Catherine Sophian
Biographic Data
| ID | 5757901 |
|---|---|
| NAME | Catherine Sophian |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Sophian |
| SIGNATURE | SOPHIAN C |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 3 |
Mathematics for the future: Developing a Head Start curriculum to support mathematics learning
From objects to quantities: Developments in preschool children's judgments about aggregate amount
The impact of object boundaries on children's developing quantitative reasoning was examined in a study of children's judgments about aggregate amount. Children at ages 3, 4, and 5 years were asked to help a Cookie Monster get as much to eat as possible by choosing between alternative collections that differed in the number and size of the cookies they contained and also in aggregate amount. Results indicated that children were heavily influenced…
When three is less than two: Early developments in children's understanding of fractional quantities
Four experiments examined young children's understanding of the inverse relation between the number of parts into which a quantity is to be divided and the size of each part. In Experiment 1 5-, 6-, and 7-year-old children tended to judge, incorrectly, that bigger shares would result from sharing with more, rather than fewer, recipients. In Experiment 2, 5-year-olds correctly recognized the inverse effect of additional recipients when the sharing…
Making numbers count: The early development of numerical inferences
Two experiments examined preschool children's ability to draw inferences about numerosity from correspondences between sets. In Experiment 1,3- and 4-year-old children made numerical inferences about a hidden set from their own counts of a corresponding visible set and also from numerical information about that set stated by the experimenter. Experiment 2 contrasted a count condition with a move condition, in which children's attention was not ex…
Limitations on preschool children's knowledge about counting: Using counting to compare two sets
Infants' understanding of visible displacements
Perseveration and infants' search: A comparison of two- and three-location tasks
Spatial transpositions and the early development of search
Selective information use in the development of search behavior
Mathematics for the future: Developing a Head Start curriculum to support mathematics learning
When three is less than two: Early developments in children's understanding of fractional quantities
Four experiments examined young children's understanding of the inverse relation between the number of parts into which a quantity is to be divided and the size of each part. In Experiment 1 5-, 6-, and 7-year-old children tended to judge, incorrectly, that bigger shares would result from sharing with more, rather than fewer, recipients. In Experiment 2, 5-year-olds correctly recognized the inverse effect of additional recipients when the sharing…
Making numbers count: The early development of numerical inferences
Two experiments examined preschool children's ability to draw inferences about numerosity from correspondences between sets. In Experiment 1,3- and 4-year-old children made numerical inferences about a hidden set from their own counts of a corresponding visible set and also from numerical information about that set stated by the experimenter. Experiment 2 contrasted a count condition with a move condition, in which children's attention was not ex…
From objects to quantities: Developments in preschool children's judgments about aggregate amount
The impact of object boundaries on children's developing quantitative reasoning was examined in a study of children's judgments about aggregate amount. Children at ages 3, 4, and 5 years were asked to help a Cookie Monster get as much to eat as possible by choosing between alternative collections that differed in the number and size of the cookies they contained and also in aggregate amount. Results indicated that children were heavily influenced…
Perseveration and infants' search: A comparison of two- and three-location tasks
Spatial transpositions and the early development of search
Selective information use in the development of search behavior
Limitations on preschool children's knowledge about counting: Using counting to compare two sets
Selective information use in the development of search behavior
Spatial transpositions and the early development of search
Infants' understanding of visible displacements
Perseveration and infants' search: A comparison of two- and three-location tasks
Limitations on preschool children's knowledge about counting: Using counting to compare two sets
Making numbers count: The early development of numerical inferences
Two experiments examined preschool children's ability to draw inferences about numerosity from correspondences between sets. In Experiment 1,3- and 4-year-old children made numerical inferences about a hidden set from their own counts of a corresponding visible set and also from numerical information about that set stated by the experimenter. Experiment 2 contrasted a count condition with a move condition, in which children's attention was not ex…
When three is less than two: Early developments in children's understanding of fractional quantities
Four experiments examined young children's understanding of the inverse relation between the number of parts into which a quantity is to be divided and the size of each part. In Experiment 1 5-, 6-, and 7-year-old children tended to judge, incorrectly, that bigger shares would result from sharing with more, rather than fewer, recipients. In Experiment 2, 5-year-olds correctly recognized the inverse effect of additional recipients when the sharing…
From objects to quantities: Developments in preschool children's judgments about aggregate amount
The impact of object boundaries on children's developing quantitative reasoning was examined in a study of children's judgments about aggregate amount. Children at ages 3, 4, and 5 years were asked to help a Cookie Monster get as much to eat as possible by choosing between alternative collections that differed in the number and size of the cookies they contained and also in aggregate amount. Results indicated that children were heavily influenced…
Mathematics for the future: Developing a Head Start curriculum to support mathematics learning
Developmental psychology (9 works) · Psychology (9 works) · Child and Animal Learning Development (5 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Cognitive psychology (5 works) · Cognition (4 works) · Mathematics Education and Teaching Techniques (4 works) · Spatial Cognition and Navigation (4 works) · Education Methods and Practices (3 works) · Cognitive development (2 works)