• Publications
  • Influence
A mechanistic account of the mirror effect for word frequency: a computational model of remember-know judgments in a continuous recognition paradigm.
A theoretical account of the mirror effect for word frequency and of dissociations in the pattern of responding Remember vs. Know (R vs. K) for low- and high-frequency words was tested both
The nature of feedback: how different types of peer feedback affect writing performance
Five main predictions were developed from the feedback literature in writing regarding feedback features as they relate to potential causal mediators of problem or solution understanding and problem or solutions agreement, leading to the final outcome of feedback implementation.
The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design
Analogy was studied in real-world engineering design, using the in vivo method, finding that the reference to exemplars (in the form of prototypes) significantly reduced the number of between-domain analogies between source and target, as compared with using sketches or no external representational systems.
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives
Although peer reviewing of writing is a way to create more writing opportunities in college and university settings, the validity and reliability of peer-generated grades are a major concern. This
Are badges useful in education?: it depends upon the type of badge and expertise of learner
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To
A Study of Design Fixation, Its Mitigation and Perception in Engineering Design Faculty
The bridge between engineering design and cognitive science research is critical to understand the effectiveness of design methods as implemented by human designers. The study reported in this paper
Learning Through Case Comparisons: A Meta-Analytic Review
Over the past 20 years, there has been much research on how people learn from case comparisons. This work has implemented comparison activities in a variety of different ways across a wide range of
Implications of the ACT-R Learning Theory: No Magic Bullets
Chapter in: Advances in Instructional Psychology, Volume 5: Educational Design and Cognitive Science
The generality/specificity of expertise in scientific reasoning
The results suggest that psychologists use many domain-general skills in their experimentation and that bright and motivated Carnegie Mellon undergraduates are missing many of these skills.