Learning and Cognition Lab

Publications

Year
Morris, J., & Chi, M. T. H. (2020). Improving teacher questioning in science using ICAP theory. The Journal of Educational Research, 113(1), 1-12. 2020 PDF icon improving_teacher_questioning_in_science_using_icap_theory.pdf
Sodervik, I., Mikkila-Erdmann, M., Chi, M.T.H. (2019). Conceptual change challenges in medicine during professional development. International Journal of Educational Research, 98, 159-170. 2019 PDF icon sodervik_mikkila-erdmann_chi_final.jijer_2019.pdf
Menekse, M., & Chi, M.T.H. (2019). The role of collaborative interactions versus individual construction on students' learning of engineering concepts. European Journal of Engineering Education, 44(5), 702-725 2019 PDF icon the_role_of_collaborative_interactions_versus_individual_construction_on_students_learning_of_engineering_concepts.pdf
Cooper, K. M., Ding, L., Stephense, M. D., Chi, M. T. H., & Brownell, S. E. (2018). A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. CBE-Life Sciences Education, 17(2), 1-15. 2018 PDF icon cbe.17-12-0288_copy.pdf
Chi, M.T.H., Adams, J., Bogusch, E.B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., McEldoon, K., Stump, G.S., Wylie, R., Xu, D., & Yaghmourian, D.L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 1-56. 2018 PDF icon chi_et_al-2018-cognitive_science.pdf
Chi, M. T. H., Kang, S., & Yaghmourian, D. L. (2017). Why students learn more from dialogue- than monologue-videos: Analyses of peer interactions. Journal of the Learning Sciences, 26, 10-50. 2017 PDF icon why_students_learn_more_from_dialogue.pdf
Muldner, K., Burleson, W., & Chi, M. T. H. (2014). Learning from self-explaining emergent phenomena. Proceedings of International Conference of the Learning Sciences, ICLS, 2(January), 847-854. 2014
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219-243 (lead article). 2014 PDF icon chiwylie2014icap.pdf
Muldner, K., Burleson, W., Chi, M. T. H. (2014). Learning from self-explaining emergent phenomena. 2014 PDF icon icls_paper.pdf
Muldner, K., Lam, R., & Chi, M. T. H. (2013). Comparing learning from observing and from human tutoring. Journal of Educational Psychology, 106, 69-85. 2013 PDF icon jep-muldner-10-14-2013.pdf
Menekse, M., Stump, G., Krause, S., & Chi, M. T. H. (2013). Beyond hands-on: Some active-learning methods are more effective than others. Journal of Engineering Education Selects—Research in Practice. Nov. p. 45. 2013 PDF icon jee_selects_nov.pdf
Meneksa, M., Stimp, G., Krause, S., & Chi, M. T. H. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102, 346-374. 2013 PDF icon menekse_et_al-2013-journal_of_engineering_education.pdf
Chi, M. T. H., & VanLehn, K. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177-188. 2012 PDF icon chi_vanlehntransferpaper.pdf
Chi, M. T. H., Roscoe, R., Slotta, J., Roy, M., & Chase, M. (2012). Misconceived causal explanations for "emergent" processes. Cognitive Science, 36, 1-61. 2012 PDF icon chietal2012.pdf
Gadgil, S., Nokes, T. J., & Chi, M. T. H. (2011). Effectiveness of holistic mental model confrontation in driving conceptual change, Learning and Instruction, 22, 47-61. 2011 PDF icon gadgil.pdf
Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. 2009 PDF icon chi2008activeconstinteractive.pdf
Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63. 2009 PDF icon chi_brem_categorical_shift_theory_2009.pdf
Craig, S., Chi, M. T. H., & VanLehn, K. (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101, 779-789. 2009 PDF icon craig_chi_vanlehn2009.pdf
Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. 2009 PDF icon chi2008activeconstinteractive.pdf
Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63. 2009 PDF icon chi_brem_categorical_shift_theory_2009.pdf
Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36, 321-350. 2008 PDF icon roscoe_chi_tutor_learning_2008.pdf
Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (2008). Observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341. 2008 PDF icon chi_observer_final_8.07.pdf
Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions.Review of Educational Research, 77, 534-574. 2007 PDF icon rod_chi_rer_07.pdf
Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315. 2007 PDF icon jeong_chi.pdf
Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289. 2006 PDF icon slottachicogins2006final.pdf
Taylor, R. S., & Chi, M. T. H. (2006). Simulation versus text: Acquisition of implicit and explicit information. Journal of Educational Computing Research, 35, 289-313. 2006 PDF icon taylor_chi2006.pdf
Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199. 2005 PDF icon emergjlspdf.pdf
Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students understanding accurately? Cognition and Instruction, 22, 363-387. 2004 PDF icon chisilerjeong2004.pdf
Roscoe, R., & Chi, M. T. H. (2004). The influence of the tutee in learning by peer tutoring. In the Twenty-Sixth Cognitive Science Proceedings. 2004
Hausmann, R. G. M., Chi, M. T. H., & Roy, M. (2004) Learning from collaborative problem solving: An analysis of three dialogue patterns. In the Twenty-Sixth Cognitive Science Proceedings. 2004
Hashem, A., Chi, M. T. H., & Friedman, C. P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36, 61-69. 2003 PDF icon hashemchifriedman.pdf
Roy, M., Taylor, R., & Chi, M. T. H. (2003). Searching for information on-line and off-line: Gender differences among middle school students. Journal of Educational Computing Research, 29, 229-252. 2003 PDF icon roytaylorchi.pdf
Hashem, A., Chi, M. T. H., & Friedman, C. P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36, 61-69. 2003 PDF icon hashemchifriedman.pdf
Roy, M., & Chi, M. T. H. (2003). Gender differences in patterns of searching the web. Journal of Educational Computing Research, 29, 335-348. 2003 PDF icon roychi.pdf
Roy, M., Taylor, R., & Chi, M. T. H. (2003). Searching for information on-line and off-line: Gender differences among middle school students. Journal of Educational Computing Research, 29, 229-252. 2003 PDF icon roytaylorchi.pdf
Roy, M. & Chi, M.T.H. (2003). Searching for information On-line and Off-line: Gender Differences among Middle School Students. Journal of Educational Computing Research: Special Issue on the Psychology of e-Learning, 29(3), 335-348. 2003
Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. 2002 PDF icon hausmannchi2002.pdf
McGregor, M. U., & Chi, M.T.H. (2002) Collaborative interactions: The process of joint production and individual reuse of novel ideas. Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. 2002
Chi, M. T. H. (2002). Understanding children’s capacity for abstract reasoning. In Glick (Ed.), Parent’s Companion. 2002
Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. 2002 PDF icon hausmannchi2002.pdf
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. M. (2001). Learning from human tutoring. Cognitive Science, 25, 471-533. 2001 PDF icon image3.pdf
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology (pp. 161-238). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 2000 PDF icon advances.pdf
Jeong, H., Taylor, R., & Chi, M. T. H. (2000). Learning from a computer workplace simluation. Proceedings of the Twenty-second Annual Meeting of the Cognitive Science Society (pp. 705-710). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2000
Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, 1-34. 2000 PDF icon reinerslottachiresnick.pdf
Chi, M. T. H. (2000). Cognitive understanding levels. In A. E. Kazkin (Ed.), Encyclopedia of Psychology (pp. 146-151). Washington, DC: APA and Oxford University Press. 2000 PDF icon encyclocog.pdf
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology (pp. 161-238). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 2000 PDF icon advances.pdf
Jeong, H., & Chi, M. T. H. (2000). Does collaborative learning lead to the construction of common knowledge? Proceedings of the Twenty-second Annual Meeting of the Cognitive Science Society(pp. 699-704). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2000
Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, 1-34. 2000 PDF icon reinerslottachiresnick.pdf
Chi, M. T. H. (2000). Cognitive understanding levels. In A. E. Kazkin (Ed.), Encyclopedia of Psychology (pp. 146-151). Washington, DC: APA and Oxford University Press. 2000 PDF icon encyclocog.pdf
Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20, 1231-1256. 1998 PDF icon ferrarichi.pdf
Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20, 1231-1256. 1998 PDF icon ferrarichi.pdf
Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315. 1997 PDF icon verbaldata.pdf
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49. 1996 PDF icon selfex96.pdf
Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400. 1995 PDF icon slottachijoram.pdf
Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13, 373-400. 1995 PDF icon slottachijoram.pdf
Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. 1994 PDF icon chideleeuwchiulavancher.pdf
Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. 1994 PDF icon chideleeuwchiulavancher.pdf
Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43. 1994 PDF icon chislottaleeuw.pdf
Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256. 1994
Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45. 1993
Chi, M. T. H. (1993). Experts' vs. novices' knowledge. Current Contents, 15,12. 1993
Chi, M. T.H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10, 249-260. 1993 PDF icon 3233728.pdf
Chi, M.T.H. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. In W. Kintsch (Ed), Proceedings of the Fifteenth Annual cognitive Science Society Conference (pp. 31-317). Hillsdale, NJ: Erlbaum. 1993
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. 1992 PDF icon expertise.pdf
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. 1992 PDF icon expertise.pdf
VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2, 1-59. 1992 PDF icon self-explanation_effect.pdf
Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1, 69-105. 1991 PDF icon chivanlehn.pdf
Chi, M. T. H. (1989). Assimilating evidence: The key to revision? (Commentary on P. Thagard's Explanatory Coherence paper). Behavioral and Brain Sciences, 12(3), 470-471. 1989 PDF icon assimilating_evidence.pdf
Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1989 PDF icon chibassok8.pdf
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182. 1989 PDF icon chibassoklewisreimannglaser.pdf
Chi, M. T. H., Hutchinson, J., & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill-Palmer Quarterly, 35, 27-62. 1989 PDF icon chihutchrobin.pdf
Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1989 PDF icon chibassok8.pdf
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182. 1989 PDF icon chibassoklewisreimannglaser.pdf
Reiner, M., Chi, M.T.H., & Resnick, L. (1988). Naive materialistic belief: An underlying epistemological commitment. Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 544-551). Hillsdale, NJ: Erlbaum. 1988
Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. Psychology and Educational Policy, 517, 39-57. 1987
Chi, M. T. H., & Ceci, S. J. (1987). Content knowledge: Its role, representation and restructuring in memory development. Advances in Child Development and Behavior, 20, 91-142. 1987 PDF icon chiceci1987contentknowledge.pdf
Chi, M. T. H., & Ceci, S. J. (1987). Content knowledge: Its role, representation and restructuring in memory development. Advances in Child Development and Behavior, 20, 91-142. 1987 PDF icon chiceci1987contentknowledge.pdf
Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. 1986 PDF icon gobbochi.pdf
Mitchell, A. A., & Chi, M. T. H. (1986). Measuring knowledge within a domain. In P. Nagy (Ed.), The representation of cognitive structures (pp. 85-116). Toronto, Ontario: Ontario Institute for Studies in Education. 1986
Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. 1986 PDF icon gobbochi.pdf
Chi, M. T. H. (1985). Changing conception of sources of memory development. Human Development, 28, 50-56. 1985 PDF icon changing_conceptions.pdf
Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. J. Sternberg (Ed.), Human abilities: An information-processing approach (pp. 227-257). San Francisco, CA: W. H. Freeman & Co. 1985 PDF icon chiglaser10.pdf
Chi, M. T. H. (1983). Knowledge-derived categorization in young children. In D. R. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills (pp. 327-334). New York, NY: Plenum Press. 1983 PDF icon chi1983childrencategorization.pdf
Chi, M. T. H. (1983). Knowledge-derived categorization in young children. In D. R. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills (pp. 327-334). New York, NY: Plenum Press. 1983 PDF icon chi1983childrencategorization.pdf
Chi, M. T. H. (1983). The role of knowledge on problem solving and consumer choice behavior. Advances in consumer research, 10, 569-571. 1983 File advances_in_consumer_research.docx
Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39. 1983 PDF icon chikoeske.pdf
Chi, M. T. H., & Gallagher, J. D. (1982). Speed of processing: A developmental source of limitation. Topics in Learning and Learning Disabilities, 2, 23-32. 1982 PDF icon speed_of_processing.pdf
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (vol. 1, pp. 7-76). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1982 PDF icon chiglaserrees.pdf
Chi, M. T. H. (1981). Sources of memory development. Proceedings of the North American Society for the Psychology of Sport and Physical Activity Annual Conference. 1981
Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152. (citation classic) 1981 PDF icon classiccitation.pdf
Chi, M. T. H. (1979). The growth and development of knowledge. Contemporary Psychology, 24:, 760-761. (Review of P. Ornstein (Ed.), Memory development in children). 1979
Chi, M. T. H. (1977). Age differences in memory span. Journal of Experimental Child Psychology, 23, 266-281. 1977 PDF icon age_differences.pdf
Chi, M. T. H. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13, 543-544. 1977 PDF icon age_differences_in_the_speed_o.pdf
Kail, R. V., Chi, M. T. H., Ingram, A. L., & Danner, F. W. (1977). Constructive aspects of children's reading comprehension. Child Development, 48, 684-688. 1977 PDF icon 1128675.pdf
Chi, M. T. H. (1976). The representation of knowledge. Contemporary Psychology, 21, 784-785. (Review of Norman and Rumelhart's Exploration in Cognition). 1976
Chi, M. T. H. (1976). Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4, 559-572. 1976 PDF icon chi1976_article_short-termmemorylimitationsinc.pdf
Chi, M. T. H. (1975). The development of short-term memory capacity. Doctoral dissertation, Carnegie-Mellon University, Pittsburgh, PA. 1975
Chi, M. T. H., & Klahr, D. (1975). Span and rate of apprehension in children and adults. Journal of Experimental Child Psychology, 19, 434-439. 1975 PDF icon 1-s2.0-0022096575900727-main.pdf
Chi, M. T. H., & Chase, W. G. (1972). Effects of modality and similarity on context recall. Journal of Experimental Psychology, 96, 219-222. 1972 PDF icon effects_of_modality_and_simila.pdf
Year
Stump, G., Li, N., Kang, S., Yaghmourian, D., Xu, D., Adams, J., McEldoon, K.L., Lancaster, M., & Chi, M.T.H. (2018). Coding dosage of teachers' implementation of using ICAP: A video analysis. In E. Manalo, Y. Uesaka, & C.A. Chinn (Eds), Promoting 2018 PDF icon 13_coding_dosage_of_teachers.pdf.pdf
Henderson, J. B., Langneheim, E., & Chi, M.T.H. (2017). Addressing robust misconceptions through the ontological distinction between sequential and emergent processes. In B. Sherin, T. Amin, & O. Levrini (Eds), Converging and Complementary Perspectives on 2017 PDF icon ontological_distinction.pdf
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (Ch. 21, pp. 263-274). Washington, DC: AERA. 2015 PDF icon chimuhsindialogue.pdf
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (Ch. 21, pp. 263-274). Washington, DC: AERA. 2015 PDF icon chimuhsindialogue.pdf
Wylie, R., & Chi, M. T. H. (2014). The Self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 413-432). New York, NY: Cambridge University Press. 2014 PDF icon wylie_chi_selfexplanation.pdf
Wylie, R., & Chi, M. T. H. (2014). The Self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 413-432). New York, NY: Cambridge University Press. 2014 PDF icon wylie_chi_selfexplanation.pdf
Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 49-70). New York, NY: Routledge Press. 2013 PDF icon ihrcc-vosniadou2013-chapter3-chi.pdf
Chi, M. T. H. (2013). Learning from observing experts. In J. J. Staszewski (Ed.), Expertise and skill acquisition: The impact of William G. Chase (pp. 1-28). New York, NY: Psychology Press. 2013 PDF icon expertise_and_skill.pdf
Chi, M. T. H. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 49-70). New York, NY: Routledge Press. 2013 PDF icon ihrcc-vosniadou2013-chapter3-chi.pdf
Chi, M.T.H., Kristensen, A. K., & Roscoe, R. (2012). Misunderstanding emergent causal mechanism in natural selection. In K. Rosengren, S. Brem, M. Evans, & G. Sinatra (Eds.), Evolution Challenges: Integrating Research and Practice in Teaching and Learning 2012 PDF icon misunderstanding_emergent.pdf
Chi, M.T.H., Kristensen, A. K., & Roscoe, R. (2012). Misunderstanding emergent causal mechanism in natural selection. In K. S. Rosengren, S. K. Brem, E. M. Evans, & G. M. Sinatra (Eds) Evolution Challenges: Integrating Research and Practice in Teaching an 2012 PDF icon chi_kristensen_roscoe_proof_pdf.pdf
Fonseca, B., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. E. Mayer, & P. A. Alexander (Eds.), The handbook of research on learning and instruction (pp. 296-321). New York, NY: Routledge Press. 2011 PDF icon instruction_based_on_self_explanation.pdf
Chi, M. T. H. (2011). Theoretical perspectives, methodological approaches, and trends in the study of expertise. In Y. Li. (Ed.), Expertise in mathematics instruction: An international perspective (2nd ed., pp. 17-39). New York, NY: Springer. 2011 PDF icon lichapter.pdf
Chi, M. T. H., & Roy, M. (2010). How adaptive is an expert human tutor? J. Kay, V. Aleven, & J. Mostow (Eds.) International Conference on Intelligent Tutoring Systems (ITS'10), (pp. 401-412), Berlin, Germany: Springer-Verlag. 2010
Nokes, T., Schunn, C., & Chi, M. T. H. (2010). Problem solving and human expertise. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., pp. 265-272). Oxford, England: Elsevier Ltd. 2010 PDF icon nokes_schunn_chi_2010.pdf
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 2008 PDF icon chi_concpetualchangechapter.pdf
Chi, M.T.H. (2006). Laboratory methods for assessing experts' and novices' knowledge. In K. A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 167-184). New York, NY: Cambridge Univ 2006 PDF icon chi_lab_methods_chapter_2006.pdf
Chi, M. T. H., & Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 371-399). New York, NY: Cambridge University Press. 2005 PDF icon handbook_chapter_with_din.pdf
Roy, M., & Chi, M. T. H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 271-286). New York, NY: Cambridge University Press. 2005 PDF icon multim_chapter_final.pdf
Chi, M. T. H., & Ohlsson, S. (2005). Complex declarative learning. In K. J. Holyoak, & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 371-399). New York, NY: Cambridge University Press. 2005 PDF icon handbook_chapter_with_din.pdf
Roy, M., & Chi, M. T. H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 271-286). New York, NY: Cambridge University Press. 2005 PDF icon multim_chapter_final.pdf
Chi, M. T. H., & Hausmann, R. G. M. (2003). Do radical discoveries require ontological shifts? In L. Shavinina (Ed.), International handbook on innovation (pp. 430-444). Oxford, England: Elsevier Science Ltd. 2003 PDF icon chi2003.pdf
Chi, M. T. H., & Hausmann, R. G. M. (2003). Do radical discoveries require ontological shifts? In L. Shavinina (Ed.), International handbook on innovation (pp. 430-444). Oxford, England: Elsevier Science Ltd. 2003 PDF icon chi2003.pdf
deLeeuw, N., & Chi, M. T. H. (2003). Self-explanation: Enriching a situation model or repairing a domain model? In G. M. Sinatra, & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 55-78). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2003 PDF icon leeuwchi.pdf
Chi, M. T. H., & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In M. Limon and L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3-27). Dordrecht, Netherlands: Kluwer Academic Publishers. 2002 PDF icon chiroscoe.pdf
Durso, F. T., Nickerson, R. S., Schvaneveldt, R. W., Dumais, S. T., Lindsay, D, S., & Chi, M. T. H. (Eds.) (1999). Handbook of applied cognition. West Sussex, England: John Wiley & Sons. 1999
Chi, M.T.H. (1997). Creativity: Shifting across ontological categories flexibly. In T. B. Ward, S. M. Smith, & J. Vaid (Eds), Creative Thought: An Investigation of Conceptual Structures and Process (pp. 209-234). Washington D. C.: American Psychology Assn 1997 PDF icon chi_1997_creativity.pdf
Chi, M. T. H. (1991). Memory development. In M. W. Eysenck, A. W. Ellis, E. B. Hunt, & P. N. Johnson-Laird (Eds.), The Blackwell dictionary of cognitive psychology (pp. 218-222). Cambridge, MA: Basil Blackwell. 1991 PDF icon blackwell.pdf
Chi, M. T. H., & Bjork, R. (1991). Modeling expertise. In D. Druckman & R. A. Bjork (Eds.), In the mind's eye: Understanding human performance (pp. 57-79). Washington, DC: National Academies Press. 1991 PDF icon 4_modeling_expertise.pdf
VanLehn, K. A., Jones, R. M., & Chi, M.T.H. (1991). Modeling the self-explanation effects with Cascade 3. In K. Hammond & D. Genter (Eds.), Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. 1991
Reimann, P., & Chi, M. T. H. (1989). Expertise in complex problem solving. In K. J.Gilhooly (Ed.), Human and machine problem solving (pp. 161-192). New York, NY: Perseus Books Group. 1989 PDF icon expertise_in_complex.pdf
Chi, M. T. H., Glaser, R., & Farr, M. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1988
Glaser, R., & Chi, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1988
Resnick, L., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the fun of it: A guide to informal science education (pp. 24-31). Washington, DC: National Science Teachers Association. 1988
Resnick, L., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the fun of it: A guide to informal science education (pp. 24-31). Washington, DC: National Science Teachers Association. 1988 PDF icon ed303318.pdf
Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. J. Sternberg (Ed.), Human abilities: An information-processing approach (pp. 227-257). San Francisco, CA: W. H. Freeman & Co. 1985 PDF icon chiglaser10.pdf
Chi, M. T. H. (Ed.). (1983). Trends in Memory Development Research (Vol. 9). Basel, Switzerland: Karger Publishers. 1983
Chi, M. T. H. & Rees, E. (1983). A learning framework for development. In M. T. H. Chi (Ed.), Trends in memory development research (vol. 9, pp. 71-107). Basel, Switzerland: S. Karger. 1983 PDF icon trends.pdf
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (vol. 1, pp. 7-76). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1982 PDF icon chiglaserrees.pdf
Chase, W. G., & Chi, M. T. H. (1981). Cognitive skill: Implications for spatial skill in large-scale environments. In J. Harvey (Ed.), Cognition, social behaviors, and the environment (pp. 111-136). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1981 PDF icon cognitive_skill.pdf
Chi, M. T. H. (1981). Knowledge development and memory performance. In M. Friedman, J. P. Das, & N. O'Conner (Eds.), Intelligence and Learning (pp. 221-230). New York, NY: Plenum Press. 1981 PDF icon intelligencelearning.pdf
Chi, M. T. H., Glaser, R. (1980). The measurement of expertise: Analysis of the development of knowledge and skill as a basis for assessing achievement. In E. L. Baker & E. L. Quellmalz (Eds.), Design, analysis, and policy in testing and evaluation (pp. 1980
Chi, M.T.H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's Thinking: What Develops (pp.73-96). Hillsdale, NJ: Erlbaum. 1978