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1 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
2 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
3 Muldner, K., Lam, R., & Chi, M. T. H. (2013). Comparing learning from human tutoring and from observing. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0034448. 2013
4 Menekse, M., Stump, 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. Winner of the 2014 Wickenden Award from the American Society for Engineering Education for the best paper published in JEE in 2013. 2013
5 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
6 Chi, M. T. H., & VanLehn, K. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177-188. 2012
7 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
8 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
9 Chi, M. T. H., & Roy, M. (2010). How adaptive is an expert human tutor? In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent tutoring systems: 10th international conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010, Proceedings, Part I (pp. 401-412). New York, NY: Springer. 2010
10 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
11 Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. 2009
12 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
13 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
14 Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36, 321-350. 2008
15 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
16 Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315. 2007
17 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
18 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
19 Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199. 2005
20 Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students understanding accurately? Cognition and Instruction, 22, 363-387. 2004
21 Hausmann, R. G. M., Chi, M. T. H., & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three hypothesized mechanisms. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the Cognitive Science Society (pp. 547-552). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2004
22 Roscoe, R., & Chi, M. T. H. (2004). The influence of the tutee in learning by peer tutoring. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the Cognitive Science Society (pp. 1179-1184). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2004
23 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
24 Roy, M., & Chi, M. T. H. (2003). Gender differences in patterns of searching the web. Journal of Educational Computing Research, 29, 335-348. 2003
25 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
26 Chi, M. T. H. (2002). Understanding children’s capacity for abstract reasoning. In Glick (Ed.), Parent’s Companion. 2002
27 Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. 2002
28 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
29 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
30 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
31 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
32 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
33 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
34 Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20, 1231-1256. 1998
35 Beach, L. R., Chi, M. T. H., Klein, G., Smith, P., & Vicente, K. (1997). Naturalistic decision making and related research lines. In C. E. Zsambok & G. Klein (Eds.), Naturalistic decision making (pp. 29-36). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1997
36 Chi, M. T. H. (1997). Creativity: Shifting across ontological categories flexibly. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Conceptual structures and processes: Emergence, discovery and change (pp. 209-234). Washington, DC: American Psychological Association. 1997
37 Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315. 1997
38 Jeong, H., & Chi, M. T. H. (1997). Construction of shared knowledge during collaborative learning. In R. Hall, N, Miyake, & N. Enyedy (Eds.), Proceedings of Computer Support for Collaborative Learning (pp. 124-128). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1997
39 Jeong, H., Siler, S., & Chi, M. T. H. (1997). Can tutors diagnose students' understanding? In M. G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Meeting of the Cognitive Science Society (pp. 959). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 1997
40 Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49. 1996
41 Slotta, J. D., & Chi, M. T. H. (1996). Understanding constraint-based processes: A precursor to conceptual change in physics. In G.W. Cottrell (Ed.), Proceedings of the Eighteenth Annual Meeting of the Cognitive Science Society (pp. 306-311). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 1996
42 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
43 Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. 1994
44 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
45 Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256. 1994
46 Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45. 1993
47 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 Meeting of the Cognitive Science Society (pp. 312-317). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1993
48 Chi, M. T. H. (1993). Experts' vs. novices' knowledge. Current Contents, 15,12. 1993
49 Chi, M. T.H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10, 249-260. 1993
50 Leas, R. R., & Chi, M. T. H. (1993). Analyzing diagnostic expertise of competitive swimming coaches. In J. L. Starkes, & F. Allard (Eds.), Advances in psychology: Cognitive issues in motor expertise (pp. 75-94). Amsterdam, The Netherlands: Elsevier Science Publishers B.V. 1993
51 Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. 1992
52 Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere, & H. Feigl (Eds.), Cognitive models of science: Minnesota studies in the philosophy of science, (pp. 129-186). Minneapolis, MN: University of Minnesota Press. 1992
53 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
54 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
55 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
56 Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1, 69-105. 1991
57 VanLehn, K. A., Jones, R. M., & Chi, M. T. H. (1991). Modeling the self-explanation effects with Cascade 3. In K. J. Hammond, & D. Gentner (Eds.), Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society(pp. 137-142). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1991
58 Chi, M. T. H. (1989). Assimilating evidence: The key to revision? (Commentary on P. Thagard's Explanatory Coherence paper). Behavioral and Brain Sciences, 12, 470-471. 1989
59 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
60 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
61 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
62 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
63 Chi, M. T. H. (1988). Children's lack of access and knowledge reorganization: An example from the concept of animism. In F. E. Weinert & M. Perlmutter (Eds.), Memory development: universal changes and individual differences (pp. 169-194). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1988
64 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
65 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: Lawrence Erlbaum Associates, Inc. 1988
66 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
67 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
68 Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. Psychology and Educational Policy, 517, 39-57. 1987
69 Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. 1986
70 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
71 Rabinowitz, M., & Chi, M. T. H. (1986). An interactive model of strategic processing. In S. J. Ceci (Ed.), Handbook of the Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities (pp. 83-102). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 1986
72 Chi, M. T. H. (1985). Changing conception of sources of memory development. Human Development, 28, 50-56. 1985
73 Chi, M. T. H. (1985). Interactive roles of knowledge and strategies in the development of organized sorting and recall. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (vol. 2, pp. 457-485). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. (Abstract reprinted in the Franklin Institute Press, December 1980.) 1985
74 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
75 Chi, M. T. H. (1984). Representing knowledge and metaknowledge: Implications for interpreting metamemory research. In F. E. Weinert & R. Kluwe (Eds.), Learning by thinking (pp. 239-266). Stuttgart, West Germany: Kohlhammor. (Also appeared in F. E. Weinert & R. H. Kluwe (Eds.), (1987). Metacognition, Motivation and Understanding) 1984
76 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
77 Chi, M. T. H. (1983). The role of knowledge on problem solving and consumer choice behavior. Advances in consumer research, 10, 569-571. 1983
78 Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39. 1983
79 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
80 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
81 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
82 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
83 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
84 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
85 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
86 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. 37-48). Beverly Hills, CA: Sage Publications. (Abstract published in Evaluation Comment, 1978, 5, 9.) 1980
87 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
88 Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? (pp. 73-96). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Reprinted in: Wozniak, R. H. (1993) Worlds of Childhood (pp. 232-240). New York, NY: Harper Collins College Publishers. 1978
89 Chi, M. T. H. (1977). Age differences in memory span. Journal of Experimental Child Psychology, 23, 266-281. 1977
90 Chi, M. T. H. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13, 543-544. 1977
91 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
92 Chi, M. T. H. (1976). The representation of knowledge. Contemporary Psychology, 21, 784-785. (Review of Norman and Rumelhart's Exploration in Cognition). 1976
93 Chi, M. T. H. (1976). Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4, 559-572. 1976
94 Chi, M. T. H. (1975). The development of short-term memory capacity. Doctoral dissertation, Carnegie-Mellon University, Pittsburgh, PA. 1975
95 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
96 Chi, M. T. H., & Chase, W. G. (1972). Effects of modality and similarity on context recall. Journal of Experimental Psychology, 96, 219-222. 1972