At LRDC, researchers have a rich tradition of study focused on understanding the cognitive processes underlying higher-level reasoning in complex tasks. Researchers conduct fundamental work in laboratories, work sites, and other environments and use these findings to inform research on the mechanisms underlying reasoning in classroom content, such as math and science.

Core Faculty: Kevin Ashley, Alan Lesgold, Melissa Libertus, Timothy Nokes-Malach, Charles Perfetti, Lauren B. Resnick, Benjamin Rottman, 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

Selected Projects

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)

Preparing to Assess the Influence of Classroom Practices on Student Outcomes in 'Traditional' vs 'Reform' Approaches to Mathematics Instruction

Science Learning Activation Lab

Theoretical and Architectural Support for Mobile Group Learning

Tutoring System that Engages Students in Dialogues about Physics

 

Selected Publications

Goldin, I. and Ashley, K. D. (under revision). Conceptually focusing peer feedback using rating dimensionsJournal of Writing Research, Special issue on Redesigning Peer Review Interactions Using Computer Tools. PDF/Abstract

Patchan, M. M.,* Hawk, B. H.,* Stevens, C. A.,* & Schunn, C. D. (in press). The effects of skill diversity on commenting and revisions. Instructional Science. 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). Rich and Engaging Mathematical Tasks: Grades 5-9. Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract

Altmann, E. M. & Schunn, C. D. (in press). Decay versus Interference: A new look at an old interaction. Psychological Science. 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

Belenky, D. M., & Nokes-Malach, T. J. (in press). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences. PDF/Abstract

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (in press). Fine-grained assessment of motivation over long periods of learning with an intelligent tutoring system: Methodology, advantages, and preliminary results. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies. Berlin: Springer. PDF/Abstract

Gadgil, S., & Nokes, T. J. (in press). Collaborative facilitation through error-detection: A classroom experiment. Applied Cognitive Psychology. PDF/Abstract

Nokes-Malach, T. J., & Mestre, J. (accepted, pending minor revisions). Towards a model of transfer as sense-making. Educational Psychologist.  PDF/Abstract

Nokes-Malach, T. J., VanLehn, K., Belenky, D., Lichtenstein, M., & Cox, G. (accepted, pending minor revisions). Coordinating principles and examples through analogy and self-explanation. European Journal of Education of Psychology.  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., & Trafton, J. G. (in press). The psychology of uncertainty in scientific data analysis. In G. Feist & M. Gorman (Eds.), The Handbook in the Psychology of Science. Springer Publishing. PDF/Abstract

Zepeda, C., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (under review). Explicit instruction of metacognition and its benefits to motivation and science learning. Submitted to the 2012 Annual Meeting of the Advancing Hispanics/Chicanos & Native Americans in Science, Seattle, WA. PDF/Abstract

Abramovich, S. & Schunn, C. D. (2012). Studying teacher selection of resources in an ultra-large scale interactive system: Does metadata guide the way? Computers & Education, 58(1), 551-559. PDF/Abstract

Apedoe, X., Ellefson, M. E., & Schunn, C. D. (2012). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology. PDF/Abstract

Bathgate, M., Sims-Knight, J., & Schunn, C. D. (2012). Thoughts on thinking: Engaging novice music students in metacognition. Applied Cognitive Psychology, 26(3), 403-409. PDF/Abstract

Belenky, D. M., & Nokes-Malach, T. J. (2012, April). How mastery-approach goal motivations interact with discovery by contrasting cases to facilitate transfer. Paper presented at the annual meeting of the American Education Research Association, Vancouver, BC, Canada. PDF/Abstract

Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2012, April). Investigating stability and change in task-specific achievement goals and their effects on math learning with intelligent tutors. Paper presented at the annual meeting of the American Education Research Association, Vancouver, BC, Canada. PDF/Abstract

Gadgil, S., Nokes, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22 (1), 47-61.  PDF/Abstract

Jang, J., & Schunn, C. D. (2012). Performance benefits of spatially distributed vs. stacked information on integration tasks. Applied Cognitive Psychology. PDF/Abstract

Jang, J., & Schunn, C. D. (2012). Physical design tools support and hinder innovative engineering design. Journal of Mechanical Design, 134(4), 041001. PDF/Abstract

Li, M., Frieze, I., & Nokes-Malach, T. (January, 2012). Place matters: The influence of place attachment in motivation for learning. Poster presented to the Thirteenth Annual Meeting of the Society for Personality and Social Psychology, San Diego, CA. PDF/Abstract

Nokes-Malach, T. J., Meade, M. L., & Morrow, D. G. (2012). The effect of expertise on collaborative problem solving. Thinking & Reasoning, 18 (1), 32-58. PDF/Abstract

Paletz, S. B. F., & Schunn, C. D. (2012). Digging into implicit/explicit states and processes: The case of cognitive/social process interaction in scientific groups. In R. Proctor & E. J. Capaldi (Eds.), Psychology of science: implicit and explicit reasoning (pp. 436-455). Oxford University Press. PDF/Abstract

Richey, J. E., Bernacki, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2012, April). Predicting performance with a task-based behavioral measure of achievement goals. Paper presented at the annual meeting of the American Education Research Association, Vancouver, BC, Canada. PDF/Abstract

Schunn, C. D., & Silk, E. M. (2012). 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. (2012). Engineering in and for science education. In S. M. Carver and J. Shrager (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences. Washington, DC: APA Press PDF/Abstract

Alfieri, L. Nokes, T. J., & Schunn, C. D. (2011, September). Aligning the structural components across learning tasks of case comparisons. Paper presented at the Annual Meeting of the Society for Research on Educational Effectiveness, Washington, DC. 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. PDF/Abstract

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

Kuhn, D. & Crowell, A. (2011) Dialogic Argumentation as a Vehicle for Developing Young Adolescents' Thinking. Psychological Science 22(4) 545-552 PDF/Abstract

Lee, C. J., & Schunn, C. D. (2011). Social biases and solutions for procedural objectivity. Hypatia, 26(2), 352-373. PDF/Abstract

Nokes, T. J., & Belenky, D. M. (2011). 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. (2011). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science, 39 (5), 645-666. 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

Goldstein, M., Crowell, A. and Kuhn, D. (2009). What Constitutes Skilled Argumentation and How Does it Develop? Informal Logic, 29 (4), 379-395. 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

King, S.O. & Robinson, C.L. (2009) Pretty lights' and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Computers & Education, 53(1), 189-199. PDF/Abstract

Leinhardt, G., & Fienberg, J. (2009). Learning in museums. In T. Good (Ed.), Encyclopedia of 21st Century Education. Thousand Oaks, CA: Sage Publications. 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

Schunn, C. D., Crowley, K., & Okada, T. (2006). Cognitive science: Interdisciplinarity now and then. In S. J. Derry & M. A. Gernsbacher (Eds.), Problems and promises of interdisciplinary collaboration: Perspectives from cognitive. Mahwah, NJ: Erlbaum. PDF/Abstract