People

Schunn, Christian

Research Scientist, Project Director SWoRD
Associate Professor, Department of Psychology
PhD, Carnegie Mellon University

Contact:
821 LRDC
412-624-8807
412-624-7439
schunn@pitt.edu
http://www.lrdc.pitt.edu/schunn/

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Research Interests: Complex spatial problem solving, design learning, learning from peers

Projects/Labs

Publications

Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (in press). Problem solving and human expertise. International Encyclopedia of Education, 3rd Edition. Oxford, UK: Elsevier.
Paletz, S. B. F., & Schunn, C. (In press). A social-cognitive framework of multidisciplinary team innovation. Topics in Cognitive Science. (Abstract-pdf)
Reynolds, B., Mehalik, M. M., Lovell, M. R., & Schunn, C. D. (in press). Increasing student awareness of and interest in engineering as a career option through design-based learning. International Journal of Engineering Education.
Apedoe, X., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (in press). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology. (Abstract-html)
Schunn, C. D., (2009). John Robert Anderson biography. To appear in Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference.
Schunn, C. D. & Nelson, M. M. (2009). Expert-novice studies: An educational perspective. To appear in Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference.
Schunn, C. D. (2008). Engineering educational design. Educational Designer, 1. (Abstract-html)
Doppelt, Y. & Schunn, C. D. (2008). Identifying students' perceptions of the important classroom features affectinglearning aspects of a design based learning environment? Learning Environments Research, 11(3). (Abstract-html)
Christensen, B. T., & Schunn, C. D. (2008). The role and impact of mental simulation in design. Applied CognitivePsychology.
Ellefson, M., Brinker, R., Vernacchio, V., & Schunn, C. D. (2008). Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education, 36, 292-298. (Abstract-html)
Nelson, M. M., & Schunn, C. D. (2008). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science. (Abstract-html)
Doppelt, Y., Mehalik, M. M., Schunn, C. D., & Krysinski, D. (2008). Engagement and achievements in design-based learning. Journal of Technology Education, 19(2), 21-38. (Abstract-html)
Cho, K., Chung, T. R., King, W. R., & Schunn, C. D. (2008). Peer-based computer-supported knowledge refinement: An empirical investigation. Communications of the ACM, 51(3), 83-88. (Abstract-html)
Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85. (Abstract-html)
Christensen, B. T., & Schunn, C. D. (2008). Setting a limit to randomness [or: ‘Putting blinkers on a blind man’]: Providing cognitive support for creative processes with environmental cues. To appear in K. Wood & A. Markman (Eds.), Tools for Innovation.
Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-schools science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education. (Abstract-html)
Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education. (Abstract-html)
Christensen, B. T., & Schunn, C. D. (2007). The relationship of analogical distance to analogical function and pre-inventive structure: The case of engineering design. Memory & Cognition (Abstract-pdf)
Winsler, A., Abar, B., Feder, M., Rubio, D.A., & Schunn, C. D. (2007). Private speech and executive functioning among high functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 37(9), 1617-1635.
Kong, X., & Schunn, C. D. (2007). Global vs. local information processing in visual/spatial problem solving: The case of traveling salesman problem. Cognitive Systems Research, 8(3), 192-207.
Schunn, C. D., Saner, L. D., Kirschenbaum, S. K., Trafton, J. G., & Littleton, E. B. (2007). Complex visual data analysis, uncertainty, and representation. In M. C. Lovett & P. Shah (Eds.), Thinking with Data. Mahwah, NJ: Erlbaum.
Trickett, S. B., Trafton, J. G., & Saner, L. D., & Schunn, C. D. (2007). "I don't know what is going on there": The use of spatial transformations to deal with and resolve uncertainty in complex visualizations. In M. C. Lovett & P. Shah (Eds.), Thinking with Data. Mahwah, NJ: Erlbaum.
Cho, K., Schunn, C. D., & Kwon, K. (2007). Learning writing by reviewing in science. Proceedings of Computer-Supported Collaborative Learning. New Jersey. (Abstract-html)
Hansberger, J. T., Schunn, C. D., & Holt, R. W. (2006). Strategy variability: How too much of a good thing can hurt performance. Memory & Cognition, 34(8), 1652-1666.
Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294. (Abstract-html)
Cho, K., Schunn, C. D., & Wilson, R. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901. (Abstract-html)
Mehalik, M. M., & Schunn, C. D. (2006). What constitutes good design? A review of empirical studies of the designprocess. International Journal of Engineering Education, 22(3), 519-532.
Trafton, J. G., Trickett, S. B., Stitzlein, C. A., Saner, L. D., Schunn, C. D., & Kirschenbaum, S. S. (2006). The relationship between spatial transformations and iconic gestures. Spatial Cognition & Computation, 6(1), 1-29.
Schunn, C. D., McGregor, M., Saner, L. D. (2006). Expertise in ill-defined problem solving domains as effective strategy use. Memory & Cognition, 33(8), 1377-1387.
Moin, L., Dorfield, J., & Schunn, C. D. (2005). Where can we find future K-12 science & math teachers? A search by academic year, discipline, and achievement level. Science Education, 89(6), 980-1006. (Abstract-html)
Christensen, B. T., & Schunn, C. D. (2005). Spontaneous access and analogical incubation effects. Creativity ResearchJournal, 17(2), 207-220.
Schunn, C. D., Munro, P., Lebiere, C., & Lovett, M. C. (2005). Introduction to the best of ICCM2004. Cognitive SystemsResearch, 6(1), 1-3.
Derry, S. J., Schunn, C. D., & Gernsbacher, M. A. (Eds.), (2005). Interdisciplinary Collaboration: An Emerging CognitiveScience. Mahwah, NJ: Erlbaum.
Schunn, C. D., & Wallach, D. (2005). Evaluating goodness-of-fit in comparison of models to data. In W. Tack (Ed.), Psychologie der Kognition: Reden and Vorträge anlässlich der Emeritierung von Werner Tack (pp. 115-154). Saarbrueken, Germany: University of Saarland Press.
Schunn, C. D., Crowley, K., & Okada, T. (2005). Cognitive Science: Interdisciplinarity now and then. In S. J. Derry, C. D. Schunn, & M. A. Gernsbacher (Eds.), Interdisciplinary Collaboration: An Emerging Cognitive Science (pp. 287–315). Mahwah, NJ: Erlbaum.
Trickett, S. B., Trafton, J. G., & Schunn, C. D. (2005). Puzzles and peculiarities: How scientists attend to and process anomalies during data analysis. In M. E. Gorman, R. D. Tweney, D. Gooding, & A. Kincannon (Eds.), Scientific and technological thinking (pp. 97-118). Mahwah, NJ: LEA.
Trickett, S. B., Trafton, J. G., & Schunn, C. D. (2004). The role of visual anomalies in scientific discovery. In M. E. Gorman, A. Kincannon, D. Gooding, & R. D. Tweney (Eds.), Spherical horses and shared toothbrushes: Recent developments in scientific and technological thinking.
Schunn, C. D., & Vera, A. H. (2004). Cross-cultural similarities in category structure. Thinking & Reasoning, 10(3), 273-287.
Schunn, C. D., Lovett, M. C., Munro, P., & Lebiere, C. (Eds.) (2004). Proceedings of the 2004 Sixth International Conference on Cognitive Modeling. Mahwah, NJ: Erlbaum.
Morris, B. J., & Schunn, C. D. (2004). Rethinking logical reasoning skills from a strategy perspective. In M. J. Roberts & E. Newton (Eds.), Methods of thought: Individual differences in reasoning strategies. Psychology Press.
Duric, Z., Gray, W., Heishman, R., Li, F., Rosenfeld, A., Schoelles, M. J., Schunn, C., & Wechsler, H. (2002). Integrating perceptual and cognitive modeling for adaptive and intelligent human-computer interaction. Proceedings of the IEEE. 90(7), 1272-1289.
Schunn, C. D., & Gray, W. D. (2002). Introduction to the special issue on computational cognitive modeling. Cognitive Systems Research, 3, 1-3.
Gray, W. D., & Schunn, C. D. (Eds.) (2002). Proceedings of the 24th Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Schunn, C. D. (2002). Why motivation only sometimes affects base-rate sensitivity: The mediating role of representations on adaptive performance. In Serge P. Shohov (Ed.), Advances in Psychology Research, vol. 14. New York: Nova Science.
Schunn, C. D., Crowley, K., & Okada, T. (2002). What makes collaborations across a distance succeed?: The case of the cognitive science community. In P. Hinds & S. Kiesler, Distributed work. Cambridge, MA: MIT Press.
MacWhinney, B., St. James, J., Schunn, C., Li, P., Schneider, W. (2001). STEP – A system for teaching experimental psychology using E-Prime. Behavioral Research Methods, Instruments, & Computers, 33(2), 287-296.
Schunn, C. D., Lovett, M., & Reder, L. M. (2001). Awareness and working memory in strategy adaptivity. Memory & Cognition, 29(2), 254-266.
Schunn, C. D., & Reder, L. M. (2001). Another source of individual differences: Strategy adaptivity to changing rates of success. Journal of Experimental Psychology: General, 130(1), 59-76.
Altmann, E. M., Cleeremans, A., Schunn, C. D., & Gray, W. D. (Eds.) (2001). Proceedings of the 2001 Fourth International Conference on Cognitive Modeling. Mahwah, NJ: Erlbaum.
Crowley, K., Schunn, C.D., & Okada, T. (Eds.) (2001). Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mahwah, NJ: Erlbaum.
Crowley, K., Schunn, C. D., & Okada, T. (2001). An introduction to Designing for Science. In K. Crowley, C.D. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mahwah, NJ: Erlbaum.
Schunn, C. D., & Anderson, J. R. (2001). Science education in universities: Explorations of what, when, and how. In K. Crowley, C.D. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mahwah, NJ: Erlbaum.
Lovett, M. C., & Schunn, C. D. (2000). The importance of frameworks for directing empirical questions: Reply to Goodie and Fantino. Journal of Experimental Psychology: General, 129(4), 453-456.
Reder, L. M., Nhouyvansivong, A., Schunn, C. D., Ayers, M. S., Angstadt, P., Hiraki, K. (2000). A mechanistic account of the mirror effect for word frequency: A computational model of remember/know judgments in a continuous recognition paradigm. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(2), 294-320.
Schunn, C. D., Crowley, K., & Okada, T. (2000). Cognitive Science: Interdisciplinarity now and then. In K. Ueda & T. Okada (Eds.), In search of collaborative cognition: Cognitive science on creative collaboration. Tokyo: Kyoritsu Shuppan. (In Japanese)
Anderson, J. R., & Schunn, C. D. (2000). Implications of the ACT-R learning theory: No magic bullets. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science, Vol. 5 (pp. 1-33). Mahwah, NJ: Erlbaum.
Schunn, C. D., & Klahr, D. (2000). Discovery processes in a more complex task. In D. Klahr (Ed.), Exploring science: The cognition and development of discovery processes (pp. 161-199). Cambridge, MA: MIT Press.
Schunn, C.D., & Anderson, J.R. (1999). The Generality/Specificity of Expertise in Scientific Reasoning. Cognitive Science, 23(3), 337-37 (Abstract-pdf)

There are 58 publications total. View All

Honors and Awards

Best work at ED-Media conference (with Kwangsu Cho), Hawaii (2003)
Best student proposal award, Creative Concepts conference, Texas A&M University (1995)
Natural Sciences and Engineering Research Council Graduate Fellowship (1992-1994)
Natural Sciences and Engineering Research Council Undergraduate Summer Research Award (1989; 1990)

Learning Research and Development Center

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Schunn, Christian

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