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Micki Chi's education-related papers

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

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

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

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:

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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