Core Faculty: Kevin Ashley, Alan Lesgold, Timothy Nokes-Malach, Charles Perfetti, Lauren B. Resnick, Christian Schunn, and Mary Kay Stein
Students work with faculty to conduct research in these areas and are drawn from the following academic program(s).
Academic Programs:
Cognitive Program, Department of Psychology
Intelligent Systems Program
Learning Sciences and Policy Program
Adapting to Student Uncertainty over and above Correctness
Advanced Analogical Search with Integrated Function and Form: The Verrocchio
BLOOM (Biology Levers Out Of Mathematics)
CaSe - 21st Century Research and Development Center on Cognition and Science Education
Cases of Reasoning and Proving in Secondary Mathematics (CORP)
Cognitive Science Learning Laboratory
Collaborative Research Strategies: The Robot Algebra Project
Design Tools to Cognitive Processes to Innovation
Early Universal Algebra: A Challenge at the Crossroads of Policy and Practice
Keeping Instructors Well-Informed in Computer-Supported Peer Review
Measuring Classroom Discussions in Mathematics and Literacy
Pittsburgh Science of Learning Center (PSLC)
Science Learning Activation Lab
Theoretical and Architectural Support for Mobile Group Learning
Tutoring System that Engages Students in Dialogues about Physics
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Ben-Eliyahu, A. & Linnenbrink-Garcia, L. (in preparation). Achievement goal orientations, emotions, and engagement: A focus on the varying role of emotions in favorite and least-favorite classes. Manuscript to be submitted to Journal of Educational Psychology. PDF/Abstract
Ben-Eliyahu, A., & Linnenbrink-Garcia, L., & Putallaz, M. (in preparation) The intertwined nature of social life and academics: How social and academic goal orientations relate to social and academic behaviors and self-perceptions. Manuscript to be submitted to Developmental Psychology. PDF/Abstract
Goldin, I., Pinkus, R., & Ashley, K. (accepted). Validity and reliability of an instrument for assessing case analyses in bioengineering ethics education. Science and Engineering Ethics. PDF/Abstract
Lappan, G., Smith, M. S., Jones, L., & Paparella, P. (Eds.). (in press). Activities for junior high school and middle school mathematics. Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Apedoe, X., & Schunn, C. D. (in press). Strategies for Success: Uncovering what makes students successful in design and learning. Instructional Science. PDF/Abstract
Apedoe, X., Ellefson, M. E., & Schunn, C. D. (in press). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology. PDF/Abstract
Gadgil, S., & Nokes, T. J. (accepted, pending minor revisions). Collaborative facilitation through error-detection: A classroom experiment. Applied Cognitive Psychology. PDF/Abstract
Gadgil, S., Nokes, T. J., & Chi, M. T. H. (in press). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction. PDF/Abstract
Jang, J., & Schunn, C. D. (in press). Performance benefits of spatially distributed vs. stacked information on integration tasks. Applied Cognitive Psychology. PDF/Abstract
Nokes, T. J., & Belenky, D. M. (in press). Incorporating motivation into a theoretical framework for knowledge transfer. Cognition and Education: The Psychology of Learning and Motivation: Advances in Research and Theory, 55. PDF/Abstract
Nokes, T. J., Hausmann, R. G. M., VanLehn, K., & Gershman, S. (in press). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science. PDF/Abstract
Paletz, S. B. F., & Schunn, C. D. (in press). Digging into implicit/explicit states and processes: The case of cognitive/social process interaction in scientific groups. To appear in R. Proctor and J. Capaldi (Eds.), Psychology of science: Implicit and explicit reasoning. Oxford University Press. PDF/Abstract
Patchan, M. M., Hawk, B., Stevens, C. A., & Schunn, C. D. (under review). The effects of skill diversity on commenting and revisions. PDF/Abstract
Patchan, M. M., Schunn, C. D., & Clark, R. J. (under review). Writing in the natural sciences: The battle between content knowledge and language fluency. PDF/Abstract
Schunn, C. D., & Silk, E. M. (in press). Learning theories for engineering and technology education. In M. Barak & M. Hacker (Eds.), Fostering human development through engineering and technology education (pp. 3-18). Rotterdam: Sense Publishers. PDF/Abstract
Schunn, C. D., Silk, E. M., & Apedoe, X. S. (in press). Engineering in/&/or/for science education. In J. Shrager, S. Carver, & K. Dunbar (Eds.), From child to scientist. Washington, DC: APA Press. PDF/Abstract
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? The Journal of Educational Psychology, 103(1), 1-18.
Belenky, D. M., Nokes, T. J., & Bernacki, M. L. (2011, August). Achievement goals over time: How changes in mastery and performance-approach predict deep knowledge. Paper to be presented at the 14th Biennial Conference EARLI 2011, Exeter, UK. PDF/Abstract
Belenky, D. M., Nokes, T. J., & Bernacki, M. L. (2011, July). Achievement goals and learning in a lecture course: Moving towards mastery goals predicts deeper learning. Poster to be presented at the 33rd Annual Conference of the Cognitive Science Society, Boston, MA. PDF/Abstract
Belenky, D. M., Potter, S. J., & Nokes, T. J. (2011, March). The effect of expected test pressure on learning. Poster presented at the Fourth Annual Inter-Science of Learning Center Student and Post-Doc Conference. Washington, DC. PDF/Abstract
Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions improve learning outcomes and efficiency. Journal of Educational Psychology, 103(1), 60-72. PDF/Abstract
Lee, C. J., & Schunn, C. D. (2011). Social biases and solutions for procedural objectivity. Hypatia, 26(2), 352-373. PDF/Abstract
Paletz, S. B. F., & Schunn, C. D. (2011). Assessing group level participation in fluid teams: Testing a new metric. Behavior Research Methods, 32, 522-536. PDF/Abstract
Paletz, S. B. F., Peng, K., & Li, S. (2011). In the world or in the head: Internal and external implicit theories of creativity. Creativity Research Journal, 23, 83-98. PDF/Abstract
Patchan, M. M., Schunn, C. D., & Clark, R. J. (2011). Writing in natural sciences: Understanding the effects of different types of reviewers on the writing process. Journal of Writing Research, 2(3), 365-393. PDF/Abstract
Silk, E. M., Schunn, C. D., Shoop, R., & Stein, M. K. (2011, March). The Robot Algebra Project. Poster presented at the eighth annual NSF ITEST Summit, Arlington, VA, USA. PDF/Abstract
Yuviler-Gavish, N., Yechiam, E., & Kallai, A. Y. (2011). Learning in multi-modal training: Visual guidance can be both appealing and disadvantageous in spatial tasks. The International Journal of Human Computer Studies, 69(3), 113-122. PDF/Abstract
Chi, M., VanLehn, K., & Litman, D. (2010). The more the merrier? Examining three interaction hypotheses. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Meeting of the Cognitive Science Society (pp. 2870-2875). Austin, TX: Cognitive Science Society. PDF/Abstract
Kong, X., Schunn, C. D., Wallstrom, G. L. (2010). High regularities in eye-movement patterns reveal the dynamics of visual working memory allocation mechanism. Cognitive Science, 34(2), 322-337. PDF/Abstract
Nokes, T. J., & Ash, I. K. (2010). Investigating the role of instructional focus in incidental pattern learning. Journal of General Psychology, 137(1), 84-113. PDF/Abstract
Paletz, S. B. F., & Schunn, C. (2010). A social-cognitive framework of multidisciplinary team innovation. Topics in Cognitive Science, 2, 73-95. PDF/Abstract
Schunn, C., Merlino, J., Cromley, J., Massey, C., Newcombe, N., & Nokes, T. (2010, May). Translational science of cognitive science in middle school science curricula. Symposium paper presented at AERA Annual Meeting, Denver, CO. PDF/Abstract
Stein, M. K., & Kaufman, J. (2010). Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47(3), 663-693. PDF/Abstract
Battista, M. T., Boest, T., Confrey, J., Knuth, E., Smith, M. S., Sutton, J. T., White, D., & Reed, J. (2009). Research in Mathematics Education: Multiple Methods for Multiple Uses. Journal for Research in Mathematics Education, 40(3), 216-240. PDF/Abstract
Belenky, D. M., & Nokes, T. J. (2009). Motivation and transfer: The role of achievement goals in preparation for future learning. Proceedings of the Thirty-First Annual Conference of the CognitiveScience Society (pp. 1163-1168). Amsterdam, Netherlands: Cognitive Science Society. PDF/Abstract
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119-156. PDF/Abstract
Debellis, V. A., Friel, S. N., Arbaugh, F., Mooney, E. S., Pugalee, D. K., Watanable, T., Smith, M. S., & House, P. A. (2009). Navigating through reasoning and problem solving grades 6-8. Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Fiez, J. A., & Schunn C. (June 2009). Understanding the neuroscience of rigorous learning. Hechinger Institute on Education and the Media: Teachers College, Columbia University. PDF/Abstract
Hausmann, R. G. M., Nokes, T. J., VanLehn, K., & Gershman, S. (2009). The design of self-explanation prompts: The fit hypothesis. Proceedings of the Thirty-First Annual Conference of the Cognitive Science Society (pp. 2626-2631). Amsterdam, Netherlands: Cognitive Science Society. PDF/Abstract
Hausmann, R. G. M., Nokes, T. J., VanLehn, K., & Van de Sande, B. (2009). Collaborative dialog while studying worked-out examples. Proceedings of the Fourteenth International Conference on Artificial Intelligence in Education. PDF/Abstract
Hughes, E. K., Smith, M. S., Hogel, M., & Boston, M. D. (2009). Case stories: Supporting teacher reflection and collaboration on the implementation of cognitively challenging mathematical tasks. In F. Arbaugh & P. M. Taylor (Eds.), Inquiry into mathematics teacher education (pp.71-84). Monograph Series, Volume 5. San Diego, CA: Association of Mathematics Teacher Educators. PDF/Abstract
MacCoun, R., & Paletz, S. B. F. (2009). Citizens' perceptions of ideological bias in research on public policy controversies. Political Psychology, 30, 43-65. PDF/Abstract
Meade, M. L., Nokes, T. J., & Morrow, D. G. (2009). Expertise promotes facilitation on a collaborative memory task. Memory, 17, 38-48. PDF/Abstract
Mestre, J. P., Ross, B. H., Brookes, D. T., Smith, A. D., & Nokes, T. J. (2009). How cognitive science can promote conceptual understanding in physics classrooms. In I. M. Saleh & M. S. Khine (Eds.), Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education (pp. 145-171). Rotterdam, Netherlands: Sense Publishers. PDF/Abstract
Nokes, T. J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36. PDF/Abstract
Paletz, S. B. F., & Peng, K. (2009). Problem finding and contradiction: Examining the relationship between naive dialectical thinking, ethnicity, and creativity. Creativity Research Journal, 21, 139-151. PDF/Abstract
Paletz, S. B. F., Bearman, C. R., Orasanu, J., & Holbrook, J. (2009). Socializing the Human Factors Analysis and Classification System: Incorporating social psychological phenomena into a human factors error classification system. Human Factors, 51, 435-445. PDF/Abstract
Schunn, C. D. (2009). John Robert Anderson biography. In Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference. PDF/Abstract
Schunn, C. D., & Nelson, M. M. (2009). Expert-novice studies: An educational perspective. In Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference. PDF/Abstract
Silk, E. M., Schunn, C. D., & Shoop, R. (2009). Synchronized robot dancing: Motivating efficiency and meaning in problem solving with robotics. Robot Magazine, 17, 42-45. PDF/Abstract
Singh, C., & Schunn, C. D. (2009). Connecting three pivotal concepts in K-12 science state standards and maps of conceptual growth to research in physics education. Journal of Physics Teacher Education Online, 5(2), 16-28. PDF/Abstract
Steinberg, D., Patchan, M., Schunn, C. D., & Landis, A. (2009). Determining adequate information for green building occupant training materials. Journal of Green Building, 4(3), 143-150. PDF/Abstract
Steinberg, D., Patchan, M., Schunn, C. D., & Landis, A. (2009). Developing a focus for green building occupant training materials. Journal of Green Building, 4(2), 175-184. PDF/Abstract
Trickett, S. B, Trafton, J. G., & Schunn, C. D. (2009). How do scientists respond to anomalies? Different strategies used in basic and applied science. Topics in Cognitive Science, 1(4), 711-729. PDF/Abstract
Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 32, 301-341. PDF/Abstract
Evans, K., & Leinhardt, G. (2008). A cognitive framework for the analysis of online chemistry courses. Journal of Science Education and Technology, 17(2), 100-120. PDF/Abstract
Evans, K., Yaron, D., & Leinhardt, G. (2008). Learning stoichiometry: A comparison of text and multimedia formats. Chemical Education Research and Practice, 9(3), 208-218. PDF/Abstract
Leinhardt, G., & Ravi, A. (2008). Changing historical conceptions of history. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 328-341). London: Routledge (Taylor & Francis). PDF/Abstract
Markovits, Z., & Smith, M.S., (2008). Case as tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 2: Tools and processes in mathematics teacher education. Rotterdam, The Netherlands: Sense Publishers. PDF/Abstract
Nokes, T. J., & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In Proceedings of the 8th International Conference of the Learning Sciences (pp. 100-102). Mahwah. NJ: Erlbaum. PDF/Abstract
Paletz, S. B. F., & Peng, K. (2008). Implicit theories of creativity across cultures: Novelty and appropriateness in two product domains. Journal of Cross-Cultural Psychology, 39, 286-302. PDF/Abstract
Ross, B. H., Taylor, E. G., Middleton, E. L., & Nokes, T. J. (2008). Concept and category learning in humans. In H. L. Roediger III (Ed.), Cognitive Psychology of Memory (pp. 535-556). In J. Byrne (Ed.), Volume 2 of Learning and memory: A comprehensive reference-Cognitive Psychology. Oxford, UK: Elsevier. PDF/Abstract
Smith, M. S., & Friel, S. (Eds.), (2008). Cases in mathematics teacher education: Tools for developing knowledge needed for teaching. In Fourth Monograph of the Association of Mathematics Teacher Educators. San Diego, CA: AMTE. PDF/Abstract
Smith, M.S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson protocol: A key for successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14(3), 132-138. PDF/Abstract
van de Sande, C., & Leinhardt, G. (2008). The Good Samaritan effect: A lens for understanding patterns of participation. In Proceedings of the Eighth International Conference for the Learning Sciences, 2 (pp. 240-247). Utrecht, Netherlands: International Society of the Learning Sciences. PDF/Abstract
