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 |
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 |
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 |
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 |
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 |
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 |
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 |
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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 |
chiwylie2014icap.pdf |
Muldner, K., Burleson, W., Chi, M. T. H. (2014). Learning from self-explaining emergent phenomena. |
2014 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
rod_chi_rer_07.pdf |
Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315. |
2007 |
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 |
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 |
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 |
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 |
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 |
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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 |
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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 |
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 |
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 |
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 |
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 |
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 |
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Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. |
2002 |
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 |
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Chi, M. T. H. (2002). Understanding children’s capacity for abstract reasoning. In Glick (Ed.), Parent’s Companion. |
2002 |
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Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. |
2002 |
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 |
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 |
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 |
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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 |
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 |
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 |
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 |
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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 |
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 |
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 |
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 |
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 |
verbaldata.pdf |
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49. |
1996 |
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 |
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 |
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 |
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 |
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 |
chislottaleeuw.pdf |
Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256. |
1994 |
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Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45. |
1993 |
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Chi, M. T. H. (1993). Experts' vs. novices' knowledge. Current Contents, 15,12. |
1993 |
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Chi, M. T.H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10, 249-260. |
1993 |
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 |
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Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. |
1992 |
expertise.pdf |
Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. |
1992 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. Psychology and Educational Policy, 517, 39-57. |
1987 |
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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 |
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 |
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 |
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 |
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Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. |
1986 |
gobbochi.pdf |
Chi, M. T. H. (1985). Changing conception of sources of memory development. Human Development, 28, 50-56. |
1985 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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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 |
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 |
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Chi, M. T. H. (1977). Age differences in memory span. Journal of Experimental Child Psychology, 23, 266-281. |
1977 |
age_differences.pdf |
Chi, M. T. H. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13, 543-544. |
1977 |
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 |
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 |
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Chi, M. T. H. (1976). Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4, 559-572. |
1976 |
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 |
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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 |
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 |
effects_of_modality_and_simila.pdf |