Selected Publications
2014 to 2008

(2014 to 2008) 2007 to 2004 2003 to 1996 1995 to 1976
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In Press
Siegler, R. S., & Lortie-Forgues, H. (in press). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology.

2014
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2014, in press). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, early bird on-line publication, September 29, 2014, doi: 10.1016/j.jecp.2014.08.006.

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.

Torbeyns, J., Schneider, M., Xin, Z. & Siegler, R. S., (2014, in press). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, early bird on-line publication, April 3, 2014, doi: http://dx.doi.org/10.1016/j.learninstruc. 2014.03.002.

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.

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., 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.

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.

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