Hommage for

Bob Siegler

Aix-en-Provence, June 9-10, 2016

Brief Bios of Speakers
(in alphabetical order)
Page 2

Elida Laski
Associate Professor of Developmental Psychology
Lynch School of Education, Applied Developmental & Educational Psychology, Boston University

Prior to earning her Ph.D. under the supervision of Dr. Robert Siegler, Dr. Laski received a Masters degree in Early Childhood Education and worked in public schools for over 5 years, first as a kindergarten teacher, then as a Reading Recovery teacher, and later as a literacy coach for the Boston Public Schools providing professional development to teachers of children in preschool through lower elementary school.

Dr. Laski's research focuses on understanding how cognitive processes are involved in mathematics development during early childhood. A second line of work explores the extent to which psychological learning principles are present in teacher education and classroom practice. She has published in psychological and educational journals and has presented in work at numerous international conferences. In 2011, Dr. Laski was nominated for a prestigious James T. McDonnell Scholar Award. In 2015, she was awarded the Early Career Outstanding Paper Award by the Developmental Psychology Division of the American Psychological Society.

http://www.bc.edu/schools/lsoe/facultystaff/faculty/laski.html, and http://www.bclearninglab.bc.edu/

Collins, M., & Laski, E. V.(2015). Preschoolers' strategies for solving visual repeating pattern tasks. Early Childhood Research Quarterly, 31, 204-214. doi: 10.1016/j.ecresq.2015.04.004

Vasilyeva, M., Laski, E. V., Ermakova, A., Lai, W. F., Jeong, Y., Hachiagan, A. (2015). Re-examining the language account of cross-national differences in base-10 number representations. Journal of Experimental Child Psychology, 129, 12-25. doi: 10.1016/j.jecp.2014.08.004

Laski, E. V., Ermakova, A., & Vasilyeva, M. (2014). Early use of decomposition for addition and its relation to base-10 knowledge. Journal of Applied Developmental Psychology, 35,444-454. doi: 10.1016/j.appdev.2014.07.002.

Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50(3), 853-864. doi: 10.1037/a0034321

Patrick Lemaire
Professor of Psychology
Aix-en-Provence University

After receiving his Ph.D. in Psychology from the University of Bourgogne, Dijon, in 1993, Dr. Lemaire worked as a postdoctoral fellow in cognitive development with Bob Siegler at CMU. In 1995, he was hired as a Research Associate at the CNRS. He spent 1998 as an invited Professor at Princeton University, and in 1999, was hired as Full Professor of Developmental Psychology at the University of Provence (Aix-Marseille University) where he has been ever since. In 2001, Dr. Lemaire was nominated as a Junior Member of Institut Universitaire de France (IUF) for 5 years. In 2011, he was nominated as a Senior Member of IUF for 5 years.

Dr. Lemaire teaches developmental psychology, focusing on children’s development and cognitive aging. He investigates both general and specific issues regarding lifespan cognitive development, for example, how children’s and adults’ thinking changes with age, how the type of strategies used to accomplish cognitive tasks change, and how strategy selection and execution change with age. He also examines mechanisms of cognitive changes for both children and adults, and how older adults compensate for age-related decreases in processing resources.

Website: http://lpc.univ-amu.fr/spip.php?article350&lang=en

Ambrosi, S., Lemaire, P., & Blaye, A. (2016). Do young children modulate their cognitive control? Experimental Psychology, 63, 117-126. doi: 10.1027/1618-3169

Lemaire, P. (2016). Cognitive aging: The role of strategies. New York: Psychology Press.

Lemaire, P., & Brun, F. (2016). Age-related differences in children’s strategy repetition: A study in arithmetic. Journal of Experimental Child Psychology, 150, 227-240. doi: 10.1016/j.jecp.2016.05.014

Lemaire, P., & Leclère, M. (2014). Strategy repetition in young and older adults: A study in arithmetic. Developmental Psychology, 50(2), 460-468. doi: 10.1037/a0033527

Xiaodong Lin-Siegler
Professor of Psychology
Teachers College, Columbia University

Dr. Xiaodong Lin-Siegler studies ways to increase students' motivation to learn, particularly in science, technology, engineering, and mathematics (STEM) related classes. She designs and studies the impact of different learning environments, instructional activities, and new media on students' motivation to learn and solve challenging problems. A theme that runs throughout Dr. Lin-Siegler's research is the uses of biographical information or “people knowledge” to change students' beliefs about achievement and to help them understand their own feelings about hard work and frustration encountered in school (metacognition). This places her work at the intersection of motivation, metacognition, technology, and science education. She finds that making explicit the struggles scientists experienced prior to success enhances students' ability to deal with challenging STEM learning tasks. However, optimum learning from these stories requires students to feel emotionally connected to the scientists and to recognize their own talents and potential to succeed through effort. This work was published in the Journal of Educational Psychology in April, 2016. Since then, over 25 news media publicized her work, including CBS News, PBS Kids, Science, Atlantic Quartz, BBC News, News India, China Peoples Daily, etc.

Dr. Lin-Siegler's work has earned her several awards, including being selected as a Carnegie Scholar by the Carnegie Corporation of New York and receiving the American Educational Research Association (AERA) Early Career and Outstanding Research award. She was named the Yellow River Scholar by the Chinese government in 2016 and served on the expert advisory board of the Organization of Economic Cooperation and Development (OECD) for the EDUCATION 2030 Initiative from 2015-2020.

Website: http://www.tc.columbia.edu/faculty/xdl2001/

Lin-Siegler, X. D., Ahn, J. N., Chen, J., Feng, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 314-328.

Lin, X. D. Dweck, C., & Cohen, G. (2016). Instructional interventions that motivate classroom learning Journal of Educational Psychology, 108 (3), 295-299.

Shi, Z. Q., Lin, X. D., & Xu, J. Y. (2016). Students’ and teachers’ goals when learning Chinese language. Studies in Chinese Learning and Teaching, 2, 1-28.

Lin-Siegler, X. D. Shaenfield, D. & Elder, A. (2015). Contrasting case instruction can improve self-assessment of writing. Educational Technology Research & Development, 63 (4), 517-537.

Hugo Lortie-Forgues
Lecturer in Education, University of York, UK

Hugo Lortie-Forgues completed a Ph.D. in developmental psychology from the Université du Québec à Montréal (2007-2013) and a postdoctoral fellowship at Carnegie Mellon University (2013-2015). Hugo's research focuses primarily on the development of mathematical understanding, in particular how children and adults learn arithmetic involving fractions and decimals. These topics are crucial for later mathematics achievement and for the ability to succeed in many occupations. Unfortunately, fraction and decimal arithmetic pose substantial difficulties for many children and adults; a situation that has shown little sign of improvement over the past three decades. Given how important proper comprehension of fraction and decimal arithmetic is, a major goal of his research is to understand how children and adults process this type of learning in order to develop resources that will help them learn maths better.


Lortie-Forgues, H., & Siegler, R. S. (in press). Conceptual knowledge of decimal arithmetic. Journal of Educational Psychology.

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. S., & Lortie-Forgues, H. (2015). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 107, 909-918. doi: 10.1037/edu0000025

Siegler, R. S. & Lortie-Forgues, H. (2014). An integrative theory of numerical development. Child Development Perspectives, 8, 144-150. doi: 10.1111/cdep.12077

Geetha Ramani
Associate Professor, Department of Human Development and Quantitative Methodology, University of Maryland, College Park

Before coming to UMCP in 2008, Dr. Ramani received her Ph.D. in Developmental Psychology from the University of Pittsburgh and worked as a Postdoctoral Research Associate at Carnegie Mellon University. Her research is focused on how social interactions and activities can influence young children's cognitive development, specifically in mathematics and problem solving. Her program of research makes a significant contribution to the literature by providing insight into the benefits and unique processes of learning mathematics through joint play and activities with peers and adults. This research provides insight into constructing effective mathematical educational practices for young children.

http://www.education.umd.edu/HDQM/labs/Ramani/ (lab)

Ramani, G. B., Rowe, M. R., Eason, S., & Leech, K. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.

Ramani, G. B., Zippert, E., Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35, 326-336.

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(3), 661-672.

Michael Schneider
Professor of Educational Psychology, University of Trier, Germany

Michael Schneider investigates the role of knowledge acquisition processes in competence development. Among his research interests are relations between mental magnitude representations and broader mathematical competence, conceptual and procedural knowledge in science and mathematics learning, and the effects of teaching methods on competence development.

After completing his Ph.D. at the Max Planck Institute for Human Development in 2006, he was a postdoc in Robert S. Siegler's group at Carnegie Mellon University and Elsbeth Stern's research group at the ETH Zurich before starting his own research group at the University of Trier.


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: 10.1016/j.learninstruc. 2014.03.002

Schneider, M., & Hardy, I. (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49, 1639-1649. doi: 10.1037/a0030976

Schneider, M., Rittle-Johnson, B., & Star, J. R. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 46, 1525-1538. doi: 10.1037/a0024997

Bob Siegler
Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University, &
Director, Siegler Center of Innovative Learning, Beijing Normal University

Dr. Robert Siegler has written 9 books, edited 6 others, and authored more than 250 articles, monographs, and book chapters. His research focuses on how children learn mathematics and how theoretical understanding of mathematical development can be applied to improving that learning. His research led to the prediction, confirmed by subsequent research, that playing certain numerical board games yields broad, rapid, and enduring gains in preschoolers' and elementary school children's numerical understanding, particularly for children from low-income backgrounds.

Dr. Siegler's contributions have been honored in many ways, including being awarded the American Psychological Association's Distinguished Contribution Award in 2005, serving on the U.S. National Mathematics Advisory Panel from 2006-2008, election to the National Academy of Education in 2010, heading the development of a Practice Guide on fractions learning for the U. S. Department of Education in 2010, being appointed Director of the Siegler Center for Innovative Learning at Beijing Normal University in 2012, and election to the Society of Experimental Psychologists in 2015.

Website: http://www.psy.cmu.edu/~siegler/

Siegler, R. S., & Braithwaite, D. W. (in press). Numerical development. Annual Review of Psychology.

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. doi: 10.1016/j.tics.2012.11.004

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. doi: 10.1177/0956797612440101

Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273-296. doi: 10.1016/j.cogpsych.2011.03.001

Matija Svetina
Associate Professor of Psychology
Ljubljana University, Ljubljana, Slovenia

Dr. Matija Svetina received his BA, MA, and PhD in Psychology at the University of Ljubljana. He has also been a research fellow and visiting professor at the University of Leipzig, Germany; Augsburg College, Minneapolis; the University of Pittsburgh and Carnegie Mellon University in Pittsburgh, PA; and the Alps Adria University in Klegenfurt, Austria. His primary research interests focus on change and include the relations between developmental change and learning; aspects of change in terms of source, rate, path, breadth, and variability; and the validation and extension of the overlapping waves theory (which was formulated by Bob Siegler). Drs. Svetina and Siegler have collaborated together on projects concerning short-term and long-term conceptual change and strategies that children use. Dr. Svetina has also taught Developmental Psychology, Theories of Development, Psychology of Adolescence, and Child and Adolescent Clinical Psychology.

Siegler, R. S., & Svetina, M. (2013). Relations between short-term and long-term conceptual change. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change, 2nd edition (pp. 96-117). New York: Routledge.

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. doi: 10.1111/j.1467-8624.2006.00915.x

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. doi: 10.1111/1467-8624.00439

Jing Tian
Graduate Student, Psychology Department
Carnegie Mellon University

Jing Tian is currently a fourth-year graduate student under the supervision of Prof. Robert Siegler in the Psychology Department at Carnegie Mellon University. She is interested in exploring children’s learning of mathematical concepts. More specifically, her work examines various aspects of difficulties that students experience when learning rational numbers and investigates the roots of students’ poor performance on rational number tasks. Her research is aimed at providing insights for more effective instruction and helping the students overcome difficulties with rational numbers.

Tian, J., & Siegler, R. S. (in press). Fractions learning in children with mathematics difficulties. Journal of Learning Disabilities. Early-bird on line publication, August 5, 2016. doi: 10.1177/0022219416662032

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
Bob Siegler's Homepage Group picture courtesy of Valerie Camos. Inidivdual pictures courtesy of individual. Please send inquiries or comments about this page to Terra Treasure at tt2p@andrew.cmu.edu.