Chi, M. T. H., Feltovich, P., & Glaser, R. (1981) "Categorization and
representation of physics problems by experts and novices"
Cognitive Science vol.5 no.2 pp.121-152
Chi,M.T.H., Glaser,R. & Farr,M.J. (1988) The nature of expertise (Hillsdale, NJ:Lawrence Erlbaum Associates).
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 vol.13/15 no.2 pp.145-182
Chi,M.T.H. & Bassok,M. (1989) "Learning from examples via self-explanations"ch.8 pp.251-282 in L.B.Resnick (Ed.)
Knowing, learning and instruction:Essays in honor of Robert
Glaser (Hillsdale, NJ:Lawrence Erlbaum Associates).
Chi.,M.T.H. & VanLehn,K. (1991) "The content of physics self-explanations"
Journal of the learning sciences vol.1 no.1 pp.69-105
VanLehn,K.,Jones,R.M. & Chi.,M.T.H. (1992)
"A model of the self-explanation effect"
Journal of the learning sciences vol.2 no.1 pp.1-59
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 vol.4 no.1 pp.27-43
Chi.,M.T.H.,de Leeuw,N.,Chiu,M. & LaVancher,C. (1994)
"Eliciting self-explanations improves understanding"
Cognitive Science vol.18 no.3 pp.439-477
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 vol.13 no.3 pp.373-400
Chi.,M.T.H. (1996) "Constructing self-explanations and scaffolded explanations
in tutoring"
Applied Cognitive Psychology vol.10 no.7 pp.S33-S49
Coleman,E.B., Brown,A.L. & Rivkin,I.D. (1997)
"The effect of instructional explanations on learning from scientific texts"
Journal of the learning sciences vol.6 no.4 pp.347-365
Chi,M.T.H. (2000) "Self-explaining expository texts:The dual process of
generating inferences and repairing mental models" ch.4 pp.161-238
in R.Glaser (Ed.) Advances in instructional psychology
(Mahwah, NJ:Lawrence Erlbaum Associates).
Chi, M.T.H.,Siler,S.,Jeong,H.Yamauchi,T. & Hausmann,R.G.M. (2001)
"Learning from human tutoring" Cognitive Science
vol.25 no.4 pp.471-533
doi:10.1207/s15516709cog2504_1
VanLehn,K.,Siler,S.,Murray,C.Yamauchi,T. & Baggett,W. (2003) "Why do only
some events cause learning during human tutoring?" Cognition
and Instruction vol.21 no.3 pp.209-249
Chi, M.T.H., Siler,S. & Jeong,H. (2004) "Can tutors monitor students'
understanding accurately?"
Cognition and Instruction vol.22 no.3 pp.363-387
Chi, M.T.H. & Ohlsson,S. (2005) "Complex declarative learning"
in K.J.Holyoak & R. G. Morrison (eds.)
The Cambridge Handbook of Thinking and Reasoning ch.16 pp.371-399
(Cambridge University Press)
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
vol.77 no.4 pp.534-574
doi:10.3102/0034654307309920
Jeong,H. & Chi,M.T.H. (2007)
"Knowledge convergence and collaborative learning"
Instructional Science vol.35 no.4 pp.287-315
doi:10.1007/s11251-006-9008-z
VanLehn,K., Graesser,AQ, Jackson,G., Jordan,P.Olney,A. & Rose,C.(2007)
"When are tutorial dialogues more effective than reading?"
Cognitive Science vol.31 no.1 pp.3-62
doi:10.1080/03640210709336984
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 vol.32 no.2 pp.301-341
doi:10.1080/03640210701863396
Chi,M.T.H. (2008) "Three types of conceptual change: Belief revision,
mental model transformation and categorical shift" ch.3 pp.61-82 in
S.Vosniadou (Ed.)
Handbook of research on conceptual change
(Hillsdale, NJ: Lawrence Erlbaum Associates).
Roscoe,R.D. & Chi,M.T.H. (2008)
"Tutor learning: the role of explaining and responding to questions"
Instructional Science vol.36 no.4 pp.321-350
doi:10.1007/s11251-007-9034-5
Chi,M.T.H. (2009) "Active-constructive-interactive: A conceptual
framework for differentiating learning activities"
Topics in Cognitive Science vol.1 no.1 pp.73-105
doi:10.1111/j.1756-8765.2008.01005.x
Craig,S.D., Chi,M.T.H. & VanLehn,K.(2009) "Improving classroom learning by
collaboratively observing human tutoring videos while problem solving"
Journal of educational psychology vol.101 no.4
pp.779-789 doi:10.1037/a0016601
Chi,M.T.H. & Roy,M. (2010a) "How adaptive is an expert human tutor?"
pp.401-412 in V.Aleven, J.Kay, & J.Mostow (Eds.)
ITS 2012, Part1 LNCS 6094 (Berlin: Springer-Verlag)
Nokes,T.J., Schunn,C.D. & Chi,M.T.H. (2010b)
"Problem solving and human expertise"
International encyclopedia of education
vol.5 pp.265-272
Fonseca,B.A. & Chi,M.T.H. (2011) "Instruction based on self-explanation"
ch.15 pp.296-321 in R.E.Mayer & P.A.Alexander (eds.)
Handbook of research on learning and instruction
(New York: Routledge).
Gadgil, S., Nokes, T.J., and Chi, M.T.H. (2011b) "Effectiveness of Holistic
Mental Model Confrontation in Driving Conceptual Change"
Learning and Instruction vol.22 no.1 pp.47-61
doi:10.1016/j.learninstruc.2011.06.002
Chi, M.T.H., Roscoe, R., Slotta, J., Roy, M., & Chase, M. (2012a)
"Misconceived causal explanations for 'emergent' processes"
Cognitive Science vol.36 no.1 pp.1-61
doi:10.1111/j.1551-6709.2011.01207.x
Copy from ASU
Chi,M.T.H. & VanLehn,K. (2012b)
"Seeing Deep Structure From the Interactions of Surface Features"
Educational Psychologist vol.47 no.3 pp.177-188
doi:10.1080/00461520.2012.695709
Copy from ASU
Muldner, K., Lam, R., & Chi, M. T. H. (2013). Comparing learning from human
tutoring and from observing.
Journal of Educational Psychology
doi:10.1037/a0034448
Copy from ASU
Chi, M. T. H., & Wylie, R. (2014a). The ICAP framework: Linking
cognitive engagement to active learning outcomes.
Educational Psychologist,
49, 219-243 (lead article).
doi:10.1080/00461520.2014.965823
Copy from ASU
Chiu, J. L.; Chi, M. T. H. (2014c)
"Supporting Self-Explanation in the Classroom" pp.96-108 in
V.A. Benassi, C.E. Overson, C.M. Hakala (Eds.) Applying science of
learning in education: Infusing psychological science into the curriculum
(e-book)
Retrieved from:
http://teachpsych.org/Resources/Documents/ebooks/asle2014.pdf
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.
doi:10.1080/10508406.2016.1204546
Copy from ASU
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 vol.42 no.6 pp.1777-1832
doi:10.1111/cogs.12626
Copy from ASU
Cooper, K. M., Ding, L., Stephense, 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), 1-15.
Copy from ASU
Menekse, M., & Chi, M.T.H. (2019). The role of collaborative interactions
versus individual construction on students' learning of engineering concepts.
European Journal of Engineering Education, 44(5), 702-725
Copy from ASU
Sodervik, I., Mikkila-Erdmann, M., Chi, M.T.H. (2019). Conceptual change
challenges in medicine during professional development.
International Journal of Educational Research, 98, 159-170.
Copy from ASU
Morris, J., & Chi, M. T. H. (2020). Improving teacher questioning in science
using ICAP theory.
The Journal of Educational Research 113(1), 1-12.
Copy from ASU
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