WorldCat Identities

Siegler, Robert S.

Overview
Works: 113 works in 407 publications in 6 languages and 9,919 library holdings
Genres: Textbooks  Reference works  Conference papers and proceedings  History  Handbooks and manuals 
Roles: Author, Editor, Contributor, Commentator for written text, Other
Classifications: BF723.C5, 155.413
Publication Timeline
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Most widely held works by Robert S Siegler
Children's thinking by Robert S Siegler( Book )

66 editions published between 1978 and 2015 in 7 languages and held by 2,773 WorldCat member libraries worldwide

Author is an alumnus of Evanston Township High School from the class of 1966
Across the great divide : bridging the gap between understanding of toddlers' and older children's thinking by Zhe Chen( Book )

24 editions published in 2000 in English and held by 1,086 WorldCat member libraries worldwide

How children develop by Robert S Siegler( Book )

56 editions published between 2002 and 2017 in 3 languages and held by 916 WorldCat member libraries worldwide

The authors emphasize the fundamental principles and enduring themes underlying children's development and focus on key research. This new edition also contains a new chapter on gender, as well as recent work on conceptual development
Emerging minds : the process of change in children's thinking by Robert S Siegler( Book )

28 editions published between 1966 and 1999 in English and held by 757 WorldCat member libraries worldwide

How do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of pre-schoolers, older children and adolescents? In this text, Robert Siegler addresses these and other fundamental questions about children's thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children's thinking appears to depend on mechanisms to fulfill these same functions. Siegler's theory is consistent with a great deal of evidence. It unifies phenomena from such areas as problem solving, reasoning, and memory, and reveals commonalities in the thinking of people of all ages
How children discover new strategies by Robert S Siegler( Book )

15 editions published between 1989 and 2016 in English and Undetermined and held by 450 WorldCat member libraries worldwide

This well-documented book divides the process of constructing new problem-solving strategies into two parts: discovery of the new strategy, and its generalization to new contexts. By using a trial-by-trial analysis, the authors are able to identify the exact trial on which the new strategy is first used, the circumstances that lead to the discovery, and the generalization of the strategy beyond its initial use. These observations disconfirm popular stereotypes of the discovery process and provide important insights into the nature of long-term learning and strategy discovery
The role of central conceptual structures in the development of children's thought( Book )

2 editions published in 1996 in English and held by 338 WorldCat member libraries worldwide

This monograph presents a theory of conceptual development, the main construct of which is the "central conceptual structure". These structures are defined as networks of semantic nodes and relations which represent children's core knowledge and which can be applied to a full range of tasks in a given domain. Comprehensive cross-cultural testing of model structures and a six-year programme of instructional research show how the transformation of these central conceptual structures have a powerful influence on subsequent knowledge acquisition. The work should interest cognitive scientists, educational psychologists and child development specialists
Mechanisms of cognitive development : behavioral and neural perspectives by James L McClelland( Book )

12 editions published between 2000 and 2001 in English and held by 336 WorldCat member libraries worldwide

This volume considers how children's thinking evolves during development, with a focus on the role of experience in causing change. It brings together cutting-edge research by leaders in the psychology and neurobiology of child development to examine the
Developmental sequences within and between concepts by Robert S Siegler( Book )

16 editions published between 1978 and 1981 in English and Undetermined and held by 317 WorldCat member libraries worldwide

Handbook of child psychology by William Damon( Book )

51 editions published between 1997 and 2006 in English and held by 143 WorldCat member libraries worldwide

" ... A comprehensive report of the current state of developmental psychology."--Page x
Intelligences et développement de l'enfant : variations, évolution, modalités by Robert S Siegler( Book )

4 editions published between 1999 and 2000 in French and held by 126 WorldCat member libraries worldwide

Development is destiny by Robert S Siegler( Book )

3 editions published in 1984 in English and held by 50 WorldCat member libraries worldwide

Preschoolers 4 and 5 years of age were found to use four strategies differing in temporal characteristics as they solved simple addition problems with sums of 10 or less. Three strategies had visible and/or audible aspects, and one was covert, involving retrieval from memory. The harder the problem, the more often the children used an overt strategy. The use of overt strategies most often on the hardest problems was adaptive and efficient. How children knew when to use overt strategies, though, remained unclear. Addressing this problem, Siegler and Shrager (1984) proposed a distribution of associations model to explain how children arrive at their addition strategies. Their model involves representation and process. In brief, children represent correct and incorrect answers that vary in "strength of association" between problem and answer. Then they retrieve an answer. If the answer is sufficiently strongly associated with the problem, the child advances the retrieved answer. If not, the child elaborates through overt strategies the representation of the problem. Elaboration of representation is followed by retrieval. This alternation between elaboration of representation and retrieval may progress through three phases. The model has implications for explaining parallels between children's and adults' problem-solving behavior. In addition, it suggests that ordering children not to use overt strategies such as counting on their fingers is worse than useless. (Rh)
Er tong ren zhi fa zhan : gai nian yu ying yong by Robert S Siegler( Book )

2 editions published in 2004 in Chinese and held by 27 WorldCat member libraries worldwide

Cognition, perception, and language( Book )

9 editions published between 1998 and 2011 in English and held by 11 WorldCat member libraries worldwide

Covers mechanisms of cognitive and perceptual development in language acquisition
Ternäre Systeme (Löslichkeit der Erdalkalinitrate in Aethylalkohol-Wassergemengen) by Robert S Siegler( Book )

2 editions published in 1909 in German and held by 9 WorldCat member libraries worldwide

Study guide to accompany How children develop [by] Robert Siegler, Judy LeLoache, Nancy Eisenberg by Jill L Saxon( Book )

1 edition published in 2003 in English and held by 7 WorldCat member libraries worldwide

The role of central conceptual structures in the development of children's thought by Robbie Case( Book )

1 edition published in 1996 in English and held by 5 WorldCat member libraries worldwide

Educational practices series( )

in Chinese and English and held by 4 WorldCat member libraries worldwide

Emergent minds : the process of change in children's thinking by Robert S Siegler( Book )

3 editions published in 1996 in English and held by 4 WorldCat member libraries worldwide

 
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Audience Level
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Audience Level
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  Kids General Special  
Audience level: 0.42 (from 0.11 for Emerging m ... to 0.94 for Ternäre S ...)

Across the great divide : bridging the gap between understanding of toddlers' and older children's thinking
Alternative Names
Robert S. Siegler American psychologist

Robert S. Siegler Amerikaans psycholoog

Robert Siegler psychologue et professeur de psychologie cognitive américain

Siegler, Bob 1949-

Siegler, R. S. 1949-

Siegler, Robert.

Siegler, Robert 1949-

Siegler, Robert S.

روبرت س. سيجلر، 1949-

시글러, 로버트 S

シーグラー, ロバート・S

Languages
English (249)

German (24)

French (10)

Chinese (5)

Japanese (2)

Arabic (1)

Covers
Across the great divide : bridging the gap between understanding of toddlers' and older children's thinkingHow children developEmerging minds : the process of change in children's thinkingMechanisms of cognitive development : behavioral and neural perspectivesHandbook of child psychologyCognition, perception, and languageStudy guide to accompany How children develop [by] Robert Siegler, Judy LeLoache, Nancy EisenbergEmergent minds : the process of change in children's thinking