BOOKS

• Durso, F. T., Nickerson, R. S., Schvaneveldt, R. W., Dumais, S. T., Lindsay, D, S., Chi, M. T. H. (Eds.) (1999). Handbook of Applied Cognition. England: John Wiley & Sons.


• Chi, M. T. H., Glaser, R., & Farr, M. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.


• Chi, M. T. H. (Ed.). (1983). Trends in memory development research. (Vol. 9). Basel: NY: S. Karger.

PAPERS

• Chi, M.T.H., Kristensen, A.K., & Roscoe, R. (In preparation). Misunderstanding emergent causal mechanism in natural selection. To appear in Vosniadou, S. (Ed.), Handbook of research on conceptual change. Erlbaum.


• Roscoe, R. D. & Chi, M.T.H. (Acceptance pending revision). The tutor learning effect: Why do students learn by tutoring other students? Review of Educational Research. (PDF)


• Chi, M.T.H. (In press). Three types of conceptual change:Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum. (PDF)


• Chi, M.T.H., Roy, M.& Hausmann, R.G.M. (In press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. Submitted to Cognitive Science. (PDF)


• Roscoe, R.D. & Chi, M.T.H. (In press). The influence of tutor-tutee interactions on tutor learning. Instructional Science. (PDF)


• Slotta, J. D. & Chi, M.T.H. (In press). The impact of ontology training on conceptual change: Helping students understand the challenging topics in science. Cognition and Instruction. (PDF)


• Jeong, H. & Chi, M.T.H. (2007). Knowledge convergence during collaborative learning. Instructional Science, 35: 287–315. (PDF)


• Chi, M.T.H. (2006). Methods to assess the representations of experts' and novices' Knowledge . In K.A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. (Pp. 167-184), Cambridge University Press. (PDF)


• Chi, M.T.H. (2006). Two approaches to the study of experts' characteristics. In K.A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance. (pp. 121-30), Cambridge University Press. (PDF)


• Taylor, R., & Chi, M.T.H. (2006). Simulation versus text: Acquisition of implicit and explicit information. Journal of Educational Computing Research, 35: 289-313. (PDF)


• Chi, M.T.H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14: 161-199. (PDF)


• 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 (Pp. 371-399). Cambridge University Press. (PDF)


• Roy, M. & Chi, M.T.H. (2005). Self-explanation in a multi-media context. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 271-286). Cambridge Press. (PDF)


• Chi, M.T.H., Siler, S.A. & Jeong, H. (2004). Can tutors monitor students’ understanding accurately? Cognition and Instruction, 22(3): 363-387. (PDF)


• Hausmann, R.G.M., Chi, M.T.H. & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three dialogue patterns. In the Twenty-sixth Cognitive Science Proceedings.


• Roscoe, R. & Chi, M.T.H. (2004). The influence of the tutee in learning by peer tutoring. In the Twenty-sixth Cognitive Science Proceedings.


• Chi, M.T.H. & Hausmann, R. G. M. (2003). Do radical discoveries require ontological shifts? In L. V. Shavinina (Ed.), International Handbook on Innovation. Elsevier Science Ltd., p. 430-444. (PDF)


• de Leeuw, N. & Chi, M.T.H. (2003). The role of self-explanation in conceptual change learning. In G. Sinatra & P. Pintrich (Eds.), Intentional Conceptual Change. Erlbaum. P 55-78. (PDF)


• Hashem, A., Chi, M.T.H. & Friedman, C.P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36: 61-69. (PDF)


• Roy, M. & Chi, M.T.H. (2003). Gender differences in patterns of searching the web. Journal of Educational Computing Research, 29(3): 335-348. (PDF)


• Roy, M., Taylor, R. & Chi, M.T.H. (2003). Searching for information on-line and off-line: Gender differences among middle school students. Journal of Educational Computing Research, 29(2): 229-252. (PDF)


• Chi, M.T.H. (2002). Understanding children’s capacity for abstract reasoning. In: Glick (Ed.), Parent’s Companion. April, http://www.cricketmag.com/


• Chi, M.T.H., & Roscoe, R.D. (2002). The processes and challenges of conceptual change. In M. Limon and L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice. Kluwer Academic Publishers, The Netherlands, pp 3-27. (PDF)


• Hausmann, R.G. & Chi, M.T.H. (2002) Can a computer interface support self-explaining?, Cognitive Technology. (PDF)


• Chi, M.T.H., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R.G. (2001). Learning from tutoring. Cognitive Science, 25: 471-533. (PDF)


• Chi, M.T.H. (2000). Cognitive understanding levels. In AE Kazkin (Ed.), Encyclopedia of Psychology. 2: 146-151. APA and Oxford University Press. (PDF)


• Chi, M.T.H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology, Hillsdale, NJ: Lawrence Erlbaum Associates. 161-238. (PDF)


• Jeong, H., Taylor, R., & Chi, M..T.H. (2000). Assessing learning from a computer workplace simulation. In Proceedings of the Twenty-second Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. (PDF)


• Jeong, H. & Chi, M.T.H. (2000). Does collaborative learning lead to the construction of common knowledge? In Proceedings of the Twenty-second Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.


• Reiner, M., Slotta, J.D., Chi, M.T.H., Resnick, L.B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction. (PDF)


• Ferrari, M. & Chi, M.T.H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20(10): 1231-1256 (ABSTRACT + PDF)


• Chi, M.T.H. (1997). Creativity: Shifting across ontological categories flexibly. In T.B. Ward, S.M. Smith, & J. Vaid (Eds.), Conceptual Structures and processes: Emergence, Discovery and Change. (Pp. 209-234). Washington, D.C: American Psychological Association. (ABSTRACT + PDF)


• Chi, M.T.H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6: 271-315. (ABSTRACT + PDF)


• Jeong, H. & Chi, M.T.H. (1997). Construction of shared knowledge during collaborative learning. In R. Hall, N, Miyake, & N. Enyedy (Eds.), Proceedings of Computer Support for Collaborative Learning. (pp. 124-128). Hillsdale, NJ: Erlbaum.


• Jeong, H., Siler, S., & Chi, M.T.H. (1997). Can tutors diagnose students' understanding? In M. G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society (p. 959). Mahwah, NJ: Erlbaum.


• Beach, L.R., Chi, M.T.H., Klein, G., Smith, P., Vicente, K. (1996) Naturalistic decision making and related research lines. In C.E. Zsambok & G. Klein (Eds.), Naturalistic Decision Making, Lawrence Erlbaum Associates, 1996, pp. 29-35.


• Chi, M.T.H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10: 33-49. (ABSTRACT + PDF)


• Slotta, J.D., & Chi, M.T.H. (1996). Understanding constraint-based processes: A precursor to conceptual change in physics. In G.W. Cottrell (Ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society (pp. 306-311). Mahwah, NJ: Erlbaum.


• 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, 13: 373-400. (PDF)


• Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18: 439-477. (PDF)


• Chi, M. T. H., Slotta, J. D. and de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4: 27-43. (PDF)


• Larreamendy-Joerns, J. & Chi, M.T.H. (1994). Commentary: Conceptual change as ontological shift. Human Development, 37: 246-256.


• Bedard, J. & Chi, M. T. H. (1993). Expertise in auditing. Auditing: A Journal of Practice and Theory (Supplement 1993), 12: 21-45.


• Chi, M.T.H. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. In W. Kintsch (Ed.), Proceedings of the Fifteenth Annual Cognitive Science Society Conference (pp. 312-317). Hillsdale, NJ: Erlbaum.


• Chi, M. T. H. (1993). Experts' vs. novices' knowledge. Current Contents, 15: 12.


• Chi, M. T.H. & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Commentary on A. diSessa’s “Toward an epistemology of physics.” Cognition and Instruction, 10: 249-260.


• Leas, R. L. & Chi, M. T. H. (1993). Analyzing diagnostic expertise of competitive swimming coaches. In J. Starkes (Ed.), Advances in Psychology: Cognitive Issues in Motor Expertise (pp. 75-94). New York: North-Holland.


• Bedard, J. & Chi, M. T. H. (1992) Expertise. Current Directions in Psychological Science, 1(4): 135-139. (PDF)


• Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive Models of Science: Minnesota Studies in the Philosophy of Science, (pp. 129-186). University of Minnesota Press: Minneapolis, MN. (PDF)


• VanLehn, K.A., Jones, R.M. & Chi, M.T.H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2: 1-59.


• Chi, M.T.H. (1991). Memory development. In M.W. Eysenck, A. Ellis, and E. Hunt, & P. Johnson-Laird (Eds.), The Blackwell Dictionary of Cognitive Psychology (pp. 218-222). Oxford, England: Basil, Blackwell.


• Chi, M.T.H. & Bjork, R. (1991). Modelling expertise. In D. Druckman & R. Bjork (Eds.), In the mind's eye: Understanding human performance (pp. 57-79). National Academy Press: Washington, D.C.


• Chi, M.T.H. & VanLehn, K.A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1: 69-105. (PDF)


• VanLehn, K.A., Jones, R.M., & Chi, M.T.H. (1991). Modeling the self-explanation effects with Cascade 3. In K. Hammond & D. Gentner (Eds.), Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.


• Chi, M. T. H. (1989). Assimilating evidence: The key to revision? (Commentary on P. Thagard's Explanatory Coherence paper). Behavioral and Brain Sciences, 12(3): 470-471.


• Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Erlbaum. (PDF)


• 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, 13: 145-182. (PDF)


• Chi, M. T. H., Hutchinson, J., & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill-Palmer Quarterly, 35: 27-62. (PDF)


• Reimann, P., & Chi, M. T. H. (1989). Expertise in complex problem solving. In K. J.Gilhooly (Ed.), Human and Machine Problem Solving (pp. 161-192). New York: Plenum Press.


• Chi, M. T. H. (1988). Children's lack of access and knowledge reorganization: An example from the concept of animism. In F. Weinert & M. Perlmutter (Eds.), Memory Development: Universal Changes and Individual Differences (pp. 169-194). Hillsdale, NJ: Erlbaum.


• Glaser, R., & Chi, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. Farr (Eds.), The Nature of Expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.


• Reiner, M., Chi, M. T. H., & Resnick, L. (1988). Naive materialistic belief: An underlying epistemological commitment. Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 544-551). Hillsdale, NJ: Erlbaum.


• Resnick, L., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the Fun of it (pp. 24-31). Washington, DC: National Science Teachers Association.


• Chi, M. T. H., & Ceci, S. J. (1987). Content knowledge: Its role, representation and restructuring in memory development. In H. W. Reese (Ed.), Advances in Child Development and Behavior 20: 91-142. New York: Academic Press. (PDF)


• Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. Psychology and Educational Policy, 517: 39-57.


• Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1: 221-237. (PDF)


• Mitchell, A. A., & Chi, M. T. H. (1986). Measuring knowledge within a domain. In P. Nagy (Ed.), The Representation of Cognitive Structures (pp. 85-116). Toronto: Ontario Institute for Studies in Education.


• Rabinowitz, M. & Chi, M. T. H. (1986). An interactive model of strategic processing. In S. J. Ceci (Ed.), Handbook of the Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities (pp. 83-102). Hillsdale, NJ: Erlbaum.


• Chi, M. T. H. (1985). Changing conception of sources of memory development. Human Development, 28: 50-56.


• Chi, M. T. H. (1985). Interactive roles of knowledge and strategies in the development of organized sorting and recall. In S. Chipman, J. Segal, & R. Glaser (Eds.), Thinking and Learning Skills: Current Research and Open Questions (Vol. 2, pp. 457-485). Hillsdale, NJ: Erlbaum. (Abstract reprinted in the Franklin Institute Press, December 1980.) (PDF)


• Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. Sternberg (Ed.), Human Abilities: An Information-Processing Approach (pp. 227-257). San Francisco: W. H. Freeman & Co. (PDF)


• Chi, M. T. H. (1983). Knowledge-derived categorization in young children. In D. R. Rogers & J. A. Sloboda (Eds.), The Acquisition of Symbolic Skills (pp. 327-334). New York: Plenum Press.


• Chi, M. T. H. (1983). The role of knowledge on problem solving and consumer choice behavior. In R. P. Bagozzi & A. M. Tybout (Eds.), Advances in Consumer Research (Vol. X).


• Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19: 29-39. (PDF)


• Chi, M. T. H. & Rees, E. (1983). A learning framework for development. In M. T. H. Chi (Ed.), Trends in Memory Development Research, 9: 71-107, Basel, New York: S. Karger.


• Chi, M. T. H. (1984). Representing knowledge and metaknowledge: Implications for interpreting metamemory research. In F. E. Weinert & R. Kluwe (Eds.), Learning by Thinking (pp. 239-266). Stuttgart, West Germany: Kohlhammor. (Also appeared in F. E. Weinert & R. H. Kluwe (Eds.), (1987). Metacognition, Motivation and Understanding (pp. 211-232). Hillsdale, NJ: Erlbaum.)


• Chi, M. T. H., & Gallagher, J. D. (1982). Speed of processing: A developmental source of limitation. Topics in Learning and Learning Disabilities, 2: 23-32.


• Chi, M. T. H., Glaser, R. & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the Psychology of Human Intelligence 1: 7-76. Hillsdale, NJ: Erlbaum. (PDF)


• Chase, W. G., & Chi, M. T. H. (1981). Cognitive skill: Implications for spatial skill in large-scale environments. In J. Harvey (Ed.), Cognition, Social Behaviors, and the Environment (pp. 111-136). Hillsdale, NJ: Erlbaum.


• Chi, M. T. H. (1981). Knowledge development and memory performance. In M. Friedman, J. P. Das, & N. O'Conner (Eds.), Intelligence and Learning (pp. 221-230). New York: Plenum Press.


• Chi, M. T. H. (1981). Sources of memory development. Proceedings of the North American Society for the Psychology of Sport and Physical Activity Annual Conference.


• Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5: 121-152. (citation classic) (PDF)


• Chi, M. T. H., & Glaser, R. (1980). The measurement of expertise: Analysis of the development of knowledge and skill as a basis for assessing achievement. In E. L. Baker & E. L. Quellmalz (Eds.), Design, analysis, and policy in testing and evaluation (pp. 37-48). Beverly Hills, CA: Sage Publications. (Abstract published in Evaluation Comment, 1978, 5, 9.)


• Chi, M. T. H. (1979). The growth and development of knowledge. Contemporary Psychology, 24: 760-761. (Review of P. Ornstein (Ed.), Memory development in children).


• Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum. Reprinted in: Wozniak, R. H. (1993) Worlds of Childhood, (pp. 232-240), Harper Collins College Publishers. (PDF) .


• Chi, M. T. H. (1977). Age differences in memory span. Journal of Experimental Child Psychology, 23: 266-281.


• Chi, M. T. H. (1977). Age differences in the speed of processing: A critique. Developmental Psychology, 13: 543-544.


• Kail, R. V., Chi, M. T. H., Ingram, A. L., & Danner, F. W. (1977). Constructive aspects of children's reading comprehension. Child Development, 48: 684-688.


• Chi, M. T. H. (1976). The representation of knowledge. Contemporary Psychology, 21: 784-785. (Review of Norman and Rumelhart's Exploration in Cognition).


• Chi, M. T. H. (1976). Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4: 559-572.


• Chi, M. T. H. (1975). The development of short-term memory capacity. Doctoral dissertation, Carnegie-Mellon University, Pittsburgh, PA.


• Chi, M. T. H., & Klahr, D. (1975). Span and rate of apprehension in children and adults. Journal of Experimental Child Psychology, 19: 434-439.


• Chi, M. T. H., & Chase, W. G. (1972). Effects of modality and similarity on context recall. Journal of Experimental Psychology, 96: 219-222.