Selected Publications
2013 to 2008

Seleted publications from 2013 to 2008 can be downloaded below by clicking on the appropriate link below. Want a publication from another year? Click here to return to the publications index page.

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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, and she will send it to you.

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.
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.

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.

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., Fazio, L. K., & Pyke, A. (2011). There's nothing so practical as a good theory. In J. Mestre & B. Ross (Eds.), Cognition and Education, Vol. 55, Psychology of Learning and Motivation (pp. 171-197). Oxford: Elsevier.

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

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

Thompson, C. A., & Siegler, R. S. (2010). Linear numerical magnitude representations aid children's memory for numbers. Psychological Science, 21, 1274-1281.

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.

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.

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