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Throughout our everyday lives, we often need to reason about proportional information. From basic tasks, like adjusting how much milk you add to your coffee based on the size of the mug, to complex and important decisions, like whether we want to go through with a medically risky procedure, given the rate of success. Interestingly, although proportional information often causes difficulty in older children and adults, infants and young children have good intuitions about how to use proportional information. In my lab, we use behavioral experiments, mathematical and computational models, and a wide developmental perspective – from infancy to adults to ask questions like: What do these early intuitions look like? When and why do older children and adults make errors? What cognitive processes are people using to reason about proportion, and how do they change across development? What experiences cause people to use incorrect or suboptimal processing strategies? Together, our goal is to build more complete cognitive theories of how the human mind works and to develop better ways of teaching and learning difficult mathematical concepts.
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