Robert Siegler
Affiliations: | Carnegie Mellon University, Pittsburgh, PA |
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"Robert Siegler"Mean distance: 18.85 (cluster 47) | S | N | B | C | P |
Children
Sign in to add trainee| Bethany Rittle-Johnson | grad student | 1999 | Carnegie Mellon |
| Julie L. Booth | grad student | 2005 | Carnegie Mellon |
| Elida V. Laski | grad student | 2003-2008 | Boston College |
| Patrick Lemaire | post-doc | ||
| John E. Opfer | post-doc | Carnegie Mellon | |
| Clarissa Ann Thompson | post-doc | 2008-2010 | Carnegie Mellon |
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Publications
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| Braithwaite DW, Siegler RS. (2023) A unified model of arithmetic with whole numbers, fractions, and decimals. Psychological Review |
| Wang Y, Siegler RS. (2023) Developmental trajectories of numerical magnitude representations of fractions and decimals. Developmental Psychology |
| Opfer JE, Kim D, Fazio LK, et al. (2021) Cognitive mediators of US-China differences in early symbolic arithmetic. Plos One. 16: e0255283 |
| Siegler RS, Im SH, Braithwaite D. (2020) Understanding development requires assessing the relevant environment: Examples from mathematics learning. New Directions For Child and Adolescent Development |
| Cui J, Li L, Li M, et al. (2020) Middle temporal cortex is involved in processing fractions. Neuroscience Letters. 134901 |
| Braithwaite DW, Leib ER, Siegler RS, et al. (2019) Individual differences in fraction arithmetic learning. Cognitive Psychology. 112: 81-98 |
| Braithwaite DW, Siegler RS. (2018) Children learn spurious associations in their math textbooks: Examples from fraction arithmetic. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Braithwaite DW, Tian J, Siegler RS. (2017) Do children understand fraction addition? Developmental Science |
| Braithwaite DW, Pyke AA, Siegler RS. (2017) A Computational Model of Fraction Arithmetic. Psychological Review |
| Braithwaite DW, Siegler RS. (2017) Developmental changes in the whole number bias. Developmental Science |