NIH Research Grant, Developmental Foundations of Ratio Knowledge. 1999 - 2003, $272,137 direct costs.
Spencer Foundation Small Grant, Conceptions of number: Developmental changes. 1993 - 1994, $12,000 direct costs.
NIH Senior Research Fellowship, to support sabbatical project on early arithmetic instruction with Dr. Ann Brown at the University of California, Berkeley. 1989 - 1990, $27,067 direct costs.
Spencer Foundation Research Grant, Early developments in children's reasoning with partial information. July, 1988, to August, 1993, $141,200 direct costs.
Boyd R. McCandless Young Scientist Award, Division 7 (Developmental Psychology) of the American Psychological Association, 1987.
Spencer Foundation Small Grant, Early developments in children's reasoning about alternative possibilities. 1987 - 1988, $7,460 direct costs.
NSF Research Grant, Understanding Children's Developing Ability to Solve Arithmetic Word Problems, with Jill Larkin & Joseph Kadane. 1985 - 1987, $38,729 direct costs.
NICHHD Research Grant, Early Developments in Spatial Cognition. 1982 - 1984, $72,593 direct costs.
NSF grant for conference on Origins of Cognitive Skills. 1983 - 1984, $9,860 direct costs.
NIMH Predoctoral Fellowship, 1976-1977, 1977-1978, and 1979-1980.
Editorial Service
Member of the Editorial Board, Developmental Psychology, 1998-2004.
Associate Editor, British Journal of Developmental Psychology,1998-2003.
Member of the Editorial Board, Journal of Educational Psychology,
1996 - 1998.
Member of the Editorial Board, Child Development, 1984 - 1989.
Sophian, C., & Crosby, M. E. (in press). What eye fixation patterns tell us about subitizing. Developmental Neuropsychology.
Sophian, C., & Chu, Y. (in press). How do people apprehend large numerosities? Cognition.
Sophian, C. (2007). The origins of mathematical knowledge in childhood. Lawrence Erlbaum Associates.
Sophian, C. (2007). Rethinking the starting point for mathematics learning. To appear in O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives in early childhood education: Mathematics, science and technology in early childhood education (pp. 21-44). Information Age Publishing.
Sophian, C. (2006). Variability is the norm in performance, but not in beliefs. Child Development.
Sophian (2004). Mathematics for the future: Developing a Head Start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19, 59-81 .
Sophian, C. (2004). A prospective developmental perspective on early mathematics instruction. In Clements, D. H., Sarama, J., &.DiBiase, A.-M., Eds. Engaging young children in mathematics: Standards for early childhood mathematics education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sophian, C., & Madrid, S. (2003). Young children's reasoning aout many-to-one correspondences. Child Development, 74, 1418-1432.
Sophian, C. (2003). Learning about "one": Units as a cornerstone for Head Start mathematics. Teaching Children Mathematics, 10, 210-215.
Sophian, C. (2002). Learning about what fits: Preschool children's reasoning about effects of object size. Journal for Research in Mathematics Education, 33, 290-302.
Sophian, C. (2001). Does cognitive development move beyond sensorimotor intelligence? (Commentary) Behavioral and Brain Sciences, 24, 61-62.
Sophian, C. (2000). From objects to quantities: Developments in preschool children's judgments of aggregate amount. Developmental Psychology, 36, 724-730.
Sophian, C. (2000). Perceptions of proportionality in young children: Matching spatial ratios. Cognition, 75, 145-170.
Sophian, C. (1999). Children's ways of knowing: Lessons from cognitive development research. In J. Copley (Ed.), Mathematics in the early years. National Council of Teachers of Mathematics, pp. 11-20. Reston, VA: National Council of Teachers of Mathematics, Inc.
Sophian, C. (1998). A developmental perspective on children's counting. In C. Donlan (Ed.), The development of mathematical thinking, pp. 27-46. University College London Press.
Sophian, C., & Kailihiwa, C. (1998). Units of counting: Developmental changes. Cognitive Development, 13, 561-585.
Sophian, C., Garyantes, D., & Chang, C. (1997). When three is less than two: Early developments in children's understanding of fractional quantities. Developmental Psychology, 33, 731-744.
Sophian, C. (1997). Beyond competence: The significance of performance for conceptual development. Cognitive Development, 12, 281-303.
Sophian, C. (1997). Growing points for cognitive-developmental theories: Characterizing innate foundations for learning. Cognitive Development, 12, 345-348.
Sophian, C., & Wood, A. (1997). Proportional reasoning in young children: The parts and the whole of it. Journal of Educational Psychology, 89, 309-317.
Sophian, C. (1997). Young children's numerical cognition: What develops? In R. Vasta (Ed.), Annals of Child Development, vol. 12 (pp. 49-86). London: Jessica Kingsley Publishers.
Sophian, C., & Wood, A. (1996). Numbers, thoughts, and things: The ontology of numbers for children and adults. Cognitive Development, 11, 343-356.
Sophian, C. (1995). The trouble with competence models. Current Psychology of Cognition, 14, 753-759.
Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in the preschool years. Cognition and Instruction, 13, 469-477.
Sophian, C., Harley, H., & Manos, C. S. (1995). Relational and representational aspects of early number development. Cognition and Instruction, 13, 253-268.
Sophian, C., Wood, A., & Vong, K. I. (1995). Making numbers count: The early development of numerical inferences. Developmental Psychology, 31, 263-273.
Sophian, C. (1995). Representation and reasoning in early numerical development: Counting, conservation, and comparisons between sets. Child Development, 66, 559-577.
Sophian, C. (1995). Children's numbers. Brown & Benchmark.
Sophian, C., & McCorgray, P. (1994). Part-whole knowledge and early arithmetic problem-solving. Cognition and Instruction, 12, 3-33.
Sophian, C. (1992). Learning about numbers: Lessons for mathematics education from preschool number development. In J. Bideaud & C. Meljac (Eds.), Pathways to number (pp. 19-40). Hillsdale, N.J.: Erlbaum.
Sophian, C. (1988). Early developments in children's understanding of number: Inferences about numerosity and one-to- one correspondence. Child Development, 59, 1397-1414.
Sophian, C. (1988). Limitations on children's knowledge about counting: Using counting to compare two sets Developmental Psychology, 24, 634-640.
Sophian, C., & Somerville, S.C. (1988). Early developments in logical reasoning: Considering alternative possibilities. Cognitive Development, 3, 183-222.
Sophian, C. (1987). Early developments in children's use of counting to solve quantitative problems. Cognition and Instruction, 4, 61-90.
Sophian, C., & Adams, N. (1987). Infants' understanding of numerical transformations. British Journal of Developmental Psychology, 5, 257-264,
Fabricius, W., Sophian, C., & Wellman, H. M. (1987). Young children's sensitivity to logical necessity in their inferential search behavior. Child Development, 58, 409-423.
Sophian, C., & Wellman, H. M. (1987). The development of indirect search strategies. British Journal of Developmental Psychology, 5, 9-18.
Sophian, C. (1986). Early developments in spatial monitoring. Cognition, 22, 1-88.
Sophian, C. (1986). Developments in infants' search for invisibly-displaced objects. Infant Behavior and Development, 9, 15-25.
Sophian, C. (1985). Understanding the movements of objects: Early developments in spatial cognition. British Journal of Developmental Psychology, 3, 321-333.
Sophian, C., & Yengo, L. (1985). Infants' search for visible objects: Implications for the interpretation of early search errors. Journal of Experimental Child Psychology, 40, 260-278.
Sophian, C., & Yengo, L. (1985). Infants' understanding of visible displacements. Developmental Psychology, 21, 932-941.
Sophian, C., Larkin, J. H., & Kadane, J. B. (1985). A developmental model of search: Stochastic estimation of children's rule use. In H. M. Wellman (Ed.), Children's searching: The development of search skill and spatial representation. Hillsdale, N. J.: Erlbaum.
Wellman, H. M., Fabricius, W., & Sophian, C. (1985). The early development of planning: Solving comprehensive search problems. In H. M. Wellman (Ed.), Children's searching: The development of search skill and spatial representation. Hillsdale, N.J.: Erlbaum.
Sophian, C., & Sage, S. (1985). Infants' search for hidden objects: Developing skills for using information selectively. Infant Behavior and Development, 8, 1-14.
Sophian, C. (1985). Perseveration and infants' search: A comparison of two- and three-location tasks. Developmental Psychology, 21, 187-194.
Sophian, C., & Johnson, C. N. (1985). Spurt-urbations in development: Evidence for levels? (A review of K. Fischer, Ed., Levels and transitions in children's development.) Contemporary Psychology, 30, 40-41.
Sophian, C., Ed. (1984). Origins of cognitive skills. Hillsdale, NJ: Erlbaum.
Sophian, C. (1984). Developing search skills in infancy and early childhood. In C. Sophian (Ed.), Origins of cognitive skills. Hillsdale, NJ: Erlbaum.
Sophian, C., & Huber, A. (1984). Early developments in children's causal judgments. Child Development, 55, 512-526.
Wellman, H. M., Somerville, S. C., Revelle, G., Haake, R. J., & Sophian, C. (1984). The development of comprehensive search skills. Child Development, 55, 472-481.
Sophian, C. (1984). Spatial transpositions and the early development of search. Developmental Psychology, 20, 21-28.
Sophian, C., & Wellman, H. M. (1983). Selective information use and perseveration in the search behavior of infants and young children. Journal of Experimental Child Psychology, 35, 369-390.
Sophian, C., & Sage, S. (1983). Developments in infants' search for displaced objects. Journal of Experimental Child Psychology, 35, 143-160.
Sophian, C. (1982). Selectivity and strategy in early search. Journal of Experimental Child Psychology, 34, 342-349.
Sophian, C. (1981). Reply: Habituation may not be a bad start, but it's time to expand our horizons. Merrill-Palmer Quarterly, 27, 339-344.
Sophian, C., & Stigler, J. (1981). Does recognition memory improve with age? Journal of Experimental Child Psychology, 32, 343-353.
Perlmutter, M., Sophian, C., Mitchell, D., & Cavanaugh, J. (1981). Semantic and contextual cuing of preschool children's recall. Child Development, 52, 873-881.
Sophian, C., & Perlmutter, M. (1980). Encoding and retention factors in the early development of recall. Bulletin of the Psychonomic Society, 15, 342-344.
Sophian, C. (1980). Habituation is not enough: Novelty preferences, search, and memory in infancy. Merrill-Palmer Quarterly, 26, 239-257.
Sophian, C., & Wellman, H. M. (1980). Selective information use in the development of search behavior. Developmental Psychology, 16, 323-331.
Sophian, C., & Hagen, J. W. (1978). Involuntary memory and the development of retrieval skills in young children. Journal of Experimental Child Psychology, 26, 458-471.
Sophian, C. (2004). The importance of units in preparing children for fractions. Contribution to a symposium presented at the International Congress of Psychology, Athens.
Sophian, C. (2004). Socio-cultural factors impact children's understanding of mathematical units and ratios. Contribution to a symposium presented at the International Congress of Psychology, Athens.
Sophian, C., & Madrid, S. (2003). Goal sketches in fraction learning. Paper presented at the anuual meeting of the International Group for the Psychology of Mathematics Education (PME27).
Madrid, S., & Sophian, C. (2003). Seventh grade children's reasoning about fraction magnitudes. Poster presented at the 2003 meetings of the Society for Research in Child Development.
DeLong, C., & Sophian, C. (2003). Young children solve numerical ratio problems with an intervention based on protonumerical knowledge. Poster presented at the 2003 meetings of the Society for Research in Child Development.
Sophian, C., & Madrid, S. (2002). Training many-to-one reasoning in young children. Poster presented at the 2002 meetings of the Jean Piaget Society, Philadelphia.
Sophian, C. (2002). Mathematics for the future: Developing a Head Start curriculum to support mathematics learning. Symposium presentation for Head Start's 6th National Research Conference, Washington, D.C.
DeLong, C. M., & Sophian, C. (2001). The effect of spatial configuration on children's understanding of numerical ratios. Poster to be presented at the meetings of the Society for Research in Child Development, Minneapolis, April 2001.
Gibbs, N., & Sophian, C. (2001). Using spatial ratios to teach numerical fraction and ratio concepts. Poster to be presented at the meetings of the American Educational Research Association, Seattle, April 2001.
Sophian, C. (2000). A prospective developmental perspective on early mathematics instruction. Invited paper for the Conference on Early Childhood Mathematics Standards (D. Clements, organizer), Arlington, VA.
Sophian, C. (1999). Shape perception and the early development of ratio knowledge. Keynote address at the conference, Language, Reasoning, and Early Mathematical Development (C. Donlan, organizer), University College London.
Sophian, C., & Crosby, M. E. (1999). A picture is worth more than two lines. Presented at the conference HCII '99 (Human-Computer Interaction International), Munich.
Sophian, C., & Crosby, M. E. (1998). Young children match spatial proportions. Presented at the 1999 meetings of the Society for Research in Child Development.
Sophian, C., & Camunez, L. (1998). From one to many: Developments in young children'fs reasoning about multiplicative correspondences. Presented at the 1999 meetings of the Society for Research in Child Development.
Sophian, C., & Crosby, M. E. (1998). Ratios that even young children understand: The case of spatial proportions. Presented to the Cognitive Science Society of Ireland, Dublin.
Crosby, M. E., & Sophian, C. (1997). Subitizing: What the eyes do. Presented at the annual meetings of the Cognitive Science Society, Stanford, CA.
Sophian, C. (1997). Goals and numerical development. Presented at the biennial meetings of the Society for Research in Child Development, Washington, D.C.
Sophian, C., Chang, C., & Hall, D. (1997). When three is less than two: Early developments in children's understanding of fractional quantities. Presented at the biennial meetings of the Society for Research in Child Development, Washington, D.C.