Robert S. Siegler

Robert S. Siegler's AcademicInfluence.com Rankings

Robert S. Siegler

Psychology

#352

World Rank

#493

Historical Rank

#236

USA Rank

Developmental Psychology

World Rank

#10

Historical Rank

USA Rank

Cognitive Psychology

#84

World Rank

#86

Historical Rank

#38

USA Rank

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Psychology

Why Is Robert S. Siegler Influential?

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According to Wikipedia, Robert S. Siegler is an American psychologist and professor of psychology at Columbia University. He is a recipient of the American Psychological Association's 2005 Distinguished Scientific Contribution Award.

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Robert S. Siegler's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Emerging Minds: The Process of Change in Children's Thinking (1996) (1203)
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process. (2001) (1051)
Development of numerical estimation in young children. (2004) (897)
The Development of Numerical Estimation (2003) (736)
Three aspects of cognitive development (1976) (710)
Children's Thinking : What Develops? (1978) (702)
How Children Discover New Strategies (1989) (696)
Developmental and individual differences in pure numerical estimation. (2006) (691)
The perils of averaging data over strategies: An example from children's addition. (1987) (668)
The microgenetic method. A direct means for studying cognitive development. (1991) (644)
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008) (638)
Developmental Sequences within and between Concepts. (1981) (613)
Early Predictors of High School Mathematics Achievement (2012) (598)
Numerical magnitude representations influence arithmetic learning. (2008) (570)
An integrated theory of whole number and fractions development (2011) (539)
Children's Thinking (1986) (525)
Strategy choice procedures and the development of multiplication skill. (1988) (504)
Four aspects of strategic change: contributions to children's learning of multiplication. (1995) (491)
Rethinking infant knowledge: toward an adaptive process account of successes and failures in object permanence tasks. (1997) (435)
Cognition, Perception, and Language (1997) (423)
Individual differences in strategy choices: good students, not-so-good students, and perfectionists. (1988) (413)
How Does Change Occur: A Microgenetic Study of Number Conservation (1995) (396)
Playing linear numerical board games promotes low-income children's numerical development. (2008) (391)
Conscious and unconscious strategy discoveries: a microgenetic analysis. (1998) (371)
Relations of different types of numerical magnitude representations to each other and to mathematics achievement. (2014) (363)
Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. (1994) (353)
A featural analysis of preschoolers' counting knowledge. (1984) (345)
Older and younger adults' strategy choices in multiplication: testing predictions of ASCM using the choice/no-choice method. (1997) (340)
SCADS: A Model of Children's Strategy Choices and Strategy Discoveries (1998) (339)
Microgenetic Analyses of Learning (2007) (315)
Cognitive Variability: A Key to Understanding Cognitive Development (1994) (312)
Microgenetic Studies of Self-Explanation (2002) (298)
Representational change and children’s numerical estimation (2007) (290)
Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. (2007) (289)
Mechanisms of cognitive development. (1989) (288)
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. (2009) (286)
Fractions: the new frontier for theories of numerical development (2013) (273)
The Development of Numerical Understandings (1982) (269)
Across the great divide: bridging the gap between understanding of toddlers' and older children's thinking. (2000) (255)
How Children Develop (2002) (249)
Cognitive variability. (2007) (248)
Development of arithmetical competencies in Chinese and American children: influence of age, language, and schooling. (1996) (244)
The rebirth of children's learning. (2000) (237)
Learning to spell: variability, choice, and change in children's strategy use. (1999) (233)
What’s Past Is Prologue (2014) (233)
Developmental predictors of fraction concepts and procedures. (2013) (220)
Improving At-Risk Learners' Understanding of Fractions (2013) (216)
Representations of the magnitudes of fractions. (2010) (212)
Developmental and individual differences in understanding of fractions. (2013) (210)
Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology (2004) (210)
Children's thinking, 2nd ed. (1991) (186)
Reducing the gap in numerical knowledge between low- and middle-income preschoolers (2011) (174)
Children's learning. (2005) (168)
The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales (2009) (162)
A computational model of conscious and unconscious strategy discovery. (2005) (159)
Early predictors of middle school fraction knowledge. (2014) (157)
Taking it to the classroom: Number board games as a small group learning activity (2012) (156)
Developmental Differences in Rule Learning: A Microgenetic Analysis (1998) (154)
Chinese Children Excel on Novel Mathematics Problems Even Before Elementary School (2008) (153)
An Integrative Theory of Numerical Development. (2014) (152)
Constraints On Learning in Nonprivileged Domains (1994) (152)
Why Is Learning Fraction and Decimal Arithmetic so Difficult (2015) (152)
Bridging the Gap: Fraction Understanding Is Central to Mathematics Achievement in Students from Three Different Continents. (2015) (151)
A microgenetic/cross-sectional study of matrix completion: comparing short-term and long-term change. (2002) (147)
Explanation and generalization in young children's strategy learning. (1999) (146)
Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. (2014) (144)
Even before formal instruction, Chinese children outperform American children in mental addition (1993) (140)
Developing Effective Fractions Instruction for Kindergarten Through 8th Grade (2010) (136)
Magnitude knowledge: the common core of numerical development. (2016) (134)
Implications of Cognitive Science Research for Mathematics Education (2003) (133)
Variation, selection, and cognitive change. (1995) (128)
Metrics and mappings: a framework for understanding real-world quantitative estimation. (1993) (125)
The development of biological knowledge: A multi-national study (1993) (124)
Development of Numerical Estimation: A Review (2004) (122)
The representation of children's knowledge. (1978) (121)
Hazards of mental chronometry: An example from children's subtraction. (1989) (121)
The other Alfred Binet. (1992) (117)
Improving the Numerical Understanding of Children From Low-Income Families (2009) (115)
Differentiation and integration: guiding principles for analyzing cognitive change. (2008) (114)
Development of Time, Speed, and Distance Concepts (1979) (111)
Learning from number board games: you learn what you encode. (2014) (109)
Five generalizations about cognitive development. (1983) (108)
Mechanisms of cognitive development : behavioral and neural perspectives (2001) (107)
Acquisition of formal scientific reasoning by 10- and 13-year-olds: Designing a factorial experiment. (1975) (106)
Conceptual knowledge of fraction arithmetic. (2015) (101)
Sources of individual differences in children's understanding of fractions. (2014) (100)
Strategy Discovery as a Competitive Negotiation between Metacognitive and Associative Mechanisms (1997) (100)
What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement. (2014) (99)
Strategic development (1999) (96)
Flexible Strategy Use in Young Children's Tic-Tac-Toe (1993) (96)
Strategy use and strategy choice in fraction magnitude comparison. (2016) (96)
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013) (93)
The relation between conceptual and procedural knowledge in learning mathematics: A review (2021) (91)
Linear Numerical-Magnitude Representations Aid Children’s Memory for Numbers (2010) (91)
Children's understandings of the attributes of life. (1986) (90)
Effects of contiguity, regularity, and age on children's causal inferences. (1974) (89)
General and math-specific predictors of sixth-graders’ knowledge of fractions ☆ (2015) (87)
The powers of noise-fitting: reply to Barth and Paladino. (2011) (80)
Inhelder and Piaget's Pendulum Problem: Teaching Preadolescents to Act as Scientists. (1973) (71)
Chapter 5 Strategy Choices in Children's Time-Telling (1989) (71)
Development of rules and strategies: balancing the old and the new. (2002) (68)
What leads children to adopt new strategies? A microgenetic/cross-sectional study of class inclusion. (2006) (68)
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. (2016) (66)
U-Shaped Interest in U-Shaped Development-and What It Means (2004) (65)
How children choose among serial recall strategies. (1989) (65)
Development of fraction concepts and procedures in U.S. and Chinese children. (2015) (62)
The relationship between age and major league baseball performance: implications for development. (1994) (61)
Numerical Development (2017) (60)
The Development of a Proportionality Concept: Judging Relative Fullness (1978) (59)
Supported Self-Explaining during Fraction Intervention. (2015) (59)
Stereotypes of Males' and Females' Speech (1976) (58)
How Domain-General and Domain-Specific Knowledge Interact to Produce Strategy Choices. (1989) (55)
DavidConceptual competition in physics learning (1993) (55)
Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions (2016) (54)
Defining the Locus of Developmental Differences in Children's Causal Reasoning. (1975) (53)
Strategy choice and strategy discovery (1991) (53)
In young children's counting, procedures precede principles (1991) (53)
The Effects of Task Requirements on Children's Life Judgments. (1984) (53)
The Influence of Encoding and Strategic Knowledge on Children's Choices among Serial Recall Strategies. (1990) (53)
Development of Problem Solving (1994) (52)
Fractions Learning in Children With Mathematics Difficulties (2017) (51)
How Knowledge Influences Learning. (1983) (51)
Piaget's Theory of Intellectual Development (3rd ed.). (1988) (50)
Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study (2013) (49)
Measuring change: current trends and future directions in microgenetic research (2007) (49)
Improving Children’s Knowledge of Fraction Magnitudes (2016) (48)
Unconscious Insights (2000) (47)
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations. (2015) (46)
Numerical landmarks are useful--except when they're not. (2014) (46)
A Computational Model of Fraction Arithmetic (2017) (45)
The Twenty Questions Game as a Form of Problem Solving. (1977) (45)
Individual differences and adaptive flexibility in lower-income children's strategy choices (1993) (45)
The Effects of Simple Necessity and Sufficiency Relationships on Children's Causal Inferences. (1976) (45)
Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist (2016) (45)
Development of Quantitative Thinking (2012) (43)
Buy low, sell high: the development of an informal theory of economics. (2000) (42)
Variability and infant development. (2002) (41)
Strategies for the Use of Base-Rate Information (1977) (41)
Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People (2017) (38)
Developmental changes in the whole number bias. (2018) (38)
I. The Geat Dvide (2000) (37)
Development of Numerical Estimation (2004) (36)
The microgenetic method (1996) (36)
Effects of presenting relevant rules and complete feedback on the conservation of liquid quantity task. (1972) (35)
Intellectual development in childhood (2000) (34)
Cognition and Action in Skilled Behavior. (1991) (34)
Misconceptions about motion: development and training effects. (1990) (33)
Strategy choices across the lifespan (1996) (32)
How Informal Learning Activities Can Promote Children’s Numerical Knowledge (2015) (32)
Which Type of Rational Numbers Should Students Learn First? (2017) (32)
The development of numerical understanding. (1982) (32)
Piaget on Childhood (1996) (30)
Beyond competence—toward development (1997) (30)
MEASURING INDIVIDUAL DIFFERENCES IN CHILDREN'S ADDITION STRATEGY CHOICES (1997) (29)
How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices (1990) (26)
Conditions of applicability of a strategy choice model (1986) (25)
Development of Time , Speed , and Distance Concepts (2005) (25)
Planning as a strategy choice, or why don't children plan when they should? (1997) (25)
Long-term benefits of seeding the knowledge base (1996) (24)
Introduction to Child Development. 2nd ed. (1985) (24)
Seeds aren’t anchors (2001) (24)
Some General Conclusions About Children's Strategy Choice Procedures (1987) (23)
Strategy Diversity and Cognitive Assessment (1989) (23)
Self-explanations promote children's learning. (2010) (22)
Mental Imagery: On the Limits of Cognitive Science. (1991) (22)
A microgenetic study of insightful problem solving. (2008) (22)
Manifesto for new directions in developmental science. (2020) (21)
Very Young Children's Acquisition of Systematic Problem-solving Strategies. (1981) (21)
A GRAND THEORY OF DEVELOPMENT (1996) (20)
The roleof availabilityinthe estimationof nationalpopulations (1992) (20)
Everyday and curriculum‐based physics concepts: When does short‐term training bring change where years of schooling have failed to do so? (1990) (19)
Putting fractions together. (2020) (19)
Acquisition of Formal Scientific Reasoning by 10-and 13-Year-Olds: Detecting Interactive Patterns in Data. (1976) (18)
Representations of and translation between common fractions and decimal fractions (2013) (17)
A comparison of the geometric reasoning of students attending Israeli ultraorthodox and mainstream schools. (1997) (17)
"Hey, would you like a nice cold cup of lemonade on this hot day?": children's understanding of economic causation. (1998) (17)
Do children understand fraction addition? (2018) (16)
Microgenetic Learning Analysis: A Distinction without a Difference (2013) (16)
Cognition, instruction, and the quest for meaning (2001) (16)
Theories of Cognitive Development (2014) (15)
A comparison of the geometric reasoning of students attending Israeli ultraorthodox and mainstream schools (1997) (15)
The Effect of Prior Conceptual Knowledge on Procedural Performance and Learning in Algebra (2007) (15)
Microgenetic methods revisited. (1992) (14)
Children Learn Spurious Associations in Their Math Textbooks: Examples From Fraction Arithmetic (2018) (14)
Recent Trends in the Study of Cognitive Development: Variations on a Task-Analytic Theme (1980) (13)
Hey, would you like a nice cold cup of lemonade on this hot day?": children's understanding of economic causation. (1998) (13)
Young children's analogical problem solving: gaining insights from video displays. (2013) (13)
Turning memory development inside out (2004) (13)
When do children learn? The relationship between existing knowledge and learning (1980) (13)
Subjective organization of U.S. presidents. (1991) (12)
The Development of Two Concepts (1983) (12)
Distinguishing adaptive from routine expertise with rational number arithmetic (2020) (12)
Teaching Fractions. Educational Practices Series-22. (2011) (11)
Conceptual Knowledge of Decimal Arithmetic (2017) (11)
Individual differences in fraction arithmetic learning (2019) (10)
Inter- and Intra-individual Differences in Problem Solving Across the Lifespan (2006) (10)
II. Overlapping Waves Theory (2000) (10)
2 – U-Shaped Behavioral Curves: It's Not Whether You're Right or Wrong, It's Why1 (1982) (10)
The Brain of Robert Frost: A Cognitive Approach to Literature. (1991) (10)
Improving Low-Income Children’s Number Sense (2011) (10)
Children's Thinking: The Search for Limits (1979) (8)
Children in time and place: Child development and human diversity (1993) (7)
IX. How Changes Occur in Toddlers' Thinking (2000) (7)
The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning (2020) (7)
What Leads Children to Adopt New Strategies ? (2006) (6)
Strategy Discovery and Strategy Generalization (2014) (6)
Learning About Learning (2004) (6)
Adaptive and nonadaptive characteristics of low-income children's mathematical strategy use. (1993) (6)
The Rule-Assessment Approach and Education. (1982) (6)
Distributions of textbook problems predict student learning: Data from decimal arithmetic. (2020) (6)
Intelligence and Academic Achievement (2014) (5)
The Quest for the Holy Grail. (1981) (5)
The Center for Improving Learning of Fractions (2014) (5)
Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies (2020) (5)
Playing Linear Number Board Games Improves Children's Mathematical Knowledge. (2009) (5)
There Is Nothing So Practical as a Good Theory (2011) (4)
Childhood and Adolescence: A Psychology of the Growing Person. 5th ed. (1985) (4)
Theories of Social Development (2014) (4)
Playing numerical board games improves number sense in children from low-income backgrounds (2010) (4)
Data-Driven Design Decisions to Improve Game-Based Learning of Fractions (2017) (4)
Toward a unified theory of rational number arithmetic. (2021) (4)
Middle temporal cortex is involved in processing fractions (2020) (4)
Cognition, Instruction, Development, and Individual Differences (1978) (4)
Masquage: An Extrapolation of Eisenstein's Theory of Montage-as-Conflict to the Multi-Image Film (1968) (3)
Understanding development requires assessing the relevant environment: Examples from mathematics learning. (2020) (3)
An Introduction to Child Development (2014) (3)
The gospel of Jean Piaget, according to John Flavell. (1991) (3)
VII. Components of Strategic Change (2000) (3)
Missing Input: How Imbalanced Distributions of Textbook Problems Affect Mathematics Learning (2021) (3)
III. Microgenetic Methods (2000) (3)
Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic (2022) (3)
Scientific Concepts: Development in Children (2001) (3)
Achievement What ' s Past Is Prologue : Relations Between Early Mathematics Knowledge and High School (2014) (3)
Now You See It , Now You Don ' t : A Gradualistic Framework for Understanding Infants ' Successes and Failures in Object Permanence Tasks (2001) (3)
Inducing a General Conservation of Liquid Quantity Concept in Young Children: Use of a Basic Rule and Feedback (1973) (3)
Learning of Liquid Quantity Relationships as a Function of Rules and Feedback, Number of Training Problems, and Age of Subject. (1972) (2)
Is Piaget a Pied Piper? (1978) (2)
Geometric reasoning of ultra-orthodox and secular junior-high and high school students in Israel (1997) (2)
The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement. (2014) (2)
A Panoramic View of Development. (1986) (2)
Stereotypes of Male and Female Speech. (1973) (2)
Cognitive mediators of US—China differences in early symbolic arithmetic (2021) (2)
Students' Goals Infl uence Their Learning (2009) (2)
Relations Between Short-Term and Long-Term Conceptual Change (2013) (2)
Predicting adaptive expertise with rational number arithmetic (2021) (2)
From Unconscious to Conscious Insights (2006) (2)
Reply to “Comment on ‘Three Aspects of Cognitive Development’” (1978) (1)
The Intellectual Development of Jean Piaget. (1978) (1)
Where is the Logic (1976) (1)
Corrigendum to “Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study” [Neuropsychologia 51 (2013) 979–989] (2017) (1)
Utility of Interactional Strategies in the Study of Formal Operations Reasoning. (1975) (1)
Comments regarding Numerical Estimation Strategies Are Correlated with Math Ability in School-Age Children (2022) (1)
"Development of Time, Speed, and Distance Concepts": Correction to Siegler and Richards. (1980) (1)
SHORT REPORT Early predictors of middle school fraction knowledge (2014) (1)
Understanding Child Development. (1988) (1)
What Young Children do Know. (1979) (1)
Effects of Pretests on Children's Numerical Magnitude Representations. (2011) (1)
How do people choose among rational number notations? (2020) (1)
The power of one: The importance of flexible understanding of an identity element (2022) (1)
A Varying Abstraction Model for Categorization (2005) (1)
Corrigendum to Early Predictors of High School Mathematics Achievement (Psychological Science (2012), 23(7), (691-697), 10.1177/0956797612440101) (2012) (1)
Which Type of Rational Numbers Should Students Learn First? (2017) (1)
Connecting Formal and Informal Mathematical Knowledge. (1989) (1)
VI. Overview of Toddlers' Problem Solving (2000) (1)
Commentary: How Do People Become Experts? (2013) (1)
Mathematical Development and Language (1994) (1)
The Misunderstanding of Instructions Explanation in Developmental Psychology. (1977) (1)
Chapter 3. The Rebirth of Children's Learning (2008) (0)
What Young Children Need to Learn About Numbers Differences in learning style and response to error correction in pre-kindergarten and kindergarten students using an adaptive iPad based learning game (2012) (0)
RUNNING HEAD : FRACTION MAGNITUDE COMPARISON 1 (2015) (0)
Discovery and development of a smart numerosity estimation strategy: A microgenetic analysis (2005) (0)
Plus Postage DESCRIPTORS Bias : * Changing Attitudes : * Language Patterns : Language Usage : Psychological Studies : Rating Scales : Research Projects : * Sex Stereotypes (2008) (0)
Development of Language and Symbol Use (2014) (0)
Why do we have three rational number notations? The importance of percentages. (2022) (0)
HANDBOOK OF CHILD PSYCHOLOGY (2006) (0)
Fraction magnitude understanding is central to mathematical achievement in three countries. In H. Saalbach (Chair), Learning and assessment in multilingual settings. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI) (2015) (0)
An Information Processing Approach to Children's Causal Reasoning. (1975) (0)
Discovery and early development of new strategies: A microgenetic analysis in a numerosity judgement task (2006) (0)
Foreword: Build It and They Will Come (2017) (0)
IV. The Present Study (2000) (0)
PANEL AND EX OFFICIO MEMBERS PRESENT (2007) (0)
Magnitudes of fractions 1 RUNNING HEAD : MAGNITUDES OF FRACTIONS Representations of the Magnitudes of Fractions (2010) (0)
Attachment to Others and Development of Self (2014) (0)
A microgenetic study on the discovery and development of a smart numerosity judgement strategy (2005) (0)
Human Development: From Conception Through Adolescence. (1985) (0)
Robbie Case: A Modern Classic (2010) (0)
Adventures in Epistemology. (1977) (0)
WHY FRACTION MAGNITUDES DIFFER-1 Supported Self-Explaining during Fraction Intervention (2015) (0)
Cognitive development: the development of mathematical thinking. (1983) (0)
Categorization Training Improves Re presentations of Numerical Magnitude (2006) (0)
X. Implications for Older Children's Cognitive Development (2000) (0)
Understandings of time. (1983) (0)
Development of young children's strategic competence in numerosity estimation (2005) (0)
CHAPTER 7 Language Acquisition in Its Developmental Context (2006) (0)
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] (2017) (0)
Cognitive Variability: The Ubiquity of Multiplicity (1996) (0)
Variability in Children’s Mathematical Thinking and Learning (2018) (0)
BOOK REVIEW (2000) (0)
Journal of Educational Psychology Improving At-Risk Learners ' Understanding of Fractions (2013) (0)
XI: Conclusions: Bridging the Gap (2000) (0)
A Computational Model of Fraction Arithmetic (in press, Psychological Review) (2017) (0)
From theory to application and back: Following in the giant footsteps of David Klahr. (2012) (0)
ORIGINS OF COGNITIVE SKILLS (2015) (0)
Book Review:The Psychology of Mathematics for Instruction Lauren B. Resnick, Wendy W. Ford (1983) (0)
Prenatal Development and the Newborn Period (2014) (0)
Developmental trajectories of numerical magnitude representations of fractions and decimals. (2023) (0)
Piaget's legacy for contemporary research (1996) (0)
Arithmetic Learning 1 Numerical Magnitude Representations Influence Arithmetic Learning (2007) (0)
Curriculum standards and textbook coverage of fractions in high-achieving East-Asian countries and the United States (2022) (0)
Seeing, Thinking, and Doing in Infancy (2014) (0)
Turning memory development inside out q (2004) (0)
Not beyond their grasp: Microgenetic analyses of infants' strategy discovery and generalization (1998) (0)
Biology and Behavior (2014) (0)
A Cognitive Model of Fraction Arithmetic (2016) (0)
Title: The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement Authors: (2014) (0)
VIII. Individual Differences in Learning (2000) (0)
Development Is Destiny. (1984) (0)
A new conceptual framework for sarcoma. (1970) (0)
Spontaneous focusing on multiplicative relations and fraction magnitude knowledge (2020) (0)

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Published Works

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What Schools Are Affiliated With Robert S. Siegler?

Robert S. Siegler's AcademicInfluence.com Rankings