Wong, J. T., Chen, E., Au-Yeung, N., Lerner, B. S., & Richland, L. E. (2024). Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-024-12524-2
Wong, J. T., Richland, L. E., & Hughes, B. S. (2024). Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking. Technology, Knowledge and Learning, 1-36. https://doi.org/10.1007/s10758-024-09746-1
Begolli, K., Bermudez, V. N., Lawrence, L., Valdez, S. V., Santana, E., Alvarez-Vargas, Acevedo-Farag, L. M., D., Ahn, J., Bailey, D., Rhodes, K., Richland, L. E., & Bustamante, A. S. (2024). Incorporating Design Based Implementation Research with a Randomized Controlled Trial to promote and evaluate the efficacy of playful rational number learning. Contemporary Educational Psychology, 78, 102296, doi.org/10.1016/j.cedpsych.2024.102296.
Rhodes, K. T., Richland, L. E., & Alcalá, L. (2024). Problem solving is embedded in context… so how do we measure it?. Frontiers in Psychology, 15, 1380178. https://doi.org/10.3389/fpsyg.2024.1380178
Guo, S., Bailey, D. H., Rhodes, K., Begolli, K. N., Bermudez, V. N., Lawrence, L., ... & Richland, L. E. (2024). Buckets of fun: Impacts of fraction ball activities on students' math-related emotions. Journal of Applied Developmental Psychology, 92, 101645. https://doi.org/10.1016/j.appdev.2024.101645
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Alvarez-Vargas,D., Begolli, K.N., Choc, M., Acevedo-Farag, L.M., Bailey, D.H., Richland, L.E., Bustamante, A. (2023), Fraction Ball impact on student and teacher math talk and behavior, Journal of Experimental Child Psychology, 239 doi.org/10.1016/j.jecp.2023.105777
Richland, L. E. & Zhao, H. (2023) Measuring the building blocks of everyday cognition: executive functions and relational reasoning, Frontiers of Psychology, Section on Cognitive Science, 14 https://doi.org/10.3389/fpsyg.2023.1219414.
Mesghina, A., Vollman, E. Trezise, K. (2023), Worked examples moderate the effect of math anxiety on children’s math learning and engagement during the COVID-19 pandemic. Journal of Educational Psychology, https://doi.org/10.1037/edu0000795
Kalra, P.B., Richland, L.E. (2022), Relational reasoning: A foundation for higher cognition based on abstraction. Mind, Brain, and Education 16 (2), 149-152, https://doi.org/10.1111/mbe.12323
Catriona Silvey, Dedre Gentner, Lindsey Engle Richland, Susan Goldin-Meadow; Children’s Early Spontaneous Comparisons Predict Later Analogical Reasoning Skills: An Investigation of Parental Influence. Open Mind 2023; 7 483–509. doi: doi.org/10.1162/opmi_a_00093
Mesghina, A., Au Yeung, N., Richland, L.E. (2022). Performing Up to Par? Performance Pressure Increases Undergraduates’ Cognitive Performance and Effort. Journal of Applied Research in Memory and Cognition.
Lyons, E., Mesghina, A., Richland, L. E. (2022). Complicated Gender Gaps in Mathematics Achievement: Elevated Stakes during Performance as One Explanation. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12312
Guarino, K. F., Wakefield, E. M., Morrison, R. G., Richland, L. E. (2022). Why do children struggle on analogical reasoning tasks? Considering the role of problem format by measuring visual attention. Acta Psychologica, 224. https://doi.org/10.1016/j.actpsy.2022.103505
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. AERA Open, 7(1). 1-20. https://doi.org/10.1177/23328584211065721
Frausel, R., Vollman, E., Muzard, A., Richland, L. E., Goldin-Meadow, S., & Levine, S. (2021). Developmental trajectories of early higher-order thinking talk differ for typically-developing children and children with unilateral brain injuries. Mind, Brain and Education. https://doi.org/10.1111/mbe.12301
Bustamante, A. S., Begolli, K., Alvarez-Vargas, D., Bailey, D. H., & Richland, L. (2021). Fraction Ball: Playful and Physically Active Fraction and Decimal Learning. Journal of Educational Psychology. https://doi.org/10.1037/edu0000714
Alcalá, L., Gaskins, S., & Richland, L. E. (2021). A cultural lens on Yucatec Maya families' COVID-19 experiences. Child Development, 00, 1- 15. https://doi.org/10.1111/cdev.13657
Frausel, R. R., Richland, L. E., Levine, S., & Goldin-Meadow, S. (2021). Personal narrative as a 'breeding ground' for higher-order thinking talk in early parent-child interactions. Developmental Psychology, 57(4), 519-534. https://psycnet.apa.org/doi/10.1037/dev0001166
Guarino, K. F., Wakefield, E. M., Morrison, R. G., & Richland, L. E. (2021). Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children's analogical reasoning ability. Cognitive Development. https://doi.org/10.1016/j.cogdev.2021.101040
Murphy, A. N., Zheng, Y., Shivaram, A., Vollman, E., & Richland, L. E. (2021). Bias and sensitivity to task constraints in spontaneous relational attention. Journal of Experimental Child Psychology, 202. https://doi.org/10.1016/j.jecp.2020.104981
Hansen, J., & Richland, L. E. (2020). Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions. CBE Life Sciences Education, 19(4). https://doi.org/10.1187/cbe.19-11-0253
[Supplemental Materials]
Mesghina, A., & Richland, L. E. (2020). Impacts of expressive writing on children’s anxiety and mathematics learning: Developmental and gender variability. Contemporary Educational Psychology, 63. https://doi.org/10.1016/j.cedpsych.2020.101926
Richland, L. E., Naslund-Hadley, E., Alonzo, H., & Vollman, E. (2020). Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context. Journal of Mind, Brain and Education, 14(4), 400–414. https://doi.org/10.1111/mbe.12253
[BOLD article: Blog On Learning & Development]
Frausel, R. R., Silvey, C., Freeman, C., Dowling, N., Richland, L. E., Levine, S. C., Raudenbush, S., & Goldin-Meadow, S. (2020). The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years. Cognition, 200. https://doi.org/https://doi.org/10.1016/j.cognition.2020.104274
Mouzaoir, S., Mesghina, A., & Richland. L. E. (2020). Academic Buoyancy in Conceptually Difficult Math Learning: Exploring Students’ Self-Disclosed Emotions, Beliefs, and Perception, Special Issue, Northwestern Undergraduate Research Journal. https://doi.org/10.21985/n2-skjv-z318
Vollman, E., & Richland, L. E. (2020). Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua. Journal of Cognition and Development, 21(2), 149–165. https://doi.org/10.1080/15248372.2020.1717493
[Cognitive Development Society Journal Award Winner]
Simms, N. K., & Richland, L. E. (2019). Generating Relations Elicits a Relational Mindset in Children. Cognitive Science A Multidisciplinary Journal, 43(10). https://doi.org/10.1111/cogs.12795
Doumas, L. A. A., Morrison, R. G., & Richland, L. E. (2018). Individual Differences in Relational Learning and Analogical Reasoning: A Computational Model of Longitudinal Change. 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 & Reasoning. https://doi.org/10.1080/13546783.2018.1435425
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive Function in Learning Mathematics by Comparison: Incorporating Everyday Classrooms into the Science of Learning. Thinking & Reasoning. https://doi.org/10.1080/13546783.2018.1429306
Matlen, B. J., Richland, L. E., Klostermann, E. C., & Lyons, E. (2018). Impact and Prevalence of Diagrammatic Supports in Mathematics Classrooms. In L. E. Richland (Ed.), Lecture Notes in Computer Science, 10871, 148–163.
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.
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: A Multidisciplinary Journal, 42(2), 678-690. 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. https://doi.org/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. The Journal of Experimental Education, 86(4), 671–689. https://doi.org/10.1080/00220973.2017.1347775
Richland, L. E. (2017). Learning, Science, and Cutting Edge Methodology, Review of the The Cambridge Handbook of the Learning Sciences, Second Edition. The American Journal of Psychology, 130, 249–254. https://doi.org/10.5406/amerjpsyc.130.2.0249
Schenke, K., & Richland, L. E. (2017). Preservice teachers’ use of contrasting cases in mathematics instruction. Instructional Science, 45(3). https://doi.org/10.1007/s11251-017-9408-2
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. In Proceedings of the Thirty-Ninth Annual Cognitive Science Society Meeting. London.
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. https://doi.org/10.1007/s10648-016-9382-2
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), 3(2), 160–168. https://doi.org/10.1177/2372732216629795
Begolli, K.N., Richland, L. E. (2016). Teaching Mathematics by Comparison: Analog visibility as a double-edged sword. Journal of Educational Psychology, 108(2), 194-213. https://doi.org/10.1037/edu0000056
Richland, L. E., Frausel, R., & Begolli, K. (2016). Cognitive Development. In The SAGE Encyclopedia of Theory in Psychology (pp. 142–146). SAGE Publications, Inc.
Richland, L. E. (2015). Cross-Cultural differences in linking gestures during instructional analogies. Cognition and Instruction, 33(4), 295-321. https://doi.org/10.1080/07370008.2015.1091459
Begolli, K. N., & Richland, L. E. (2015). Teaching mathematics by comparison: Analog visibility as a double edged sword. Educational Psychology, 107(3), 194-213. https://doi.org/10.1037/edu0000056
Vendetti, M., Matlan, B., Richland, L. E., Bunge, S. (2015). Analogical reasoning in the classroom: insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. https://doi.org/10.1111/mbe.12080
Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Cognitive Science, 6(2), 177-192. https://doi.org/10.1002/wcs.1336
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, 22-50.
Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham, J., Richland, L. E., Tran, N. A., Schneider, S. H., Duran, L., Martinez, M. E. (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-Temporal mathematics. Journal of Research on Educational Effectiveness 7(4), 358-383. https://doi.org/10.1080/19345747.2013.856978
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, 223-238. New York, NY: Springer Publishing Company.
Richland, L. E, & Hansen, J. (2013). Reducing cognitive load in learning by analogy. International Journal of Psychological Studies, 5(4). https://doi.org/10.5539/ijps.v5n4p
Begolli, K. N., & Richland, L. E. (2013). Visual support for instructional analogy: Context matters. In Proceedings of the Thirty-Ninth Annual Cognitive Science Society Meeting. London.
Richland, L. E., & Burchinal, M. (2012). Early executive function predicts reasoning development. Psychological Science, 24(1), 87-92. https://doi.org/10.1177/0956797612450883
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. https://doi.org/10.1016/j.chb.2011.10.003
Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the Conceptual Structure of Mathematics. Educational Psychologist 47(3), 189-203. https://doi.org/10.1080/00461520.667065
Hansen, J., Baumer, E. P. S., Richland, L., & Tomlinson, B. (2011). Metaphor and creativity in learning science. In Proceedings of the American Educational Researchers Association Annual Conference (AERA). New Orleans.
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. https://doi.org/10.1111/j.1467-7687.2010.00999.x
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.
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. https://doi.org/10.3389/fnhum.2012.00180
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. https://doi.org/10.1016/j.jecp.2009.08.003
Richland, L. E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology. 35(1), 28-43. https://doi.org/10.1016/j.cedpsych.2009.09.001
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. https://doi.org//100001037/a0016496.
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.
Baumer, E. P. S., Tomlinson, B., Hansen, J., & Richland, L. E. (2009). Fostering metaphorical creativity using computational metaphor identification. In Proceedings of the ACM Conference on Creativity & Cognition. Berkeley.
Baumer, E., Richland, L. E., & Tomlinson, W. T. (2009). Applying computational metaphor identification to middle school students’ writing about cellular reproduction. In Proceedings of the National Association of Research in Science Teaching Annual Meeting. Garden Grove.
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.), In Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L. E. (2008). Ethnography and cognitive psychology: Shared dilemmas of the local and unlocatable. Political and Legal Anthropological Review, 31(1), 76-88. https://doi.org/10.1111/j.1555-2934.2008.00005.x
Doumas, L. A. A., & Richland, L. E. (2008). Developing structured representations. Behavioral and Brain Sciences, 31(4), 384-385. https://doi.org/10.1017/S0140525X08004536
Richland, L. E., Kornell, N., & Kao, L. S. (2008). Can unsuccessful tests enhance learning. In V. Sloutsky, B. Love, K. McRae (Eds.), In Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L.E. (2008). Gesturing to promote higher-order thinking: Cross-cultural differences. In V. Sloutsky, B. Love, & K. McRae (Eds.), In Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L. E., Zur, O., & Holyoak, K. J. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316(5828), 1128-1129. https://doi.org/10.1126.science.1142103
Richland, L. E., Zur. O., & Holyoak, K. J. (2007). Supporting Online Material for Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316(5828), 1128-1129. https://doi.org/10.1126/science.1142103
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, 2, 555-584. Chichester, England: John Wiley.
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. https://doi.org/10.1016.j.jecp.2006.002
Morrison, R. G., Doumas, L. A. A., & Richland, L. E. (2006). The development of analogical reasoning in children: A computational account. In Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, 28, 603-608. Mahwah, NJ: Lawrence Erlbaum.
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.), In Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society, 1850-1855. Mahwah, NJ: Lawrence Erlbaum.
Richland, L. E., Holyoak, K. J., & Stigler, J. W. (2004). Analogy generation in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), 37-60. https://doi.org/10.1207/s1532690Xci2201_2
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.), In Proceedings of the Twenty- Sixth Annual Conference of the Cognitive Science Society, 1149-1154. Mahwah, NJ: Lawrence Erlbaum.
Wong, J. T., Richland, L. E., & Hughes, B. S. (2024). Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking. Technology, Knowledge and Learning, 1-36. https://doi.org/10.1007/s10758-024-09746-1
Begolli, K., Bermudez, V. N., Lawrence, L., Valdez, S. V., Santana, E., Alvarez-Vargas, Acevedo-Farag, L. M., D., Ahn, J., Bailey, D., Rhodes, K., Richland, L. E., & Bustamante, A. S. (2024). Incorporating Design Based Implementation Research with a Randomized Controlled Trial to promote and evaluate the efficacy of playful rational number learning. Contemporary Educational Psychology, 78, 102296, doi.org/10.1016/j.cedpsych.2024.102296.
Rhodes, K. T., Richland, L. E., & Alcalá, L. (2024). Problem solving is embedded in context… so how do we measure it?. Frontiers in Psychology, 15, 1380178. https://doi.org/10.3389/fpsyg.2024.1380178
Guo, S., Bailey, D. H., Rhodes, K., Begolli, K. N., Bermudez, V. N., Lawrence, L., ... & Richland, L. E. (2024). Buckets of fun: Impacts of fraction ball activities on students' math-related emotions. Journal of Applied Developmental Psychology, 92, 101645. https://doi.org/10.1016/j.appdev.2024.101645
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Alvarez-Vargas,D., Begolli, K.N., Choc, M., Acevedo-Farag, L.M., Bailey, D.H., Richland, L.E., Bustamante, A. (2023), Fraction Ball impact on student and teacher math talk and behavior, Journal of Experimental Child Psychology, 239 doi.org/10.1016/j.jecp.2023.105777
Richland, L. E. & Zhao, H. (2023) Measuring the building blocks of everyday cognition: executive functions and relational reasoning, Frontiers of Psychology, Section on Cognitive Science, 14 https://doi.org/10.3389/fpsyg.2023.1219414.
Mesghina, A., Vollman, E. Trezise, K. (2023), Worked examples moderate the effect of math anxiety on children’s math learning and engagement during the COVID-19 pandemic. Journal of Educational Psychology, https://doi.org/10.1037/edu0000795
Kalra, P.B., Richland, L.E. (2022), Relational reasoning: A foundation for higher cognition based on abstraction. Mind, Brain, and Education 16 (2), 149-152, https://doi.org/10.1111/mbe.12323
Catriona Silvey, Dedre Gentner, Lindsey Engle Richland, Susan Goldin-Meadow; Children’s Early Spontaneous Comparisons Predict Later Analogical Reasoning Skills: An Investigation of Parental Influence. Open Mind 2023; 7 483–509. doi: doi.org/10.1162/opmi_a_00093
Mesghina, A., Au Yeung, N., Richland, L.E. (2022). Performing Up to Par? Performance Pressure Increases Undergraduates’ Cognitive Performance and Effort. Journal of Applied Research in Memory and Cognition.
Lyons, E., Mesghina, A., Richland, L. E. (2022). Complicated Gender Gaps in Mathematics Achievement: Elevated Stakes during Performance as One Explanation. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12312
Guarino, K. F., Wakefield, E. M., Morrison, R. G., Richland, L. E. (2022). Why do children struggle on analogical reasoning tasks? Considering the role of problem format by measuring visual attention. Acta Psychologica, 224. https://doi.org/10.1016/j.actpsy.2022.103505
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. AERA Open, 7(1). 1-20. https://doi.org/10.1177/23328584211065721
Frausel, R., Vollman, E., Muzard, A., Richland, L. E., Goldin-Meadow, S., & Levine, S. (2021). Developmental trajectories of early higher-order thinking talk differ for typically-developing children and children with unilateral brain injuries. Mind, Brain and Education. https://doi.org/10.1111/mbe.12301
Bustamante, A. S., Begolli, K., Alvarez-Vargas, D., Bailey, D. H., & Richland, L. (2021). Fraction Ball: Playful and Physically Active Fraction and Decimal Learning. Journal of Educational Psychology. https://doi.org/10.1037/edu0000714
Alcalá, L., Gaskins, S., & Richland, L. E. (2021). A cultural lens on Yucatec Maya families' COVID-19 experiences. Child Development, 00, 1- 15. https://doi.org/10.1111/cdev.13657
Frausel, R. R., Richland, L. E., Levine, S., & Goldin-Meadow, S. (2021). Personal narrative as a 'breeding ground' for higher-order thinking talk in early parent-child interactions. Developmental Psychology, 57(4), 519-534. https://psycnet.apa.org/doi/10.1037/dev0001166
Guarino, K. F., Wakefield, E. M., Morrison, R. G., & Richland, L. E. (2021). Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children's analogical reasoning ability. Cognitive Development. https://doi.org/10.1016/j.cogdev.2021.101040
Murphy, A. N., Zheng, Y., Shivaram, A., Vollman, E., & Richland, L. E. (2021). Bias and sensitivity to task constraints in spontaneous relational attention. Journal of Experimental Child Psychology, 202. https://doi.org/10.1016/j.jecp.2020.104981
Hansen, J., & Richland, L. E. (2020). Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions. CBE Life Sciences Education, 19(4). https://doi.org/10.1187/cbe.19-11-0253
[Supplemental Materials]
Mesghina, A., & Richland, L. E. (2020). Impacts of expressive writing on children’s anxiety and mathematics learning: Developmental and gender variability. Contemporary Educational Psychology, 63. https://doi.org/10.1016/j.cedpsych.2020.101926
Richland, L. E., Naslund-Hadley, E., Alonzo, H., & Vollman, E. (2020). Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context. Journal of Mind, Brain and Education, 14(4), 400–414. https://doi.org/10.1111/mbe.12253
[BOLD article: Blog On Learning & Development]
Frausel, R. R., Silvey, C., Freeman, C., Dowling, N., Richland, L. E., Levine, S. C., Raudenbush, S., & Goldin-Meadow, S. (2020). The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years. Cognition, 200. https://doi.org/https://doi.org/10.1016/j.cognition.2020.104274
Mouzaoir, S., Mesghina, A., & Richland. L. E. (2020). Academic Buoyancy in Conceptually Difficult Math Learning: Exploring Students’ Self-Disclosed Emotions, Beliefs, and Perception, Special Issue, Northwestern Undergraduate Research Journal. https://doi.org/10.21985/n2-skjv-z318
Vollman, E., & Richland, L. E. (2020). Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua. Journal of Cognition and Development, 21(2), 149–165. https://doi.org/10.1080/15248372.2020.1717493
[Cognitive Development Society Journal Award Winner]
Simms, N. K., & Richland, L. E. (2019). Generating Relations Elicits a Relational Mindset in Children. Cognitive Science A Multidisciplinary Journal, 43(10). https://doi.org/10.1111/cogs.12795
Doumas, L. A. A., Morrison, R. G., & Richland, L. E. (2018). Individual Differences in Relational Learning and Analogical Reasoning: A Computational Model of Longitudinal Change. 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 & Reasoning. https://doi.org/10.1080/13546783.2018.1435425
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive Function in Learning Mathematics by Comparison: Incorporating Everyday Classrooms into the Science of Learning. Thinking & Reasoning. https://doi.org/10.1080/13546783.2018.1429306
Matlen, B. J., Richland, L. E., Klostermann, E. C., & Lyons, E. (2018). Impact and Prevalence of Diagrammatic Supports in Mathematics Classrooms. In L. E. Richland (Ed.), Lecture Notes in Computer Science, 10871, 148–163.
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.
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: A Multidisciplinary Journal, 42(2), 678-690. 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. https://doi.org/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. The Journal of Experimental Education, 86(4), 671–689. https://doi.org/10.1080/00220973.2017.1347775
Richland, L. E. (2017). Learning, Science, and Cutting Edge Methodology, Review of the The Cambridge Handbook of the Learning Sciences, Second Edition. The American Journal of Psychology, 130, 249–254. https://doi.org/10.5406/amerjpsyc.130.2.0249
Schenke, K., & Richland, L. E. (2017). Preservice teachers’ use of contrasting cases in mathematics instruction. Instructional Science, 45(3). https://doi.org/10.1007/s11251-017-9408-2
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. In Proceedings of the Thirty-Ninth Annual Cognitive Science Society Meeting. London.
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. https://doi.org/10.1007/s10648-016-9382-2
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), 3(2), 160–168. https://doi.org/10.1177/2372732216629795
Begolli, K.N., Richland, L. E. (2016). Teaching Mathematics by Comparison: Analog visibility as a double-edged sword. Journal of Educational Psychology, 108(2), 194-213. https://doi.org/10.1037/edu0000056
Richland, L. E., Frausel, R., & Begolli, K. (2016). Cognitive Development. In The SAGE Encyclopedia of Theory in Psychology (pp. 142–146). SAGE Publications, Inc.
Richland, L. E. (2015). Cross-Cultural differences in linking gestures during instructional analogies. Cognition and Instruction, 33(4), 295-321. https://doi.org/10.1080/07370008.2015.1091459
Begolli, K. N., & Richland, L. E. (2015). Teaching mathematics by comparison: Analog visibility as a double edged sword. Educational Psychology, 107(3), 194-213. https://doi.org/10.1037/edu0000056
Vendetti, M., Matlan, B., Richland, L. E., Bunge, S. (2015). Analogical reasoning in the classroom: insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. https://doi.org/10.1111/mbe.12080
Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Cognitive Science, 6(2), 177-192. https://doi.org/10.1002/wcs.1336
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, 22-50.
Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham, J., Richland, L. E., Tran, N. A., Schneider, S. H., Duran, L., Martinez, M. E. (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-Temporal mathematics. Journal of Research on Educational Effectiveness 7(4), 358-383. https://doi.org/10.1080/19345747.2013.856978
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, 223-238. New York, NY: Springer Publishing Company.
Richland, L. E, & Hansen, J. (2013). Reducing cognitive load in learning by analogy. International Journal of Psychological Studies, 5(4). https://doi.org/10.5539/ijps.v5n4p
Begolli, K. N., & Richland, L. E. (2013). Visual support for instructional analogy: Context matters. In Proceedings of the Thirty-Ninth Annual Cognitive Science Society Meeting. London.
Richland, L. E., & Burchinal, M. (2012). Early executive function predicts reasoning development. Psychological Science, 24(1), 87-92. https://doi.org/10.1177/0956797612450883
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. https://doi.org/10.1016/j.chb.2011.10.003
Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the Conceptual Structure of Mathematics. Educational Psychologist 47(3), 189-203. https://doi.org/10.1080/00461520.667065
Hansen, J., Baumer, E. P. S., Richland, L., & Tomlinson, B. (2011). Metaphor and creativity in learning science. In Proceedings of the American Educational Researchers Association Annual Conference (AERA). New Orleans.
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. https://doi.org/10.1111/j.1467-7687.2010.00999.x
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.
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. https://doi.org/10.3389/fnhum.2012.00180
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. https://doi.org/10.1016/j.jecp.2009.08.003
Richland, L. E., & McDonough, I. M. (2010). Learning by analogy: Discriminating between potential analogs. Contemporary Educational Psychology. 35(1), 28-43. https://doi.org/10.1016/j.cedpsych.2009.09.001
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. https://doi.org//100001037/a0016496.
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.
Baumer, E. P. S., Tomlinson, B., Hansen, J., & Richland, L. E. (2009). Fostering metaphorical creativity using computational metaphor identification. In Proceedings of the ACM Conference on Creativity & Cognition. Berkeley.
Baumer, E., Richland, L. E., & Tomlinson, W. T. (2009). Applying computational metaphor identification to middle school students’ writing about cellular reproduction. In Proceedings of the National Association of Research in Science Teaching Annual Meeting. Garden Grove.
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.), In Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L. E. (2008). Ethnography and cognitive psychology: Shared dilemmas of the local and unlocatable. Political and Legal Anthropological Review, 31(1), 76-88. https://doi.org/10.1111/j.1555-2934.2008.00005.x
Doumas, L. A. A., & Richland, L. E. (2008). Developing structured representations. Behavioral and Brain Sciences, 31(4), 384-385. https://doi.org/10.1017/S0140525X08004536
Richland, L. E., Kornell, N., & Kao, L. S. (2008). Can unsuccessful tests enhance learning. In V. Sloutsky, B. Love, K. McRae (Eds.), In Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L.E. (2008). Gesturing to promote higher-order thinking: Cross-cultural differences. In V. Sloutsky, B. Love, & K. McRae (Eds.), In Proceedings of the Thirtieth Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Richland, L. E., Zur, O., & Holyoak, K. J. (2007). Cognitive supports for Analogies in the mathematics classroom. Science, 316(5828), 1128-1129. https://doi.org/10.1126.science.1142103
Richland, L. E., Zur. O., & Holyoak, K. J. (2007). Supporting Online Material for Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316(5828), 1128-1129. https://doi.org/10.1126/science.1142103
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, 2, 555-584. Chichester, England: John Wiley.
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. https://doi.org/10.1016.j.jecp.2006.002
Morrison, R. G., Doumas, L. A. A., & Richland, L. E. (2006). The development of analogical reasoning in children: A computational account. In Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society, 28, 603-608. Mahwah, NJ: Lawrence Erlbaum.
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.), In Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society, 1850-1855. Mahwah, NJ: Lawrence Erlbaum.
Richland, L. E., Holyoak, K. J., & Stigler, J. W. (2004). Analogy generation in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), 37-60. https://doi.org/10.1207/s1532690Xci2201_2
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.), In Proceedings of the Twenty- Sixth Annual Conference of the Cognitive Science Society, 1149-1154. Mahwah, NJ: Lawrence Erlbaum.