| Mary Lou Fulton College for Teaching and Learning Innovation

Read more about Hashem, A., Chi, M. T. H., & Friedman, C. P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36, 61-69.

Hashem, A., Chi, M. T. H., & Friedman, C. P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36, 61-69.

Read more about 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.

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.

Read more about 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.

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.

Read more about 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.

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.

Read more about Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students understanding accurately? Cognition and Instruction, 22, 363-387.

Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students understanding accurately? Cognition and Instruction, 22, 363-387.

Read more about 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.

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.

Read more about Roscoe, R., & Chi, M. T. H. (2004). The influence of the tutee in learning by peer tutoring. In the Twenty-Sixth Cognitive Science Proceedings.

Roscoe, R., & Chi, M. T. H. (2004). The influence of the tutee in learning by peer tutoring. In the Twenty-Sixth Cognitive Science Proceedings.

Read more about 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.

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.

Read more about 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.

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.

Read more about 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.

Subscribe to