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Knowledge Base: Reports and Publications

The LIFE Knowledge Base compiles publications, conference presentations, research highlights, and reports by LIFE Center researchers and their collaborators. An extensive searchable database will be made available soon. Until then, a small selection of entries from the LIFE Knowledge Base is provided below. This page contains links to Reports and Publications. Click here for a page of Research Highlights.

Reports:

Cyberinfrastructure for Education and Learning for the Future: A vision and research agenda
Authors: Ainsworth, S., Honey, M., Johnson, W. L., Koedinger, K., Muramatsu, B., Pea, R., Recker, M., & Weimar, S.

Learning In and Out of School in Diverse Environments
Authors: James A. Banks, Kathryn H. Au, Arnetha F. Ball, Philip Bell, Edmund W. Gordon, Kris D. Gutierrez, Shirley Brice Heath, Carol D. Lee, Yuhshi Lee, Jabari Mahiri, Na’ilah Suad Nasir, Guadalupe Valdes, Min Zhou

Learning Science in Informal Environments: People, Places and Pursuits
Author: Philip Bell (report committee co-chair)
Institution: University of Washington

NSF Cyberlearning Task Force Report
Investigator: Roy Pea (in a contributing role as NSF Cyberlearning Task Force Committee Member)
Institution: Stanford University

Opportunities and challenges for language learning and education
Authors: Patricia Kuhl and Lila Gleitman
Institutions: University of Washington, University of Pennsylvania

Publications:

Amsterlaw, J., Lagattuta, K. H., & Meltzoff, A. N. (2009). Young children’s reasoning about the effects of emotional and physiological states on academic performance. Child Development, 80, 115-183.

Atance, C., & Meltzoff, A. N. (2005). My future self: Young children’s ability to anticipate and explain future states. Cognitive Development, 20, 341-361.

Atance, C., & Meltzoff, A. N. (2006). Preschoolers’ current desires warp their choices for the future. Psychological Science, 17, 583-587.

Bailenson, J.N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (in press). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences.

Bailenson, J.N., Yee, N., Blascovich, J., & Guadagno, R.E. (2008). Transformed social interaction in mediated interpersonal communication. In E. Konijn, M. Tanis, S. Utz, & A. Linden (Eds.), Mediated Interpersonal Communication (pp. 77-99). Lawrence Erlbaum Associates.

Baroody, A. J., & Varma, S. (in press). The active construction view of basic number fact knowledge: New directions for cognitive neuroscience. In J. Baek, A. E. Kelly, & L. Kalbfleisch (Eds.), Neuropsychology and mathematics education.

Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49, 193-224.

Barron, B. (2007). Documenting learning across settings and time through technobiographies: A learning ecology perspective. Proceedings of Computer-Supported Collaborative Learning (pp. 26-35). Mahwah, NJ: Erlbaum.

Barron, B. (2007). Video as a tool to advance understanding of learning and development in peer, family, and other informal learning contexts. In R. Goldman, R. D. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 159-187). Mahwah, NJ: Erlbaum.

Barron, B. & Roschelle, J. (in press). Shared Cognition. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia, Detroit: Macmillan Reference.

Barron, B. (2009). Long-Tail Learning symposium. In the Computer Supported Collaborative Learning (CSCL) 2009 conference proceedings, Rhodes, Greece.

Barron, B., et al. (2009). Repertoires of Collaborative Practice. Symposium CSCL 2009 conference. In the Computer Supported Collaborative Learning (CSCL) 2009 conference proceedings, Rhodes, Greece.

Barron, B. & Darling-Hammond, L. (2008). Teaching for Meaningful Learning. San Francisco, CA: San Francisco, CA: Jossey-Bass.

Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. The International Journal of Learning and Media, 1, 55-77.

Bernstein, D. M., Atance, C. M., Meltzoff, A. N., & Loftus, G. R. (2007). Hindsight bias and developing theories of mind. Child Development, 78, 1374-1394.

Bernstein, D. M., Loftus, G. R., & Meltzoff, A. N. (2005). Object identification in preschool children and adults. Developmental Science, 8, 151-161.

Bransford, J.D., Barron, B., Pea, R., Meltzoff, A., Kuhl, P. Bell, P., Stevens, R., Schwartz, D., Vye, N., Reeves, B., Roschelle, J. & Sabelli, N. (2006). Foundations and opportunities for an interdisciplinary science of learning. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 19-34). New York: Cambridge University Press.

Bransford, J. D., & Schwartz, D. L. (in press). It takes expertise to make expertise: Some thoughts about why and how and Reflections on the Themes in Chapters 15-18. To appear in A. Ericsson (Ed.), Handbook of Expertise. Cambridge: Cambridge University Press.

Bransford, J., Slowinski, M., Vye, N., & Mosborg, S. (2008). The learning sciences, technology and designs for educational systems: Some thoughts about change. In J. Visser & M. Visser-Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 37-68). Dordrecht, The Netherlands: Springer.

Bransford, J. D., Vye, N. J., Stipek, D., Gomez, L., & Lam, D. (2009). Equity, excellence, elephants and evidence. In J. Bransford, D. Stipek, N. Vye, L. Gomez & D. Lam (Eds.), The role of research in educational improvement (pp. 1-17). Cambridge, MA: Harvard Education Press.

Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Roschelle, J., & Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology, 2nd edition (pp. 209-244). Mahwah, NJ: Erlbaum.

Bransford, J., et al. (in press). Adaptive people and adaptive systems: Issue of learning and design. To appear in A. Hargreaves, M. Fullan, D. Hopkins, & A. Leiberman (Eds.), The second international handbook of educational change. Dordrect, The Netherlands: Springer.

Brooks, R., & Meltzoff, A. N. (2008). Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study. Journal of Child Language, 35, 207-220.

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 279-295.

Carpenter, J., Davis, J. Erwin‐Stewart, N. Lee. T., Bransford, J. & Vye, N. (2008). Invisible machinery in function, not form: User expectations of a domestic humanoid robot. Proceedings of 6th conference on Design and Emotion. Hong Kong, China.

Carpenter, J., Davis, J., Erwin‐Stewart, N., Lee. T., Bransford, J. & Vye, N. (2009). Gender representation in humanoid robots for domestic use. International Journal of Social Robotics (special issue).

Carver, L. J., Meltzoff, A. N., & Dawson, G. (2006). Event-related potential (ERP) indices of infants’ recognition of familiar and unfamiliar objects in 2- and 3-dimensions. Developmental Science, 9, 51-62.

Chase, C., Chin, D. B., Oppezzo, M., & Schwartz, D. L. (in press). Teachable agents and the protégé effect: Increasing the effort towards learning. Journal of Science Education and Technology.

Conboy, B. & Kuhl, P. K. (2007). Early speech perception: Developing a culturally specific way of listening through social interaction. In S. Braten (Ed.), On being moved: From mirror neurons to empathy (pp. 175-199). Philadelphia, PA: John Benjamins.

Conboy, B. T., Rivera-Gaxiola, M., Silva-Pereyra, J., & Kuhl, P. K. (2008). Event-related potential studies of early language processing at the phoneme, word, and sentence levels. Trends in Language Acquisition Research, 5, 23-64.

Conboy, B. T., Sommerville, J., & Kuhl, P. K. (2008). Cognitive control factors in speech perception at 11 months. Developmental Psychology, 44, 1505-1512.

Crawford, V. M., Schlager, M. S., Penuel, W. R., & Toyama, Y. (2008). Supporting the art of teaching in a data-rich, high-performance learning environment. In E. B. Mandinach & M. Honey (Eds.), Data-driven school improvement: Linking data and learning (pp. 109-129). New York: Teachers College Press.

Darling-Hammond, L., Barron, B., Pearson, D., Schoenfeld, A.H., Stage, E.K., Zimmerman, T.D., Cervetti, G. N., Tilson, J. L. (in press). Powerful Learning: What we know about teaching for understanding. San Francisco: Jossey-Bass.

Demiris, Y., & Meltzoff, A. N. (2008). The robot in the crib: A developmental analysis of imitation skills in infants and robots. Infant and Child Development, 17, 43-53.

Derry, S., et al. (2009, to appear). Guidelines for conducting video research in the learning sciences. Journal of Learning Sciences.

Doupe, A. J. & Kuhl, P. K. (2008). Birdsong and human speech: Common themes and mechanisms. In H. P. Zeigler, & P. Marler (Eds.), Neuroscience of Birdsong (pp. 5-31). Cambridge University Press: Cambridge, England.

Dudukovic, N. M., & Wagner, A. D. (in press). Attention during memory retrieval enhances future remembering. Memory & Cognition.

Ericsson, K. A., Perez, R., Eccles, D., Lang, L., Baker, E., & Bransford, J. D. (in press). The measurement and development of professional performance: An introduction to the topic and a background to the design and origin of this book. In K. A. Ericsson (Ed.), The development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. New York: Cambridge University Press.

Esmonde, I., Blair, K. P., Goldman, S., Martin, L., Jimenez, O., & Pea, R. D., (in press). Math I Am: What we learn from stories that people tell about math in their lives. In Stevens, R. (Ed.) Learning in out of school time.

Fox, J., & Bailenson, J.N. (in press). Virtual virgins and vamps: Effects of exposure to female characters’ sexualized appearance and gaze in an immersive virtual environment. Sex Roles.

Fox, J., Bailenson, J. N., & Binney, J. (in press). Virtual experiences, physical behaviors: The effect of presence on imitation of an eating avatar. PRESENCE: Teleoperators & Virtual Environments.

Goldman, R., Pea, R. D., Barron, B. & Derry, S. (2007). (Eds.). Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates.

Gomez, L. M., Weiss, J. A., Stipek, D. J., & Bransford, J. D. (2009) Toward a deeper understanding of the educational elephant. In J. Bransford, D. Stipek, N. Vye, L. Gomez & D. Lam (Eds.), The role of research in educational improvement (pp. 209-227). Cambridge, MA: Harvard Education Press.

Hutchinson, J. B., Uncapher, M., & Wagner, A. D. (in press). Posterior parietal cortex and episodic retrieval: Convergent and divergent effects of attention and memory. Learning & Memory.

Imada, T. (2008). Local and global weight matrices of linearly-constrained minimum-variance beamformer. In R. Kakigi, K. Yokosawa, & S. Kuriki. (Eds.), Biomagnetism — Interdisciplinary Research and Exploration (pp. 65-67). Hokkaido University Press, Sapporo.

Jackson, P. L., Brunet, E., Meltzoff, A. N., & Decety, J. (2006). Empathy examined through the neural mechanisms involved in imagining how I feel versus how you feel pain. Neuropsychologia, 44, 752-761.

Jackson, P. L., Meltzoff, A. N., & Decety, J. (2006). Neural circuits involved in imitation and perspective-taking. NeuroImage, 31, 429-439.

Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10, 110-120.

Kuhl, P. K. (2008). Linking infant speech perception to language acquisition: Phonetic learning predicts language growth (pp. 213-243). In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions. New York: Psychology Press.

Kuhl, P. K., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience. 31, 511-534.

Kuhl, P. K. (in press). Early language acquisition: Neural substrates and theoretical models. In M. S. Gazzaniga (Ed.), The Cognitive Neurosciences, 4th Edition. MIT Press: Cambridge, MA.

Kuhl, P. K. (in press). Early language acquisition: Phonetic and word learning, neural substrates, and a theoretical model. In B. Moore, L. Tyler & W. Marslen-Wilson (Eds.), The Perception of Speech: From Sound to Meaning. Oxford University Press: Oxford, UK.

Kuhl, P. K. (2008). Linking infant speech perception to language acquisition: Phonetic learning predicts language growth. In P. McCardle, J. Colombo & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 213-243). Erlbaum: New York.

Kuhl, P. K., Conboy, B. T., Coffey-Corina, S., Padden, D., Rivera-Gaxiola, M. & Nelson, T. (2008). Phonetic perception as a gateway to language: New data and Native Language Magnet Theory, expanded (NLM-e). Philosophical Transactions of the Royal Society, Biological Sciences, 363, 979-1000.

Kuhl, P. K. & Damasio, A. (in press). Language, in E. R. Kandel. J. H. Schwartz, T. M. Jessell, S. Siegelbaum, & J. Hudspeth (Eds.), Principles of neural science: 5th Edition. McGraw Hill: New York.

Lamm, C., Nusbaum, H. C., Meltzoff. A. N., & Decety, J. (2007). What are you feeling? Using functional magnetic resonance imaging to assess the modulation of sensory and affective responses during empathy for pain. PLoS-One, 2(12): e1292.

Lee, T.R., Davis, J.M., Vye, N., & Bransford, J.D. (2008). Do higher levels of arousal predict better learning? An investigation of learning and physiological responses. In P. Kirschner, J. van Merriënboer, & T. de Jong (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences (ICLS).

Lin, J.-F. L., Imada, T., Tanaka, K., Hirai, K., Maeshima, K., Nemoto, I., & Kuhl, P. K. (2008). The effect of translation on bilingual mental addition revealed by magnetoencephalography (MEG). In: R. Kakigi, K. Yokosawa, & S. Kuriki. (Eds.), Biomagnetism — Interdisciplinary Research and Exploration (pp. 212-214). Hokkaido University Press, Sapporo.

Lin, X. & Branford, J. D. (in press). Personal background knowledge influences cross-cultural understanding. Teachers College Record, 112.

Liu, D., Meltzoff, A. N., & Wellman, H. M. (2009). Neural correlates of belief- and desire-reasoning. Child Development, 80, 1163-1171. PDF download: Coming soon.

Liu, H. M., Tsao, F. M., & Kuhl, P. K. (2007). Acoustic analysis of lexical tone in Mandarin infant-directed speech. Developmental Psychology, 43, 912-917.

Martin, C. & Barron, B. (2009). Learning to collaborate through multimedia composing. Part of Repertoires of Collaborative Practice Symposium. In the Computer Supported Collaborative Learning (CSCL) 2009 conference proceedings, Rhodes, Greece.

Martin, C. K. & Barron, B. (2009). Developing tech fluency outside of home and school: An exploration of adult roles for youth at a computer clubhouse. In the European Association for Research on Learning and Instruction (EARLI) 2009 conference proceedings Amsterdam, Netherlands.

Martin, C. K. & Barron, B. (2009). The pursuit of computational thinking: Gender patterns throughout middle school. In the European Association for Research on Learning and Instruction (EARLI) 2009 conference proceedings, Amsterdam, Netherlands.

Martin, C. K., Barron, B., Austin, K., & Pinkard, N. (2009). A culture of sharing: A look at identity development through the creation and presentation of digital media projects. In the International Conference on Computer Supported Education (CSEDU) 2009 conference proceedings, Lisbon, Portugal.

Martin, L., & Goldman, S. (in press) The Tanda: A practice at the intersection of mathematics, culture, and financial goals. Mind, Culture & Activity.

Martin, L. & S. Goldman. (in press) Family Inheritance: parents, children and financial practices. In E. Gordon, L. Lin & H. Varenne (Eds.), Supplemental Education, (Vol. 3). New York & London: Melen.

Martin, L. & Schwartz, D. L. (in press). Prospective adaptation in the use of representational tools. Cognition and Instruction.

Martin, T., Pierson, J., Rivale, S. R., Vye, N. J., Bransford, J. D. & Diller, K. (2007). The function of generating ideas in the Legacy Cycle. In W. Aung (Ed.), Innovations 2007: World innovations in engineering education and research. Arlington, VA: International Network for Engineering Education and Research (iNEER).

Mehus, S. (in press). Creating contexts for action: Multimodal practices for managing children’s conduct in the childcare classroom. In Goodwin, C., C. LeBaron & J. Streeck (Eds.), Multimodality and human activity: Research on human behavior, action, and communication. Cambridge: Cambridge University Press.

Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124, 26-43.

Meltzoff, A. N. (2009). The roots of social cognition: The Like-Me framework. In D. Cicchetti & M. R. Gunnar (Eds.), Minnesota Symposium on Child Psychology: Meeting the challenge of translational research in child psychology (Vol. 35, pp. 29-58). NY: John Wiley.

Meltzoff, A. N., & Brooks, R. (2008). Self-experience as a mechanism for learning about others: A training study in social cognition. Developmental Psychology, 44, 1257-1265.

Meltzoff, A. N., & Brooks, R. (2009). Social cognition and language: The role of gaze following in early word learning. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 169-194). Mahwah, NJ: Erlbaum.

Meltzoff, A. N., Kuhl, P. K., Movellan, J. & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325, 284-288.

Meltzoff, A. N., & Williamson, R. A. (In press). Imitation: Social, cognitive, and theoretical perspectives. In P. R. Zelazo (Ed.). Oxford handbook of developmental psychology. NY: Oxford University Press.

Mercier, E. M., Barron, B. & O’Connor, K. M. (2006). Images of self and others as computer users: the role of gender and experience. Journal of Computer Assisted Learning, 22, 335-348.

Mertl, Veronique (2009). “Don’t touch anything, it might break!”: Adolescent musicians’ accounts of collaboration and access to technologies seminal to their musical practice. Part of Repertoires of Collaborative Practice Symposium. In the Computer Supported Collaborative Learning (CSCL) 2009 conference proceedings, Rhodes, Greece.

Mertl, V., O’Mahony, T. K., Honward, S., Herenkohl, L. R., & Hoadley, C. (2008). Analyzing collaborative contexts: Professional musicians, corporate engineers, and communities in the Himalayas. Proceedings of International Society of Learning Sciences. Utrecht, The Netherlands.

Nasir, N., & Cooks, J. (2009). Becoming a Hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40, 41-61.

Nasir, N., Davis, M., Atukpawu, G., O’Connor, K. (in press). Being African American in math class: Social constructions of race and identity in high school math classrooms. To appear in D. Martin (Ed.) Mathematics Teaching, Learning, and Liberation in African-American Contexts. NY: Routledge.

O’Mahony, T. K. (2009). A visuo-spatial learning ecosystem enhances adaptive expertise with preparation for future learning. Proceedings of T3 International Conference, Seattle, WA.

Pea, R. D. (2006). Video-as-data and digital video manipulation techniques for transforming learning sciences research, education and other cultural practices. In J. Weiss, J. Nolan & P. Trifonas (Eds.), International Handbook of Virtual Learning Environments (pp. 1321-1393). Dordrecht: Kluwer Academic Publishing.

Pea, R., & Collins, A. (2008). Learning how to do science education: Four waves of reform. In Kali, Y., Linn, M.C., & Roseman, J. E. (Eds.). (2008). Designing coherent science education (pp. 3-12). New York: Teachers College Press.

Pea, R. D., Goldman, S., Lindgren, R., Rosen, J. (2007, July). An interactive session using a tool to support distributed conversations around digital video. Proceedings of CSCL-2007 (Computer-Supported Collaborative Learning), pp. 826-827. Mahwah, NJ: Erlbaum Associates.

Pea, R. D., & Hoffert, E. (2007). Video workflow in the learning sciences: Prospects of emerging technologies for augmenting work practices. In R. Goldman, R. E. Pea, B. Barron, & S. Derry (Eds.) Video research in the learning sciences (pp. 427-460). Mahwah, NJ: Erlbaum.

Pea, R., Lindgren, R., & Rosen, J. (2008, September). Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks. Social Science Information, 47(3), 355-372.

Pea, R., & Lindgren, R. (2008, Oct-Dec). Video collaboratories for research and education: an analysis of collaboration design patterns. IEEE Transactions on Learning Technologies, 1(4), 235-247.

Pea, R. D., & Maldonado, H. (2006). WILD for learning: Interacting through new computing devices anytime, anywhere. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 427-441). New York: Cambridge University Press.

Penuel, W. R. (2008). Making the most of one-to-one computing in networked classrooms. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 925-931). Dordrecht: Springer.

Penuel, W. R., & Gallagher, L. P. (in press). Comparing three approaches to preparing teachers to teach for deep understanding in Earth science: Short-term impacts on teachers and teaching practice. The Journal of the Learning Sciences.

Penuel, W. R., Benbow, A., Mably, C., McWilliams, H., McAuliffe, C., & Hayden, M. M. (in press). Teaching for understanding in Earth science: Comparing impacts on planning and instruction in three professional development designs for middle school science teachers. Journal of Science Teacher Education.

Penuel, W. R., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (in press). Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation. Science Education.

Penuel, W. R., Riel, M., Joshi, A., & Frank, K. A. (in press). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly.

Polman, J., & Pea, R. D. (2007). Transformative communication in project science learning discourse. In R. Horowitz (Ed.), Talking texts: Knowing the world through the evolution of instructional discourse (pp. 297-315). New York: Teachers College Press.

Preston, A. R., Bornstein, A. M., Hutchinson, J. B., Gaare, M. E., Glover, G. H., & Wagner, A. D. (in press). High-resolution fMRI of content-sensitive subsequent memory responses in human medial temporal lobe. Journal of Cognitive Neuroscience.

Race, E. A., Shanker, S., & Wagner, A. D. (in press). Neural priming in human frontal cortex: Multiple forms of learning reduce demands on the prefrontal executive system. Journal of Cognitive Neuroscience.

Raizada, R. D., Richards, T. L., Meltzoff, A. M. & Kuhl, P. K. (2008). Socioeconomic status predicts hemispheric specialization of the left inferior frontal gyrus in young children. NeuroImage, 40, 1392 - 1401.

Rao, R. P., Shon, A. P., & Meltzoff, A. N. (2007). A Bayesian model of imitation in infants and robots. In C. L. Nehaniv & K. Dautenhahn (Eds.), Imitation and social learning in robots, humans, and animals (pp. 217-247). Cambridge: Cambridge University Press.

Reeve, S., & Bell, P. (2008). How Everyday Activities Influence Children’s Ideas About Health. NARTST 2008 Conference Paper.

Reeve, S. & Bell, P. (in press). Children’s self-documentation and understanding of the concepts ‘healthy’ and ‘unhealthy.’ International Journal of Science Education.

Reeves, B., S. Roy, B. Gorman & T. Morley (2008). A marketplace for attention: Responses to a synthetic currency used to signal information importance in e-mail. First Monday. 13(5).

Rivera-Gaxiola, M., Silva-Pereyra, J., Klarman, L., Garcia-Sierra, A., Lara-Ayala, L., Cadena-Salazar, C. & Kuhl, P. K. (2007). Principal component analyses and scalp distribution of the auditory P150-250 and N250-550 to speech contrasts in Mexican and American infants. Developmental Neuropsychology, 31, 363-378.

Roschelle, J., Singleton, C., Sabelli, N., Pea, R., & Bransford, J. (2008, December).  Research worth noting, mathematics worth knowing, and resources worth growing: A response to the National Math Advisory Panel Report. Educational Researcher, 37(9), 610-617.

Satwicz, T., & Stevens, R. (2008). People, technology, and learning: A distributed perspective on collaborative activity. In J. M. Spector, M. D. Merrill, J. J. G. v. Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology. Mahwah, NJ: Erlbaum.

Satwicz, T. & Stevens, R. (2008). Playing with Representations: How do kids make use of quantitative representations in video games? International Journal of Computers for Mathematics Learning, 13, 179-206.

Schwartz, D. L., et al. (in press). Interactive metacognition: Monitoring and regulating a teachable agent. To appear in D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.), Handbook of Metacognition in Education. New York: Routledge.

Schwartz, D. L. & Bransford, J. D. (in press). In E. M. Andermann, L. Anderman, C. Chinn, T., Murdock, & H. L. Swanson (Eds.), Psychology of classroom learning: An encyclopedia. New York: MacMillan.

Schwartz, D. L., Chang, J., & Martin, L. (2008). Instrumentation and Innovation in Design Experiments: Taking the Turn to Efficiency. In A. E. Kelly, R. A. Lesh, and J. Y. Baek (Eds.), Handbook of Innovative Design Research in Science, Technology, Engineering, Mathematics (STEM) Education. NY: Routledge.

Schwartz, D. L., Chase, C., Wagster, J., Okita, S., Roscoe, R., Chin, D., & Biswas, G. (in press). Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.), Handbook of Metacognition in Education.

Schwartz, D. L., Lindgren, R., & Lewis, S. (2009). Constructivism in an age of non-constructivist assessments. In T. Duffy and S. Tobias (Eds.), Constructivist instruction: Success or failure (pp. 34-61). New York: Routledge, Taylor & Francis.

Schwartz, D. L., Varma, S., & Martin, L. (2008). Dynamic transfer and innovation. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 479-506). New York: Taylor & Francis.

Segovia, K. Y., Bailenson, J. N., Monin, B. (2009, May). Morality in tele-immersive environments. Proceedings of the International Conference on Immersive Telecommunications (IMMERSCOM), Berkeley, CA.

Silva-Pereyra, J., Conboy, B.T., Klarman, L., & Kuhl, P. K. (2007). Grammatical processing without semantics? An event-related brain potential study of preschoolers using jabberwocky sentences. Journal of Cognitive Neuroscience, 19, 1-16.

Shon, A., Storz, J. J., Meltzoff, A. N., Rao, R. P. N. (2007). A cognitive model of imitative development in humans and machines. International Journal of Humanoid Robotics, 4, 387-406.

Stevens, R., O’Connor, K., Garrison, L., Jocuns, A. & Amos, D. (in press). Becoming an engineer: Findings from a longitudinal ethnography of engineering education. Journal of Engineering Education.

Stevens, R. & Hall, R. (in press). Raising the dead: How new interactive technologies enable teaching and learning about the distant past. In C. Goodwin, C. LeBaron, & J. Streeck, (Eds.), Multimodality and human activity: Research on behavior, action, and communication. Cambridge: Cambridge University Press.

Stevens, R., Satwicz, T., & McCarthy, L. (2008). In game, in room, in world: Reconnecting video game play to the rest of kids’ lives. In K. Salen, (Ed.), The ecology of games. Cambridge, MA: MIT Press.

Varma, S., & Schwartz, D. L. (in press). How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Educational Researcher.

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