Robert S. Siegler
Columbia University
286 Papers
2.5K Citations
Robert S. Siegler is an academic researcher from Columbia University. The author has contributed to research in topics: Cognitive development & Cognition. The author has an hindex of 90, co-authored 277 publications. Previous affiliations of Robert S. Siegler include Carnegie Mellon University & Advanced Technology Center.
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Papers
•Book
Emerging Minds: The Process of Change in Children's Thinking
Robert S. Siegler
- 01 Jan 1996
TL;DR: In this article, the authors present a new agenda for cognitive development, which is based on evolutionary and cognitive development with a focus on the evolution and cognitive variability of children and the adaptivity of multiplicity.
1.3K
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.
TL;DR: In this paper, the authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them, and demonstrate that children's initial conceptual knowledge predicted gains in procedural knowledge.
1.1K
The Development of Numerical Estimation Evidence for Multiple Representations of Numerical Quantity
Robert S. Siegler,John E. Opfer +1 more
TL;DR: It is strongly suggested that one cause of children's difficulties with estimation is reliance on logarithmic representations of numerical magnitudes in situations in which accurate estimation requires reliance on linear representations.
1K
Development of Numerical Estimation in Young Children
Robert S. Siegler,Julie L. Booth +1 more
TL;DR: Individual differences in number-line estimation correlated strongly with math achievement test scores, improved estimation accuracy proved attributable to increased linearity of estimates, and exposure to relevant experience tended to improve estimation accuracy.
1K
Developmental and Individual Differences in Pure Numerical Estimation.
Julie L. Booth,Robert S. Siegler +1 more
TL;DR: Developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers, were examined and all types of estimation skill were positively related to math achievement test scores.
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