Does half a pizza equal half a box of chocolates?: Proportional matching in an analogy task

By K. Singer-Freeman, Usha Goswami. 2001

103 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions (2016, background): “Children also showed earlier competence at the age of 3 to 4 years when asked to produce equal proportions, possibly by tapping into their ability to reason by analogy (Goswami, 1989; Singer-Freeman & Goswami, 2001).”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “…seems to be flexible and abstract, allowing children to draw proportional analogies even when materials are visually FOUNDATIONS OF FRACTION UNDERSTANDING 8 dissimilar (e.g., drawing analogies between pizzas and chocolates and glasses of lemonade) (Goswami, 1989; Singer-Freeman & Goswami, 2001).”
The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities (2007, methodology): “Using an approach similar to that of Singer-Freeman and Goswami (2001), this study directly tests the hypothesis of an early advantage of continuous over discrete quantities in proportional reasoning.”
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “…young children, as early as infancy, display a number of skills for dealing with quantitative relations (Boyer et al., 2008; Feigenson, 2007; Frydman & Bryant, 1988; McCrink & Wynn, 2007; Mix et al., 1999; Singer-Freeman & Goswami, 2001; Sophian, 2000; Spinillo & Bryant, 1999; Wing & Beal, 2004).”