Selected Publications
2014 to Present

Seleted publications from 2014 to the present can be downloaded by clicking on the appropriate link below.

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Copyright Notice: The documents distributed here have been provided as a means to ensure timely dissemination of scholarly and technical work on a noncommercial basis. Copyright and all rights therein are maintained by the authors or by other copyright holders, notwithstanding that they have offered their works here electronically. It is understood that all persons copying this information will adhere to the terms and constraints invoked by each author's copyright. These works may not be reposted without the explicit permission of the copyright holder. Your click on any of the links contained on this page constitutes your request to Dr. Siegler for a personal copy of the linked article and Dr. Siegler's delivery of a personal copy. Any other use is prohibited.
NOTE: If you cannot access an article or have difficulty downloading a pdf from this page, please send a request for the article to Terra Treasure at tt2p@andrew.cmu.edu, and she will send it to you.

In Press

Braithwaite, D., Tian, J., & Siegler, R. S. (in press). Do children understand fraction addition? Developmental Science. Early bird on line publication, September 12, 2017. doi: 10.1111/desc.12601. This article can be downloaded from the Journal website here: http://onlinelibrary.wiley.com/doi/10.1111/desc.12601/full
If you cannot access this link, please send Terra an email (tt2p@andrew.cmu.edu) and she will send you a copy of the early bird publication.

Braithwaite, D. W., Pyke, A. A., & Siegler, R. S. (in press). A computational model of fraction arithmetic. Psychological Review. Early bird online publication, April 27, 2017. doi: 10.1037/rev0000072

Braithwaite, D. W., & Siegler, R. S. (in press). Developmental changes in whole number bias. Developmental Science. Early bird online publication, February 22, 2017. doi: 10.1111/desc.12541.

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

Tian, J., & Siegler, R. S. (in press). Which type of rational numbers should students learn first? Educational Psychology Review. Early-bird online publication, July 4, 2017. doi: 10.1007/s10648-017-9417-3. NOTE: If you are unable to access this article via the link provided, please send a request for it to Terra Treasure at tt2p@andrew.cmu.edu, and she will send it to you.

2017

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
This article can be accessed here:
http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044101
NOTE: If you are unable to access this article, please send a request for it to Terra Treasure at tt2p@andrew.cmu.edu, and she will send it to you.

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

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.

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