CURRICULUM VITAE

Christian Dieter Schunn

WORK ADDRESS

LRDC 821

3939 O'Hara St. EMAIL schunn@pitt.edu

University of Pittsburgh WWW http://www.lrdc.pitt.edu/schunn

Pittsburgh, PA 15260

(412) 624-8807 Voice

(412) 624-7439 Fax

EMPLOYMENT

Associate Professor  Psychology, Intelligent Systems Program, Learning Sciences and Policy, University of Pittsburgh, 2006-Present
Research Scientist                  LRDC, University of Pittsburgh, 2001-Present
Assistant Professor  Psychology, Intelligent Systems Program, Cognitive Studies, University of Pittsburgh, 2001-2006
Assistant Professor                  Psychology, George Mason University, 1998-2001
Postdoctoral Associate                  Psychology, Carnegie Mellon University, 1995-1998

EDUCATION

PhD, Psychology, Carnegie Mellon University, 1995

MS, Psychology, Carnegie Mellon University, 1993

BSc, Psychology (Honors), Minor Mathematics; Minor Computer Science, McGill University, 1990

EXTERNAL GRANTS

Training in Arithmetical Fluency. National Science Foundation, EHR-0815945, Co-Principal Investigator with J. Fiez, 9/1/08–8/31/11. $1,000,000.

The 21st Century Research and Development Center on Cognition and Science Education. Institute for Educational Sciences, Co-Principal Investigator with J. Merlino, A. Porter, J. Cromley, N. Newcombe, T. Nokes, 7/1/08-6/30/13, $1,241,330 Pitt subcontract.

Connecting Research and Teaching Through Product Realization: The Pittsburgh Quality of Life RET Site. National Science Foundation, EEC-0808675, Co-Principal Investigator with M. Lovell and S. Balouris, 6/1/08-5/30/11, $489,700.

University of Pittsburgh for Research Experience for Teachers Innovation Generation grant. Motorola Foundation. Co-Principal Investigator with M. Lovell, 1/1/08–12/31/09, $50,000.

Design Tools to Cognitive Processes to Innovation. National Science Foundation, SBE-0738071, Principal Investigator, 1/1/08-12/31/09, $373,985.

Biologically Accelerated Learning Technology. Defense Advanced Research Projects Agency, Co-Principal Investigator with W. Schneider, N. Tokowicz, and K. VanLehn, 3/1/07–9/30/08, $1,168,781.

Robotics Corridor. National Science Foundation, Principal Investigator on Subcontract, $149,730 subcontract.

Evaluation of Robotics Curriculum. Heinz Foundation, Principal Investigator on Subcontract, 1/1/07 – 12/31/07, $38,054 subcontract.

Evaluation of Open Learning Initiative Logic & Proofs. William and Flora Hewlett Foundation, Principal Investigator on Subcontract, 1/1/07 – 12/31/07, $43,350 subcontract.

Materials for Innovative Design into Urban High Schools. Snee-Reinhardt Foundation. Principal Investigator, 9/1/06-8/31/07, $20,350.

Center for e-Design: IT Enabled Infrastructure and Technology, National Science Foundation, Co-Principal Investigator with M. Lovell, 7/06-6/08, $160,000.

Towards a Science of Innovative Design. National Science Foundation. Principal Investigator, 9/1/06-8/31/08, $160,000.

Workshop on the Scientific Basis of Individual and Team Innovation and Discovery. National Science Foundation. Principal Investigator, 5/1/06-4/30/07, $35,696.

Predictive Theories for Better Displays of Uncertainty in Complex Visual Problem Solving. Office of Naval Research. Principal Investigator, 10/1/05-9/30/08, $242,358.

Bringing Innovative Design into Urban High Schools on a Sustainable Basis: The University of Pittsburgh Innovative Design RET Site. National Science Foundation. Co-Principal Investigator with M. Lovell, 4/1/05-3/31/07, $400,000.

The Impact of a Technology-Scaffolded Peer Evaluation Writing System on Writing Skills and Course Content Knowledge. A. W. Mellon Foundation. Principal Investigator, 1/1/04–12/31/06, $350,000.

ACT-R/S and the Role of Mental Transformations in Complex and Map-Mediated Navigation. Office of Naval Research. Principal Investigator, 10/1/03-9/30/06, $337,044

SCALE: Systemwide Change for All Learners and Educators. National Science Foundation. Co-Principal Investigator with L. Resnick, T. Millar, A. Porter, & K. Lesley, 01/01/03-12/31/07, $35,000,000.

Complex Problem-Solving with Certain Representations of an Uncertain World. Office of Naval Research. Principal Investigator, 10/1/02-9/30/05, $237,718.

Model-assisted reasoning in science: Effects of model-centered instruction on middle school students’ modeling abilities. National Science Foundation. Co-Principal Investigator with K. Raghavan., 7/1/02-6/30/05, $1,021,343.

Modeling distant psychological space in complex problem solving. Office of Naval Research. Principal Investigator, 6/1/00-8/31/03, $194,982.

Learning leadership skills in distributed training scenarios: Diagnosing strategies in scenarios using Latent Semantic Analysis. Army Research Institute. Principal Investigator. 9/1/00-8/31/02, $179,099.

The role of environmental awareness and private speech in adapting and controlling behavior in children with autism. Autism Society of America Foundation. Principal Investigator, Other Co-PI: A. Winsler, 10/1/00-9/30/02, $50,000.

CyberE: Cyber environment for organizational adaptability. Lucite/National Security Agency, Co-Principal Investigator with J. Foreman & D. Rine, 11/1/00-10/31/01, $138,916.

Cross-cultural views of collaborative research. Mitsubishi Bank Foundation. Co-Principal Investigator with T. Okada & K. Crowley, 9/1/94-8/31/98, $54,000.

INTERNAL GRANTS

A Web-based System for Reciprocal Evaluation of Student Paper Writing. Provost’s Innovation in Education Award. Principal Investigator, 05/01/02 - 4/30/03, $10,800.

The Cognition Underlying Scientific Visualization. Office of the Provost Central Research Development Fund, University of Pittsburgh. Principal Investigator, 7/1/02 – 6/30/04, $13,818.

The role of domain-familiarity in the transfer of complex cognitive skills. College of Arts and Sciences GRA, George Mason University. Principal Investigator, 9/1/00-5/31/01, $5,000.

Enabling authentic activities in psychology with authentic software. Technology Across the Curriculum Grant, College of Arts and Sciences, George Mason University. Principal Investigator, 6/1/00-8/31/00, $2,500.

The role of authentic experiments in learning about the scientific process. Faculty Summer Research, Provost’s Office, George Mason University, George Mason University. Principal Investigator, 6/1/00-8/31/00, $3,380.

Course release for grant preparation. College of Arts and Sciences, George Mason University. Principal Investigator, 1/1/00-5/31/00.

The cognition underlying scientific visualization. College of Arts and Sciences GRA, George Mason University. Principal Investigator, 9/1/99-5/31/00, $5,000.

Analysis of analogies in lab group settings. Faculty Summer Research, Provost’s Office, George Mason University, George Mason University. Principal Investigator, 6/1/99-8/31/99, $3,380.

Building a better lab experience: Revising the PSYC 305 lab to enable students to learn about and participate in authentic research activities. Celebration of Learning Grant, Provost’s Office, George Mason University. Principal Investigator, 1/1/99-5/31/99, $2,450.

CONSULTANT

MERBoard: Mars Exploration Rover collaborative technology. NASA Ames. PI: J. Trimble.

STEP—A system for teaching experimental psychology. National Science Foundation. PI: B. MacWhinney, 2000-2002.

Self-explanation and collaboration processes in scientific reasoning. Swiss NSF. PIs: K. Opwis & D. Wallach), 1999-2000.

Evaluation of E-Prime. National Institutes of Health. PIs: B. MacWhinney & W. Schneider, 1998-1999.

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

Fonds pour la Formation de Chercheurs et l'Aide la Recherche Graduate Fellowship, 1994-1995

Natural Sciences and Engineering Research Council Graduate Fellowship, 1992-1994

Fonds pour la Formation de Chercheurs et l'Aide la Recherche Graduate Fellowship, 1990-1992

Natural Sciences and Engineering Research Council Undergraduate Summer Research Award, 1990

Major Hiram Mills Medal, McGill University, 1990

Boris Muskatov Prize, McGill University, 1989

Dow-Hickson Scholarship, McGill University, 1989

Natural Sciences and Engineering Research Council Undergraduate Summer Research Award, 1989

J. W. McConnell Award, McGill University, 1988

Emily Ross Crawford Scholarship, McGill University, 1988

JOURNAL PUBLICATIONS

Doppelt, Y. & Schunn, C. D. (2008). Identifying students' perceptions of the important classroom features affecting learning aspects of a design based learning environment? Learning Environments Research, 11(3).

Christensen, B. T., & Schunn, C. D. (2008). The role and impact of mental simulation in design. Applied Cognitive Psychology.

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.

Nelson, M. M., & Schunn, C. D. (2008). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science.

Doppelt, Y., Mehalik, M. M., Schunn, C. D., & Krysinski, D. (2008). Engagement and achievements in design-based learning. Journal of Technology Education.

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.

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.

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.

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, 35(1), 29-38.

Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers and Education, 48(3), 409-426.

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.

Mehalik, M. M., & Schunn, C. D. (2006). What constitutes good design? A review of empirical studies of the design process. International Journal of Engineering Education, 22(3).

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.

Christensen, B. T., & Schunn, C. D. (2005). Spontaneous access and analogical incubation effects. Creativity Research Journal, 17(2), 207-220.

Schunn, C. D., Munro, P., Lebiere, C., & Lovett, M. C. (2005). Introduction to the best of ICCM2004. Cognitive Systems Research, 6(1), 1-3.

Schunn, C. D., & Vera, A. H. (2004). Cross-cultural similarities in category structure. Thinking & Reasoning.

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.

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.

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., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23(3), 337-370.

Lovett, M. C., & Schunn, C. D. (1999). Task representations, strategy variability and base-rate neglect. Journal of Experimental Psychology: General, 128(2), 107-130. [lead article]

Schunn, C. D., Crowley, K., & Okada, T. (1998). The growth of multidisciplinarity in the Cognitive Science Society. Cognitive Science, 22(1), 107-130.

Schunn, C. D., Reder, L. M., Nhouyvanisvong, A., Richards, D. R., & Stroffolino, P.J. (1997). To calculate or not calculate: A source activation confusion (SAC) model of problem-familiarity’s role in strategy selection. Journal of Experimental Psychology: Learning, Memory, & Cognition, 23(1), 3-29. [lead article]

Schunn, C. D., & Dunbar, K. (1996). Priming, analogy, and awareness in complex reasoning. Memory & Cognition, 24(3), 271-284. [lead article]

Schunn, C. D., & Vera, A. H. (1995). Causality and the categorization of objects and events. Thinking & Reasoning, 1(3), 237-284.

BOOKS

Derry, S. J., Schunn, C. D., & Gernsbacher, M. A. (Eds.), (2005). Interdisciplinary Collaboration: An Emerging Cognitive Science. Mahwah, NJ: Erlbaum

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.

Gray, W. D., & Schunn, C. D. (Eds.) (2002). Proceedings of the 24^th Annual Meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

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.

BOOK CHAPTERS

Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (in press). Problem solving and human expertise. To appear in the International Encyclopedia of Education, Third Edition. Elsevier.

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., (2009). John Robert Anderson biography. To appear in Eric Anderman (Ed.), Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan Reference.

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.

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.

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.

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.

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. (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.

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.

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.

Reder, L. M., & Schunn, C. D. (1999). Bringing together the psychometric and strategy worlds: Predicting adaptivity in a dynamic task. In D. Gopher and A. Koriat (Eds.), Cognitive regulation of performance: Interaction of theory and application. Attention and Performance XVII (pp. 315-342). Cambridge, MA: MIT Press.

Schunn, C. D., & Anderson, J. R. (1998). Scientific Discovery. In J. R. Anderson & C. Lebière (Eds.), Atomic Components of Thought (pp. 385-427). Mahwah, NJ: Erlbaum.

Schunn, C. D., & Reder, L. M. (1998). Individual differences in strategy adaptivity. In D. L. Medin (Ed.), The psychology of learning and motivation (pp. 115-154). York, PA: Academic.

Schunn, C. D., & Klahr, D. (1998). Production systems: Views on intelligent behavior. In W. Bechtel and G. Graham (Eds.), A Companion to Cognitive Science (pp. 542-551). Malden, MA: Blackwell.

Reder, L. M., & Schunn, C. D. (1996). Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. In L. M. Reder (Ed.), Implicit memory and metacognition (pp. 45-78). Mahwah, NJ: Erlbaum.

CONFERENCE PUBLICATIONS

Schunn, C. D., Wong, T., Manzoul, W., Kamer, J., Harris, J., Trafton, J. G., & Trickett, S. B. (2007). Detecting and Resolving Informational Uncertainty in Complex Domains. In the Proceedings of the 29th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Tollinger, I., Schunn, C. D., & Vera, A. H. (2006). What changes when a large team becomes more expert? In the Proceedings of the 28th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Kong, X., & Schunn, C. D. (2006). Global vs. local information processing in problem solving: A study of the traveling salesman problem. In the Proceedings of the 7th International Conference on Cognitive Modeling. Trieste, Italy.

Harrison, A., & Schunn, C. D. (2004). The transfer of logically general scientific reasoning skills. In the Proceedings of the 26th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Harrison, A., & Schunn, C. D. (2003). ACT-R/S: Look MA, No "Cognitive map"! In the Proceedings of the 5th International Conference on Cognitive Modeling. Bamberg, Germany: Universitäts-Verlag Bamberg.

Altmann, E. M., & Schunn, C. D. (2002). Integrating Decay and Interference: A New Look at an Old Interaction. In the Proceedings of the 24th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Cho, K., Schunn, C. D., & Lesgold, A. (2002). Comprehension monitoring and regulation in collaboration. In the Proceedings of the 24th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Morris, B. J., & Schunn, C. D. (2002). Logical Strategery. In the Proceedings of the 24th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Trickett, S. B., Trafton, J. G., Schunn, C. D., & Harrison, A. (2001). “That’s odd!” How scientists respond to anomalous data. In the Proceedings of the 23rd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Schunn, C. D., & Ngo, T. L. (2000). Motivating base-rate sensitivity (sometimes): Testing predictions of the RCCL framework. In the Proceedings of the 22nd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Schunn, C. D., & O'Malley, C. J. (2000). Now they see the point: Improving science reasoning through making predictions. In the Proceedings of the 22nd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Trickett, S. B., Fu, W.-T., Schunn, C. D., & Trafton, J. G. (2000). From dipsy-doodles to streaming motions: Changes in representation in the analysis of visual scientific data. In the Proceedings of the 22nd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Trickett, S. B., Trafton, J. G., & Schunn, C. D. (2000). Blobs, dipsy-doodles and other funky things: Framework anomalies in exploratory data analysis. In the Proceedings of the 22nd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Schunn, C. D. (1999). The presence and absence of category knowledge in LSA. In the Proceedings of the 21st Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Saner, L., & Schunn, C. D. (1999). Analogies out of the blue: When history seems to retell itself. In the Proceedings of the 21st Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Best, B. J., Schunn, C. D., & Reder, L. M. (1998). Modeling adaptivity in a dynamic task. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. (p. 144-149) Mahwah, NJ: Erlbaum.

Schunn, C. D., & Anderson, J. R. (1997). General and specific expertise in scientific reasoning. In Proceedings of the 19th Annual Conference of the Cognitive Science Society (pp. 674-679). Mahwah, NJ: Erlbaum.

Reder, L. M., Nhouyvansivong, A., Schunn, C. D., Ayers, M. S., Angstadt, P., & Hiraki, K. (1997). Modeling the Mirror effect in a Continuous Remember/Know Paradigm. In Proceedings of the 19th Annual Conference of the Cognitive Science Society (pp. 644-649). Mahwah, NJ: Erlbaum.

Schunn, C. D., Okada, T., & Crowley, K. (1995). Is cognitive science truly interdisciplinary?: The case of interdisciplinary collaborations. In Proceedings of the 17th Annual Conference of the Cognitive Science Society (pp. 100-105). Hillsdale, NJ: Erlbaum.

Schunn, C. D., & Klahr, D. (1995). A 4-space model of scientific discovery. In Proceedings of the 17th Annual Conference of the Cognitive Science Society (pp. 106-111). Hillsdale, NJ: Erlbaum.

Schunn, C. D., & Klahr, D. (1993). Self- vs. other-generated hypothesis in scientific discovery. In Proceedings of the 15th Annual Conference of the Cognitive Science Society (pp. 900-905). Hillsdale, NJ: Erlbaum.

Schunn, C. D., & Klahr, D. (1992). Complexity management in a discovery task. In Proceedings of the 14th Annual Conference of the Cognitive Science Society (pp. 177-182). Hillsdale, NJ: Erlbaum.

Dunbar, K., & Schunn, C. D. (1990). The temporal nature of scientific discovery: The roles of priming and analogy. In Proceedings of the 12th Annual Conference of the Cognitive Science Society (pp. 93-100). Hillsdale, NJ: Erlbaum.

CONFERENCE PRESENTATIONS

Reynolds, B., Mehalik, M., Lovell, M., & Schunn, C. D. (2008). Lessons learned from a product realization ret site: Maximizing success for teacher research and high school student impact. Paper presented at the Annual Conference of the American Society for Engineering Education. Pittsburgh, PA (June, 2008).

Silk., E., & Schunn, C. D. (2008). Using robotics to teach mathematics: Analysis of a curriculum designed and implemented. Paper presented at the Annual Conference of the American Society for Engineering Education. Pittsburgh, PA (June, 2008).

Nelson, M. M. & Schunn, C. D. (2008). What Types of Comments Motivate Writers to Revise? Symposium talk presented at the Conference on College Composition and Communication. New Orleans, (April, 2008).

Charney, D., & Schunn, C. D. (2008). What do Readers and Writers Gain from Peer Review? A Call for Research. Symposium talk presented at the Conference on College Composition and Communication. New Orleans, (April, 2008).

Silk, E., & Schunn, C. D. (2008). Utilizing Contrasting Cases to Target Science Reasoning and Content in a Design-for-Science Unit. Paper presented at the Annual Conference of the National Association for Research in Science Teaching. Baltimore, MD (April, 2008).

Schunn, C. D. (2008). Analogies Between Science and Design: What Models of Science Can Learn from Models of Engineering Design? Talk given at the Symposium on Computational Approaches to Creativity in Science. Palo Alto, CA (March, 2008).

Kaufman, J., & Schunn, C. D. (2008). Student resistance to innovation: An investigation of undergraduate attitudes toward an online writing peer review and assessment system. Paper presented at the Annual Meeting of the American Educational Research Association. New York, NY, (March, 2008).

Schunn, C. D., Lovell, M. R., Wang, Y., and Yang, A. (2008). Measuring Innovative Apples & Oranges: Towards More Robust and Efficient Measures of Product Innovation. Paper presented at the Studying Design Creativity conference. Aix-en-Provence, France, (March, 2008).

Schunn, C. D., & Christensen, B. T. (2008). The Environment of Analogical Reasoning in Expert Conceptual Design. Talk given at the NSF CMMI Workshop on Innovation. Knoxville, TN, (January, 2008).

Ellefson, M. R., & Schunn, C. D. (2007). Can domain knowledge improve causal reasoning? Poster presented at 48th Annual Meeting of the Psychonomic Society Annual Meeting. Long Beach, CA, (November, 2007).

Tollinger, I., Schunn, C., & Vera. A. H. (2007). From radical colocation to fully distant—how developed team expertise weathers the transition. Symposium talk presented at the 29th Annual Conference of the Cognitive Science Society. Nashville, TN (August, 2007).

Schunn, C. D. (2007). Avoiding fault lines in interdisciplinary collaboration. Symposium talk presented at the 29th Annual Conference of the Cognitive Science Society. Nashville, TN (August, 2007).

Cho, K., Schunn, C. D., & Kwon. K. (2007). Learning writing by reviewing in science. Poster presented at Computer Support Collaborative Learning 2007. New Brunswick, NJ, (July, 2007).

Doppelt, Y., Schunn, C. D., Silk, E. M., & Mehalik, M. M. (2007). Evaluating the impact of professional development on teacher practice and student achievement. Paper presented at the Fifth International Teacher Education at a Crossroads. Tel-Aviv, Israel, (June, 2007).

Doppelt, Y., Schunn, C. D., & Silk, E. M. (2007). Implementing embedded assessment as a tool for identifying misconceptions. Paper presented at the Fifth International Teacher Education at a Crossroads. Tel-Aviv, Israel, (June, 2007).

Silk, E., Schunn, C. D., & Carey, M. S. (2007). Evaluating A Design-Based Learning Curriculum in Terms of Students’ Science Reasoning Gains. Paper presented at the National Association for Research in Science Teaching. New Orleans, LA, (April, 2007).

Apedoe, X. S., & Schunn, C. D. (2007). Investigating the Tacit Problem-Solving Strategies of Novice Designers: Implications for Science Teaching and Learning. Poster presented at the National Association for Research in Science Teaching. New Orleans, LA (April, 2007).

Schunn, C. D., Raghavan, K., & Cho, K. (2007). Domain-General Learning Accelerators in Middle-School Science. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL, (April, 2007).

Moin, L. J., & Schunn, C. D. (2007). Some Elements to Design Effective Math and Science Teacher Recruitment Programs. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL, (April, 2007).

Charney, D., Nelson, M. M., & Schunn, C. D. (2007). How and How Helpfully Do Peers Comment on Student Writing? Paper presented at the Conference on College Composition and Communication. New York, NY (March, 2007).

Schunn, C. D., & Christensen, B. T. (2006). Trading-Off Analogical and Quantitative Reasoning in Expert Conceptual Design. Talk presented at the Tools for Innovation Workshop. Austin, TX, (December, 2006).

Schunn, C. D., Saner, L. D., Trafton, J. G., Trickett, S. B., & Kirschenbaum, S. K. (2006). The Evolution of Spatial Representations During Complex Visual Data Analysis. Talk presented at 47th Annual Meeting of the Psychonomic Society Annual Meeting. Houston, TX, (November, 2006).

Doppelt, Y., Silk, E., Mehalik, M., Schunn, C. D., & Reynolds, B. (2006). Evaluating the Impact of a Facilitated Learning Community Approach to Professional Development on Student Achievement. Paper presented at National Association for Research on Science Teaching Annual Meeting. San Francisco, CA. (April, 2006)

Moin, L., & Schunn, C. D. (2006) Elements for Successful Teacher Recruitment Strategies Reported by SEM Undergraduates with and without Teaching Experiences. Paper presented at National Association for Research on Science Teaching Annual Meeting. San Francisco, CA. (April, 2006)

Moin, L., & Schunn, C. D. (2006). Elements to build more effective teacher recruitment programs among math, science, and engineering undergraduates. Paper presented at the Association for the Education of Teachers of Science International Conference. Portland, OR. (January, 2006).

Morris, B. J., & Schunn, C. D. (2005). Encoding problem features in logical reasoning. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Atlanta, GA (April, 2005).

Abar, B., Winsler, A., Feder, M., & Schunn, C. D. (2005). Private speech and executive functioning in children with autistic spectrum disorders and ADHD. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Atlanta, GA (April, 2005).

Mehalik, M. M., Doppelt, Y., & Schunn, C. D. (2005). Addressing performance and equity of a design-based, systems approach for teaching science in eighth grade. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada. (April, 2005).

Schunn, C. D. (2005). Targeted studies: Immersion, learning, and equity. Symposium talk presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada. (April, 2005).

Moin, L. J., Dorfield, J., & Schunn, C. D. (2005). Prior teaching experiences' influence on k-12 math/science teaching interest: Analyses of direct and indirect effects. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada. (April, 2005).

Doppelt, Y., Mehalik, M. M., & Schunn, C. D. (2005). A close-knit collaboration between researchers and teachers for developing and implementing a design-based science module. Paper presented at National Association for Research on Science Teaching Annual Meeting. Dallas, TX. (April, 2005).

Raghavan, K., Sartoris, M., & Schunn, C. D. (2005). Middle-school students’ perceptions and interpretations of different model types. Paper presented at National Association for Research on Science Teaching Annual Meeting. Dallas, TX. (April, 2005).

Moin, L. J., Dorfield, J., & Schunn, C. D. (2005). Where can we find future k-12 science and math teachers? A search by academic year, discipline, and achievement level. Paper presented at the Association for the Education of Teachers of Science International Conference. Colorado Springs, CO. (January, 2005).

Schunn, C. D., & Saner, L. D. (2004). Thinking about uncertain data: How scientists represent uncertainty in their data. Paper presented at the 45th Annual Meeting of the Psychonomic Society. Minneapolis, MN (November, 2004).

Schunn, C. D., Saner, L. D., & Harrison, A. H. (2004). The role of gestures in a theory of spatial representation. Symposium talk presented at the 26th Annual Conference of the Cognitive Science Society. Chicago, IL (August, 2004).

Weiss, D. J., & Schunn, C. (2003). Evaluating peer evaluation of writing. Paper presented at the International Meeting of the Brunswik Society, Vancouver (November, 2003).

Cho, K., & Schunn, C. D. (2003). Seven factors that make learning successful in networked collaboration. Poster presented at 25th Annual Conference of the Cognitive Science Society. Boston, MA (August, 2003).

Christensen, B., & Schunn, C. D. (2003). Returning to unsolved creative problems. Poster presented at 25th Annual Conference of the Cognitive Science Society. Boston, MA (August, 2003).

Morris, B., & Schunn, C. D. (2003). Strategically logical. Poster presented at 25th Annual Conference of the Cognitive Science Society. Boston, MA (August, 2003).

Cho, K., & Schunn, C. D. (2003). Battling the Tyranny of the Thousands with a SWoRD: Scaffolded Writing and Rewriting in the Discipline. Paper presented at ED-Media. Honolulu, HI (July, 2003).

Schunn, C. D., & Harrison, A. (2003). Segmented spaces: Coordinated Perception of Spaces in ACT-R. Symposium talk presented at the 5th International Conference on Cognitive Modeling. Bamberg, Germany (April, 2003).

McGregor, M. U., Palmquist, S. D., Schunn, C. D., & Crowley, K. (2003). Capturing child dinosaur expertise with computationally specified input encoding. Poster presented at the 5th International Conference on Cognitive Modeling. Bamberg, Germany (April, 2003).

Schunn, C. D., & Morris, B. J. (2002). Empirical demonstration of logical strategy. Paper presented at the 43rd Annual Meeting of the Psychonomic Society. Kansas City, MO (November, 2002).

Schunn, C. D., & Cho, K. (2002). A web-based system for reciprocal evaluation of student paper writing. Paper presented at the 32^nd Annual Meeting of the Society for Computers in Psychology. Kansas City, MO (November, 2002).

Harrison, A., & Schunn, C. D. (2002). ACT-R/S: A computational and neurologically inspired model of spatial reasoning. Poster presented at 24th Annual Conference of the Cognitive Science Society. Fairfax, VA (August, 2002).

Harrison, A., Saner, L., & Schunn, C. D. (2002). Using Latent Semantic Analysis for diagnosing strategy use in open text responses. Poster presented at 24th Annual Conference of the Cognitive Science Society. Fairfax, VA (August, 2002).

Saner, L., & Schunn, C. D. (2002). Let me tell you why that is a bad analogy: The role of prior beliefs in processing analogical arguments. Poster presented at 24th Annual Conference of the Cognitive Science Society. Fairfax, VA (August, 2002).

Shiflett, K., Winsler, A., & Schunn, C. (2002). Parenting style and parenting stress among children with executive and self-regulatory problems. Poster presented at the Biennial Conference on Human Development. Charlotte, NC (April 2002).

Feder, M., Winsler, A., & Schunn, C. (2002). Executive functioning in children with ADHD, High Functioning Autism, and controls: Parent report and Tower of Hanoi performance. Poster presented at the Biennial Conference on Human Development. Charlotte, NC. (April 2002)

Littleton, C. D., Schunn, C. D., & Kirschenbaum, S. S. (2001). Sub space: Describing distant psychological space. Poster presented at 23rd Annual Conference of the Cognitive Science Society. Edinburgh, Scotland (August, 2001).

Schunn, C. D., & Harrison, A. (2001). ACT-RS: A neuropsychologically inspired module for spatial reasoning. Poster presented at the 4^th International Conference on Cognitive Modeling. Fairfax, VA (July, 2001).

Schunn, C. D., Trickett, S. B., Trafton, J. G., & Harrison, A. (2001). Framework anomalies in visual scientific data. Paper presented at the Cognitive Studies of Science and Technology Workshop. Charlottesville, VA (April, 2001).

Schunn, C. D. (2000). Cross-task stability of individual differences in adaptivity to changing base rates. Paper presented at the 41st Annual Meeting of the Psychonomic Society. New Orleans, LA (November, 2000).

Schunn, C. D., Crowley, K., & Okada, T. (2000). What makes collaborations across a distance succeed?: The case of the Cognitive Science community. Paper presented at the NSF Workshop on Distributed Work. Carmel-by-the-Sea, CA (August, 2000).

Schunn, C. D. & Vera, A. H. (1999). Cross-cultural comparisons of the role of the function in property centrality. Poster presented at the 40th Annual Meeting of the Psychonomic Society. Los Angeles, CA (November, 1999).

Schunn, C. D. (1999). Including authentic experiments in research methods with E-Prime and Statview: An empirical evaluation. Paper presented at the 29th Annual Meeting of the Society for Computers in Psychology. Los Angeles, CA (November, 1999).

Schunn, C. D., Trickett, S., Trafton, G., & Seeley, G. (1999). Sifting through masses of observational data: children and professional astronomers. Invited symposium talk presented at the 1^st Meeting of the Cognitive Development Society. Chapel Hill, NC (October, 1999).

Schunn, C. D. (1999). Exploring individual variability using ACT-R. Paper presented at the 6th Annual ACT‑R Workshop. Fairfax, VA (August, 1999).

Schunn, C. D., Crowley, K., & Okada, T. (1998). Interdisciplinarity in Cognitive Science: Now and then. Invited symposium talk presented at The 20th Annual Conference of the Cognitive Science Society. Madison, WI (August, 1998).

Schunn, C. D., & Anderson, J. R. (1998). The acquisition of expertise in science. Paper presented at the International Conference on the Application of Psychology to the Quality of Learning and Teaching. Hong Kong (June, 1998).

Schunn, C. D., & Reder, L. M. (1998). Feeling-of-knowing & strategy selection: Consequences for education. Paper presented at Annual Meeting of the American Educational Research Association, San Diego (April, 1998).

Schunn, C. D., & Anderson, J. R. (1998). Science education in universities: Explorations of what, when, and how. Paper presented at Designing for Science. Pittsburgh, PA (April, 1998).

Schunn, C. D., & Anderson, J. R. (1997). The Simulated Psychology Lab: A Tool for evaluating and teaching research skills. Paper presented at the 1997 Annual Meeting of the Society for Computers in Psychology, Philadelphia, PA (November, 1997).

Schunn, C. D., & Klahr, D. (1997). GET: A goals/effort tradeoff model of decision making in the design of scientific experiments. Paper presented at the 1997 Annual Meeting of the Judgment/Decision Making Society, Philadelphia, PA (November, 1997).

Schunn, C. D., & Reder, L. M. (1997). Sensitivity to base-rates: Individual differences in strategy adaptation. Poster presented at the 38th Annual Meeting of the Psychonomic Society, Philadelphia, PA (November, 1997).

Schunn, C. D., & Anderson, J. R. (1997). Psychologist in a box: An ACT-R model that designs and interprets experiments. Paper presented at the 4th Annual ACT‑R Workshop. Pittsburgh, PA (August, 1997).

Schunn, C. D., Crowley, K., & Okada, T. (1996). What leads to a successful collaboration among cognitive scientists? Paper presented at the conference on Understanding Interdisciplinary Teamwork: Challenges for Research and Practice. Madison, WI (November, 1996).

Schunn, C. D., & Lovett, M. L. (1996). Representation and individual differences in base-rate neglect. Poster presented at the 37th Annual Meeting of the Psychonomic Society, Chicago, IL (November, 1996).

Reder, L. M., Nhouyvanisvong, A., Schunn, C. D., Angstadt, P., & Hiraki, K. (1996). Modeling word frequency effects in a continuous remember/know judgment paradigm. Paper presented at the 37th Annual Meeting of the Psychonomic Society, Chicago, IL (November, 1996).

Schunn, C. D., & Reder, L. M. (1996). Modeling changes in strategy selections over time. Paper presented at the AAAI-96 Workshop: Computational Cognitive Modeling, Portland, OR (August, 1996).

Schunn, C. D., & Anderson, J. R. (1996). Modeling Design Processes in Scientific Discovery. Paper presented at the 3rd Annual ACT‑R Workshop. Pittsburgh, PA (August, 1996).

Schunn, C. D., Crowley, K., & Okada, T. (1996). Is cognitive science multidisciplinary?: Past and present perspectives. Poster presented at The 18th Annual Conference of the Cognitive Science Society., San Diego, CA (July, 1996).

Schunn, C. D., & Klahr, D. (1996). The problem of problem spaces: When and how to go beyond a 2-space model of scientific discovery. Symposium talk presented at The 18th Annual Conference of the Cognitive Science Society., San Diego, CA (July, 1996).

Okada, T., Crowley, K., Schunn, C. D., & Miwa, K. (1996). Collaborative scientific research in Japanese cognitive science: Analyses of questionnaire survey data. Paper presented at the 1996 Meeting of the Japanese Cognitive Science Society.

Schunn, C. D. & Okada, T. (1996). The role of distributed reasoning and analogy in lab groups and colloquia. Paper presented at the Nagoya International Symposium on Collaboration, Nagoya, Japan (May 1996).

Reder, L. M., & Schunn, C. D. (1995). Metacognition does imply awareness: Implicit processes govern strategy selection. Paper presented at the 36th Annual Meeting of the Psychonomic Society, Los Angeles, CA (November, 1995).

Okada, T., Schunn, C. D., Crowley, K., Oshima, J., Miwa, K., Aoki, T., & Ishida, Y. (1995). Collaborative scientific research: Analyses of historical and interview data. Paper presented at the 1995 Meeting of the Japanese Cognitive Science Society.

Schunn, C. D. (1995). Creative conceptions in scientific discovery: Creating new data representations. Poster presented at the Creative Concepts Conference, Texas A&M University (May, 1995).

Schunn, C. D., & Klahr, D. (1995). A 4-space model of scientific discovery. Paper presented at the AAAI 1995 Spring Symposium Series: Conference on Systematic Methods of Scientific Discovery , Stanford, CA (March, 1995).

Vera, A. H., & Schunn, C. D. (1992). Causality and the categorization of objects and events. Paper presented at the 18th Annual Meeting of the Society for Philosophy and Psychology, Montréal, Québec, Canada (June, 1992).

INVITED TALKS

Schunn, C. D. (2008). The Science of Educational Reform: The Case of Writing in the Disciplines, Keynote talk to the 2008 Educational Research Exchange. Kent, OH (March, 2008).

Schunn, C. D. (2004). Do Universities Teach Thinking? Invited talk to the Kent State Learning Communities Series. Kent, OH (Oct, 2004).

Schunn, C. D. (2004). Learning to be a good reviewer through scaffolded classroom-based reciprocal evaluation. Invited min-session presentation to the 2004 APA Education Leadership Conference. Washington, DC (Sept, 2004).

Schunn, C. D. (2004). Using model-based reasoning in psychology education. Invited plenary panel presentation to the 2004 APA Education Leadership Conference. Washington, DC (Sept, 2004).

Schunn, C. D. (2004). Models of Seeing with Visualizations. Invited panel presentation at the Human Systems Integration Symposium. Newport, RI (May, 2004).

Schunn, C. D., Vera, A. H., Trimble, J. (2003). Supporting collaborative scientific discovery. Invited talk at the NASA Information Science HCC review meeting. Pittsburgh, PA (March, 2003).

Schunn, C. D. (2001). On the value of fitting models to data. Paper presented at the Digital Human Modeling for Design and Engineering Conference. Crystal City, VA (June, 2001).

Schunn, C. D. (2000). Psychologist in a box: Capturing the skills of the expert scientist using ACT-R. Invited talk given at the Navy Center for Applied Research in Artificial Intelligence Seminar Series, Naval Research Lab (October, 2000).

Schunn, C. D. (2000). Mechanisms of adaptivity: Insights from dogs who can't learn new tricks. Invited talk given to the Psychology Department Lecture Series, University of Maryland, College Park (September, 2000).

Schunn, C. D. (2000). What makes collaborations across a distance succeed?: The case of the Cognitive Science community. Invited talk given to the Psychology Institute, Basel, Switzerland (July, 2000).

Schunn, C. D. (2000). Now they see the point: Improving science reasoning through making predictions. Invited talk given to the Psychology Institute, Basel, Switzerland (July, 2000).

Schunn, C. D., Trickett, S., & Trafton, G. (1999). What gestures reveal about the scientist’s mind. Invited talk given at the Krasnow Institute Lecture Series (November, 1999).

Schunn, C. D. (1998). Acquiring expertise in science: What, when, and how. Invited talk given to the Psychology Institute, Basel, Switzerland (June, 1998).