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Profiles Detail

Clarissa Thompson

Assistant Professor

Education: Ph.D., The Ohio State University (2008)
 
Research Areas: Cognitive, Developmental

Research Interests
 
Research in the KSU Cognitive Development Lab investigates the ways children learn, develop strategies to solve problems, generalize knowledge to novel contexts, and remember information. Current projects in the KSU Cognitive Development Lab focus on shifts in children's numerical representations with increasing age and experience, circumstances under which transfer of numerical knowledge is facilitated or inhibited, children's use of "buggy" estimation strategies, how children draw analogies between numerical contexts to help them solve problems, the costs and benefits of representational change, and the impact that numerical representations have on the types of numbers children are able to remember. Research in the KSU Cognitive Development Lab can inform classroom interventions and best practices in teaching children about numbers.

Lab Site: KSU Cognitive Development Lab


Scholarly, Creative & Professional Activities

Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53-72. http://dx.doi.org/10.1016/j.jecp.2014.01.013 

Siegler, R. S., & Thompson, C. A. (2014). Numerical landmarks are useful—except when they’re not. Journal of Experimental Child Psychology, 120, 39-58. http://dx.doi.org/10.1016/j.jecp.2013.11.014

Ratcliff, R., Love, J., Thompson, C. A., & Opfer, J. E. (2012). Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses. Child Development, 83, 367-381.

Thompson, C. A., & Opfer, J. E. (2014). Affective constraints on acquisition of musical concepts: Children’s and adults’ development of the major-minor distinction. Psychology of Music, 42, 3-28. doi: 10.1177/0305735612453365

Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273-296.

Opfer, J. E., Thompson, C. A., & Furlong, E. (2010). Early development of spatial-numeric associations: Evidence from spatial and quantitative performance of preschoolers. Developmental Science, 13, 761-771.

Thompson, C. A., & Opfer, J. E. (2010). How 15 hundred is like 15 cherries: Effect of progressive alignment on representational changes in numerical cognition. Child Development, 81, 1768-1786.

Thompson, C. A., & Siegler, R. S. (2010). Linear numerical magnitude representations aid children’s memory for numbers. Psychological Science, 21, 1274-1281.

Siegler, R. S., Thompson, C. A., & Opfer, J. E. (2009). The logarithmic-to-linear shift: One learning sequence, many tasks, many time scales. Mind, Brain, & Education, 3, 143-150.

Opfer, J. E., & Thompson, C. A. (2008). The trouble with transfer: Insights from microgenetic changes in the representation of numerical magnitude. Child Development, 79, 790-806.

Thompson, C. A., & Opfer, J. E. (2008). Costs and benefits of representational change: Effects of context on age and sex differences in magnitude estimation. Journal of Experimental Child Psychology, 101, 20-51.  

Clarissa Thompson
OFFICE
College of Arts and Sciences
Department of Psychology
CONTACT INFO
Phone: 330-672-3948
cthomp77@kent.edu
COURSES TEACHING
Fall 2014
  • PSYC 11762 - 007 General Psychology
  • PSYC 31498 - 039 Undergraduate Research
Spring 2015
  • PSYC 11762 - 007 General Psychology - Honors
  • PSYC 31498 - 039 Undergraduate Research
  • PSYC 41498 - 039 Individual Investigation
Summer 2015
  • PSYC 31498 - 039 Undergraduate Research
  • PSYC 41498 - 039 Individual Investigation
  • PSYC 61199 - 039 Thesis I
  • PSYC 61498 - 039 Research
  • PSYC 81199 - 039 Dissertation I
  • PSYC 81299 - 039 Dissertation Ii
  • PSYC 81498 - 039 Research
EXPERTISE