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.