Katherine Robinson
Professor (Campion College); Experimental and Applied Psychology Graduate Program Coordinator
Office: CM 511
E-mail: katherine.robinson@uregina.ca
Phone: 306-359-1248
Website: https://campioncollege.ca/resources/dr-katherine-robinson/
Research interests
- Cognitive development with special emphases on the development of conceptual and strategic understanding in arithmetic in both children and adults.
Teaching Interests
- Child, lifespan, and adolescent development; cognitive development; aging cognition; infant cognition; introductory psychology; and the Holocaust.
Representative Projects
The development of conceptual and strategic knowledge of division and inversion (NSERC funded).
The processing of poetry and prose as assessed through eye-tracking (U of R funded).
Representative Publications
Robinson, K.M., Osana, H.P., & Kotsopoulos, D. (2019). Mathematical learning and cognition in early childhood: Integrating interdisciplinary research into practice. Springer.
Robinson, K.M., Price, J.A.B., & Demyen, B. (2018). Understanding arithmetic concepts: Does operation matter? Journal of Experimental Child Psychology, 166, 421-436.
Riegel, C., Robinson, K.M., & Herman, A. (2017). Harnessing quantitative eye tracking data to create art: Interdisciplinary collaboration and data visualization. Body, Space, and Technology Journal, 16.
Robinson, K. M. & LeFevre, J. (2012). The reciprocal relationships between multiplication and division: Concepts, procedures, and a cognitive framework. Educational Studies in Mathematics, 79, 409-428.
Dubé, A. K., & Robinson, K. M. (2010). Accounting for indivisual variablity in inversion shortcut use. Learning and Individual Differences.
Dubé, A. K., & Robinson, K. M. (2010). The relationship between adults' conceptual understanding of inversion and associativity. Canadian Journal of Experimental Psychology, 64, 60-66.
Robinson, K. M. & Dubé, A. K. (2009a). The multiplication and division inversion concept: Relationships between procedural, conceptual, and factual knowledge. Cognitive Development, 24, 310-321.
Robinson, K. M. & Dubé, A. K. (2009b). Children's understanding of addition and subtraction concepts. Journal of Experimental Child Psychology, 103, 532-545.
Robinson, K. M. & Dubé, A. K. (2009c). A microgenetic study of the multiplication and division inversion concept. Canadian Journal of Experimental Psychology,63, 193-200.
Robinson, K. M. & Dubé, A. K. (2008). A microgenetic study of simple division. Canadian Journal of Experimental Psychology, 62, 156-162.
Robinson, K. M., Ninowski, J. E., & Gray, M. L. (2006). Children's understanding of the arithmetic concepts of inversion and associativity. Journal of Experimental Child Psychology, 94, 349-362.
Robinson, K. M., Arbuthnott, K. D., Rose, D., McCarron, M. C., Globa, C. A., & Phonexay, S. D. (2006). Children's strategies for solving simple division problems. Journal of Experimental Child Psychology, 93, 224-238.
Research Centre