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.
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.
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.
Fonseca, B., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. E. Mayer, & P. A. Alexander (Eds.), Educational psychology handbook: Handbook of research on learning and instruction (pp. 296-321). London, UK: Routledge Press.