is known about their relationship with socioemotional development. In a previous study using LENA technology, Gómez and Strasser (2021) found that conversational turns assessed with 43 infants at 18 months predicted socioemotional competencies at 30 months, controlling for initial levels, child vocalizations, mother's warmth, and cumulative social ri…
Socioeconomic gaps in specific mathematical skills at different ages in primary school
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
An integrative framework of early socio-emotional competencies
Currently there is no consensus on what is the socio-emotional development, what are its components and path of progress, hindering the progress of transdisciplinary research and the development of evaluation and intervention methods in public policies. The literature about socio-emotional development is extensively reviewed, offering a theoretical model that identified three principal socio-emotional competencies: (a) socio-emotional cognition: …
Impacts of a personalized book giveaway intervention in low-SES households
Early Sources of Children’s Math Achievement in Chile
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math…
Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students
There is compelling evidence that arguing with peers in educational contexts fosters students’ content knowledge and argumentation skills. Indeed, curricula have already been developed that, through tailored support for peer argumentation, promote both content knowledge and argumentation skills simultaneously. However, we do not yet know how to optimize the occurrence of peer argumentation, although there are suggestions in the literature that co…
The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. …
Reading interest and family literacy practices from prekindergarten to kindergarten
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations a…
Linguistic environment of preschool classrooms
Early narrative skills in Chilean preschool
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study, we examine the role of other processes in explaining preschool children's story comprehension, in a sa…
Preschool Children’s Beliefs about Gender Differences in Academic Skills
Tienen los Niños una Teoría Esencialista Acerca de la Pobreza?
Treinta y dos nios preescolares de clase social media-baja participaron en la etapa de pilotaje de un set de instrumentos especialmente diseados para poner a prueba el supuesto de que los nios sostienen una teora causal acerca de la pobreza. Los resultados de esta primera etapa, adems de confi rmar el correcto diseo de las pruebas aplicadas, mostraron una tendencia esencialista de los nios al abordar la categora social de pobreza. Los resultados …
Evaluación preliminar de un sistema multimedial de apoyo al proceso de enseñanza de la lectoescritura para niños ciegos
El presente trabajo resume el desarrollo y evaluación preliminar de un sistema multimedial diseñado para apoyar la enseñanza de la lectoescritura de niños ciegos. El sistema desarrollado tiene por principal propósito superar las dificultades en el aprendizaje de la lectoes- critura de ciegos debida a la falta de motivación y a la dificultad que implica la inversión espacial entre lectura y escritura en el código Braille. El sistema se aplicó a un…
Linguistic environment of preschool classrooms
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study, we examine the role of other processes in explaining preschool children's story comprehension, in a sa…
Early narrative skills in Chilean preschool
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Preschool Children’s Beliefs about Gender Differences in Academic Skills
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. …
The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation
Reading interest and family literacy practices from prekindergarten to kindergarten
Evaluación preliminar de un sistema multimedial de apoyo al proceso de enseñanza de la lectoescritura para niños ciegos
El presente trabajo resume el desarrollo y evaluación preliminar de un sistema multimedial diseñado para apoyar la enseñanza de la lectoescritura de niños ciegos. El sistema desarrollado tiene por principal propósito superar las dificultades en el aprendizaje de la lectoes- critura de ciegos debida a la falta de motivación y a la dificultad que implica la inversión espacial entre lectura y escritura en el código Braille. El sistema se aplicó a un…
Tienen los Niños una Teoría Esencialista Acerca de la Pobreza?
Treinta y dos nios preescolares de clase social media-baja participaron en la etapa de pilotaje de un set de instrumentos especialmente diseados para poner a prueba el supuesto de que los nios sostienen una teora causal acerca de la pobreza. Los resultados de esta primera etapa, adems de confi rmar el correcto diseo de las pruebas aplicadas, mostraron una tendencia esencialista de los nios al abordar la categora social de pobreza. Los resultados …
Preschool Children’s Beliefs about Gender Differences in Academic Skills
Early narrative skills in Chilean preschool
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study, we examine the role of other processes in explaining preschool children's story comprehension, in a sa…
Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations a…
Linguistic environment of preschool classrooms
Reading interest and family literacy practices from prekindergarten to kindergarten
Chilean kindergarten children’s beliefs about mathematics
This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners ( M age = 5.6 years) of low and high SES…
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. …
Early Sources of Children’s Math Achievement in Chile
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math…
Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students
There is compelling evidence that arguing with peers in educational contexts fosters students’ content knowledge and argumentation skills. Indeed, curricula have already been developed that, through tailored support for peer argumentation, promote both content knowledge and argumentation skills simultaneously. However, we do not yet know how to optimize the occurrence of peer argumentation, although there are suggestions in the literature that co…
The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation
An integrative framework of early socio-emotional competencies
Currently there is no consensus on what is the socio-emotional development, what are its components and path of progress, hindering the progress of transdisciplinary research and the development of evaluation and intervention methods in public policies. The literature about socio-emotional development is extensively reviewed, offering a theoretical model that identified three principal socio-emotional competencies: (a) socio-emotional cognition: …
Impacts of a personalized book giveaway intervention in low-SES households
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
Socioeconomic gaps in specific mathematical skills at different ages in primary school
Stereotyped perceptions of readers
National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects
Based on data for N = 2,756 children (1,410 girls; M age = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math…
Conversational Turns at Early Childhood Predicts Socioemotional Development at School Age
Conversational turns are an important predictor of cognitive and language development, but little is known about their relationship with socioemotional development. In a previous study using LENA technology, Gómez and Strasser (2021) found that conversational turns assessed with 43 infants at 18 months predicted socioemotional competencies at 30 months, controlling for initial levels, child vocalizations, mother's warmth, and cumulative social ri…
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
Psychology (18 obras) · Developmental psychology (15 obras) · Early Childhood Education and Development (10 obras) · Pedagogy (8 obras) · Mathematics education (6 obras) · Reading and Literacy Development (6 obras) · Social Psychology (6 obras) · Literacy (5 obras) · Child Development and Digital Technology (4 obras) · Education, Achievement, and Giftedness (4 obras)