Publications

Franks, J.J. & Bransford, J.D. (1970). The abstraction of visual patterns. Journal of Experimental Psychology, 90, 65-74. Honorable Mention: Creative Talents Awards, 1970.

Bransford, J.D. & Franks, J.J. (1971). The abstraction of linguistic ideas. Cognitive Psychology, 2, 331-350. Honorable Mention: Creative Talents Awards, 1970

Bransford, J.D., Barclay, J.R. & Franks, J.J. (1972). Sentence memory: A constructive vs. interpretive approach. Cognitive Psychology, 3, 193-209.

Bransford, J.D. & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726. –Reprinted in: (a) M.C. Wittrock (Ed.), Learning and instruction. Berkeley, CA: McCutchan Publishing Corp., l977. (b) The technology of teaching English (A Japanese Volume), Kenkyusha Limited, l976.

Franks, J.J. & Bransford, J.D. (1972). The acquisition of abstract ideas. Journal of Verbal Learning and Verbal Behavior, 11, 451-454.

Johnson, M.K., Bransford, J.D., Nyberg, S.E. & Cleary, J.J. (1972). Comprehension factors in interpreting memory for abstract and concrete sentences. Journal of Verbal Learning and Verbal Behavior, 11, 451-454.

Bransford, J.D. & Johnson, M.K. (1973). Considerations of some problems of comprehension. In W.G. Chase (Ed.), Visual information processing (pp. 383-438). New York: Academic Press.

Doll, T.J., Tweedy, J.R., Johnson, M.K., Bransford, J.D. & Flatow, C. (1973). Semantic memory and sentence verification time. Journal of Experimental Psychology, 100, 429-431.

Johnson, M.K., Bransford, J.D. & Solomon, S. (1973). Memory for tacit implications for sentences. Journal of Experimental Psychology, 98, 203-205.

Barclay, J.R., Bransford, J.D., Franks, J.J., McCarrell, N.S. & Nitsch, K.E. (1974). Comprehension and semantic flexibility. Journal of Verbal Learning and Verbal Behavior, 13, 471-481.

Bransford, J.D. & McCarrell, N.S. (1974). A sketch of a cognitive approach to comprehension. In W. Weimer & D. Palermo (Eds.), Cognition and the symbolic processes (pp. 189-229). Hillsdale, NJ: Lawrence Erlbaum Associates. –Reprinted in: P.N. Johnson-Laird & P.C. Watson (Eds.), Thinking: Readings in Cognitive Science. New York: Cambridge University Press, l978.
Franks, J. J. & Bransford, J.D. (1974). A brief note on linguistic integration. Journal of Verbal Learning and Verbal Behavior, 13, 217-219.

Franks, J.J. & Bransford, J.D. (1974). Memory for syntactic form as a function of semantic context. Journal of Experimental Psychology, 103, 1037-1039. –Reprinted in H. Singer & R.B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 103-162). International Reading Association, Newark, Delaware, 1976.

Johnson, M,K., Doll, T.J., Bransford, J.D. & Lapinski, R. (1974). Context effects in sentence memory. Journal of Experimental Psychology, 103, 358-360.

Bransford, J.D. & Franks, J.J. (1976). Toward a framework for understanding learning. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 10). New York: Academic Press.

Bransford, J.D., McCarrell, N.S. & Nitsch, K.E. (1976). Contexte, comprehension et flexibilite semantique: Quelques implications theoriques et methodologiques. In S. Ehrlich et E. Tulving (Eds.), La memoire semantique. Paris: Bulletin de Psychologie.

Bransford, J.D., McCarrell, N.S., Franks, J.J. & Nitsch, K.E. (1977). Toward unexplaining memory. In R.E. Shaw & J.D. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 431-466). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D., Nitsch, K.E. & Franks, J.J. (1977). Schooling and the facilitation of knowing. In R. C. Anderson, R.J. Spiro, & W.E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.

Morris, C.D., Bransford, J.D. & Franks, J.J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.

Shaw, R.E., & Bransford, J.D. (1977). Psychological approaches to the problem of knowledge. In R. E. Shaw and J.D. Bransford (Eds.), Perceiving, acting and knowing: Toward an ecological psychology (pp. 1-39) Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D. & Nitsch, K.E. (1978). Coming to understand things we could not previously understand. In J.F. Kavanaugh & W. Strange (Eds.), Speech and language in the laboratory, school, and clinic (pp. 267-307). Cambridge, MA: MIT Press. –Reprinted in H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (81-122). Newark, DE: International Reading Association. 1985

Stein, B.S., Morris, C.D. & Bransford, J.D. (1978). Constraints on effective elaboration. Journal of Verbal Learning and Verbal Behavior, 17, 704-714.

Bransford, J.D., Franks, J.J., Morris, C.D. & Stein, B.S. (1979). Some general constraints on learning and memory research. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 331-354). Hillsdale, NJ: Lawrence Erlbaum Associates.

Morris, C.D. Stein, B.S. & Bransford, J.D. (1979). Prerequisites for the utilization of knowledge in the recall of prose passages. Journal of Experimental Psychology: Human Learning and Memory, 5, 253-261.

Stein, B.S. & Bransford, J.D. (1979). Constraints on effective elaboration: Effects of precision and subject-generation. Journal of Verbal Learning and Verbal Behavior, 18, 769-777.

Hannigan, J.L., Shelton, T.S., Franks, J.J. & Bransford, J.D. (1980). The role of episodic and semantic effects in the identification of sentences masked by white noise. Memory & Cognition, 8, 278-284.

Owings, R., Peterson, G., Bransford, J.D., Morris, C.D. & Stein, B.S. (1980). Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth-graders. Journal of Educational Psychology, 2, 250-256.

Bransford, J.D. (1981). Social-cultural prerequisites for cognitive research. In J. H. Harvey (Ed.), Cognition, social behavior, and the environment (pp. 557-569). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D., Stein, B.S., Shelton, T.S. & Owings, R.A. (1981). Cognition and adaptation: The importance of learning to learn. In J. Harvey (Ed.), Cognition, social behavior and the environment (pp. 93-110). Hillsdale, NJ: Lawrence Erlbaum Associates.

Vye, N.J. & Bransford, J.D. (1981). Programs for teaching thinking. Educational Leadership, 39, 1.

Bransford, J.D. (1982). Semantic prerequisites for comprehensible prose. Forum, 3, 5-6.

Bransford, J.D., Stein, B.S. & Vye, N.J. (1982). Helping students learn how to learn from written texts. In M. Singer (Ed.), Competent reader, disabled reader: Research and application (141-150). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D. & Vye, N.J. (1982). Procedures for the assessment of cognitive change. Education Y Desarrollo de la Inteligencia, Centerplan.

Franks, J.J., Bransford, J.D. & Auble, P. (1982). The activation and utilization of knowledge. In C. R. Puff (Ed.), Handbook of research methods in human memory and cognition (pp. 395-423). New York: Academic Press.

Franks, J.J., Vye, N. J., Auble, P.M., Mezynski, K.J., Perfetto, G.A., Bransford, J.D., Stein, B.S. & Littlefield, J. (1982). Learning from explicit versus implicit texts. Journal of Experimental Psychology: General, 11, 414-422.

Morris, D. & Bransford, J.D. (1982). Effective elaboration and inferential reasoning. Memory & Cognition, 10, 188-193.

Stein, B.S., Bransford, J.D., Franks, J.J., Owings, R.A., Vye, N.J. & McGaw, W. (1982). Differences in the precision of self-generated elaborations. Journal of Experimental Psychology: General, 11, 399-405.

Stein, B.S., Bransford, J.D., Franks, J.J., Vye, N.J. & Perfetto, G.A. (1982). Differences in judgments of learning difficulty. Journal of Experimental Psychology: General, 11, 406-413.

Bransford, J.D. & Heldmeyer, K. (1983). Learning from children learning. In J. Bisanz, G. Bisanz & R. Kail (Eds.), Learning in children: Progress in cognitive development research (pp. 171-190). New York: Springer-Verlag.

Bransford, J.D., Stein, B.S., Vye, N.J., Franks, J.J., Auble, P.M., Mezynski, K.J. & Perfetto, G. A. (1983). Differences in approaches to learning: An overview. Journal of Experimental Psychology: General, 3(4), 390-398.

Bransford, J.D., Vye, N.J. & Adams, L.T. (1983). Prerequisites for comprehending prose. In P. Stack (Ed.), Forum: Essays on theory and practice in the teaching of writing (pp. 151-155). Upper Montclair, NJ: Boynton/Cook Publishers, Inc.

Brown, A.L., Bransford, J.D., Ferrara,R.A. & Campione, J.C. (1983). Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 78-166). New York: Wiley.

Franks, J.J., Vye, N.J., Auble, P.M., Mezynski, K.J., Perfetto, G.A. & Bransford, J.D. (1983). Learning from explicit versus implicit texts. Journal of Experimental Psychology: General, 3(4), 414-422.

Perfetto, G.A., Bransford, J.D. & Franks, J.J. (1983). Constraints on access in a problem solving context. Memory and Cognition, 11, 24-31.

Bransford, J.D. (1984). Schema activation versus schema acquisition. In R. C. Anderson, J. Osborn & R. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 259-272). Hillsdale, NJ: Lawrence Erlbaum Associates. –Reprinted in H. Singer & R. Ruddell (Eds.),Theoretical models and processes of reading. Newark, DE: International Reading Association.

Bransford, J.D., Stein, B.S. & Shelton, T.S. (1984). Learning from the perspective of the comprehender. In A. J. Urquhart & J. D. Alderson (Eds.), Reading in a foreign language (pp. 28-47). London: Longman.

Bransford, J.D., Vye, N.J. & Stein, B.S. (1984). A comparison of successful and less successful learners: Can we enhance comprehension and mastery skills? In J. Flood (Ed.), Understanding reading comprehension (pp. 216-231). Newark, DE: International Reading Association.

Burns, S., Delclos, V. & Bransford, J.D. (1984). Thinking skills. In J. W. Keefe & J. M. Jenkins (Eds.), Instructional leadership handbook. Reston, VA: NASSP.

Delclos, V., Bransford, J.D. & Haywood, H.C. (1984). Instrumental enrichment: A program for teaching thinking. Childhood Education, 60, 256-259.

Stein, B.S., Littlefield, J., Bransford, J.D. & Persampieri, M. (1984). Elaboration and knowledge acquisition. Memory and Cognition, 12, 522-529.

Arbitman-Smith, R., Haywood, H.C. & Bransford, J.D. (1985). Assessing cognitive change. In C. M. McCauley, R. Sperber & P. Brooks (Eds.), Learning and cognition in the mentally retarded (pp. 433-471). Baltimore: University Park Press.

Bransford, J.D., Arbitman-Smith, R., Stein, B.S. & Vye, N.J. (1985). Three approaches to improving thinking and learning skills. In R. Segal, S. Chipman & R. Glaser (Eds.), Thinking and learning skills: Relating instruction to basic research (Vol. 1), pp. 133-206. Hillsdale, NJ: Lawrence Erlbaum Associates.

Delclos, V., Littlefield, J. & Bransford, J.D. (1985). Teaching thinking through LOGO: The importance of method. Roeper Review, 7(3), 153-156.

Kinzer, C., Delclos, V., Littlefield, J. & Bransford, J.D. (1985). Different LOGO learning environments and mastery: Relationships between engagement and learning. Computers in the Schools, 2(3), 33-43.

Vye, N.J., Perfetto, G.A., Rock, D.L. & Bransford, J.D. (1985). Medical knowledge from the perspective of the patient: The importance of learning to learn. Diabetes Educator, 11, 26-29.

Bransford, J.D., Kinzer, C. & Sherwood, R. (1986). Computers and education. In J.D. Bransford, C. Kinzer, & R. Sherwood (Eds.),Computer strategies for education (pp. 3-13). Columbus, OH: Merrill.

Bransford, J.D., Burns, M.S., Delclos, V.R. & Vye, N.J. (1986). Teaching thinking: Evaluating evaluations and broadening the database. Educational Leadership, 44, 68-70.

Bransford, J.D., Sherwood, R., Vye, N. & Rieser, J. (1986). Teaching thinking and problem solving: Research Foundations. American Psychologist, 41, 1078-1089.

Bransford, J.D., Stein, B.S., Delclos, V.R. & Littlefield, J. (1986) Computers and problem solving. In C. K. Kinzer, R. Sherwood & J. D. Bransford (Eds.), Computer strategies for education (pp. 147-180). Columbus, OH: Merrill.

Jenkins, K. & Bransford, J.D. (1986). Strategies for learning and developmental education: An interview with Dr. John Bransford. Journal of Developmental Education, 10, 16-19.

Bransford, J.D., Delclos, V., Vye, N., Burns, S. & Hasselbring, T. (1987). Approaches to dynamic assessment: Issues, data and future directions. In C. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potentials (pp. 479-495). New York: Guilford Press.

Bransford, J.D., Sherwood, R. & Sturdevant, T. (1987). Teaching thinking and problem solving. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory & practice (pp. 162-181). New York: Freeman.

Burns, S., Vye, N., Bransford, J., Delclos, V. & Ogan, T. (1987). Static and dynamic measures of learning in young handicapped children. Diagnostique, 12, 59-73.

Hasselbring, T., Goin, L. & Bransford, J. (1987). Effective mathematics instruction: Developing automaticity. Teaching Exceptional Children, 19(3), 30-33.

Perfetto, G., Yearwood, A., Franks, J. & Bransford, J. (1987). The effects of generation on memory access. Bulletin of the Psychonomics Society, 25(3), 151-154.

Rock, D.L., Bransford, J.D., Maisto, S.A. & Morey, L.C. (1987). The study of clinical judgement: Ecological approach. Clinical Psychology Review, 7, 645-661.

Sherwood, R.D., Kinzer, C.K., Hasselbring, T.S., Bransford, J.D., Williams, S.M. & Goin, L.I. (1987, March). New directions in the use of interactive videodiscs for instruction. The Computing Teacher, 10-13.

Sherwood, R., Kinzer, C., Hasselbring, T. & Bransford, J. (1987). Macro-contexts for learning: Initial findings and issues. Applied Cognitive Psychology, 1, 93-108.

Sherwood, R., Kinzer, C., Bransford, J. & Franks, J. (1987). Some benefits of creating macro-contexts for science instruction: Initial findings. Journal of Research in Science Teaching, 24(5), 417-435.

Vye, N.J., Burns, M.S., Delclos, V.R. & Bransford, J.D. (1987). A comprehensive approach to assessing intellectually handicapped children. In C.S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential, (pp. 327-359). New York, NY: Guilford Press.

Adams, L., Kasserman, J., Yearwood, A., Perfetto, G., Bransford, J. & Franks, J. (1988). The effects of facts versus problem-oriented acquisition. Memory and Cognition, 16(2), 167-175.

Vye, N.J., Delclos, V.R., Burns, M.S. & Bransford, J.D. (1988). Teaching thinking and problem solving: Illustrations and issues. In R. Sternberg & E. Smith (Eds.), Psychology of human thought (pp. 337-365). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D., Goin, L.I., Hasselbring, T.S., Kinzer, C.K., Sherwood, R.D. & Williams, S.M. (1988). Learning with technology: Theoretical and empirical perspectives. Peabody Journal of Education, 64(1), 5-26.

Bransford, J., Hasselbring, T., Barron, B., Kulewicz, S., Littlefield, J. & Goin, L. (1988). Uses of macro-contexts to facilitate mathematical thinking. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 125-147). Hillsdale, NJ: Lawrence Erlbaum Associates & National Council of Teachers of Mathematics.

Bransford, J., Sherwood, R. & Hasselbring, T. (1988). The video revolution and its effects on cognitive development: Some initial thoughts. In G. Foreman & P. Pufall (Eds.), Constructivism in the computer age (pp. 173-201). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hasselbring, T., Goin, L. & Bransford, J.D. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20(6), 1-7.

Hasselbring, T., Sherwood, R., Bransford, J. & Fleenor, K., Griffith, D., Goin, L. (1988). An evaluation of a level-one instructional videodisc program. Journal of Educational Technology Systems, 16(2), 151-169.

Littlefield, J., Delclos, V., Lever, S., Clayton, K., Bransford, J. & Franks, J. (1988). Learning LOGO: Method of teaching, transfer of general skills, and attitudes toward school and computers. In R. E. Mayer (Ed.), Teaching and learning computer programming (pp. 111-135). Hillsdale, NJ: Lawrence Erlbaum Associates.

Rock, D.L., Bransford, J.D., Morey, L.C. (1988). The study of clinical judgment: Some clarifications. Clinical Psychology Review, 8,411-416.

Vye, N.J., Delclos, V.R., Burns, M.S. & Bransford, J.D. (1988). Teaching, thinking and problem solving: Illustrations and issues. In R. Sternberg & E. Smith (Eds.), Psychology of human thought (pp. 337-365). Cambridge, MA: University Press.

Bransford, J.D., Franks, J.J., Vye, N.J. & Sherwood, R.D. (1989). New approaches to instruction: Because wisdom can’t be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). NY: Cambridge University Press.

Bransford, J.D., Kinzer C., Risko, V., Rowe, D. & Vye, N. (1989). Designing invitations to thinking: Some initial thoughts. In S. McCormick, J. Zutrell, P. Scharer & P. O’Keefe (Eds.), Cognitive and social perspectives for literacy research and instruction (pp. 35-54). Chicago, IL: National Reading Conference.

Bransford, J.D. & Vye, N.J. (1989). A perspective on cognitive research and its implications for instruction. In L. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 173-205). Alexandria, VA: ASCD.

Bransford, J.D., Vye, N., Adams, L. & Perfetto, G. (1989). Learning skills and the acquisition of knowledge. In A. Lesgold & R. Glaser (Eds.), Foundations for a Psychology of Education (pp. 199-249). Hillsdale, NJ: Lawrence Erlbaum Associates.

Littlefield, J., Delclos, V.R., Bransford, J.D., Clayton, K.N. & Franks, J.J. (1989). Some prerequisites for teaching thinking: Methodological issues in the study of LOGO programming. Cognition and Instruction, 6(4), 331-366.

Littlefield, J., Delclos, V., Lever, S., Clayton, K. & Bransford, J. (1989). Learning Logo: Method of teaching, transfer to general skills, and attitudes toward school and computers. In R. Mayer (Ed.), Research in Logo. Hillsdale, NJ: Lawrence Erlbaum Associates.

Lever, S., Sherrod, K. & Bransford, J. (1989). The effects of Logo Instruction on elementary students’ attitudes toward computers and schools. Computers in the Schools, 6,(1/2), 45-65.

Young, M., Van Haneghan, J., Barron, L., Williams, S., Vye, N. & Bransford, J. (1989). A problem-solving approach to mathematics instruction using an embedded data videodisc. Technology and Learning, 3(4), 1-4.

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.

Bransford, J.D., Vye, N., Kinzer, C., Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B. Jones & L. Idol (Eds.). Dimensions of thinking and cognitive instruction (pp. 381-413). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J., Sherwood, R., Hasselbring, T., Kinzer, C. & Williams, S. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115-141). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt. (1991). Technology and the design of generative learning environments, Educational Technology, 31(5), 34-40.

Cognition and Technology Group at Vanderbilt. (1991, April). Video environments for connecting mathematics, science, and other disciplines. Paper presented at the Wingspread Conference on Integrated Science and Mathematics Teaching and Learning. Racine, WI.

Bransford, J.D., Goldman, S.R. & Pellegrino, J.W. (1991). Some thoughts about constructivism and instructional design. Educational Technology, 31, 16-8.

Bransford, J.D., Goldman, S.R. & Vye, N.J. (1991). Making a difference in peoples’ abilities to think: Reflections on a decade of work and some hopes for the future. In L. Okagaki & R. J. Sternberg (Eds.), Directors of development: Influences on the development of children's thinking (pp. 147-180). Hillsdale, NJ: Lawrence Erlbaum Associates.

Franks, J., Bransford, J., Brailey, K. & Purdon, S. (1991). Understanding memory access. In R. Hoffman & D. Palermo (Eds.), Cognition and the symbolic processes: Applied and ecological perspectives (pp. 281-299). Hillsdale, NJ: Lawrence Erlbaum Associates.

McNamara, T.P., Miller, D.L. & Bransford, J. D. (1991). Mental models and reading comprehension. In R. Barr, M. Kamil, P. Mosenthal, & T. D. Pearson, (Eds.), Handbook of Reading Research. Vol 2. (pp. 490-511), NY: Longman.

Vye, N.J., Sharp, D.M., McCabe, K. & Bransford, J.D. (1991). Commentary on thinking in arithmetic class. In B. Means, C. Chelemer, & M. S. Knapp, (Eds.), Teaching advanced skills to at-risk students: Views from research and practice (pp. 54-67). San Francisco, CA: Jossey-Bass, Inc.

Young, M., Van Haneghan, J., Barron, L., Williams, S., Vye, N. & Bransford, J. (1991). A problem-solving approach to mathematics instruction using an embedded data videodisc. In A. Costa (Ed.), Developing Minds: Programs for teaching thinking (pp. 110-113). Alexandria, VA: ASCD.

Cognition and Technology Group at Vanderbilt. (1992). Anchored instruction approach to cognitive skills acquisition and intelligent tutoring. In W. Regian & V. J. Shute (Eds.), Cognitive approaches to automated instruction (pp. 135-170). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cognition and Technology Group at Vanderbilt. (1992). Designing learning environments that support thinking: The Jasper series as a case study. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 1-28). NY: Springer-Verlag.

Cognition and Technology Group at Vanderbilt. (1992). Technology and the design of generative learning environments. In T. M. Duffy & D. H. Jonassen (Eds), Constructivism and the technology of instruction (pp. 77-89). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40, 65-80. Winner of the 1993 Outstanding Journal Article Award, presented by the Division for Instructional Development (DID), the largest division within the Association for Educational Communications and Technology (AECT)

Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291-315.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper series: A generative approach to mathematical thinking. In K. Sheingold, L. G. Roberts, & S. M. Malcolm (Ed.), This Year in Science Series 1991: Technology for teaching and learning (pp. 108-140). Washington, DC: American Association for the Advancement of Science.

Cognition and Technology Group at Vanderbilt. (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 244-273). New York: SUNY Press.

Delclos, V.R., Vye, N.J., Burns, M.S., Bransford, J.D. & Hasselbring, T.S. (1992). Improving the quality of instruction: Roles for dynamic assessment. In H. C. Haywood & D. Tzuriel (Eds.), Disorders of human learning, behavior, and communication: Interactive Assessment (pp. 317-331). NY: Springer-Verlag.

Goldman, S.R., Petrosino, A., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J.D. & Pellegrino, J. (1992). Multimedia environments for enhancing science instruction. Paper presented at the NATO Advanced Study Institute on Psychological and Educational Foundations of Technology: Based Learning Environments. Kolymbari, Greece, July 26-August 2.

Hickey, D.T., Petrosino, A., Pellegrino, J.W., Goldman, S.R., Bransford, J.D., Sherwood, R. and the Cognition and Technology Group at Vanderbilt. (1992). The MARS mission challenge: A generative, problem-solving, school science environment. Paper presented at the NATO Advanced Study Institute on Psychological and Educational Foundations of Technology: Based Learning Environments. Kolymbari, Greece, July 26-August 2.

Sharp, D.L. M., Bransford, J.D., Vye, N., Goldman, S.R. & Kinzer, C. & Soraci, S. Jr. (1992). Literacy in an age of integrated-media. In M. J. Dreher & W. H. Slater (Eds.), Elementary school literacy: Critical issues (pp. 183-210). Norwood, MA: Christopher-Gordon Publishers.

Soraci, S.A., Carlin, M.T., Sharp, D.L., Franks, J.J., Vye, N. & Bransford, J.D. (1992). It's what's up front that counts: Some thoughts on the information given. Experimental Analysis of Human Behavior Bulletin, 10, 26-30.

Van Haneghan, J.P., Barron, L., Young, M.F., Williams, S.M., Vye, N.J. & Bransford, J.D. (1992). The Jasper series: An experiment with new ways to enhance mathematical thinking. In D. F. Halpern (Ed.), Enhancing thinking skills in the sciences and mathematics (pp. 15-38). Hillsdale, NJ: Lawrence Erlbaum Associates.

Barron, B., Kantor, R.J., Bransford, J.D. with the Cognition and Technology Group at Vanderbilt. (1993). Tools to enhance math education: The Jasper series. Communications of the ACM (Association of Computing Machines), 36, 52-54.

Bransford, J.D. (1993). Who ya gonna call? Thoughts about teaching problem-solving. In P. Hallinger, K. Leithwood, & J. Murphy (Eds.), Cognitive perspectives on educational leadership (pp. 171-191). New York: Teachers College Press.

Cognition and Technology Group at Vanderbilt. (1993, March). Anchored instruction and situated cognition revisited. Educational Technology, 33, 52-70.

Cognition and Technology Group at Vanderbilt. (1993). Examining the cognitive challenges and pedagogical opportunities of integrated media systems: Toward a research agenda. Journal of Special Education Technology, 11(2), 118-124.

Cognition and Technology Group at Vanderbilt. (1993). Integrated media: Toward a theoretical framework for utilizing their potential. Journal of Special Education Technology, 12(2), 71-85.

Cognition and Technology Group at Vanderbilt. (1993). Toward integrated curricula: Possibilities from anchored instruction. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 33-55). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt. (1993). The Jasper experiment: Using video to provide real-world problem-solving contexts. Arithmetic Teacher: Mathematics Education through the Middle Grades, 40, 474-478.

Cognition and Technology Group at Vanderbilt. (1993). The Jasper series: Theoretical foundations and data on problem solving and transfer. In L.A. Penner, G. M. Batsche, H. M. Knoff, & D. L. Nelson (Eds.), The challenge in mathematics and science education: Psychology's response (pp. 113-152). Washington, DC: American Psychological Association.

Michael, A.L., Klee, T., Bransford, J.D. & Warren, S., (1993). The transition from theory to therapy: Test of two instructional methods. Applied Cognitive Psychology, 7, 139-154.

Cognition and Technology Group at Vanderbilt. (1994). Multimedia environments for developing literacy in at-risk students. In B. Means (Ed.) Technology and educational reform: The reality behind the promise (pp. 23-56). San Francisco: Jossey-Bass Inc.
Bransford, J.D., with the Cognition and Technology Group at Vanderbilt. (1994). Generative learning and anchored instruction: Design, research and implementation issues. In B. P. M. Creemers & G. J. Reezigt (Eds), New directions in educational research: Contributions from an International Perspective (pp. 33-62). Groningen: ICO.

Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In McGilly, K. (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press/Bradford Books.

Cognition and Technology Group at Vanderbilt. (1994). Research and development: The Learning Technology Center at Vanderbilt University. In D. P. Ely, & B. B. Minor (Eds.), Educational media and technology yearbook (Vol. 20, pp. 44-48). Englewood, CO: Libraries Unlimited.

Cognition and Technology Group at Vanderbilt. (1994). Multimedia environments for enhancing student learning in mathematics. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 167-173). (NATO ASI Series). New York: Springer-Verlag.

Bransford, J.D. with Moore, J.L., Lin, X., Schwartz, D.L., Petrosino, A., Hickey, D.T., Campbell, J. O., Hmelo, C. & Cognition and Technology Group at Vanderbilt [CTGV] (1994). The situated perspective: A reply to Tripp. Educational Technology, 34, 28-32. –Reprinted: The relationship between situated cognition and anchored instruction: A response to Tripp. In H. McLellan (Ed.), Situated learning perspectives (pp. 213-221) Englewood Cliffs, NJ: Educational Technology Publishers.

Goldman, S.R., Pellegrino, J.W. & Bransford, J.D. (1994). Assessing programs that invite thinking. In E. Baker & H. F. O'Neil, Jr., (Eds.), Technology assessment: In education and training (pp. 199-230). Hillsdale, NJ: Lawrence Erlbaum Associates.

Goldman, S.R., Petrosino, A., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J.D. & Pellegrino, J.W. (1994). Multimedia environments for enhancing science instruction. In Vosniadou, S., De Corte, E., & Mandl, H. (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 89-96). (NATO ASI Series). New York: Springer-Verlag.

Hickey, D.T., Petrosino, A.J., Pellegrino, J.W., Goldman, S.R., Bransford, J.D., Sherwood, R. & the Cognition and Technology Group at Vanderbilt. (1994). The MARS mission challenge: A generative, problem-solving, school science environment. In Vosniadou, S., De Corte, E., & Mandl, H. (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 97-103). (NATO ASI Series). New York: Springer-Verlag.

Nathan, M.J., Bransford, J.D., Brophy, S., Garrison, S., Goldman, S.R., Kantor, R.J., Vye, N.J. & Williams, S. (1994). Multimedia journal articles: Promises, pitfalls, and recommendations. Educational Media International, 31, 265-273.

Soraci, S.A., Jr., Franks, J.J., Bransford, J.D., Chechile, R.A., Belli, R.F., Carr, M. & Carlin, M. (1994). Incongruous item generation effects: A multiple-cue perspective. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 67-78.
Zech, L., Vye, N.J., Bransford, J.D., Swink, J., Mayfield-Stewart, C., Goldman, S.R. & CTGV (1994). Bringing geometry into the classroom with videodisc technology. Mathematics Teaching in the Middle School Journal (MTMS), 1(3), 228-233.

Barron, B., Vye, N.J., Zech, L. Schwartz, D., Bransford, J.D., Goldman, S.R., Pellegrino, J., Morris, J., Garrison, S. & Kantor, R. (1995). Creating contexts for community- based problem solving: The Jasper challenge series. In C. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work (pp. 47-72). Hillsdale, NJ: Erlbaum.

Karpov, Y.V. & Bransford, J.D. (1995). L. S. Vygotsky and the doctrine of empirical and theoretical learning. Educational Psychologist, 30(2), 61-66.

Lin, X.D., Bransford, J.D., Kantor, R., Hmelo, C., Hickey, D., Secules, T., Goldman, S.R., Petrosino, A., & the CTGV (1995). Instructional design and the development of learning communities: An invitation to a dialogue. Educational Technology, 35(5), 53-63.

Sharp, D.L. M., Bransford, J.D., Goldman, S.R., Risko, V.J., Kinzer, C.K. & Vye, N.J. (1995). Dynamic visual support for story comprehension and mental model building by young, at-risk children. Educational Technology Research and Development, 43(4), 25-41.

Bransford, J.D., Sharp, D.M., Vye, N.J., Goldman, S.R., Hasselbring, T.S., Goin, L., O'Banion, K., Livernois, J., Saul, E., with the Cognition and Technology Group at Vanderbilt. (1996). MOST environments for accelerating literacy development. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 223-256). Mahwah, NJ: Lawrence Erlbaum & Associates.

Cognition and Technology Group at Vanderbilt. (1996). Multimedia environments for enhancing learning in mathematics. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments (pp. 285-306). Hillsdale, NJ: Lawrence Erlbaum Associates.

Goldman, S.R., Petrosino, A., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J.D. & Pellegrino. (1996). Anchoring science instruction in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments(pp. 257-284). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt. (1996, Aug.). A multimedia literacy series that celebrates authorship and books. Communications of the Association for Computing Machinery (ACM), Vol. 39(8), 106-109.

Cognition and Technology Group at Vanderbilt. (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner & R. C. Calfee (Eds.), The Handbook of Educational Psychology, (pp. 807-840). NY: Simon & Schuster MacMillan.

Bransford, J.D., Zech, L., Schwartz, D. Barron, B., Vye, N., with the Cognition and Technology Group at Vanderbilt. (1996). Fostering mathematical thinking in middle school students: Lessons from research. In Robert J. Sternberg & Talia Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 203-250). Mahwah, NJ: Lawrence Erlbaum & Associates.

Cognition and Technology Group at Vanderbilt. (1996). Anchored instruction and situated cognition revisited. In H. McLellan (Ed.), Situated learning perspectives (pp. 123-154) Englewood Cliffs, NJ: Educational Technology Publishers. Reprint: Educational Technology, 33(3), 52-70.

Lamon, M., Secules, T., Petrosino, A.J., Hackett, R., Bransford, J.D. & Goldman, S.R., (1996). Schools for thought: Overview of the project and lessons learned from one of the sites. In L. Schauble & R. Glaser (Eds.), Innovation in Learning: New environments for education(pp. 243-288). Hillsdale, NJ: Lawrence Erlbaum.

Crews, T.R., Biswas, G., Goldman, S.R. & Bransford, J.D. (1997). Anchored Interactive Learning Environments. International Journal of Artificial Intelligence in Education, 8, 142-178.

Hmelo, C.E., Gotterer, G.S. & Bransford, J.D. (1997). A theory-driven approach to assessing the cognitive effects of problem based learning. Instructional Science, 25, 387-408.

Bateman, H.V., Goldman, S.R., Newbrough, J.R. & Bransford, J.D. (1998, August). Students' sense of community in constructivist/collaborative learning environments. In Proceedings of the Twentieth Annual Meeting of the Cognitive Science Society. Madison, Wisconsin.

Cognition and Technology Group at Vanderbilt. (1998). Designing environments to reveal, support, and expand our children's potentials. In S. A. Soraci & W. McIlvane (Eds.), Perspectives on fundamental processes in intellectual functioning: A survey of research approaches, Vol. 1 (pp. 313-350). Stamford, CT: Ablex.

Schwartz, D.L., Goldman, S.R., Vye, N.J., Barron, B.J., and Bransford, J.D. with the CTGV (1998). Aligning everyday and mathematical reasoning: The case of sampling assumptions. In Susanne P. Lajoie (Ed.), Reflections on statistics: Learning, teaching, and assessment in grades K-12 (pp. 233-273). Mahwah, NJ: Lawrence Erlbaum.

Vye, N.J., Schwartz, D.L., Bransford, J.D., Barron, B.J., Zech, L. and CTGV. (1998). SMART environments that support monitoring, reflection, and revision. In D. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (305-346). Mahwah, NJ: Erlbaum.

Goldman, S.R., Williams, S.M., Sherwood, R., Hasselbring, T. with Bransford, J.D., and CTGV. (1998). Technology for teaching and learning with understanding. In J. Cooper (Ed.), Classroom teaching skills (pp. 181-219). NY: Houghton-Mifflin.

Williams, S.M., Burgess, K.L., Bray, M.H., Bransford, J.D., Goldman, S.R. & and CTGV. (1998). Technology and learning in schools for thought classrooms. In Christ Dede (Ed.), Association for Supervision and Curriculum Development (ASCD) Yearbook: Learning with Technology (pp. 97-119). Alexandria, VA: ASCD.
Schwartz, D.L. & Bransford, J.D. (1998). A time for telling. Cognition & Instruction, 16(4) 475-522.

Cognition and Technology Group at Vanderbilt. (in press). Problem solving environments that enhance student learning in mathematics and science. To appear in Proceedings of the AIAA (American Institute of Aeronautics and Astronautics) Space Programs and Technologies Conference. March 24-27, 1992, Huntsville, AL.

Barron, B.J. Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Zech, L. Bransford, J.D. & CTGV. (1998). Doing with understanding: Lessons from research on problem and project-based learning. Journal of Learning Sciences, 7(3&4), 271-312.

Schwartz, D.L., Lin, X., Brophy, S. & Bransford, J.D. (1999). Toward the development of flexibly adaptive instructional designs. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A new paradigm of instruction theory ( Volume II , pp. 183-213). Mahwah, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt. (in press). A SMART curriculum for middle-school science instruction: A web-based curriculum integrating assessment and instruction. Camlost: WebNet '96 paper alias.

Bransford, J.D. & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education (Vol. 24 pp. 61-100). Washington, DC: American Educational Research Association.

Bransford, J.D., Zech, L., Schwartz, D., Barron, B., Vye, N. & CTGV. (1999). Designs for environments that invite and sustain mathematical thinking. In Cobb, P. (Ed.), Symbolizing, communicating, and mathematizing: Perspectives on discourse, tools, and instructional design (pp. 275-324). Hillsdale, NJ: Lawrence Erlbaum Associates.

Rock, D.L. & Bransford, J.D. (in press). An empirical evaluation of three components of the tetrahedron model of clinical judgment. Journal of Nervous and Mental Disease.

Schwartz, D.L., Brophy, S., Lin, X., & Bransford, J.D. (in press). Flexibly adaptive instructional design: A case study from an educational psychology course. Educational Technology Research and Development.

Zech, L., Vye, N., Bransford, J. Goldman, S., Barron, B., Schwartz, D., Hackett, R., Mayfield-Stewart, C. & CTGV (in press). An introduction to geometry through anchored instruction. In R. Lehrer & D. Chazan (Eds.), New directions in teaching and learning geometry. Hillsdale, NJ: Lawrence Erlbaum Associates.

Bransford, J.D., Brophy, S. & Williams, S. (2000). When computer technologies meet the learning sciences: Issues and opportunities. Journal of Applied Developmental Psychology, 21 (1), 59-84.

Bransford, J., Lin, X. & Schwartz, D. (2000). Technology, learning, and Schools; Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education. 1 (1).

Cognition and Technology Group at Vanderbilt (2000) Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. Advances in Instructional Psychology (Volume V. pp. 35-100). Mahwah, NJ: Lawrence Erlbaum Associates,

Biswas, G., Schwartz, D., Bransford, J.D. and the Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology Support for Complex Problem Solving: From SAD Environments to AI, in K.D. Forbus and P.J. Feltorich (Eds.), Smart machines in education: The coming revolution in educational technology. AAAI/ MIT Press, Metro Park, California, USA.

Harris, Thomas R., Bransford, John D., Brophy, Sean P. (2002). Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances. Annual Review Biomedical Engineering. 4 (29-48).

Bransford, J., Vye, N., Bateman, H., Brophy, S., Roselli, B. (In press).Vanderbilt’s Amigo3 Project: Knowledge of how people learn enters cyberspace. In T. Duffy & J. Kirkley (Eds.), Designing Environments for Distributed Learning: Learning Theory and Practice.

Harris, T. R., Bransford, J. D., and Brophy, Sean, P. (2002). Roles for learning sciences and learning technologies in biomedical engineering education: A review of recent advances. Annual Review of Biomedical Engineering. 4, 29-48.

Bransford, J. D. and the PT3 Group at Vanderbilt. (2003). Three AMIGO3s: Using "Anchored Modular Inquiry" to help prepare future teachers. Educational Technology: Research and Development. 51(1), 105-123.

Bransford, J. (2003). Four contexts for Cases. Symposium Presentation at AERA, Chicago, Ill., April, 2003

Darling-Hammond, L. & Bransford, J. D. (in press). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass

National Research Council (in press). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academy Press.

PT3 Group at Vanderbilt (2003). Three AMIGO3s: Using “anchored modular inquiry” to prepare future teachers. Educational Technology, Research and Development, 51 (1), 105-123.

Schwartz, D. L., Bransford, J. D., Sears, D. L. (in press). Efficiency and innovation in transfer. To appear in J. Mestre (Ed.), Transfer of learning: Research and Perspectives. Information Age Publishing.

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

Walker, J. M. T., Brophy, S. P., Hodge, L. L., & Bransford, J. D. (in press). Establishing experiences to develop a wisdom of professional practice. New Directions in Teaching and Learning.

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