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
Chiu, J. L.; Chi, M. T. H. (2014)
"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., 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. (in press). Translating the ICAP theory of cognitive
engagement into practice. Cognitive Science
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., & 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
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
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