Emerging Minds: The Process of Change in Children's Thinking

By Robert S. Siegler. 1996

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Citations in the corpus

Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19 (2021, methodology): “This supports the learning theories such as those proposed by Thelen and Smith (1994), and Siegler (1996) who both suggested that learning is best characterised by overlapping waves of progressions and regressions over time.”
Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. (2000, background): “The groups were also contrasted on measures that assess the basic cognitive systems—such as numerical memory span—that appear to support these early mathematical competencies (Geary, 1994; Siegler, 1996).”
Young children’s arithmetic strategies in social context: How parents contribute to children’s strategy development while playing games (2004, methodology): “The study of children’s strategies has gone through considerable change over the past decade or so, with the canonical perspective of strategies developing in stage-like sequences being seriously challenged (e.g., Bjorklund & Douglas, 1997; Miller & Coyle, 1999; Siegler, 1996, 2000).”
Developing Automaticity in Multiplication Facts: Integrating Strategy Instruction with Timed Practice Drills (2006, background): “As Siegler (1996) noted, even the most competent elementary students Table 7”
Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving (2010, background): “However, research suggests that more advanced ways of thinking do not simply replace or subsume less advanced ways of thinking (Kuhn, Garcia-Mila, Zohar, & Andersen, 1995; Ohlsson, 2009; Siegler, 1996).”
Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence (2003, background): “Reviewing microgenetic data from earlier studies, Siegler found that infants,’ children’s, and adults’ strategies repeatedly conform to his overlapping waves model (Siegler, 1996).”
: From inference to reasoning: The construction of rationality (2004, background): “Many researchers and theorists, moreover, see thinking as an ongoing interchange of multiple strategies which vary over time (Kuhn, Garcia-Mila, Zohar, & Andersen, 1995; Siegler, 1996).”
Fluency, Accuracy, and Gender Predict Developmental Trajectories of Arithmetic Strategies. (2011, background): “Siegler (1996) and Svenson and Sjöberg (1983) proposed that children’s mathematics strategy use develops in a wavelike manner, with some strategies being used more often than others at particular points in time.”
DREAM Architecture: a Developmental Approach to Open-Ended Learning in Robotics (2020, unknown): “As in the overlapping wave theory [61], stage n is not supposed to be strictly stopped before stage n+1 is activated.”
Arithmetic in the Child and Adult Brain (2015, background): “The ability to efficiently retrieve basic facts from memory is a key characteristic of mature problem solving in children (Siegler, 1996).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “In general, IPT models have traditionally focused on adult cognition and the underlying cognitive processes supporting learning and performance, with very little or no attempt to discern developmental differences (cf. Siegler, 1996).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “Building associations and relating new with prior knowledge helps learning, but variation and differentiation helps originality in problem solving (Glassner and Schwarz 2007; Siegler 1996; Simonton 2000).”