Siegler, Robert S.
Siegler, Robert S., 1949-....
Robert S. Siegler American psychologist & academic
سيجلر، روبرت س.، 1949-
סיגלר, רוברט ס.
VIAF ID: 2612142 (Personal)
Permalink: http://viaf.org/viaf/2612142
Preferred Forms
- 100 0 _ ‡a Robert S. Siegler ‡c American psychologist & academic
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- 200 _ | ‡a Siegler ‡b Robert S. ‡f 1949-....
- 100 1 _ ‡a Siegler, Robert S
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- 100 1 _ ‡a Siegler, Robert S.
- 100 1 _ ‡a Siegler, Robert S.
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- 100 1 _ ‡a Siegler, Robert S.
- 100 1 _ ‡a Siegler, Robert S. ‡d 1949-
- 100 1 _ ‡a Siegler, Robert S. ‡d 1949-
- 100 1 _ ‡a Siegler, Robert S., ‡d 1949-....
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4xx's: Alternate Name Forms (18)
5xx's: Related Names (4)
- 510 2 _ ‡a Carnegie Mellon University ‡4 affi ‡4 https://d-nb.info/standards/elementset/gnd#affiliation ‡e Affiliation
- 510 2 _ ‡a Carnegie-Mellon University
- 551 _ _ ‡a Pittsburgh, Pa. ‡4 ortw ‡4 https://d-nb.info/standards/elementset/gnd#placeOfActivity
- 510 2 _ ‡a State University of New York at Stony Brook
Works
Title | Sources |
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Baldal simnihak | |
Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. | |
Children's thinking | |
Children's thinking. 4th ed | |
Chinese children excel on novel mathematics problems even before elementary school. | |
Cognition, perception and language | |
Cognitive development from a strategy perspective subtitle : a Festschrift for Robert Siegler | |
Cognitive variability | |
A computational model of fraction arithmetic. | |
Corrigendum to "Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study" [Neuropsychologia 51(5) (2013) 979-989]. | |
Das Denken von Kindern | |
The development of numerical estimation: evidence for multiple representations of numerical quantity | |
Development of rules and strategies: balancing the old and the new. | |
Development of time, speed, and distance concepts | |
Developmental and individual differences in pure numerical estimation. | |
Developmental changes in the whole number bias. | |
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. | |
Developmental predictors of fraction concepts and procedures | |
Developmental sequences within and between concepts | |
Differentiation and integration: guiding principles for analyzing cognitive change. | |
Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction | |
Early predictors of middle school fraction knowledge | |
Enfant et raisonnement le développement cognitif de l'enfant | |
Entwicklungspsychologie im Kindes- und Jugendalter | |
Fractions Learning in Children With Mathematics Difficulties. | |
Fractions: the new frontier for theories of numerical development | |
Handbook of child psychology | |
How children develop | |
How do people choose among rational number notations? | |
Intelligences et développement de l'enfant variations, évolution, modalités | |
Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. | |
Kodomo no shikō | |
Learning from number board games: you learn what you encode | |
Magnitude knowledge: the common core of numerical development | |
Manifesto for new directions in developmental science | |
Measuring change: current trends and future directions in microgenetic research | |
Mechanisms of cognitive development : behavioral and neural perspectives | |
A microgenetic/cross-sectional study of matrix completion: comparing short-term and long-term change. | |
Microgenetic studies of self-explanation | |
A microgenetic study of insightful problem solving. | |
Numerical landmarks are useful--except when they're not. | |
The other Alfred Binet | |
The powers of noise-fitting: reply to Barth and Paladino. | |
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. | |
Representations of the magnitudes of fractions. | |
Revisiting preschoolers' living things concept: a microgenetic analysis of conceptual change in basic biology | |
role of central conceptual structures in the development of children's thought | |
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations | |
Sources of individual differences in children's understanding of fractions | |
Strategy use and strategy choice in fraction magnitude comparison. | |
Supported self-explaining during fraction intervention | |
Teaching fractions | |
Understanding development requires assessing the relevant environment: Examples from mathematics learning | |
What leads children to adopt new strategies? A microgenetic/cross-sectional study of class inclusion. | |
What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement | |
Young children's analogical problem solving: gaining insights from video displays | |
تفكير الاطفال : تنميته- تحديات مستقبلية | |
발달심리학 | |
아동 사고의 발달 | |
子どもの思考 |