Proportion

Behavioral modeling can be used to describe the systematic differences in strategy use by adults when reasoning about proportions.

Difficulty in representing proportion as compared to number due to numerical interference and overall salience.

Children’s ability to utilize and understand the quantified, “most,” is dependent on whether the stimuli is continuous or discrete and if there is any interfering information.

Using variations on paritioning area models gives children different levels of improvements in matching symbolic and visual fractions.

The behavioral outcome of learning discrete versus continuous gestures to highlight proportional information and the effect on numerical interference.

Adults’ continuous proportion comparisons are best captured by a proportion strategy, whereas discrete proportion comparisons showed a mixed pattern, with a slight preference for a numerator strategy.

Social evaluations in children are affected by the use discrete units rather than spatially connected resources.

SFON is dependent on set size during preschool years and SFON tasks show unrelated performance to one another.

Labeling non-symbolic proportions increases likelihood of matching displays based on proportion as compared to whole number information.

Differences in proportional reasoning across ages and context.