Developmental differences in rule learning: a microgenetic analysis.

By Robert S. Siegler, Z. Chen. 1998

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Citations in the corpus

Theory Acquisition as Stochastic Search (2010, unknown): “Stochastic proposals to add a new law or change a predicate within an existing law are consistent with some previous characterizations of children's theory learning dynamics (Siegler & Chen, 1998).”
Development of numerical estimation in young children. (2004, background): “However, this is not always the case; for example , most children use a single approach on balance-scale problems (Siegler & Chen, 1998).”
Children's Learning (2009, unknown): “…various years, 1953–54 to 1999–2000: 3-1 Elementary ............................................................................................... 35 3-2 Secondary................................................................................................. 37 xi List of Tables—Continued Page”
The Role of Encoding in the Self-Explanation Effect (2005, result): “This interpretation is consistent with the large body of evidence showing that strong encoding can facilitate learning (e.g., Siegler & Chen, 1998), including the correlation observed in this study between encoding and learning.”
The development of flexibility in equation solving (2006, unknown): “…time-telling (Siegler & McGilly, 1989), and various kinds of elementary school mathematics problems (Alibali, 1999; Carpenter et al., 1998; Carroll, 2000; Fuson et al., 1997; Resnick, 1980; Resnick & Ford, 1981; Siegler, 1996; Siegler & Chen, 1998; Siegler & Jenkins, 1989; Siegler & Shrager, 1984).”
Learning new problem-solving strategies leads to changes in problem representation (2009, background): “…inaccurate or incomplete problem representations for many different types of problems, including balance scale problems (Siegler, 1976; Siegler & Chen, 1998), arithmetic word problems (Dean & Malik, 1986), probability problems (Dean & Mollaison, 1986), proportional reasoning problems (Fujimura,…”
On the nature and origin of intuitive theories : learning, physics and psychology (2015, result): “Stochastic proposals to add a new law or change a predicate within an existing law are consistent with some previous characterizations of children’s theory learning dynamics [158].”
Microgenetic Analyses of Learning (2007, methodology): “Children who use defined rules, as opposed to guessing or not using any systematic rule, show greater learning regarding balance scales (Siegler & Chen, 1998), biological concepts (Opfer & Siegler, 2004), gear problems (Dixon & Bangert, 2002), and scientific experimentation (Kuhn & Phelps, 1982).”