See Dr. Siegler’s CV for a full list of publications!
2026
Tsai, E. H.-I., & Siegler, R. S. (in press). Children’s graph comprehension before and after formal instruction. Journal of Numerical Cognition. https://doi.org/10.23668/psycharchives.22427
Tsai, E. H.-I., Hahn, Y., & Siegler, R. S. (2026). The Pictorial–Semantic–Task Framework for understanding graph comprehension. Journal of Intelligence, 14(2), 28. https://doi.org/10.3390/jintelligence14020028
2025
Frank, M. C., Baumgartner, H. A., Braginsky, M., Kachergis, G., Lightbody, A., Sparks, R. Z., Zhu, R., Carlson, S. M., Graham, S., Lipina, S. J., Newcombe, N. S., Odgers, C. L., Pianta, R. C., Siegler, R. S., Snowling, M., Yoshikawa, H., Cubillo, A., & Dodge, K. A. (2025). Learning Variability Network Exchange (LEVANTE): A global framework for measuring children’s learning variability through collaborative data sharing. Child Development. https://doi.org/10.1111/cdev.70011
McNeil, N., & Siegler, R. (2025). Helping teachers learn what works in the classroom − and what doesn’t − will get a lot harder without the Department of Education’s Institute of Education Sciences. The Conversation. https://doi.org/10.64628/aai.nutcfsaja
Schiller, L. K., Abreu-Mendoza, R. A., Fitzsimmons, C. J., Siegler, R. S., Thompson, C. A., & Rosenberg-Lee, M. (2025). Lack of integrated number sense among college students: Evidence from rational number cross-notation comparison. Journal of Experimental Psychology: Human Perception and Performance, 51(1), 70.
2024
Schiller, L., Abreu-Mendoza, R. A., Siegler, R. S., Rosenberg-Lee, M., & Thompson, C. A. (2024). Building integrated number sense in adults and children: comparing fraction-only to cross-notation number line training. Journal of Experimental Child Psychology, 246, 106017. doi:10.1016/j.jecp.2024.106017
Siegler, R. S. (2024). Connecting learning environments to learning: Two examples from children’s mathematics. Developmental Review, 101138.
2023
Braithwaite, D. W., & Siegler, R. S. (2023). A Unified Model of Arithmetic with Whole Numbers, Fractions, and Decimals. Psychological Review. doi:10.1037/rev0000440
Schiller, L. K., & Siegler, R. S. (2023). Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes. Cognitive Development, 68, 101380. https://doi.org/10.1016/j.cogdev.2023.101380
Wang, Y., & Siegler, R. S. (2023). Developmental trajectories of numerical magnitude representations of fractions and decimals. Developmental Psychology, 59(5), 874–885. doi:10.1037/dev0001547
2022
McMullen, J., Hannula-Sormunen, M.M., Lehtinen, E., & Siegler, R.S. (2022). Predicting adaptive expertise with rational number arithmetic. British Journal of Educational Psychology, 92, 688-706. doi:10.1111/bjep.12471
Schiller, L. K., Fan, A., & Siegler, R. S. (2022). The Power of One: The Importance of Flexible Understanding of an Identity Element. Journal of Numerical Cognition, 8(3), 430-442. doi:10.5964/jnc.7593
Siegler, R. S. (2022). Development of Numerical Knowledge. In O. Houdé & G. Borst (Eds.), The Cambridge handbook of cognitive development (pp. 361–382). Cambridge, United Kingdom: Cambridge University Press.
Siegler, R. S., & Tian, J. (2022). Why do we have three rational number notations? The importance of percentages. Advances in child development and behavior, 63, 1–33. JAI. doi:10.1016/bs.acdb.2022.05.001
Tian, J., Leib, E. R., Griger, C., Oppenzato, C. O., & Siegler R. S. (2022). Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic. Journal of Numerical Cognition, 8(1), 73-88. doi:10.5964/jnc.6365.
Zhang, D., & Siegler, R. S. (2022). Curriculum standards and textbook coverage of fractions in high-achieving east-Asian countries and the United States. Current Opinion in Behavioral Sciences, 47(101184), 101184. doi:10.1016/j.cobeha.2022.101184
2021
Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology, 113(3), 556-571. doi:10.1037/edu0000477
Braithwaite, D. W., Sprague, L., & Siegler, R. S. (2021). Towards a Unified Theory of Rational Number Arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0001073
Opfer J.E., Kim D., Fazio L.K., Zhou X., & Siegler R.S. (2021). Cognitive mediators of US—China differences in early symbolic arithmetic. PloS One, 16(8), e0255283. doi:10.1371/journal.pone.02552
Siegler, R. S., & Oppenzato, C. O. (2021). Missing input: How imbalanced distributions of textbook problems affect mathematics learning. Child Development Perspectives. 15(2), 76-82. doi:10.1111/cdep.12402
Tian, J., Braithwaite, D. W., & Siegler, R. S. (2021). Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology, 113(3), 516-529. doi:10.1037/edu0000618
2020
McMullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (2020). Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction, 68, 101347. doi:10.1016/j.learninstruc.2020.101347
Siegler, R. S., Im, S., & Braithwaite, D. W. (2020). Understanding development requires assessing the environment in which learning occurs: examples from mathematics learning. New Directions for Child and Adolescent Development, 173, 83-100. doi:10.1002/cad.20372
Siegler, R. S., Im, S., Schiller, L., Tian, J., & Braithwaite, D. W. (2020). The sleep of reason produces monsters: how and when biased input shapes mathematics learning. Annual Review of Developmental Psychology, 2, 413-435. doi:10.1146/annurev-devpsych-041620-031544
Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). How do people choose among rational number notations? Cognitive Psychology, 123, 101333. doi:10.1016/j.cogpsych.2020.101333
2019
Braithwaite, D. W., Leib, E., Siegler, R. S., & McMullen, J. (2019). Individual differences in fraction arithmetic learning. Cognitive Psychology, 112, 81-98. doi: 10.1016/j.cogpsych.2019.04.002
2018
Braithwaite, D. W., & Siegler, R. S. (2018). Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi: 10.1037/xlm0000546
Braithwaite, D. W., & Siegler, R. S. (2018). Developmental changes in whole number bias. Developmental Science, 21(2), e12541. doi: 10.1111/desc.12541.
Braithwaite, D. W., Tian, J, & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science. Early bird on line publication, September 12, 2017. doi: 10.1111/desc.12601.
Tian, J., & Siegler, R. S. (2018). Which type of rational numbers should students learn first? Educational Psychology Review, 30, 351-372. doi: 10.1007/s10648-017-9417-3
2017
Braithwaite, D. W., Pyke, A. A., & Siegler, R. S. (2017). A computational model of fraction arithmetic. Psychological Review, 124(5), 603-625. doi: 10.1037/rev0000072
Lortie-Forgues, H., & Siegler, R. S. (2017). Conceptual knowledge of decimal arithmetic. Journal of Educational Psychology, 109(3), 374-386. doi: 10.1037/edu0000148
Siegler, R. S., & Braithwaite, D. W. (2017). Numerical development. Annual Review of Psychology, 68, 187-213. doi: 10.1146/annurev-psych-010416-044101
Siegler, R. S., & Lortie-Forgues, H. (2017). Hard lessons: Why rational number arithmetic is so difficult for so many people. Current Directions in Psychological Science, 26(4), 346-351. doi: 10.1177/0963721417700129. NOTE: This article can be accessed at the journal’s website online at: http://journals.sagepub.com/doi/full/10.1177/0963721417700129
Tian, J., & Siegler, R. S. (2017). Fractions learning in children with mathematics difficulties. Journal of Learning Disabilities, 50(6), 614-620. doi: 10.1177/0022219416662032
2016
Fazio, L. K., DeWolf, M., & Siegler, R. S. (2016). Strategy use and strategy choice in fraction magnitude compartison. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1-16 doi: 10.1037/xlm0000153
Fazio, L. K., Kennedy, C., & Siegler, R. S. (2016). Improving children’s knowledge of fraction magnitudes. PLOS ONE. doi: 10.1371/journal/one.0165243
Siegler, R. S. (2016). Continuity and change in the field of cognitive development and in the perspectives of one cognitive developmentalist. Child Development Perspectives, 10(2), 128-133. doi: 10.1111/cdep.12173
Siegler, R. S. (2016). How does change occur? In R. Sternberg, S. Fiske, & D. Foss, (Eds.), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (pp. 223-227). New York: Cambridge University Press.
Siegler, R. S. (2016). Magnitude knowledge: The common core of numerical development. Developmental Science, 19, 341-361. doi: 10.1111/desc.12395
2015
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83, early bird on-line publication, September 29, 2014, doi: 10.1016/j.jecp.2014.08.006.
Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201-221, doi: 10.1016/j.dr.2015.07.008
Siegler, R., Fuchs, L., Jordan, N., Gersten, R., & Ochsendorf, R. (2015). The Center for Improving Learning of Fractions: A progress report. In S. Chinn (Ed.), The Routledge international handbook of dyscalculia and mathematical learning difficulties, (pp. 292-303). New York: Routledge.
Siegler, R. S., & Lortie-Forgues, H. (2015). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 107, 909-918. doi: 10.1037/edu0000025
Torbeyns, J., Schneider, M., Xin, Z., & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13. doi: http://dx.doi.org/10.1016/j.learninstruc. 2014.03.002.
2014
Bailey, D., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17, 775-785, doi: 10.1111/desc.12155.
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, doi: http://dx.doi.org/10.1016/j.jecp.2014.01.013.
Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50, 853-864, doi: 10.1037/a0034321.
Ramani, G. B., & Siegler, R. S. (2014). How informal learning activities can promote children’s numerical knowledge. In R. C. Kadosh & A. Dowker (Eds.), Oxford handbook of mathematical cognition, published on-line, 3-2014, doi: 10.1093/oxfordhb/9780199642342.013.012.
Siegler, R. S., & Lortie-Forgues, H. (2014). An integrative theory of numerical development. Child Development Perspectives, 8, 144-150, doi: 10.1111/cdep.12077.
Siegler, R. S., & Thompson, C. A. (2014). Numerical landmarks are useful – Except when they’re not. Journal of Experimental Child Psychology, 120, 39-58, doi: http://dx.doi.org/10.1016/j.jecp.2013.11.014.
Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Gersten, R., & Siegler, R. S. (2014). Sources of individual differences in children’s understanding of fractions. Child Development, 85, 1461-1476, doi: 10.1111/cdev.12218.
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352-360, doi: 10.3102/0013189X14553660.
2013
Chen, Z. & Siegler, R. S. (2013). Young children’s analogical problem solving: Gaining insights from video displays. Journal of Experimental Child Psychology, 116, 904-913.
Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Jordan, N. C., Siegler, R., Gersten, R., & Changas, P. (2013). Improving at-risk learners’ understanding of fractions. Journal of Educational Psychology, 105, 683-700.
Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116, 45-58.
Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding fractions. Developmental Psychology, 49, 1994-2004.
Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Science, 17, 13-19.
Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51, 979-989..doi: 10.1016/j.neuropsychologia.2013.02.001.
2012
Opfer, J. E., & Siegler, R. S. (2012). Development of quantitative thinking. In K. Holyoak & R. Morrison (Eds.), Oxford handbook of thinking and reasoning. Cambridge, pp. 585-605, UK: Oxford University Press.
Ramani, G. B., Siegler, R. S., & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104, 661-672.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691-697.
2011
Ramani, G. B. & Siegler, R. S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.
Opfer, J. E., Siegler, R. S., Young, C. J. (2011). The powers of noise-fitting: reply to Barth and Paladino. Developmental Science, 14, 1194-1204.
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273-296.
2010
Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology: Human Perception and Performance, 36, 1227-1238.
Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction: A practice guide (NCEE #2010-009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. See http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Thompson, C. A., & Siegler, R. S. (2010). Linear numerical magnitude representations aid children’s memory for numbers. Psychological Science, 21, 1274-1281.
2009
Siegler, R. S.(2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3, 118-124.
Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games — but not circular ones — improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101, 545-560.
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, and Education, 3, 143-150.
2008
Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016-1031.
Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79, 375-394.
Siegler, R. S., & Chen, Z. (2008). Differentiation and integration: Guiding principles for analyzing cognitive change. Developmental Science, 11, 433-448.
Siegler, R. S., & Mu, Y. (2008). Chinese children excel on novel mathematics problems even before elementary school. Psychological Science, 19, 759-763.
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, Special Issue on Mathematical Cognition, 11, 655-661.
2007
Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 76, 1723-1743.
Opfer, J. E., & Siegler, R. S. (2007). Representational change and children’s numerical estimation. Cognitive Psychology, 55, 169-195.
Siegler, R. S. (2007). Cognitive variability. Developmental Science, 10, 104-109.
2006
Booth, J. L. & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 41, 189-201.
Siegler, R. S., & Svetina, M. (2006). What leads children to adopt new strategies? A microgenetic/cross sectional study of class inclusion. Child Development, 77, 997-1015.
2005
Siegler, R. S. (2005). Children’s learning. American Psychologist, 60, 769-778.
Siegler, R. S., & Araya, R. (2005). A computational model of conscious and unconscious strategy discovery. In R. V. Kail (Ed.), Advances in child development and behavior, Vol. 33 (pp. 1-42). Oxford, UK: Elsevier.
Siegler, R. S., & Booth, J. L. (2005). Development of numerical estimation: A review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp 197-212). Boca Ratan, FL: CRC Press.
2004
Opfer, J. E., & Siegler, R. S. (2004). Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49, 301-332.
Siegler, R. S. (2004). Turning memory development inside out. Developmental Review, 24, 469-475.
Siegler, R. S. (2004). U-shaped interest in U-shaped development–and what it means. Journal of Cognition and Development, 5, 1-10.
Siegler, R. S. & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444.
2003
Siegler, R. S. (2003.) Implications of cognitive science research for mathematics education. In Kilpatrick, J., Martin, W. G., & Schifter, D. E. (Eds.), A research companion to principles and standards for school mathematics (pp. 119-233). Reston, VA: National Council of Teachers of Mathmatics.
Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: evidence for multiple representations of numerical quantity. Psychological Science, 14, 237-243. Click here for John Opfer’s tutorial on analyzing the number-line estimation task.
2002
Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31-58). New York: Cambridge University.
Siegler, R. S., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Psychology, 81, 446-457.
Siegler, R. S., & Svetina, M. (2002). A microgenetic/cross-sectional study of matrix completion: Comparing short-term and long-term change. Child Development, 73, 793-809.
2001
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.
2000
Chen, Z. & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65, No. 2 (Whole No. 261).
Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71, 26-35.
Siegler, R. S. (2000). Unconscious insights. Current Directions in Psychological Science, 9, 79-83.
1999
Crowley, K., & Siegler, R. S. (1999). Explanation and generalization in young children’s strategy learning. Child Development, 70, 304-316.
Rittle-Johnson, B. R., & Siegler, R. S. (1999). Learning to spell: Variability, choice, and change in children’s strategy use. Child Development, 70, 332-349.
1998
Rittle-Johnson, B., & Siegler, R. S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills (pp. 75-110). East Sussex, UK: Psychology Press.
Shrager, J. & Siegler, R. S. (1998). SCADS: A model of children’s strategy choices and strategy discoveries. Psychological Science, 9, 405-410.
Siegler, R. S. & Chen, Z. (1998). Developmental differences in rule learning: A microgenetic analysis. Cognitive Psychology, 36, 273-310.
Siegler, R. S. & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.
1997
Crowley, K., Shrager, J., & Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms. Developmental Review, 17, 462-489.
Siegler, R. S., & Lemaire, P. (1997). Older and younger adults’ strategy choices in multiplication: Testing predictions of ASCM via the choice/no choice method. Journal of Experimental Psychology: General, 126, 71-92.
1996
Geary, D. C., Bow-Thomas, C. C., Liu, F., & Siegler, R. S. (1996). Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling. Child Development, 67, 2022-2044.
Siegler, R. S., Adolph, K. E., & Lemaire, P. (1996). Strategy choices across the lifespan. In L. Reder (Ed.) Implicit memory and metacognition. Mahwah, NJ: Erlbaum.
1995
Lemaire, P., & Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children’s learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.
Siegler, R. S. (1995). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.
Siegler, R. S., & Shipley, C. (1995). Variation, selection, and cognitive change. In T. Simon & G. Halford (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 31-76). Hillsdale, NJ: Erlbaum.
1994
Siegler, R. S. (1994). Cognitive variability: A key to understanding cognitive development. Current Directions in Psychological Science, 3, 1-5.
Siegler, R. S., & Crowley, K. (1994). Constraints on learning in non-privileged domains. Cognitive Psychology, 27, 194-227.
1993
Brown, N. R., & Siegler, R. S. (1993). Metrics and mappings: A framework for understanding real-world quantitative estimation. Psychological Review, 100, 511-534.
1991
Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.
1989
Siegler, R. S. (1989). Mechanisms of cognitive development. Annual Review of Psychology, 40, 353-379.
Siegler, R. S. (1989). Hazards of mental chronometry: An example from children’s subtraction. Journal of Educational Psychology, 81, 497-506.
Siegler, R. S., & McGilly, K. (1989). Strategy choices in children’s time-telling. In I. Levin & D. Zakay (Eds.), Time and human cognition: A life span perspective (pp. 185-218). Amsterdam: Elsevier Science.
1988
Siegler, R. S. (1988). Individual differences in strategy choices: Good students, not-so-good students, and perfectionists. Child Development, 59, 833-851.
Siegler, R. S. (1988). Strategy choice procedures and the development of multiplication skill. Journal of Experimental Psychology: General, 117, 258-275.
1987
Siegler, R. S. (1987). The perils of averaging data over strategies: An example from children’s addition. Journal of Experimental Psychology: General, 116, 250-264.
1984
Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), The origins of cognitive skills (pp. 229-293). Hillsdale, NJ: Erlbaum. This is a BIG chapter nad has been divided into 2 pdf files: Part A and Part B.
1983
Siegler, R. S. (1983). Five generalizations about cognitive development. American Psychologist, 38, 263-277.
1982
Siegler, R. S., & Robinson, M. (1982). The development of numerical understandings. In H. W. Reese & L. P. Lipsett (Eds.), Advances in child development and behavior: Vol. 16 (pp. 242-312). New York: Academic Press. Note: This is a large chapter and comes in two parts. Click here for Part A and here for Part B. If you want to read it on your monitor, you will need to click on the “rotate clockwise” button in Adobe Acrobat after you open it so the text will be horizontal on the screen.
1979
Siegler, R. S., & Richards, D. D. (1979). The development of speed, time, and distance concepts. Developmental Psychology, 15, 288-298.
1976
Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481-520. Note: once you open this article in Adobe Acrobat, you need to rotate it clockwise in order to see both “small” pages that are on each 8.5 x 11 inch sheet of paper.