Below is a list of publications published by SCIL scholars. If you would like to download copies of these articles please go to: http://www.psy.cmu.edu/~siegler/publications-all.html and click on the link of the article you want to download. You will need Adobe Acrobat to read these files. If you do not have access to Adobe Acrobat, or the article is not on Dr. Siegler’s publications website, or your are having problems downloading the pdfs, please contact Terra Treasure at email@example.com, and she will send you a copy.
Zhang, Y., & Zhou, X. (in press). Building knowledge structures by testing helps children with mathematical learning difficulty. Journal of Learning Disabilities.
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83, early bird on-line publication, September 29, 2014, doi: 10.1016/j.jecp.2014.08.006.
Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, early bird on-line publication, 2-27-14, doi: 10.1111/desc.12155.
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53-72, doi: http://dx.doi.org/10.1016/j.jecp.2014.01.013.
Fuchs, L. S., Schumacher, R. F., Sterba, S. K., Long, J., Namkung, J., Malone, A., Hamlett, C. L., Jordan, N. C., Gersten, R., Siegler, R. S., & Changas, P. (2014). Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction. Journal of Educational Psychology, 106, 499-514, doi: 10.1037/a0034341.
Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50, 853-864, doi: 10.1037/a0034321.
Siegler, R. S. & Lortie-Forgues, H. (2014). An integrative theory of numerical development. Child Development Perspectives, 8, 144-150, doi: 10.1111/cdep.12077.
Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Gersten, R., & Siegler, R. S. (2014). Sources of individual differences in children’s understanding of fractions. Child Development, published on-line, 1-17-14, doi: 10.1111/cdev.12218.
Cui, J., Yu, X., Yang, H., Chen, C., Liang, P., & Zhou, X. (2013). Neural correlates of quantity processing of numeral classifiers. Neuropsychology, 27, 583-594, doi: 10.1037/a0033630.
Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Jordan N. C., Siegler, R., Gersten R., & Changas, P. (2013, on-line). Improving at-risk learners’ understanding of fractions. Journal of Educational Psychology, doi: 10.1037/a0032446.
Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Psychology, 116, 45-58, doi: http://dx.doi.org/10.1016/j.jecp.2013.02.001.
Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Science, 17, 13-19, doi: http://dx.doi.org/10.1016/j.tics.2012.11.004.
Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding fractions. Developmental Psychology, 49, 1994-2004, doi: 10.1037/a0031200.
Wang, Y., & Siegler, R. S. (2013). Representations of and translation between common fractions and decimal fractions. Chinese Science Bulletin, 4630-4640 (published at Springer Online First, 11-27-13), doi: 10.1007/s11434-013-6035-4.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691-697, doi: 10.1177/0956797612440101.
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