검색어 : 통합검색[Siegler Robert S.]
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- Magnitude knowledge: the common core of numerical development
- Siegler, Robert S.; Carnegie Mellon University, USA; (Developmental science, v.19, 2016, pp.341-361)
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- Review of Piaget's Theory of Intellectual Development (3rd ed.).
- Siegler, Robert S.; ; (Contemporary psychology, v.33, 1988, pp.544-544)
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- Cognitive Development : The Development of Mathematical Thinking.
- SIEGLER, ROBERT S.; Department of Psychology, Carnegie-Mellon University, Pittsburgh, Pennsylvania 15213; (Science, v.221, 1983, pp.1042-1043)
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54
- Defining the locus of developmental differences in children's causal reasoning
- Siegler, Robert S.; ; (Journal of experimental child psychology, v.20, 1975, pp.512-525)
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- The Effects of Simple Necessity and Sufficiency Relationships on Children's Causal Inferences
- Siegler, Robert S.; ; (Child development, v.47, 1976, pp.1058)
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- SOME GENERAL CONCLUSIONS ABOUT CHILDREN'S STRATEGY CHOICE PROCEDURES
- Siegler, Robert S.; Carnegie‐ Mellon University Pittsburgh USA; (International journal of psychology = Journal international de psychologie, v.22, 1987, pp.729-749)
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- Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist
- Siegler, Robert S.; Carnegie Mellon University; (Child development perspectives, v.10, 2016, pp.128-133)
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- Inducing a General Conservation of Liquid Quantity Concept in Young Children: Use of a Basic Rule and Feedback
- Siegler, Robert S.; State University of New York at Stony Brook; (Perceptual and motor skills, v.37, 1973, pp.443-452)
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- Recent Trends in the Study of Cognitive Development: Variations on a Task-Analytic Theme
- Siegler, Robert S; ; (Human development, v.23, 1980, pp.278-285)
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- Strategy Diversity and Cognitive Assessment
- Siegler, Robert S.; Carnegie Mellon University, Psychology Department, Pittsburgh, PA 15213. He specializes in cognitive development, strategy choices, scientific reasoning, methods for assessing thinking, and learning.; (Educational researcher : a publication of the American Educational Research Association, v.18, 1989, pp.15-20)
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