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1 Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon, K., Stump, G. S., Wylie, R., Xu, D., & Yaghmourian, D. L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42, 1777-1832. 2018
2 Cooper, K. M., Ding, L., Stephens, 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).  Retrieved from https://www.lifescied.org/ 2018
3 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
4 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
5 Muldner, K., Lam, R., & Chi, M. T. H. (2014). Comparing learning from observing and from human tutoring. Journal of Educational Psychology, 106, 69-85. 2013
6 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
7 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
8 Chi, M. T. H., & VanLehn, K. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177-188. 2012
9 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
10 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
11 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
12 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
13 Chi, M. T. H. (2009). Active-contructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. 2009
14 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
15 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
16 Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36, 321-350. 2008
17 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
18 Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315. 2007
19 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
20 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
21 Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199. 2005
22 Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students understanding accurately? Cognition and Instruction, 22, 363-387. 2004
23 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
24 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
25 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
26 Roy, M., & Chi, M. T. H. (2003). Gender differences in patterns of searching the web. Journal of Educational Computing Research, 29, 335-348. 2003
27 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
28 Chi, M. T. H. (2002). Understanding children’s capacity for abstract reasoning. In Glick (Ed.), Parent’s Companion. 2002
29 Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining?, Cognitive Technology, 7, 4-14. 2002
30 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
31 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
32 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
33 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
34 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
35 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
36 Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20, 1231-1256. 1998
37 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
38 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
39 Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315. 1997
40 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
41 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
42 Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49. 1996
43 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
44 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
45 Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. 1994
46 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
47 Larreamendy-Joerns, J., & Chi, M. T. H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37, 246-256. 1994
48 Bedard, J., & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12, 21-45. 1993
49 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
50 Chi, M. T. H. (1993). Experts' vs. novices' knowledge. Current Contents, 15,12. 1993
51 Chi, M. T.H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10, 249-260. 1993
52 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
53 Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. 1992
54 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
55 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
56 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
57 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
58 Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1, 69-105. 1991
59 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
60 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
61 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
62 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
63 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
64 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
65 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
66 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
67 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
68 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
69 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
70 Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. Psychology and Educational Policy, 517, 39-57. 1987
71 Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. 1986
72 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
73 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
74 Chi, M. T. H. (1985). Changing conception of sources of memory development. Human Development, 28, 50-56. 1985
75 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
76 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
77 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
78 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
79 Chi, M. T. H. (1983). The role of knowledge on problem solving and consumer choice behavior. Advances in consumer research, 10, 569-571. 1983
80 Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39. 1983
81 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
82 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
83 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
84 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
85 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
86 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
87 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
88 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
89 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
90 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
91 Chi, M. T. H. (1977). Age differences in memory span. Journal of Experimental Child Psychology, 23, 266-281. 1977
92 Chi, M. T. H. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13, 543-544. 1977
93 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
94 Chi, M. T. H. (1976). The representation of knowledge. Contemporary Psychology, 21, 784-785. (Review of Norman and Rumelhart's Exploration in Cognition). 1976
95 Chi, M. T. H. (1976). Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4, 559-572. 1976
96 Chi, M. T. H. (1975). The development of short-term memory capacity. Doctoral dissertation, Carnegie-Mellon University, Pittsburgh, PA. 1975
97 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
98 Chi, M. T. H., & Chase, W. G. (1972). Effects of modality and similarity on context recall. Journal of Experimental Psychology, 96, 219-222. 1972