Research Publications
A selection of published papers, chapters, books, and conference proceedings by LIFE Center faculty, researchers, students and postdocs.
Peer-reviewed 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.
Akiyama, L. F., Richards, T. R., Imada, T., Dager, S. R., Wroblewski, L., & Kuhl, P. K. (2013). Age-specific average head template for typically developing 6-month-old infants. PLoS ONE, 8, e73821.
Atance, C. M., Bélanger, M., & Meltzoff, A. N. (2010). Preschoolers' understanding of others' desires: Fulfilling mine enhances my understanding of yours. Developmental Psychology.
Atance, C. M., Bernstein, D. M., & Meltzoff, A. N. (2010). Thinking about false belief: It's not just what children say, but how long it takes them to say it. Cognition, 116, 297-301.
Atance, C., & Meltzoff, A. N. (2006). Preschoolers' current desires warp their choices for the future. Psychological Science, 17, 583-587.
Atance, C., & Meltzoff, A. N. (2005). My future self: Young children's ability to anticipate and explain future states. Cognitive Development, 20, 341-361.
Back, A.L., Arnold, R.M., Baile, W.F., Tulsky, J.A., Barley, G., Pea, R.D., & Fryer-Edwards, K.A. (2009, March). Faculty development to change the paradigm of communication skills teaching in oncology. Journal of Clinical Oncology, The Art of Oncology.
Bailenson, J.N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, Volume 17, 102 - 141.
Baines, A. D. (2011). Identities in Motion: An ethnographic study of disability labels, social categories, and the everyday lives of youth (Doctoral dissertation). University of Washington, Seattle, Washington.
Baines, A.D. (2012). Positioning, strategizing, and charming: how students with autism construct identities in relation to disability. Disability & Society, 27(4), 547-561.
Baines, A.D. (2014). (Un)Learning Disability: Recognizing and Changing Restrictive Views of Student Ability. New York, NY: Teachers College Press.
Baines, A.D., Bell, P., & McDermott, R. (2012). Learning disabilities, social categories & educational practices. In J.A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1361-1365). New York: Sage.
Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J. , Nasir, N. S., Valdes, G. & Zhou, M. (2007). Learning in and out of school in diverse environments: Life-Long, Life-Wide, Life-Deep. Seattle, WA: UW Center for Multicultural Education & The LIFE Center.
Barron, B. (2015). Learning across setting and time: Catalysts for synergy. British Journal of Educational Psychology, 11, 7-21.
Barron, B. (2010). Conceptualizing and tracing learning pathways over time and setting. In W. R. Penuel, & K. O'Connor (Eds.), Learning research as a human science. National Society for the Study of Education Yearbook, 109(1), 113-127.
Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49, 193-224.
Barron, B., & Bell, P. (2015). Learning environments in and out of school. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology (Third Edition) (pp. 323-336). New York: Routledge, Taylor & Francis.
Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. In H. Dumont, Istance, & Benavides, F. (Eds.), The nature of learning: Using research to inspire practice. Paris: OECD.
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.
Barron, B., Walter, S.E., Martin, C.K., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers & Education, 54, 178-189.
Bell, P., Tzou, C., Bricker, L.A., & Baines, A.D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55, 269-284.
Bernstein. D. M., Erdfelder. E., Meltzoff, A. N., Perria W., & Loftus, G. R. (2011). Hindsight bias from 3 to 95 years of age. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 378-391.
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.
Bonawitz, L. B., Ferranti, D., Saxe, R. Gopnik, A., Meltzoff, A. N., Woodward, J., & Schulz, L., (2010). Just do it? Investigating the gap between prediction and action in toddlers’ causal inferences. Cognition, 115, 104-117.
Bosseler, A. N., Taulu, S., Pihko, E., Mäkelä, J. P., Imada, T., Ahonen, A., & Kuhl, P. K. (2013). Theta rhythms index perceptual narrowing in infant speech perception. Frontiers in Psychology, 4:690. 10.3389/fpsyg.2013.00690.
Boucenna, S., Cohen, D., Meltzoff, A. N., Gaussier, P., & Chetouani, M. (2016). Robots Learn to Recognize Individuals from Imitative Encounters with People and Avatars. Scientific reports, 6.
Bricker, L.A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498.
Bricker, L.A., & Bell, P. (2012). “GodMode is his video game name”: Situating learning and identity in structures of social practice. Cultural Studies of Science Education, 7(4), 883-902.
Bricker, L.A., & Bell, P. (2014). “What Comes to Mind When You Think of Science? The Perfumery!”: Documenting Science-Related Cultural Learning Pathways Across Contexts and Timescales. Journal of Research in Science Teaching, 51(3), 260-285.
Bricker, L.A., Reeve, S., & Bell, P. (2014). “She has to drink the blood of the snake”: Culture and prior knowledge in science|health education. International Journal of Science Education, 36(9), 1457-1475.
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.
Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535-543.
Brooks, R., & Meltzoff, A. N. (2015). Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind. Journal of Experimental Child Psychology, 130, 67-78.
Can, D. C., Richards, T. L., & Kuhl, P. K. (2013). Early gray-matter and white-matter concentration in infancy predict later language skills: A whole-brain voxel-based morphometry study. Brain & Language, 124, 34-44.
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282-298.
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. (2009). Teachable agents and the protégé effect: Increasing the effort towards learning. Journal of Science Education and Technology.
Cheng, Y., Meltzoff, A. N., Decety, J. (2007). Motivation modulates the activity of the human mirror-neuron system. Cerebral Cortex, 17, 1979-1986.
Cheryan, S., Meltzoff, A.N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes, Computers & Education, 57, 1825-1835.
Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6:49.
Cheryan, S., Ziegler, S., Plaut, V. C., Meltzoff, A. N. (2014). Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Science, 1, 4-12.
Chung, M. J., Friesen, A. L., Fox, D., Meltzoff, A. N. (2015). A Bayesian developmental approach to robotic goal-based imitation learning. PLoS ONE, 10(11), e0141965.
Conboy, B. T., Brooks, R., Meltzoff, A. N. & Kuhl, P. K. (2015). Social interaction in infants’ learning of second-language phonetics: An exploration of brain-behavior relations. Developmental Neuropsychology. Denise, fill in the rest of the reference.
Conboy, B. T., & Kuhl, P. K. (2011). Impact of second-language experience in infancy: Brain measures of first- and second-language speech perception. Developmental Science, 14, 242-248.
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). Cambridge, England: Cambridge University Press.
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.
Cress, U., Barron, B., Fischer, G., Forte, A., Resnick, M., & Collins, A. (2013). Mass. Collaboration – an Emerging Field for CSCL Research. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL): Volume 2. To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale (pp. 557–563). University of Wisconsin: ISLS.
Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1-10.
Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82, 766-779.
Cvencek, D., Meltzoff, A. N., Kapur, M. (2013). Cognitive consistency and math–gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73-91.
Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem’s role in maintaining a balanced identity. Journal of Experimental Social Psychology, 62, 50-57.
Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). Measuring implicit attitudes of 4-year-old children: The Preschool Implicit Association Test. Journal of Experimental Child Psychology, 109, 187-200.
Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82, 766-779.
Cvencek, D., Nasir, N. S., O’Connor, K. O., Wischnia, S., & Meltzoff, A. N. (2014). The development of math–race stereotypes: “They say Chinese people are the best at math.” Journal of Research on Adolescence, 25, 630-637.
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. J., Pea, R., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M.G., & Sherin, B.L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19(1), 3-53. doi:10.1080/10508400903452884
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, England: Cambridge University Press.
Dudukovic, N. M., & Wagner, A. D. (2009). Attention during memory retrieval enhances future remembering. Memory & Cognition, 37, 953-961.
Garcia-Sierra, A., Rivera-Gaxiola, M., Conboy, B. T., Romo, H., Percaccio, C. R., Klarman, L., Ortiz, S., & Kuhl, P. K. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39, 546-557.
Givens, J., Nasir, N., ross, k., McKinney de Royston, M., & Vakil, S. (2016). Modeling manhood: Reimagining black male identities in school. Anthropology & Education Quarterly.
Grover, S., Pea, R., & Cooper, S. (2015). Designing for deeper learning in a blended computer science course for middle school students. Computer Science Education, 25(2), 199-237. Chicago
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the art. Educational Researcher, 42(1), 38-43.
Grover, S., Pea, R., & Cooper, S. (2016). Factors influencing computer science learning in middle school. Proceedings of ACM-SIGCSE '16, March 02-05, 2016, Memphis, TN, USA (DOI: http://dx.doi.org/10.1145/2839509.2844564)
Hutchinson, J. B., Uncapher, M., & Wagner, A. D. (2009). Posterior parietal cortex and episodic retrieval: Convergent and divergent effects of attention and memory. Learning & Memory, 16, 343-356.
Imada, T., Zhang, Y., Cheour, M., Taulu, S., Ahonen, A. & Kuhl, P. K. (2006). Infant speech perception activates Broca’s Area: A developmental MEG study. NeuroReport, 17, 957-962.
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.
Kaipa, K., Bongard, J., & Meltzoff, A.N. (2010). Self discovery enables robot social cognition: Are you my teacher? Neural Networks, 23, 1113-1124.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831-843.
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. In J. Colombo, P. McCardle & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 213-243). Erlbaum: New York.
Kuhl, P. K. (2009). Early language acquisition: Neural substrates and theoretical models. In M. S. Gazzaniga (Ed.), The Cognitive Neurosciences, 4th Edition (pp. 837-854). Cambridge, MA: MIT Press.
Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67, 713-727.
Kuhl, P. K. (2011). Social mechanisms in early language acquisition: Understanding integrated brain systems supporting language. In J. Decety & J. Cacioppo (Eds.), The Oxford handbook of social neuroscience (pp. 649-667). Oxford UK: Oxford University Press.
Kuhl, P. K. (2011). Brain mechanisms underlying the critical period for language: Linking theory and practice, in A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), Human neuroplasticity and education (pp. 33-59). The Pontifical Academy of Sciences: Vatican City.
Kuhl, P. K. (2011). Early language learning and literacy: Neuroscience implications for education. Mind, Brain, and Education, 5, 128–142. Article first published online: 10 AUG 2011, DOI: 10.1111/j.1751-228X.2011.01121.
Kuhl, P. K. (2011). Who's talking? Science, 29, 529-530.
Kuhl, P. K., Coffey-Corina, S., Padden, D. M., & Dawson, G. (2005). Links between social and linguistic processing of speech in preschool children with autism: Behavioral and electrophysiological measures. Developmental Science, 8, F9-F20.
Kuhl, P. K., Coffey-Corina, S., Padden, D. M., Munson, J., Estes, A., & Dawson, G. (2013). Brain responses to words in 2-year-olds with Autism predict developmental outcomes at age 6. PLoS ONE, 8, e64967.
Kuhl, P. K., Conboy, B. T., Coffey-Corina, S., Padden, D., Rivera-Gaxiola, M., & Nelson, T. (2008). Phonetic learning as a pathway to language: New data and Native Language Magnet Theory, expanded (NLM-e). Philosophical Transactions of the Royal Society B, 363, 979-1000.
Kuhl, P. K., Conboy, B.T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the Critical Period. Language Learning and Development, 1, 237-264.
Kuhl, P. K. & Damasio, A. (2012). Language, in E. R. Kandel. J. H. Schwartz, T. M. Jessell, S. Siegelbaum, & J. Hudspeth (Eds.), Principles of neural science: 5th Edition (pp. 1353-1372). New York: McGraw Hill.
Kuhl, P. K., Ramírez, R. R., Bosseler, A., Lin, J –F., & Imada, T. (2014). Infants’ brain responses to speech suggest Analysis by Synthesis. Proceedings of the National Academy of Sciences, USA, 111, 11238-11245.
Kuhl, P. K., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 31, 511-534.
Kuhl, P. K., Stevens, E., Hayashi, A., Deguchi, T., Kiritani, S. & Iverson, P. (2006). Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science, 9, F13-F21.
Kuhl, P. K., Tsao, F. -M, & Liu, H. -M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, USA, 100, 9096-9101.
Lamm, C., Meltzoff, A. N., & Decety, J. (2010). How do we empathize with someone who is not like us? A functional magnetic resonance imaging study. Journal of Cognitive Neuroscience, 22, 362-376.
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.
Lewis, S., Pea, R., & Rosen, J. (2010). Beyond participation to co-creation of meaning: mobile social media in generative learning communities. Social Science Information, 49(3), 351-369.
Lin, J.-F. L., Imada, T., & Kuhl, P. K. (2011). Mental addition in bilinguals: an fMRI study of task-related and performance-related activation. Cerebral Cortex, 22, 1851-1861.
Lin, X. & Branford, J. D. (2010). Personal background knowledge influences cross-cultural understanding. Teachers College Record, 112. 1729-1757.
More info - https://www.tcrecord.org/Content.asp?ContentID=15572
Liu, D., Meltzoff, A. N., & Wellman, H. M. (2009). Neural correlates of belief- and desire-reasoning. Child Development, 80, 1163-1171.
PDF download - http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01323.x/pdf
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.
PDF download - http://ilabs.washington.edu/kuhl/pdf/Liu_etal_2007.pdf
Loucks, J., & Meltzoff, A. N. (2013). Goals influence memory and imitation for dynamic human action in 36-month-old children. Scandinavian Journal of Psychology, 54, 41-50.
Marshall, P. J., & Meltzoff, A. N. (2011). Neural mirroring systems: Exploring the EEG mu rhythm in infancy. Developmental Cognitive Neuroscience, 1, 110-123.
Marshall, P. J., Young, T., & Meltzoff, A. N. (2011). Neural correlates of action observation and execution in 14-month-old infants: An event-related EEG desynchronization study. Developmental Science, 14, 474-480.
Marshall, P. J., & Meltzoff, A. N. (2014). Neural mirroring mechanisms and imitation in human infants. Philosophical Transactions of the Royal Society: Biological Sciences, 369: 20130620.
Marshall, P. J., & Meltzoff, A. N. (2015). Body maps in the infant brain. Trends in Cognitive Sciences, 19, 499-505.
Marshall, P. J., Saby, J. N., & Meltzoff, A. N. (2013). Imitation and the developing social brain: Infants’ somatotopic EEG patterns for acts of self and other. International Journal of Psychological Research, 6, 22-29.
Marshall, P. J., Saby, J. N., & Meltzoff, A. N. (2013). Infant brain responses to object weight: Exploring goal-directed actions and self-experience. Infancy, 18, 942-960.
Martin, L., & Goldman, S. (2009) The Tanda: A practice at the intersection of mathematics, culture, and financial goals. Mind, Culture & Activity, 16, 338 - 352.
More info - http://www.informaworld.com/smpp/content~db=all~content=a915635562~frm=abslink
Martin, L. & Schwartz, D. L. (2009). Prospective adaptation in the use of representational tools. Cognition and Instruction, 27, 370-400.
PDF download - http://openarchive.stanford.edu/bitstream/10408/146/1/Cog%26InstructionMartin.2009.pdf
Master, A., Cheryan, S., & Meltzoff, A. N. (2015). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology.
Master, A., Cheryan, S., & Meltzoff, A.N. (2014). Reducing adolescent girls’ concerns about STEM stereotypes: When do female teachers matter? International Review of Social Psychology, 27, 79-102.
McKinney de Royston, M., Vakil, S., Nasir, N., ross, k., & Givens, J. (accepted). “He’s more like a ‘brother’ than a ‘teacher’”: Politicized caring in a program for African American males. Teachers College Record.
Meltzoff, A. N. (2013). Origins of social cognition: Bidirectional self-other mapping and the “Like-Me” hypothesis. In M. Banaji & S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 139-144). New York, NY: Oxford University Press.
Meltzoff, A. N. (2007). 'Like me': a foundation for social cognition. Developmental Science, 10, 126-134.
Meltzoff, A. N. (2007). The "like me" framework for recognizing and becoming an intentional agent. Acta Psychologica, 124, 26-43.
Meltzoff, A.N., Brooks, R., Shon, A.P, & Rao, R.P.N. (2010). "Social" robots are psychological agents for infants: A test of gaze following. Neural Networks, 23, 966-972.
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., Kuhl, P. K., Movellan, J., & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325, 284-288.
Meltzoff, A.N., Waismeyer, A., & Gopnik, A. (2012). Learning about causes from people: Observational causal learning in 24-month-old infants. Developmental Psychology, 48, 1215-1228.
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.
Moll, H., & Meltzoff, A. N. (2011). How does it look? Level 2 perspective-taking at 36 months of age. Child Development, 82, 661-673.
Moll, H., & Meltzoff, A. N. (2011). Perspective-taking and its foundation in joint attention. In J. Roessler & N. Eilan (Eds.), Perception, causation and objectivity: Issues in philosophy and psychology (pp. 286-304). NY: Oxford University Press.
Moll, H., Meltzoff, A. N., Merzsch, K., & Tomasello, M. (2013). Taking versus confronting perspectives in preschool children, Developmental Psychology, 49, 646-654.
Moon, C., Lagercrantz, H., & Kuhl, P. K. (2013). Language experienced in utero affects vowel perception after birth: a two country study, Acta Pediatrica, 102, 156-160.
Moraveji, N., Olson, B., Nguyen, T., Pea, R., Heer, J. (2011). Peripheral paced respiration: influencing user physiology during information work. Proceedings of ACM UIST ’11, pp. 423-427.
Moraveji, N., Oshidary, N., Pea, R., Fogg, BJ (2011). Calming Technologies. Workshop on Personal Informatics, Proceedings of ACM CHI ‘11.
Nasir, N. & Bang, M. (Eds.)(2012). Conceptualizing culture and race in the process of learning [Special issue]. Human Development, 55(5-6).
Nasir, N., & Cooks, J. (2009). Becoming a Hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40, 41-61.
Nasir, N., Ross, k., deRoyston, M.M., Givens, J., & Bryant, J. (2013). Dirt on my record: Rethinking disciplinary practices in an all-Black, all-male alternative class. Harvard Educational Review, 83(3), 489-512.
Nasir, N., Shah, N., Snyder, C., & Ross, K. (2012). Stereotypes, storylines, and the learning process. Human Development, 55(5-6), 285-301.
Nasir, N., & Vakil, S. (accepted). Designing STEM classrooms for racial equity: A tale of two academies. Cognition and Instruction.
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.
PDF download - http://diver.stanford.edu/docs_pubs/A144_Pea_Lindgren_Rosen_SSI1.pdf
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.
More info - http://www.computer.org/portal/web/csdl/doi/10.1109/TLT.2009.5
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012, January 23). Media Use, Face-to-Face Communication, Media Multitasking and Social Well-Being among 8-12 Year Old Girls. Developmental Psychology. Advance online publication.
Penuel, W. R., & Gallagher, L. P. (2008). 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. (2009). 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, 20, 415-436.
Penuel, W. R., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (2008). 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. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly.
Preston, A. R., Bornstein, A. M., Hutchinson, J. B., Gaare, M. E., Glover, G. H., & Wagner, A. D. (2009). High-resolution fMRI of content-sensitive subsequent memory responses in human medial temporal lobe. Journal of Cognitive Neuroscience, 22, 156-173.
Race, E. A., Shanker, S., & Wagner, A. D. (2008). Neural priming in human frontal cortex: Multiple forms of learning reduce demands on the prefrontal executive system. Journal of Cognitive Neuroscience, 21, 1766-1781.
Raizada, R. D., Richards, T. L., Meltzoff, A. N., & Kuhl, P. K. (2008). Socioeconomic status predicts hemispheric specialization of the left inferior frontal gyrus in young children. NeuroImage, 40, 1392–1401.
Raizada, R. D. S., Tsao, F. -M., Liu, H. -M., Holloway, I. D., Ansari, D., & Kuhl, P. K. (2010). Linking brain-wide multivoxel activation patterns to behaviour: Examples from language and math. NeuroImage, 51, 462-471.
Raizada, R. D. S., Tsao, F. -M., Liu, H. –M., & Kuhl, P. K. (2010). Quantifying the adequacy of neural representations for a cross-language phonetic discrimination task: Prediction of individual differences. Cerebral Cortex, 20, 1-12.
Ramirez-Esparza, N., Harris, K., Hellermann, J., Clemence, R., Kuhl, P. K., & Reder, S. (2012). Socio-interactive practices and personality in adult learners of English with little formal education. Language Learning, 62, 541-570.
Ramirez-Esparza, N., Garcia-Sierra, A., & Kuhl, P. K. (2014). Look who’s talking: Speech style and social context in language input are linked to concurrent and future speech development. Developmental Science, 17, 880–891. doi:10.1111/desc.12172
Reeve, S. & Bell, P. (2009). Children's self-documentation and understanding of the concepts "healthy" and "unhealthy." International Journal of Science Education, 31, 1953-1974.
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).
Read online - http://firstmonday.org/article/view/2100/1963
Repacholi, B., Meltzoff, A. N., Rowe, H., & Toub, T. S. (2014). Infant, control thyself: Infants’ integration of multiple social cues to regulate their imitative behavior. Cognitive Development, 32, 46-57.
Rivera-Gaxiola. M., Garcia-Sierra, A., Lara-Ayala, L., Cadena, C., Jackson-Maldonado, D., & Kuhl, P. K. (2012). Event-related potentials to an English/Spanish syllabic contrast in Mexican 10-13 month-old infants. ISRN Neurology, 2012. doi:10.5402/2012/702986
Rivera-Gaxiola, M., Klarman, L., Garcia-Sierra, A. & Kuhl, P. K. (2005). Neural patterns to speech and vocabulary growth in American infants. NeuroReport, 16, 495-498.
Rivera-Gaxiola, M., Silva-Pereyra, J. and Kuhl, P. K. (2005). Brain potentials to native- and non-native speech contrasts in seven- and eleven-month-old American infants. Developmental Science, 8, 162-172.
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.
Ross, k., Givens, J., Nasir, N., Philoxene, D., Vakil, S. (accepted). Organic pedagogies of Black male instructors. Equity and Excellence in Education.
Saby, J. N., Marshall, P. J., & Meltzoff, A. N. (2012). Neural correlates of being imitated: An EEG study in preverbal infants. Social Neuroscience, 7, 650-661.
Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2013). Infants’ somatotopic neural responses to seeing human actions: I’ve got you under my skin. PLOS ONE, 8, e77905.
Saby, J. N., Meltzoff, A. N., & Marshall, P. J. (2015). Neural body maps in human infants: Somatotopic responses to tactile stimulation in 7-month-olds. NeuroImage, 118, 74-78.
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.
Sharples, M., & Pea, R. (2014). Mobile learning. In Sawyer, K. (Ed.), Cambridge Handbook of the Learning Sciences, 2nd edition (pp. 501-521). New York: Cambridge University Press.
Schneider, B., & Pea, R. (2015). Does seeing one another’s gaze affect group dialogue? A computational approach. Journal of Learning Analytics, 2(2), 107–133. (http://dx.doi.org/10.18608/jla.2015.22.9)
Schneider, B., & Pea, R. (2013, November). Real-time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality. International Journal of Computer-Supported Collaborative Learning, 8(4), 375-397. (First published online October 4, 2013).
Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., & Pea, R. (2015). 3D tangibles facilitate joint visual attention in dyads. Full Paper. In Proceedings of CSCL2015: The 11th International Conference on Computer Supported Collaborative Learning, pp. 158-166. Gothenburg, Sweden, June 7-11, 2015.
Schneider, B., & Pea, R. (2014). Toward collaboration sensing. International Journal of Computer-Supported Collaborative Learning, 8(4), 375-397 (First published online October 31, 2014). (DOI 10.1007/s11412-014-9202-y)
Schneider, B., & Pea, R. (2014, July 5-6). The effect of mutual gaze perception on students' verbal coordination. In Stamper, J., Pardos, Z., Mavrikis, M., & McLaren, B.M. (eds.). Proceedings of the 7th International Conference on Educational Data Mining: EDM 2014, pp. 138-144. London, England.
Schneider, B., Wallace, J., Blikstein, P., & Pea, R. (2013, April-June). Preparing for future learning with a tangible user interface: The case of neuroscience. IEEE Transactions on Learning Technologies, 6(2), 117-129.
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.
Silva-Pereyra, J., Klarman, L., Lin Jo-Fu, L. and Kuhl, P. (2005). Sentence processing in 30-month-old children: An ERP study. NeuroReport, 16, 645-648.
Silva-Pereyra, J., Rivera-Gaxiola, M. and Kuhl, P. (2005). An event-related brain potential study of sentence comprehension in preschoolers: Semantic and morphosyntactic processing. Cognitive Brain Research, 23, 247-258.
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.
Sobel, D., Yoachim, C., Gopnik, A., Meltzoff, A. N., & Blumenthal, E. (2007). The blicket within: Preschoolers’ inferences about insides and causes. Journal of Cognition and Development, 8, 159-182.
Sommerville, J. A., Bernstein, D. M., & Meltzoff, A. N. (2013). Measuring beliefs in centimeters: Private knowledge biases preschoolers’ and adults’ representation of others’ beliefs. Child Development, 84, 1846-1854.
Stevens, R., O'Connor, K., Garrison, L., Jocuns, A. & Amos, D. (2008). Becoming an engineer: Toward a three dimensional view of engineering learning. Journal of Engineering Education, 97, 355-368.
Sundara, M., Demuth, K. & Kuhl, P. K. (2011). Sentence-position effects on children's perception and production of English 3rd person singular -s. Journal of Speech, Language, and Hearing Research, 54, 55-71.
Taylor, A. H., Cheke, L. G., Waismeyer, A., Meltzoff, A. N., Miller, R., Gopnik, A., Clayton, N. S. & Gray. R. D. (2014). Of babies and birds: complex tool behaviours are not sufficient for the evolution of the ability to create a novel causal intervention. Proceedings of the Royal Society: Biological Sciences, 281: 20140837.
Tsao, F. M., Liu, H. M., & Kuhl, P. K. (2004). Speech perception in infancy predicts language development in the second year of life. Child Development, 75, 1067-1084.
Tsao, F.-M., Liu, H.-M., Kuhl, P. K. (2006). Perception of native and non-native affricate-fricative contrasts: Cross-language tests on adults and infants. Journal of the Acoustical Society of America, 120, 2285-2294.
Tzou, C., & Bell, P. (2012). The role of borders in environmental education: Positioning, power, and the paradox of categories. Ethnography & Education, 7(2), 265-282.
Tzou, C., Scalone, G., & Bell, P. (2010). The role of environmental narratives and social positioning in how place get constructed for and by youth: Implications for environmental science education for social justice. Equity and Excellence in Education, 43(5), 105-119.
Vakil, S., Kirshner, B., Nasir, N., & deRoyston, M. (accepted). Rethinking race and power in design-based research: Reflections from the field. Journal of the Learning Sciences.
Varma, S., & Schwartz, D. L. (2008). How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Educational Researcher, 50, 149-161.
Waismeyer, A., Meltzoff, A. N., & Gopnik, A. (2015). Causal learning from probabilistic events in 24-month-olds: An action measure. Developmental Science, 18, 175-182.
Wang, Y., Kuhl, P. K., Chen, C., & Dong, Q. (2009). Sustained and transient language control in the bilingual brain. NeuroImage, 47, 414-422.
Wang, Y., Lin, J.-F., Kuhl, P. K., Hirsch, J. (2007). Mathematical and linguistic processing differs between native and second languages: An fMRI study. Brain Imaging and Behavior, 1, 68-82.
Wang, Z., Meltzoff, A. N., & Williamson, R. A. (2015). Social learning promotes understanding of the physical world: Preschool children’s imitation of weight sorting. Journal of Experimental Child Psychology, 136, 82-91.
Wang, Z. Williamson, R.A., & Meltzoff, A. N. (2015). Imitation as a mechanism in cognitive development: a cross-cultural investigation of 4-year-old children’s rule learning. Frontiers in Psychology, 6:562.
Weusijana, B. K. A., Svihla, V., Gawel, D. J., & Bransford, J. D. (2009). MUVEs and experiential learning: Some examples. Innovate: Journal of Online Education.
White, T., & Pea, R. (2011). Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations. The Journal of the Learning Sciences.
Williamson, R. A., Brooks, R., & Meltzoff, A. N. (2015). The sound of social cognition: Toddlers’ understanding of how sound influences others. Journal of Cognition and Development, 16, 252-260.
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Williamson, R. A., Meltzoff, A. N., & Jaswal, V. (2010). Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children. Developmental Psychology, 46, 57-65.
Williamson, R. A., Meltzoff, A. N., & Markman, E. M. (2008). Prior experiences and perceived efficacy influence 3-year-olds' imitation. Developmental Psychology, 44, 275-285.
Williamson, R. A., Meltzoff, A. N. (2011). Own and others’ prior experiences influence children’s imitation of causal acts. Cognitive Development, 26, 260-268.
Wise, D., Reeves, B., Reeves, K., (2007). The effect of user control on the cognitive and emotional processing of pictures. Media Psychology, 9, 549-566.
PDF download - http://primelab.missouri.edu/pdfs/wr07.pdf
Yawei, C., Meltzoff, A. N., Decety, J. (2007). Motivation modulates the activity of the human mirror-neuron system. Cerebral Cortex, 17, 1979-1986.
Yee, N. & Bailenson, J.N. (2009). The difference between being and seeing: The relative contribution of self perception and priming to behavioral changes via digital self-representation. Media Psychology, 12, 195-209.
Zack, E., Barr, R., Gerhardstein, P., Dickerson, D., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch-screen technology. British Journal of Developmental Psychology, 27, 13-26.
PDF download - http://ilabs.washington.edu/meltzoff/pdf/09Zack_Barr_Meltzoff_InfantTV.PDF
Zack, E., Gerhardstein, P., Meltzoff, A. N., Barr, R. (2013). 15-month-olds’ transfer of learning between touch screen and real world displays: Language cues and cognitive loads. Scandinavian Journal of Psychology, 54, 20-25.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams. International Journal of Computer Supported Collaborative Learning, 7, 259–284. Digital Object Identifier (DOI) 10.1007/s11412-012-9145-0.
Zhang, Y., Kuhl, P. K., Imada, T., Iverson, P., Pruitt, E. B., Kawakatsu, M., Tohkura, Y., & Nemoto, I. (2009). Neural signatures of phonetic learning in adulthood: A magnetoencephalography study. Neuroimage, 46, 226-240.
Zhang, Y., Kuhl, P. K., Imada, T., Kotani, M., & Tohkura, Y. (2005). Effects of language experience: Neural commitment to language-specific auditory patterns. NeuroImage, 26, 703-720.
Zahn. C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. J. Learning Sciences, 19, 1-38.
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Zimmerman, H.T. (2012). Participating in science at home: Recognition work and learning in biology. Journal of Research in Science Teaching, 49(5), 597-630.
Zimmerman, H.T., & Bell, P. (2014). Where Young People See Science: Everyday activities connected to science. International Journal of Science Education, 4(1), 25-53.
Zimmerman, H.T., Perin, S., & Bell, P. (2010). Parents, science, and interest: The role of parents in the development of youths’ interests. Journal of Museums and Social Issues, 5(1), 67-86.
Zimmerman, H.T., Reeve, S., & Bell, P. (2008). Distributed expertise in a science center: Social and intellectual role-taking by families. Journal of Museum Education, 33(2), 143-152.
Zimmerman, H.T., Reeve, S., & Bell, P. (2009). Family sense-making practices in science centered conversations. Science Education, 93(3), 478-505.
Books and book chapters
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. (2006). 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. (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.
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Barron, B. (2014). Advancing research on the dynamics of interest-driven learning. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 285-296). Boston, MA: MIT Press.
Barron, B. (2014). Communities of learners. In D. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 164-167). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346229.n75
Barron, B. & Bell, P. (2015). Learning in informal and formal environments. In L. Corno & E. Anderman (Eds.), Pp. 323-336. Handbook of Educational Psychology: 3rd Edition. Mahwah, NJ: Erlbaum.
Barron, B. & Darling-Hammond, L. (2008). Teaching for Meaningful Learning. San Francisco, CA: San Francisco, CA: Jossey-Bass.
Barron, B., & Darling-Hammond, L. (2008). Powerful learning: Studies show deep understanding derives from collaborative methods. Edutopia, pp. 1-15, George Lucas Educational Foundation.
Barron, B., & Darling-Hammond, L. (2009). How can we teach for meaningful learning? In L. Darling-Hammond, B. Barron, D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman, G. N. Cervetti, & J. L. Tilson, Powerful learning: What we know about teaching for understanding (pp. 11-70). San Francisco, CA: Jossey-Bass.
Barron, B., Gomez, K., Pinkard, N., & Martin, C. K. (2014). The Digital Youth Network: Cultivating new media citizenship in urban communities. Boston, MA: MIT Press. ISBN: 978-0262027038
Barron, B., & Martin, C. K.m Mertl, V., & Yassine, M. (in press). Citizen Science: Connecting to Nature through Networks. Mass Collaboration and Education U. Cress, J. Moskaliuk, and H. Jeong (Eds.). Springer.
Barron, B., Martin, C. K., & Gomez, K. (2014). Documenting pathways to digital media production through longitudinal and multi-setting research methods. In B. Barron, K. Gomez, N. Pinkard, & C.K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 41-54). Boston, MA: MIT Press.
Barron, B., Martin, C. K., Gomez, K. Pinkard, N., & Austin, K. (2014). Creative learning ecologies by design: Insights from DYN. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 273-284). Boston, MA: MIT Press.
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(2), 55-77. doi:10.1162/ijlm.2009.0021
Barron, B., Mertl, V., & Martin, C. K. (2014). Appropriating the process: Creative production within informal interactions and across settings. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 167-190). Boston, MA: MIT Press.
Barron, B., Pea, R.D., & Engle, R. (2013). Advancing understanding of collaborative learning with data derived from video records. In C. Hmelo-Silver, A. O'Donnell, C. Chinn & C. Chan (Eds.), International handbook of collaborative learning (pp. 203-219). New York, NY: Taylor & Francis.
Barron, B., & Roschelle, J. (2009). Shared cognition. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia (pp. 819-823). Detroit, MI: Macmillan Reference USA/Gale Cengage Learning.
Barron, B., Wise, S., & Martin, C. K. (2013). Creating within and across life spaces: The role of a computer clubhouse in a child’s learning ecology. In S.R. Steinberg & K. Tobin (Series Eds.), B. Bevan, P. Bell, R. Stevens, & A. Razfar (Vol. Eds.), Explorations of Educational Purpose: Vol. 23. LOST opportunities: Learning in out-of-school time (pp. 99-118). Netherlands: Springer.
Bell, P. (2012). Learning Science in Informal Environments. In J.A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1368-1372). New York: Sage.
Bell, P. (2012). Life-Long, Life-Wide & Life Deep Learning. In J.A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1395-1397). New York: Sage.
Bell, P. (2012). Understanding How and Why People Learn Across Settings as an Educational Equity Strategy. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), Learning about Out of School Time (LOST) Learning Opportunities (pp. 224-241). London: Springer.
Bell, P., Bricker, L.A., Reeve, S., Zimmerman, H.T., & Tzou, C. (2012). Discovering and Supporting Successful Learning Pathways of Youth In and Out of School: Accounting for the Development of Everyday Expertise Across Settings. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST Opportunities: Learning in Out of School Time (pp. 224-241). London: Springer.
Blascovich, J. & Bailenson, J. (2011). Infinite Reality: Avatars, eternal life, new worlds, and the dawn of the virtual revolution. New York: Harper. http://www.infinitereality.org/
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.
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Bransford, J. D., & Schwartz, D. L. (2009). 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.
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Bransford, J., et al. (2010). 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.
Bricker, L. A., & Bell, P. (2016). Exploring images of epistemic cognition across contexts and over time. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 197-214). New York: Routledge.
Bricker, L.A., & Bell, P. (2012). Argumentation and reasoning in life and in school: Implications for the design of school science learning environments. In M.S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice, and research (pp. 117-133). Dordrecht, The Netherlands: Springer.
Bricker, L.A., & Bell, P. (2012). Positioning, situated learning, and identity formation. In J.A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1677-1678). New York: Sage.
Chen, M. (2012). Leet Noobs: The Life and Death of an Expert Player Group in World of Warcraft. New York: Peter Lang.
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.
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.
Crowley, K., Barron, B., Knutson, K., & Martin, C. K. (2015). Interest and the development of pathways to science. In K.A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Handbook of interest in mathematics and science learning. Pp. 297-313. Washington, D.C.: American Educational Research Association.
Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2012). Balanced identity theory: Review of evidence for implicit consistency in social cognition. Cognitive Consistency: A Fundamental Principle in Social Cognition, The Guilford Press.
Darling-Hammond, L., Barron, B., Pearson, D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G. N., & Tilson, J. L. (2008). Powerful learning: What we know about teaching for understanding. San Francisco, CA: Jossey-Bass. ISBN:9780470276679 0470276673
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.
Ericsson, K. A., Perez, R., Eccles, D., Lang, L., Baker, E., & Bransford, J. D. (2009). 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., (2011). 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.
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Fox, J., & Bailenson, J.N. (2009). 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. (2009). 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. http://www.amazon.com/Video-Research-Learning-Sciences-Goldman/dp/080585360X
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.
Gomez, K., Barron, B., & Pinkard, N. (2014). Introduction: The digital media landscape. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 1-14). Boston, MA: MIT Press.
Haertel, E. (Chair), Beauregard, R., Confrey, J., Gomez, L., Gong, B., Ho, A., Horwitz, P., Junker, B., Pea, R., Rothman, R., & Shepard, S. (2012, May). NAEP: Looking ahead – leading assessment into the future. Recommendations to the Commissioner, National Center for Education Statistics. 54pp. (http://nces.ed.gov/nationsreportcard/about/future_of_naep.asp)
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.
Kuhl, P. K. (2008). Linking infant speech perception to language acquisition: Phonetic learning predicts language growth. In J. Colombo, P. McCardle & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 213-243). Erlbaum: New York.
Kuhl, P. K. (2009). Early language acquisition: Neural substrates and theoretical models. In M. S. Gazzaniga (Ed.), The Cognitive Neurosciences, 4th Edition (pp. 837-854). Cambridge, MA: MIT Press.
Kuhl, P. K. (2009). 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 (pp. 103-131). Oxford, UK: Oxford University Press.
Kuhl, P. K. (2011). Social mechanisms in early language acquisition: Understanding integrated brain systems supporting language. In J. Decety & J. Cacioppo (Eds.), The Oxford handbook of social neuroscience (pp. 649-667). Oxford UK: Oxford University Press.
Kuhl, P. K. & Damasio, A. (2014.). 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.
Lee, T.R., & Bricker, L.A. (2014). Connected learning environments: Bridging informal and formal environments to support early science learning. In L.P. Kuh (Ed.), Thinking critically about environments for young children: Bridging theory and practice (pp. 129-144). New York, NY: Teachers College Press.
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).
Levinson, A., Barron, B., Stringer, D., Zywica, J., & Matthews, J. (2014). Be a voice, not an echo: Supporting identities as digital media citizens. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 131-156). Boston, MA: MIT Press.
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.
Martin, C. K., Barron, B., Matthews, J., & Stringer, D. (2014). Patterns of engagement: How depth of experience matters. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 203-236). Boston, MA: MIT Press.
Martin, L. & S. Goldman. (2010) Family Inheritance: parents, children and financial practices. In E. Gordon, L. Lin & H. Varenne (Eds.), Supplemental Education, (Vol. 3). New York & London: Melen.
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. (2011). 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. (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. (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., & Williamson, R. A. (2010). The importance of imitation for theories of social-cognitive development. In G. Bremner & T. Wachs (Eds.), Handbook of infant development (2nd ed., pp. 345-364). Oxford: Wiley-Blackwell
PDF download - http://ilabs.washington.edu/meltzoff/pdf/10Meltzoff_Williamson_BremnerHandbook.pdf
Meltzoff, A. N. (2010). Social cognition and the origins of imitation, empathy, and theory of mind. In U. Goswami (Ed.), Blackwell's handbook of cognitive development (2nd edition). Oxford: Blackwell.
PDF download - http://ilabs.washington.edu/meltzoff/pdf/11Meltzoff_SocialCognition_in%20Goswami.pdf
Nasir, N., Davis, M., Atukpawu, G., O'Connor, K. (2010). 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.
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.
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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.
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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.
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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.
Pea, R., & Martin, L. (2010, to appear). Values that occasion and guide mathematics in the family. In K. O'Connor & W. R. Penuel (Eds.), Research on learning as a human science. New York: Teachers College Press.
PDF download - http://familymath.stanford.edu/documents/Pea_Martin_NSSE_2010_12_30_09.pdf
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.
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.
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.
Reeves, B., & Read, L. (2009). Total engagement: Using games and virtual worlds to change the way people work and businesses compete. Cambridge MA: Harvard Business School Press. http://www.totalengagement.org/
Rogers, M., Barron, B., Martin, C. K., Levinson, A., & Matthews, J. (2014). Stepping into production: Seeding creative project work. In B. Barron, K. Gomez, N. Pinkard, & C. K. Martin, The Digital Youth Network: Cultivating new media citizenship in urban communities (pp. 97-116). Boston, MA: MIT Press.
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.
Schwartz, D. L., et al. (2009). 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. (2013.). 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. (2009). 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.
Stevens, R. & Hall, R. (2011). 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.
Zahn, C., Pea, R., Mills, M., Rosen, J., Hesse, F., & Finke, M. (2005, June). Advanced video technologies to support collaborative learning in school education and beyond. In D. Suthers & T. Koschmann (Eds.), Proceedings of the International CSCL-05 Conference, Taipei, Taiwan. Mahwah, NJ: Erlbaum Associates.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2013). Digital Media in the Classroom: A Study on How to Improve Guidance for Successful Collaboration and Learning in Student Teams. In Farren, M., & Crotty, Y. (Eds.). Digital Literacies in Education, pp. 37-52. New York: Peter Lang.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010). Digital video tools in the classroom: how to support meaningful collaboration and critical advanced thinking of students? In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Computers, Cognition and Collaboration in Education, pp. 503-523. New York: Springer-Verlag.
Zimmerman, H.T., & Bell, P. (2012). Everyday expertise: Learning within and across formal and informal settings. In D. Jonassen & S.M. Land (Eds.), Theoretical Foundations of Student-Centered Learning Environments (second edition) (pp. 224-241). New York, NY: Routledge.
Conference proceedings
Alexander, A., Blair, K.P., Goldman, S., Jimenez, O., Nakaue, M., Pea, R., & Russell, A. (2010). Go Math! How research anchors new mobile learning environments. Proceedings of the Sixth International IEEE Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE), pp. 57-64. Kaohsiung, Taiwan. [Honorary Mention, Student Best Paper Award]
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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. (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.
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.
Goldman, S., Pea, R., Blair, K. P., Jimenez, O., Booker, A., Martin, L. and Esmonde, E. (2010). Math engaged problem solving in families. In Gomez, K., Lyons, L., Radinsky, J., Goldman, S., & Pellegrino, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 380-387). Chicago IL: International Society of the Learning Sciences.
Grover, S., Cooper, S., & Pea, R. (2014, June). Assessing Computational Learning in K-12. ITiCSE'14 Full Paper. Proceedings of the 19th Annual Conference on Innovation and Technology in Computer Science Education, ACM ITiCSE ’14 (pp. 57-62). June 21–25, 2014, Uppsala, Sweden. http://dx.doi.org/10.1145/2591708.2591713
Grover, S., Pea, R., & Cooper, S. (2014, June). Expansive Framing and Preparation for Future Learning in Middle-School Computer Science. In Proceedings of the 11th International Conference in the Learning Sciences (ICLS), Volume 3, pp. 992-996. University of Colorado, Boulder, CO.
Grover, S., Pea, R., & Cooper, S. (2014, March 5-6). Promoting Active Learning & Leveraging Dashboards for Curriculum Assessment in an OpenEdX Introductory CS Course for Middle School. In L@S '14: Proceedings of the First ACM Conference on Learning@Scale, pp. 205-206, Atlanta, GA. New York: ACM Press.
Grover, S., Franz, P., Schneider, E., & Pea, R. (2013, June). The MOOC as Distributed Intelligence: Dimensions of a Framework for Design & Evaluation of MOOCs. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events. International Society of the Learning Sciences, pp. 42-45. University of Wisconsin, Madison.
Grover, S., & Pea, R. (2013). Using a discourse-intensive pedagogy and Androidʼs App Inventor for introducing computational concepts to middle school students. SIGCSE '13: Proceedings of The 44th ACM Technical Symposium on Computer Science Education Proceedings. Denver, CO, March 6-9.
Lewis, S., Pea, R., & Rosen, J. (2009, June 8-13). Mobltz: a mobile multimedia tool for informal learning. In CSCL’09: Proceedings of the 9th international conference on Computer Supported Collaboration, pp. 106-108. Rhodes, Greece. NY: ACM Digital Library.
Lewis, S., Pea, R., & Rosen, J. (2010). Collaboration with mobile media – Shifting from ‘participation’ to ‘co-creation’. Proceedings of the Sixth International IEEE Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE), pp. 112-116, Kaohsiung, Taiwan, April 12-16. [Honorary Mention, Best Paper Award]
Lindgren, R., & Pea, R. (2012, July). Inter-identity technologies for learning. Proceedings of the International Conference of the Learning Sciences (ICLS2012: The Future of Learning), volume I: Full Papers, pp. 427-434. Sydney, Australia.
Maldonado, H., Klemmer, S.R., & Pea, R.D. (2009, June 8-13). When is collaborating with friends a good idea? Insights from design education. In CSCL’09: Proceedings of the 9th international conference on Computer Supported Collaboration, Volume 1, pp. 227-231. Rhodes, Greece. NY: ACM Digital Library.
Maldonado, H., Lee, B., Klemmer, S., & Pea, R. (2007, July 20). Patterns of Collaboration in Design Courses: Team Dynamics Affect Technology Appropriation, Artifact Creation, and Course Performance. In CSCL'07: Proceedings of the 8th International conference on Computer supported Collaborative Learning, pp. 486-495. Mahwah, NJ: Erlbaum Associates.
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.
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.
Moraveji, N., Habif, S., Oppezzo, M., Pea, R. (2011). A Theoretical Model of Calming Technology: Designing to Mitigate Stress and Increase Calm. Part of the Workshop of Interactive Systems in Healthcare (WISH). Symposium of the American Medical Informatics Association (AMIA). Washington, DC.
Moraveji, N., Lindgren, R., & Pea, R. (2009, June 8-13). Organized mischief: comparing shared and private displays on a collaborative learning task. In CSCL’09: Proceedings of the 9th international conference on Computer Supported Collaboration, Volume 2, pp. 65-67. Rhodes, Greece. NY: ACM Digital Library.
Moraveji, N., & Pea. R. (2011, July). How do instructors design classroom-wide interactive formative assessments? A field study with 18 schools. Volume II: Short papers: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning (CSCL), pp. 876-877. Hong Kong.
Moraveji, N., Akasaka, R., Pea, R., & Fogg, B.J. (2011, May). The role of commitment devices and self-shaping in persuasive technology. In CHI EA '11: CHI '11 Extended Abstracts on Human Factors in Computing Systems (pp. 1591-1596). NY: ACM Press.
Moraveji, N., Oshidary, N., Pea, R., & Fogg, B.J. (2011, May 7). Calming technologies. In CHI 2011 Workshop "Personal Informatics & HCI: Design, Theory, & Social Implications" (ACM-Computer-Human-Interaction). Vancouver, BC, Canada.
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., 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.
Reeve, S., & Bell, P. (2008). How Everyday Activities Influence Children's Ideas About Health. NARTST 2008 Conference Paper.
Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., Pea, R.. (2015) 3D Tangibles Facilitate Joint Visual Attention in Dyads. Proceedings of Computer-Supported Collaborative Learning (pp. 158). Mahwah, NJ: Erlbaum.
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Schneider, B., & Pea, R. (2013, June). Using Eye-Tracking Technology to Support Visual Coordination in Collaborative Problem-Solving Groups. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia, pp. 406-413, University of Wisconsin, Madison. International Society of the Learning Sciences.
Schneider, B., Abu-El-Haija, S., Reesman, J., & Pea, R. (2013, April). Toward Collaboration Sensing: Applying Network Analysis Techniques to Collaborative Eye-tracking Data. Proceedings of Learning Analytics and Knowledge 2013 (LAK-13), pp. 107-111. Leuven, Belgium. Awarded Best Paper.
Schneider, B., Wallace, J., Pea, R., & Blikstein, P. (2012, November). BrainExplorer: an innovative tool for teaching neuroscience. In ITS '12: Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces.
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.
Steinbock, D., Pea, R., & Reeves, B. (2007, July 19). Wearable tag clouds: Visualizations to facilitate new collaborations. In CSCL'07: Proceedings of the 8th International conference on Computer supported Collaborative Learning, pp. 672-674. Mahwah, NJ: Erlbaum Associates.
Stevens, R., Mertl, V., Levias, S., McCarthy, L., Goldman, S., Martin, L., Pea, R., Booker, A., Blair, K.P., Nasir, N.S., Heimlich, M., Atukpawu, G., & O'Connor, K. (2006, June). At home with mathematics: meanings and uses among families. Proceedings of the Seventh International Conference of the Learning Sciences: ICLS '06, pp. 1088-1093.
Tzou, C., & Bell, P. (2010). Micros and Me: Leveraging home and community practices in formal science instruction. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) – Volume 1, Full Papers (pp. 1135-1142). International Society of the Learning Sciences: Chicago, IL.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010, June). Digital video tools in the classroom: Empirical studies on constructivist learning with audio-visual media in the domain of history. Proceedings of the International Conference of the Learning Sciences. Chicago, IL.
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Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2011, September). Digital video as a tool to support learning. Proceedings of 14th Biennial Conference EARLI-2011. Exeter, UK.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2011, July). Digital Media in the Classroom: A Study on How to Improve Guidance for Successful Collaboration and Learning in Student Teams. Volume I: Long papers: Proceedings of 9th International Conference on Computer-Supported Collaborative Learning (CSCL-2011). Hong Kong.
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010, June). Digital video tools in the classroom: Empirical studies on constructivist learning with audio-visual media in the domain of history. In Gomez, K., Lyons, L., Radinsky, J., Goldman, S., & Pellegrino, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences: ICLS ’10, (pp. 620-627). Chicago, IL. (ACM Digital Library)
Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2009, June 8-13). Participation in Knowledge Building “Revisited”: Reflective Discussion and Information Design with Advanced Digital Video Technology. In CSCL’09: Proceedings of the 9th international conference on Computer Supported Collaboration, pp. 596-600. Rhodes, Greece. NY: ACM Digital Library.
Zimmerman, H.T., & Bell, P. (2008). Developing Scientific Practices: Understanding how and when children consider their everyday activities to be related to science. NARST 2008 Conference Paper.
