Publications

2015

Posterlet: A game-based assessment of children’s choices to seek feedback and to revise. Maria Cutumisu, Kristen P. Blair, Doris B. Chin, & Daniel L. Schwartz. Journal of Learning Analytics, Vol 2, Issue 1, 49–71.

Learning to “See” Less Than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure. Jessica M. Tsang, Kristen P. Blair, Laura Bofferding, & Daniel L. Schwartz. Cognition and Instruction. DOI: 10.1080/07370008.2015.1038539

Seeking the general explanation: A test of inductive activities for learning and transfer. Jonathan T. Shemwell, Catherine C. Chase, & Daniel L. Schwartz. Journal of Research in Science Teaching.

Learning as coordination: Cognitive psychology and education. Daniel L. Schwartz, & Robert Goldstone. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd edition.

2014

Give your ideas some legs: The positive effect of walking on creative thinking. Oppezzo, M., & Schwartz, D. L. Journal of Experimental Psychology: Learning, Memory, & Cognition. DOI: 10.1037/a0036577

A pragmatic perspective on visual representation and creative thinking. Martin, L., & Schwartz., D. L. Visual Studies. DOI: 10.1080/1472586X.2014.862997

2013

Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Dylan Arena, & Daniel L. Schwartz. Journal of Science Education and Technology.

The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals. Kristen P. Blair, Jessica M. Tsang, & Daniel L. Schwartz. International Handbook of Research on Conceptual Change, 2nd Edition.

Young Children Can Learn Scientific Reasoning with Teachable Agents.** Doris B. Chin, Ilsa M. Dohmen, & Daniel L. Schwartz. IEEE TLT special issue, Learning Systems for Science and Technology Education.

Learning by Teaching Human Pupils and Teachable Agents: The Importance of Recursive Feedback. Sandra Y. Okita, & Daniel L. Schwartz. The Journal of the Learning Sciences.

Measuring What Matters Most: Choice-Based Assessments for the Digital Age. Daniel L. Schwartz, & Dylan Arena. The MIT Press.

2012

How to build educational neuroscience: Two approaches with concrete instances. Daniel L. Schwartz, Kristen P. Blair, & Jessica Tsang. British Journal of Educational Psychology Monograph Series II.

Resisting overzealous transfer: Coordinating previously successful routines with needs for new learning. Daniel L. Schwartz, Catherine C. Chase, & John D. Bransford. Educational Psychologist.

A value of concrete learning materials in adolescence. Kristen P. Blair, & Daniel L. Schwartz. In Reyna, V. F., Chapman, S., Dougherty, M., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning and decision making.

Beyond natural numbers: Negative number representation in parietal cortex. Kristen P. Blair, Miriam Rosenberg-Lee, Jessica M. Tsang, Daniel L. Schwartz, & Vinod Menon. Frontiers in Human Neuroscience.

2011

The mental representation of integers: An abstract-to-concrete shift in the understanding of mathematical concepts. Sashank Varma, & Daniel L. Schwartz. Cognition.

Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Daniel L. Schwartz, Catherine C. Chase, Marily A. Oppezzo, & Doris B. Chin. In press. Journal of Education Psychology.

2010

Parallel Prototyping Leads to Better Design Results, More Divergence, and Increased Self-Efficacy. Steven P. Dow, Alana Glassco, Jonathan Kass, Melissa Schwarz, Daniel L. Schwartz, & Scott R. Klemmer. ACM Transactions on Computer-Human Interaction.

Preparing students for future learning with Teachable Agents. Doris B. Chin, Ilsa M. Dohmen, Britte H. Cheng, Marily A. Oppezzo, Catherine C. Chase, & Daniel L. Schwartz. In press. Educational Technology Research & Development.

2009

Choice-based assessments for the digital age. Daniel L. Schwartz, & Dylan Arena. White paper for the MacArthur Foundation.

Teachable agents and the protege effect: Increasing the effort towards learning. Catherine Chase, Doris B. Chin, Marily Oppezzo, & Daniel L. Schwartz. Journal of Science Education and Technology.

Prospective adaptation in the use of external representations. Lee Martin, & Daniel L. Schwartz. Cognition & Instruction.

Constructivism in an age of non-constructivist assessments. Daniel L. Schwartz, Robb Lindgren, & Sarah Lewis. In T. Duffy & S. Tobias (Eds.), Constructivist instruction: Success or failure.

Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education.

2008

Scientific and pragmatic challenges for bridging education and neuroscience. Sashank Varma, Bruce McCandliss, & Daniel L. Schwartz. Educational Researcher.

How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Sashank Varma, & Daniel L. Schwartz. Educational Research.

Dynamic Transfer and Innovation. Daniel L. Schwartz, Sashank Varma, & Lee Martin. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change.

Instrumentation and Innovation in Design Experiments: Taking the Turn to Efficiency. Daniel L. Schwartz, Jammie Chang, & Lee Martin. In A. Kelly & R. Lesh (Eds.), Design research methods in education.

2007

Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Xiaodong Lin, Daniel L. Schwartz, & John D. Bransford. Human Development.

It’s a homerun! Using mathematical discourse to support the learning of statistics. Kathy Himmelberger, & Daniel L. Schwartz. Mathematics Teacher.

The Mere Belief of Social Interaction Improves Learning. Sandra Okita, Jeremy Bailenson, & Daniel L. Schwartz. Cognitive Science Conference (2007).

Animations of thought: Interactivity in the teachable agents paradigm. Schwartz, D. L., Pilner, K. B., Biswas, G., Leelawong, K., & Davis, J. In R. Lowe & W.Schnotz (Eds.), Learning with Animation: Research and Implications for Design. UK: Cambridge University Press.

It is not television anymore: Designing digital video for learning and assessment. Daniel L. Schwartz, & K. Hartman. In R. Goldman, R. P Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences.

Pedagogical agents for learning by teaching: Teachable Agents. Kristen Blair, Daniel L. Schwartz, Gautam Biswas, & Krittaya Leelawong. Educational Technology.

Reconsidering prior knowledge. Daniel L. Schwartz, David Sears, & Jammie Chang. In M. Lovett & P. Shah (Eds.), Thinking with Data. Mahwah, NJ: Erlbaum.

2006

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

Designs for Knowledge Evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge . Daniel L. Schwartz, Taylor Martin, & Na’ilah Nasir. In P. Gardenfors & P. Johansson (Eds.), Cognition, Education, and Communication Technology.

Young Children’s Understanding of Animacy and Entertainment Robots. Sandra Okita, & Daniel L. Schwartz. In International Journal of Humanoid Robotics, 3.

Spatial representations and imagery in learning. Daniel L. Schwartz, & Julie Heiser. In K. Sawywe (Ed.), Handbook of the Learning Sciences (pp 283-298). Cambridge University Press.

Distributed learning and mutual adaptation. Daniel L. Schwartz, & Taylor Martin. Pragmatics & Cognition,14, 313-332.

2005

Efficiency and Innovation in Transfer. Daniel L. Schwartz, David Sears, & John D. Bransford. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1 – 51). CT: Information Age Publishing.

How Mathematics Propels the Development of Physical Knowledge. Daniel L. Schwartz, Taylor Martin, & Jay Pfaffman. Journal of Cognition and Development.

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts.Taylor Martin, & Daniel L. Schwartz. Cognitive Science.

Learning by teaching: A new agent paradigm for educational software. Biswas, Schwartz, Leelawong, Vye, & TAG-V. Applied Artificial Intelligence, 19, 363-392.

Towards teacher’s adaptive metacognition. Xiaodong Lin, Daniel L. Schwartz, & Giyoo Hatano. Educational Psychologist, 40, 245-256.

2004

Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Daniel L. Schwartz, & Taylor Martin. Cognition and Instruction.

Earlier Publications

The construction and analogical transfer of symbolic visualizations. Daniel L. Schwartz. Journal of Research in Science Teaching, 30, 1309-1325.

A time for telling. Daniel L. Schwartz, & John D. Bransford. Cognition & Instruction, 16, 475-522.

The productive agency that drives collaborative learning. Daniel L. Schwartz. Collaborative learning: Cognitive and computational approaches, pp. 197-218.

Rethinking transfer: A simple proposal with multiple implications. Daniel L. Schwartz, & John D. Bransford. Review of Research in Education, 24, 61-101.

Software for managing complex learning: An example from an educational psychology course. Daniel L. Schwartz, Sean Brophy, Xiaodong Lin, & John D. Bransford. Educational Technology Research and Development, 47, 39- 59.

The emergence of abstract representations in dyad problem solving. Daniel L. Schwartz. Journal of the Learning Sciences, 4, 321-354.

Reflection at the crossroads of cultures. Xiaodong Lin, & Daniel L. Schwartz. Mind, Culture, & Activity.

Tool use and the effect of action on the imagination. Daniel L. Schwartz, & Douglas L. Holton. Journal of Experimental Psychology: Learning, Cognition, and Memory.26, 1655-1665.

Inferences through imagined actions: knowing by simulated doing. Daniel L. Schwartz, & Tamara Black. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 116-136.

The role of mathematics in explaining the material world: Mental models for proportional reasoning. Daniel L. Schwartz, & Joyce L. Moore. Cognitive Science, 22, 471-516.

Analog imagery in mental model reasoning: Depictive models. Daniel L. Schwartz, & John B. Black. Cognitive Psychology, 30, 154-219.

Shuttling between depictive models and abstract rules: Induction and fallback. Daniel L. Schwartz, & John B. Black. Cognitive Science, 20, 457-497.
———

** IEEE Copyright Notice:
This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author’s copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder.