Selected publications from 2003 to 1996 can be downloaded below by clicking on the appropriate link. Looking for a publication from another year? Click here to return to the publications index page.
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.
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.
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.
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.
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.
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.
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.
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.