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.
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.
Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.
Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.
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.
Chi, M. T. H., & Brem, S. K. (2009). Contrasting Ohlsson's resubsumption theory with Chi's categorical shift theory. Educational Psychologist, 44, 58-63.
Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.
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.
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.