Karen Singer-Freeman, Ph.D.

Associate Professor of Psychology
School of Natural and Social Sciences

Office: Nat. Sci. 1025
Tel: (914) 251-6683
Fax: (914) 251-6635
Email: karen.singer-freeman@purchase.edu

Education

• B. A., Psychology & Anthropology 1990, University of Michigan, Ann Arbor
• Ph.D., Child Psychology, 1996, Institute of Child Development, University of Minnesota, Minneapolis
• Post Doctoral Research Associate 1996-1997, Cambridge University, Cambridge, England
• Post Doctoral Research Associate 1997-1998, Behavioral Sciences Unit, Institute of Child Health, University College London, England

Courses Taught

Child Development; Cognitive Development; Social Issues in Developmental Psychology, Development of Language, Gender Development; Practicum in Child Development; Introductory Psychology.

Research Interests

The transition from counting to fractional awareness in children; The effect of language on categorization in children; The effects of working memory development on analogical reasoning in children.

Results of Ongoing Research Projects

Selected Publications

Singer-Freeman, K. E. (In Press) Analogical reasoning in 2-year-olds: The development of access and relational inference. Cognitive Development.

Singer-Freeman, K. E., and Bauer, P. J. (In Press) The ABCs of analogical abilities: Evidence for formal analogical reasoning abilities in 24-month-olds. The British Journal of Developmental Psychology.

Singer-Freeman, K. E. (2002). Concrete Operations. Macmillan Psychology Reference Series, Vol. 1: Child Development, edited by Neil J. Salkind. New York: Macmillan Reference USA.

Singer-Freeman, K. E., and Goswami, U. (2001). Does half a pizza equal half a box of chocolates? Proportional matching in an analogy task. Cognitive Development. 16, 811-829.

Singer-Freeman, K. E., and Bauer, P. J. (1997). Sorting out language and level: Examining the relation between productive vocabulary and category differentiation. First Language. 17, 241- 270.

Freeman, K. E., and Sera, M. (1996). Reliance on visual and verbal information across ontological kinds: What do children know about animals and machines? Cognitive Development. 11, 315-341.

Freeman, K. E., and Deák, G. (1995) Commentary on MacWhinney and Smith: Systems learning symbol systems. In C. A. Nelson, (Ed.) Basic and applied perspectives on learning, cognition, and development. Minnesota Symposium on Child Psychology, vol. 29. Hillsdale NJ: Lawrence Erlbaum.