NOTE: If you cannot access an article or have difficulty downloading the pdfs from this site, please send a request for the article to Theresa Treasure at tt2p@andrew.cmu.edu, and she will send it to you.

Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (in press). Early predictors of high school mathematics achievement. Psychological Science.

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. (Please contact Theresa Treasure at tt2p@andrew.cmu.edu if you would like a copy of this chapter.)

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 inprovements 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.

2007
Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 76, 1723-1743.

Opfer, J. E., & Siegler, R. S. (2007). Representational change and children's numerical estimation. Cognitive Psychology, 55, 169-195.

Siegler, R. S. (2007). Cognitive variability. Developmental Science, 10, 104-109.

2006
Booth, J. L. & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 41, 189-201.

Siegler, R. S. (2006). Microgenetic analyses of learning. In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 464-510). Hoboken, NJ: Wiley.

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.

2005
Siegler, R. S. (2005). Children's learning. American Psychologist, 60, 769-778.

Siegler, R. S., & Araya, R. (2005). A computational model of conscious and unconscious strategy discovery. In R. V. Kail (Ed.), Advances in child development and behavior, Vol. 33 (pp. 1-42). Oxford, UK: Elsevier.

Siegler, R. S., & Booth, J. L. (2005). Development of numerical estimation: A review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp 197-212). Boca Ratan, FL: CRC Press.

2004
Opfer, J. E., & Siegler, R. S. (2004). Revisiting preschoolers' living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology, 49, 301-332.

Siegler, R. S. (2004). Turning memory development inside out. Developmental Review, 24, 469-475.

Siegler, R. S. (2004). U-shaped interest in U-shaped development--and what it means. Journal of Cognition and Development, 5, 1-10.

Siegler, R. S. & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444.

2003
Siegler, R. S. (2003.) Implications of cognitive science research for mathematics education. In Kilpatrick, J., Martin, W. G., & Schifter, D. E. (Eds.), A research companion to principles and standards for school mathematics (pp. 119-233). Reston, VA: National Council of Teachers of Mathmatics.

Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: evidence for multiple representations of numerical quantity. Psychological Science, 14, 237-243. Click here for John Opfer's tutorial on analyzing the number-line estimation task.

2002
Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31-58). New York: Cambridge University.

Siegler, R. S., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Psychology, 81, 446-457.

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. 

2001
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.

2000
Chen, Z. & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers' and older children's thinking. Monographs of the Society for Research in Child Development, 65, No. 2 (Whole No. 261). (Abstract only)

Siegler, R. S. (2000). The rebirth of children's learning. Child Development, 71, 26-35.

Siegler, R. S. (2000). Unconscious insights. Current Directions in Psychological Science, 9, 79-83.

1999
Crowley, K., & Siegler, R. S. (1999). Explanation and generalization in young children's strategy learning. Child Development, 70, 304-316.

Rittle-Johnson, B. R., & Siegler, R. S. (1999). Learning to spell: Variability, choice, and change in children's strategy use. Child Development, 70, 332-349.

1998

Rittle-Johnson, B., & Siegler, R. S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills (pp. 75-110). East Sussex, UK: Psychology Press.

Shrager, J. & Siegler, R. S. (1998). SCADS: A model of children's strategy choices and strategy discoveries. Psychological Science, 9, 405-410.

Siegler, R. S. & Chen, Z. (1998). Developmental differences in rule learning: A microgenetic analysis. Cognitive Psychology, 36, 273-310. 

Siegler, R. S. & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.

1997
Crowley, K., Shrager, J., & Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms. Developmental Review, 17, 462-489.

Siegler, R. S., & Lemaire, P. (1997). Older and younger adults' strategy choices in multiplication: Testing predictions of ASCM via the choice/no choice method. Journal of Experimental Psychology: General, 126, 71-92.

1996
Geary, D. C., Bow-Thomas, C. C., Liu, F., & Siegler, R. S. (1996). Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling. Child Development, 67, 2022-2044.

Siegler, R. S., Adolph, K. E., & Lemaire, P. (1996). Strategy choices across the lifespan. In L. Reder (Ed.) Implicit memory and metacognition. Mahwah, NJ: Erlbaum.

1995
Lemaire, P., & Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.

Siegler, R. S. (1995). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273. 

Siegler, R. S., & Shipley, C. (1995). Variation, selection, and cognitive change. In T. Simon & G. Halford (Eds.), Developing cognitive competence: New approaches to process modeling (pp. 31-76). Hillsdale, NJ: Erlbaum.

1994
Siegler, R. S. (1994). Cognitive variability: A key to understanding cognitive development. Current Directions in Psychological Science, 3, 1-5.

Siegler, R. S., & Crowley, K. (1994). Constraints on learning in non-privileged domains. Cognitive Psychology, 27, 194-227.

1991
Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.

1989
Siegler, R. S. (1989). Mechanisms of cognitive development. Annual Review of Psychology, 40, 353-379.

Siegler, R. S. (1989). Hazards of mental chronometry: An example from children's subtraction. Journal of Educational Psychology, 81, 497-506.

1988
Siegler, R. S. (1988). Individual differences in strategy choices: Good students, not-so-good students, and perfectionists. Child Development, 59, 833-851.

Siegler, R. S. (1988). Strategy choice procedures and the development of multiplication skill. Journal of Experimental Psychology: General, 117, 258-275.

1987
Siegler, R. S. (1987). The perils of averaging data over strategies: An example from children's addition. Journal of Experimental Psychology: General, 116, 250-264.

1984
Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), The origins of cognitive skills (pp. 229-293). Hillsdale, NJ: Erlbaum. This is a BIG chapter nad has been divided into 2 pdf files: Part A and Part B.

1983
Siegler, R. S. (1983). Five generalizations about cognitive development. American Psychologist, 38, 263-277.

1982
Siegler, R. S., & Robinson, M. (1982). The development of numerical understandings. In H. W. Reese & L. P. Lipsett (Eds.), Advances in child development and behavior: Vol. 16 (pp. 242-312). New York: Academic Press. Note: This is a large chapter and comes in two parts. Click here for Part A and here for Part B. If you want to read it on your monitor, you will need to click on the "rotate clockwise" button in Adobe Acrobat after you open it so the text will be horizontal on the screen.

1976
Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481-520. Note: once you open this article in Adobe Acrobat, you need to rotate it clockwise in order to see both "small" pages that are on each 8.5 x 11 inch sheet of paper. This is done by choosing "View" from the Acrobat ribbon menu at the top of the screen, and then choosing "Rotate View." You also may need to adjust the size of the view (i.e., make it smaller) in order to see the entire page on your monitor at one time. If you have any questions about this, please contact Theresa Treasure at tt2p@andrew.cmu.edu.

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