Robert S. Siegler
Columbia University
Fraction (mathematics)StatisticsChild developmentDevelopmental psychologyCognitive developmentMathematics educationPsychologyCognitionCognitive psychologyCognitive scienceKnowledge levelDevelopment (topology)Task (project management)Mathematical abilityMathematicsComputer scienceConcept learningSocial psychologyNumber lineArithmetic
365Publications
100H-index
24.9kCitations
Publications 300
Newest
2 CitationsSource
#1Jing TianH-Index: 5
Last. Robert S. SieglerH-Index: 100
view all 3 authors...
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#1Robert S. Siegler (Columbia University)H-Index: 100
#2Colleen O. Oppenzato (Columbia University)
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#1Robert S. Siegler (BNU: Beijing Normal University)H-Index: 100
#2Soo-hyun Im (Hanyang University)H-Index: 2
Last. David W. Braithwaite (FSU: Florida State University)H-Index: 7
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Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by ...
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#1Jing Tian (TU: Temple University)H-Index: 5
#2David W. Braithwaite (FSU: Florida State University)H-Index: 7
Last. Robert S. Siegler (Columbia University)H-Index: 100
view all 3 authors...
Abstract Three rational number notations -- fractions, decimals, and percentages -- have existed in their modern forms for over 300 years, suggesting that each notation serves a distinct function. However, it is unclear what these functions are and how people choose which notation to use in a given situation. In the present article, we propose quantification process theory to account for people’s preferences among fractions, decimals, and percentages. According to this theory, the preferred nota...
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#1Sarah Hopkins (Monash University)H-Index: 8
#2James Russo (Monash University)H-Index: 8
Last. Robert S. Siegler (Columbia University)H-Index: 100
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There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 16...
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#1Baptiste Barbot (Yale University)H-Index: 19
#2Sascha Hein (FU: Free University of Berlin)H-Index: 11
Last. Marinus H. van IJzendoorn (EUR: Erasmus University Rotterdam)H-Index: 129
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Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholar...
8 CitationsSource
#1Jake McMullen (UTU: University of Turku)H-Index: 13
#2Robert S. Siegler (Columbia University)H-Index: 100
To test the hypothesis that a higher tendency to spontaneously focus on multiplicative relations (SFOR) leads to improvements in rational number knowledge via more exact estimation of fractional qu...
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#1Robert S. Siegler (BNU: Beijing Normal University)H-Index: 100
#2Soo-hyun Im (Hanyang University)H-Index: 2
Last. David W. Braithwaite (FSU: Florida State University)H-Index: 7
view all 3 authors...
Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse areas, and examines in depth the contributions of analyses of one type of environment to one type of learning: how biased distributions of problems in mathe...
2 CitationsSource
#1Jake McMullen (UTU: University of Turku)H-Index: 13
#2Minna M. Hannula-Sormunen (UTU: University of Turku)H-Index: 15
Last. Robert S. Siegler (ATC: Advanced Technology Center)
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Abstract Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders’ rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise with rational number arithmetic, the arithmetic sentence production task, appeared to b...
1 CitationsSource