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Developmental Science|February 24, 2017
Developmental changes in the whole number biasDavid W Braithwaite, Robert S SieglerJournal of Experimental Child Psychology|January 3, 2014
Numerical landmarks are useful--except when they're notRobert S Siegler, Clarissa A ThompsonPsychological Review|August 17, 2023
A unified model of arithmetic with whole numbers, fractions, and decimalsDavid W Braithwaite, Robert S SieglerCognitive Psychology|September 3, 2004
Revisiting preschoolers' living things concept: a microgenetic analysis of conceptual change in basic biologyJohn E Opfer, Robert S SieglerDevelopmental Psychology|October 9, 2013
Learning from number board games: you learn what you encodeElida V Laski, Robert S SieglerPsychological Science|May 14, 2003
The development of numerical estimation: evidence for multiple representations of numerical quantityRobert S Siegler, John E OpferChild Development|April 2, 2004
Development of numerical estimation in young childrenRobert S Siegler, Julie L BoothAnnual Review of Psychology|October 1, 2016
Numerical DevelopmentRobert S Siegler, David W BraithwaiteChild Development|August 23, 2008
Numerical magnitude representations influence arithmetic learningJulie L Booth, Robert S SieglerJournal of Experimental Psychology. Learning, Memory, and Cognition|April 27, 2018
Children learn spurious associations in their math textbooks: Examples from fraction arithmeticDavid W Braithwaite, Robert S SieglerPageof 23