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Micki Chi's education-related papers

By Steve Draper,   Department of Psychology,   University of Glasgow.


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Her lab (scroll down)       An online list from her lab of her publications     More comprehensive list of her publications (with citation counts)


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


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


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 https://chilab.asu.edu/sites/all/themes/chilab/public/publication_files/JEP-Muldner-10-14-2013.pdf

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 https://chilab.asu.edu/sites/all/themes/chilab/public/publication_files/ChiWylie2014ICAP.pdf

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

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

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