Doumas, A. A., Morrison, R. G., Richland, L. E. (2018). Individual differences in relational learning and analogical reasoning: A computational model of longitudinal change, 24, Frontiers in Psychology: Cognitive Science, https://doi.org/10.3389/fpsyg.2018.01235.

Morsanyi, K., Prado, J., Richland, L.E. (2018), Editorial: The role of reasoning in mathematical thinking. Thinking and Reasoning, p. 129-137. doi.org/10.1080/13546783.2018.1435425

 

Begolli, K.N., Richland, L.E., Jaeggi, S. M., Lyons, E., Klostermann, E., Matlen, B. (2018), Executive Function in Relational Reasoning: Incorporating Everyday Classrooms into the Science of Learning. Thinking and Reasoning. Pp. 280-313 https://doi.org/10.1080/13546783.2018.1429306

 

Matlen, B. Richland E. Richland, Klostermann, E. & Lyons, E. (2018). Impact and Prevalence of Diagrammatic Supports in Mathematics Classrooms. Lecture Notes in Computer Science.

 

Doumas, L. A. A., Morrison, R. G., Richland, L. E. (2018) Cognitive Control as an Underpinning of Relational Reasoning from Diagrams. Lecture Notes in Computer Science. [PDF]

Simms, N.K., Frausel, R.R., Richland, L. E. (2018). Working Memory Predicts Children's Analogical Reasoning. Journal of Experimental Child Psychology, 166, 160-177. https://doi.org/10.1016/j.jecp.2017.08.005.

Lyons, E.M., Simms, N., Begolli, K.N., Richland, L.E. (2017). Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson. Cognitive Science. https://doi.org/10.1111/cogs.12558.

Schenke, K., Richland, L. E. (2017). Preservice Teachers' Use of Contrasting Cases in Mathematical Instruction. Instructional Science, 45(3), 311-329. doi: 10.1007/s11251-017-9408-2.

Richland, L. E., Begolli, K.N., Näshlund-Hadley, E. (2017). The development of mathematical cognition.  In E. Arias Ortiz, J. Cristia, and S. Cueto (Eds.), What are the main challenges for Mathematics Learning in LAC? Washington, DC: Inter-American Development Bank.

Begolli, K.N., & Richland, L. E. (2017). Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research in Education. Journal of Experimental Education, p. 1-19 http://dx.doi.org/10.1080/00220973.2017.1347775.

 

Richland, L. E. (2017). Learning, Science, and Cutting Edge Methodology, Review of The Cambridge Handbook of the Learning Sciences, 2nd Edition, American Journal of Psychology. Vol. 130(2), pp. 249-254. [PDF]

 

Schenke, K., Richland, L. E. (2017). Preservice Teachers' Use of Contrasting Cases in Mathematics Instruction, Instructional Science. pp. 1-19, doi:10.1007/s11251-017-9408-2. [PDF]

 

Silvey, C., Gentner, D., Richland, L. E., Goldin-Meadow, S. (2017). Children’s specific comparisons from 26 to 58 months predict performance in verbal and non-verbal analogy tests in 6th grade, Proceedings of the Thirty-Ninth Annual Cognitive Science Society Meeting, London, England. [PDF]

Richland, L. E., Begolli, K.N., Simms, N., Frausel, R.R. Lyons, E. A. (2016). Supporting mathematical discussions: The roles of comparison and cognitive load, Educational Psychology Review, 29(1), 41-53. DOI 10.1007/s10648-016-9382-2. [PDF]

Richland, L. E. & Begolli, K.N. (2016). Analogy and Higher-Order Thinking: Learning Mathematics as an Example. Policy Insights from the Behavioral and Brain Sciences (PIBBS). Vol. 3(2) 160–168, DOI: 10.1177/2372732216629795 [PDF]

Begolli, K.N., Richland, L.E. (2016). Analog visibility as a double-edged sword. Journal of

Educational Psychology. 108(2), 194-213, 1. DOI: 10.1037/edu0000056.

Richland, L.E., Frausel, R., Begolli, K. (2016). Cognitive Development. Sage Encyclopedia of Theory

in Psychology. H. Miller (Ed), Sage Publications, Inc. pp142-146.

Richland, L.E. (2015). Cross-Cultural differences in linking gestures during instructional analogies. Cognition and Instruction, 33(4), 295-321. doi: 10.1080/07370008.2015.1091459 [PDF]

Begolli, K.N., Richland, L.E. (2015). Teaching mathematics by comparison: Analog visibility as a double edged sword. Educational Psychology, 107(3), 194-213. doi: 10.1037/edu0000056 [PDF]

Vendetti, M., Matlan, B., Richland, L., Bunge, S. (2015). Analogical reasoning in the classroom: insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. doi: 10.1111/mbe.12080 [PDF]

Richland, L. E., Simms, N. (2015). Analogy, higher order thinking, and education. Cognitive Science, 6(2), 177-192. doi: 10.1002/wcs.1336. [PDF]

Richland, L. E., Frausel, R. (2015), Mathematics in the Early Years: Bringing Active, Hands-On Learning to the Region’s Classrooms.  In E.  Näslund-Hadley (Ed), All Children Counting, Early Mathematics and Science Education in Latin America and the Caribbean, pp. 22-50.

Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham, J., Richland, L.E., Lindsey E. Richland, Natalie A. Tran, Stephanie H. Schneider, Lauren Duran, Michael E. Martinez (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-Temporal mathematics. Journal of Research on Educational Effectiveness 7(4), 358-383. doi:10.1080/19345747.2013.856978 [PDF]

Holyoak, K.J., & Richland, L.E. (2014).Using analogies as a basis for teaching cognitive readiness. In H. O’Neil, R. Perez & E. Baker (Eds.), Teaching and Measuring Cognitive Readiness. New York, NY: Springer Publishing Company, 223-238. [PDF]

Richland, L.E, Hansen, J. (2013). Reducing cognitive load in learning by analogy. International Journal of Psychological Studies, 5(4). doi:10.5539/ijps.v5n4p [PDF]

Begolli, K. N., Richland, L. E. (2013). Visual support for instructional analogy: Context matters.

Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society. (pp. 1863-1868) Mahwah, NJ: Lawrence Erlbaum. [PDF]

Richland, L.E., Burchinal, M. (2012). Early executive function predicts reasoning development. Psychological Science, 24(1) 87-92. doi: 10.1177/0956797612450883 [PDF]

Tran, N.A., Schneider, S., Duran, L., Conley, A.M., Richland, L.E., Burchinal, M., Rutherford, T., Kibrick, M., Osborne, K., Coulson, A., Anetenore, F., Daniels, A., Martinez, M.E. (2012), The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices. Computers in Human Behavior, 28(2), 340-349. doi:10.1016/j.chb.2011.10.003 [PDF]

Richland, L. E., Stigler, J. W., Holyoak, K. J. (2012). Teaching the Conceptual Structure of Mathematics, Educational Psychologist 47(3), 189-203. doi: 10.1080/00461520.667065 [PDF]

Hansen, J., Baumer, E.P.S., Richland, L., and Tomlinson, B. (2011). Metaphor and creativity in learning science. Proceeding of the American Educational Researchers Association Annual Conference (AERA). (New Orleans, Louisiana). [PDF]

Morrison, R.G., Leonidas Doumas, A.A., & Richland, L.E. (2010). A computational account of children’s analogical reasoning: Balancing inhibitory control in working memory and relational representation. Developmental Science. 14(3), 516-529. doi:10.1111/j.1467-7687.2010.00999.x. [PDF]

Richland, L.E. (2010). The development of learning by analogy. In N.L. Stein & S. Raudenbush (Eds.), Developmental Science Goes to School. New York, NY: Routledge. [PDF]

Richland, L. E., Morrison, R.G. (2010). Is analogical reasoning just another measure of executive functioning? General Commentary. Frontiers of Human Neuroscience, 4, 1-2. doi: 10.3389/fnhum.2012.00180 [PDF]

Richland, L.E., Chan, T-K. Morrison, R.G., & Au, T. K-F (2010), Young children’s analogical reasoning across cultures: similarities and differences. Journal of Experimental Child Psychology. 105(1) ,146-153. doi: 10.1016/j.jecp.2009.08.003 [PDF]

Richland, L.E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology, 35(1), 28-43. doi: 10.1016/j.cedpsych.2009.09.001 [PDF]

Richland, L.E., Kornell, N., & Kao, S.L. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257. doi: 100001037/a0016496. [PDF]

                            For review, please see: Scientific American

Baumer, E.B., Tomlinson, W.T., Richland, L.E. (2009) Computational metaphor identification: A method for identifying conceptual metaphors in written text. In B. Kokinov, K. Holyoak, D. Gentner. (Eds.) New Frontiers in Analogy Research. Sofia, Bulgaria: New Bulgarian University Press. [PDF]

Baumer, E.P.S., Tomlinson, B., Hansen, J., and Richland, L.E. (2009). Fostering metaphorical creativity using computational metaphor identification. Proceedings of the ACM Conference on Creativity & Cognition. (pp. 319-324) Berkeley, CA. [PDF]

Baumer, E., Richland, L.E., & Tomlinson, W.T. (2009). Applying computational metaphor identification to middle school students’ writing about cellular reproduction. Proceedings of the National Association of Research in Science Teaching Annual Meeting. (pp. 20-29) Garden Grove, CA. [PDF]

Doumas, A.L., Morrison, R.M., & Richland, L.E. (2009). The development of analogy: Working memory in relational learning and mapping. In N. Taatgen and H. van Rijn (Eds.) Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

Richland, L.E. (2008). Ethnography and cognitive psychology: Shared dilemmas of the local and unlocatable. Political and Legal Anthropological Review, 31(1), 76-88. doi:10.1111/j.1555-2934.2008.00005.x. [PDF]

Doumas, L.A.A., & Richland, L.E. (2008). Developing structured representations. Behavioral and Brain Sciences, 31(4), 384-385. doi: 10.1017/S0140252X08004536. [PDF]

Richland, L.E., Kornell, N., & Kao, L.S. (2008). Can unsuccessful tests enhance learning. In V. Sloutsky, B. Love, K. McRae (Eds.) Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society (pp. 2338-2343). Austin, TX: Cognitive Science Society. [PDF]

Richland, L.E. (2008). Gesturing to promote higher-order thinking: Cross-cultural differences. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society (pp. 893-898). Austin, TX: Cognitive Science Society. [PDF]

Richland, L.E., Zur, O., & Holyoak, K. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316(5828), 1128-1129. doi: 10.1126.science.1142103. [PDF]

Supporting Material: Cognitive Supports for Analogies in the Mathematics Classroom [PDF]

Richland, L.E., Bjork, R.A. &Linn, M.C. (2007). Cognition and instruction: Bridging laboratory and classroom settings. In F. Durso, R. Nickerson, S. Dumais, S. Lewandowski & T. Perfect (Eds). Handbook of Applied Cognition, 2nd ed (pp. 555-584). Chichester, England: John Wiley. [PDF]

Richland, L.E., Morrison, R.G., & Holyoak, K.J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Experimental Child Psychology, 94(3), 249–273. doi: 10.1016.j.jecp.2006.002. [PDF]

Morrison, R.G., Doumas, L.A.A., & Richland, L.E. (2006). The development of analogical reasoning in children: A computational account. Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society. (pp. 603-608) Mahwah, NJ: Lawrence Erlbaum. [PDF]

Richland, L.E., Bjork, R.A., Finley, J.R., & Linn, M.C. (2005). Linking cognitive science to education: Generation and interleaving effects. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. (pp. 1850-1855) Mahwah, NJ: Lawrence Erlbaum. [PDF]

Richland, L.E., Holyoak, K.J., & Stigler, J. W. (2004). Analogy generation in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), 37-60. doi: 10.1207/s1532690Xci2201_2. [PDF]

Richland, L.E., Morrison, R.G., & Holyoak, K.J. (2004). Developmental change in analogical reasoning: evidence from a picture-mapping task. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty- Sixth Annual Conference of the Cognitive Science Society, (pp. 1149-1154.) Mahwah, NJ: Lawrence Erlbaum. [PDF]