Selected Publications from 2019 to 2024

/Selected Publications from 2019 to 2024
Selected Publications from 2019 to 20242024-07-09T11:19:33+00:00
For a full list of Dr. Siegler’s publications, please visit the “Vita” tab on the lefthand side of this webpage.

2024

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. https://doi.org/10.1037/rev0000440

Wang, Y., & Siegler, R. S. (2023). Developmental trajectories of numerical magnitude representations of fractions and decimals. Developmental Psychology, 59(5), 874–885. https://doi.org/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. https://doi.org/10.5964/jnc.7593

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. https://doi.org/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. https://doi.org/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

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