Curriculum Vitae, Jennifer Wiley

Jennifer Wiley
1007 W Harrison St MC 285
Department of Psychology
University of Illinois at Chicago
Chicago IL 60607

Professor, Department of Psychology, University of Illinois at Chicago
Courtesy Appointment, Department of Computer Science
Faculty Affiliate, UIC Learning Sciences Research Institute
Member, Spatial Learning Network, Spatial Intelligence and Learning Center (SILC)

Dissertation:

The Cost of Experience: Expertise and Mental Set in Creative Problem Solving
Chair: James F. Voss, University of Pittsburgh

Research Interests:

Problem solving, comprehension, and metacomprehension; Effects of prior knowledge, executive function, bilingualism, thinking dispositions, and spatial skills on problem solving and learning; Successful analytic and creative problem solving in individual and collaborative contexts; Learning and reasoning from text and multimedia; Use of technology to support learning, collaboration, and discourse analysis.

Awards and Special Recognitions:

2023 Fulbright Scholar Award for Research in Southwestern France (Nouvelle-Aquataine), Universite de Poitiers, CeRCA/CNRS
2022 Inaugural Midwestern Psychological Association Mentorship Award
2015 Fellow of the Midwestern Psychological Association
2014 Award for Excellence in Teaching, University of Illinois at Chicago
2014 Fellow of the Society for Text & Discourse
2012 Teaching Recognition Award UIC Council for Excellence in Teaching and Learning
2008 Alexander von Humboldt Award, International Fellowship for Experienced Researchers, Alexander von Humboldt-Stiftung
2006 Duke University TIP Distinguished Alumni Award
2004 NSF CAREER Award
2003 Silver Circle Award for Teaching Excellence, Finalist University of Illinois at Chicago
2003 Teaching Recognition Award UIC Council for Excellence in Teaching and Learning
2000 Terman Teaching Conference Award Society for the Teaching of Psychology, APA, Division 2.
2000 Western Psychological Association Outstanding Teaching/Presentation Award
1996 NIMH NRSA Postdoctoral Traineeship, University of Massachusetts, Amherst
1995 American Psychological Society Student Research Award for "When novice and expert surpass the intermediate: U-shaped curves and expertise"
1993 Tim Post Award, Research Excellence, University of Pittsburgh "Are Experts Unbiased? Effects of knowledge and attitude on memory for text"

Externally Funded Projects:

Collaborative Research: Effects of instructional analogies on illusions of understanding in Introductory Geoscience, NSF DRL, 8/1/2023 – 7/31/2027, $958,861, (Joint PIs: Griffin, Wiley)
Understanding Optimal Size for Group Work in Face to Face and Virtual Courses for Undergraduate Psychology Majors, NSF DUE, 10/15/2021-9/30/2024, $299,472 (PI: Wiley)
Exploring the Mediators and Moderators of Monitoring Accuracy, Institute of Education Sciences, 9/1/16-8/31/22, $1,394,684 (Joint PIs: Griffin, Wiley)
Effects of Diagrams and Spatial Skills on Undergraduate Students' Illusions of Understanding of Introductory Biology and Geoscience Texts, National Science Foundation, 9/15/2015-8/30/2020, $896,176 (PI: Wiley)
Project READi: Reading and Evidence-Based Argumentation in Disciplinary Instruction, Institute of Education Sciences, RFU, 7/1/10-6/30/16, $19.2 million (PI: Goldman, UIC Co-PIs: Griffin, Lawless, Pellegrino, Raphael, Shanahan, Wiley)
Argumentation in Middle School Science Classrooms: A Video Ethnographic and Corpus Analysis of Discourse and Interaction in its Social and Linguistic Context, National Science Foundation, REESE Program, 10/01/10-9/30/11, $198,337, PI: Kuipers (Anthropology), GWU
Improving Metacomprehension and Self-Regulated Learning from Scientific Texts, Institute of Education Sciences, CASL, 8/15/07-8/14/12, $1,837,208 (Joint PIs: Griffin, Thiede, Wiley)
Supporting Whole-class Science Investigations with Spatial Simulations (SWISS), National Science Foundation, REESE Program,1/08-12/11, $683,670 (PI: Moher, Co-PIs Wiley, Joel Brown (Biology), Debbie Kilb (Seismology)).
Costs and Benefits of Problem Solving in Small Groups, CAREER grant from the National Science Foundation, 5/1/04-4/30/10, $543,745
Making the Invisible Visible: Children and Teachers Learning about Physical States and State Changes, National Science Foundation, ROLE Program,10/05-10/08, $1,166,720 (PI: Stein, Co-PIs Wiley; Trabasso, deceased, replaced by Pellegrino)
Improving Monitoring Accuracy Improves Learning from Text, Institute of Education Sciences, CASL Program, 8/1/03-7/31/07, $780,956 (Joint PIs: Thiede, Wiley)
Understanding in Science, National Science Foundation, ROLE Program, 1/1/02-12/31/04, $849,586 (PI: Wiley; Co-PIs: Goldman, Graesser)
Successful Problem Solving in Expert/Novice Groups, Campus Research Board, 9/01-8/02, $14,700
Principled Design of Learning Environments: Integrating Images and Overviews Office of Naval Research, 1/31/01-9/30/03, $277,372
Principled Browser Design, Paul G. Allen Virtual Education Foundation, 2/15/00, $50,000
Principled Design of Learning Environments: Promoting Understanding from Electronic Text, Office of Naval Research, 2/1/00-1/31/01, $89,000

Publications:
**DOIs and Links to all published works have been updated as of 4.3.24. Please email jwiley@uic.edu if you find one that is not working!**

Danek, A. H. & Wiley, J. (in press). The insight memory advantage. To appear in The Emergence of Insight. Cambridge Press.

Koppel, R., George, T. & Wiley, J. (in press). Does working memory capacity predict fixation in problem solving, and who do warnings help? To appear in The Emergence of Insight. Cambridge Press.

Salvi, C., Wiley, J., & Smith, S. A. (in press). The Emergence of Insight. Cambridge Press.

Griffin, T. D., Jaeger, A. J., Britt, M. A., & Wiley, J. (2024). Improving multiple document comprehension with a lesson about multi-causal explanations in science. Instructional Science, 1-26. https://doi.org/10.1007/s11251-023-09657-1

Wiley, J., & Danek, A. H. (2024). Restructuring processes and Aha! experiences in insight problem solving. Nature Reviews Psychology, 3(1), 42-55. https://doi.org/10.1038/s44159-023-00257-x

Hildenbrand, L., Sarmento, D., Griffin, T. D., & Wiley, J. (2023) Conceptual overlap among texts impedes comprehension monitoring. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-023-02349-4

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2023). The effects of generating examples on comprehension and metacomprehension. Journal of Experimental Psychology: Applied. Advance online publication. https://doi.org/10.1037/xap0000490

Hildenbrand, L., & Wiley, J. (2023). Mental counters as an online tool for assessing working memory capacity. Behavior Research Methods. Advance online publication. https://doi.org/10.3758/s13428-023-02180-8

Wiley, J. & Goldenberg, O. (2023). Problem Solving, collaboration, and creativity. In L. Ball & F. Vallée-Tourangeau (Eds.), Routledge International Handbook of Creative Cognition.(pp. 233-253). London: Routledge. https://doi.org/10.4324/9781003009351

Hildenbrand, L., & Wiley, J. (2023). Working memory capacity as a predictor of multiple text comprehension, Discourse Processes, 60(4-5), 378-396. https://doi.org/10.1080/0163853X.2023.2197690

Hildenbrand, L., Roberts, L., & Wiley, J. (2023). Testing the independent effects of refutations and summaries on understanding, Discourse Processes, 60(4-5), 320-336. https://doi.org/10.1080/0163853X.2023.2190278

George, T., Mielicki, M. K., & Wiley, J. (2023). Great expectations: Misleading effects of images in the alternate uses task. Psychology of Aesthetics, Creativity, and the Arts, 17(1), 56–67. http://dx.doi.org/10.1037/aca0000380

Miller, T. S., Aamer, Z. K., & Wiley, J. (2023). Exploring restructuring and Aha! in the context of computer programming. In Proceedings of the Annual Meeting of the Cognitive Science Society, 45. https://escholarship.org/uc/item/6k57z26q

Wiley, J., & Guerrero, T. A. (2023). Fundamental processes of learning: An overview. In R.J. Tierney, F. Rizvi, & K. Ercikan (Eds.) International Encyclopedia of Education: Learning, Cognition, and Human Development (pp. 107-116). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14014-X

Mielicki, M. K., & Wiley, J. (2022). Exploring the necessary conditions for observing interleaved practice benefits in math learning. Learning and Instruction, 80, 101583. https://doi.org/10.1016/j.learninstruc.2022.101583

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2022). I think I was wrong: The effect of making experimental predictions on learning about theories from psychology textbook excerpts. Metacognition & Learning, 17(2), 337-373. https://doi.org/10.1007/s11409-021-09276-6

Strickland, T., Wiley, J., & Ohlsson, S. (2022). Hints and the aha-accuracy effect in insight problem solving. Proceedings of the Annual Meeting of the Cognitive Science Society, 44. https://escholarship.org/uc/item/638489j1

Guerrero, T. A., & Wiley J. (2021). Expecting to teach affects learning during study of expository texts. Journal of Educational Psychology, 113(7), 1281-1303. https://doi.org/10.1037/edu0000657

George, T. & Wiley, J. (2021). Forgetting of competing solutions as a consequence of analogical problem solving attempts. Memory, 29 (8), 1058-1075. http://dx.doi.org/10.1080/09658211.2021.1959615

Hildenbrand, L., & Wiley, J. (2021). Can closed-ended practice tests promote understanding from text? In Proceedings of the 43rd Annual Conference of the Cognitive Science Society, 327-333. https://escholarship.org/uc/item/0fb9q1p7

Danek, A. H., & Wiley, J. (2020) What causes the insight memory advantage? Cognition, 205, 104411. https://doi.org/10.1016/j.cognition.2020.104411

Danek, A. H., Williams, J. & Wiley, J. (2020). Closing the gap: Connecting sudden representational change to the subjective Aha! experience in insightful problem solving. Psychological Research, 84, 111-119. https://doi.org/10.1007/s00426-018-0977-8

George, T., & Wiley, J. (2020). Need something different? Here’s what’s been done: Effects of examples and task instructions on creative idea generation. Memory & Cognition, 48, 226-243. https://doi.org/10.3758/s13421-019-01005-4

Griffin, T. D., Guerrero, T., Mielicki, M. K., & Wiley, J. (2020). Improving metacomprehension and exam grades of students at-risk for failure via explanation and inference-test instruction. Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. https://doi.org/10.3102/1575485
https://aera20-aera.ipostersessions.com/?s=58-69-48-55-C3-00-15-28-02-56-BE-E6-27-13-DA-81

Guerrero, T., Griffin, T. D., & Wiley, J. (2020). Generating explanations is more helpful than practice testing alone for improving comprehension and metacomprehension. Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. https://doi.org/10.3102/1578055
https://aera20-aera.ipostersessions.com/?s=66-A3-1B-71-C8-DA-13-9D-F5-0E-7C-49-F0-5D-D0-7F

Wiley, J., George, T., & Griffin, T. D. (2020). When does multimedia lead to illusions of comprehension? Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. https://doi.org/10.3102/1572188
https://aera20-aera.ipostersessions.com/?s=E7-E5-C9-7F-CA-99-06-A5-B6-60-53-61-98-F0-02-EF

Guerrero, T., Griffin, T. D., & Wiley, J. (2020). How do predictions change learning from science texts (No. 3839). EasyChair. https://easychair.org/publications/preprint/tDPk

Wiley, J., Griffin, T. D., & George, T. (2020). Benefits from sketching when learning from geoscience texts (No. 3846). EasyChair. https://easychair.org/publications/preprint/6GWS

Wiley, J., Griffin, T. D., Steffens, B., & Britt, M. A. (2020). Beliefs related to the value of corroboration and integration of evidence from multiple documents in history. Learning & Instruction, 65, 101266. https://doi.org/10.1016/j.learninstruc.2019.101266

George, T., Wiley, J., Koppel, R. H., & Storm, B. C. (2019). Constraining or constructive? The effects of examples on idea novelty. Journal of Creative Behavior, 53, 396-403. http://dx.doi.org/10.1002/jocb.178

George, T., & Wiley, J. (2019). Fixation, flexibility, and forgetting during alternate uses tasks. Psychology of Aesthetics, Creativity, and the Arts, 13, 305-313. http://dx.doi.org/10.1037/aca0000173

George, T., & Wiley, J. (2019). When is literal meaning inhibited? Evidence from nonsense in the metaphor-induced lexical forgetting paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(5) , 869-880. http/dx.doi.org/10.1037/xlm0000621

Goldenberg, O., & Wiley, J. (2019). Individual and group brainstorming: Does the question matter? Creativity Research Journal, 31, 261-271. https://doi.org/10.1080/10400419.2019.1619399

Griffin, T. D., Mielicki, M. K., & Wiley, J. (2019). Improving students' metacomprehension accuracy. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook of cognition and education(pp. 619-646). New York, NY: Cambridge University Press.

Griffin, T. D., Wiley, J., & Thiede, K. W. (2019). The effects of comprehension-test expectancies on metacomprehension accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45 (6), 1066-1092. http://dx.doi.org/10.1037/xlm0000634

Guerrero, T.A. & Wiley, J. (2019). Using "idealized peers" for automated evaluation of student understanding in an introductory psychology course. In Proceedings of the 20th International Conference on Artificial Intelligence in Education (pp. 133‐143), Springer. https://doi.org/10.1007/978-3-030-23204-7_12

Jarosz, A. F., Raden, M. J., & Wiley, J. (2019). Working memory capacity and strategy use on the RAPM. Intelligence, 77, 101387. https://doi.org/10.1016/j.intell.2019.101387

Wiley, J. (2019). Picture this! Effects of photographs, diagrams, animations, and sketching on learning and beliefs about learning from a geoscience text. Applied Cognitive Psychology, 33, 9-19. https://doi.org/10.1002/acp.3495

Cushen, P.J., & Wiley, J. (2018). Both attentional control and the ability to make remote associations aid spontaneous analogical transfer. Memory & Cognition, 46(8), 1398-1412. https://doi.org/10.3758/s13421-018-0845-1

George T., & Wiley, J. (2018). Breaking past the surface: Analogical transfer as creative insight. In F. Vallée-Tourangeau (Ed.), Insight: On the origin of new ideas (pp. 143-168). New York, NY: Routledge.

Guerrero, T. A. & Wiley, J. (2018). Effects of text availability and reasoning processes on test performance. In Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1745-1750). Madison, WI: Cognitive Science Society. https://cogsci.mindmodeling.org/2018/papers/0336/0336.pdf

Mielicki, M. K., Koppel, R. H., Valencia, G., & Wiley, J. (2018). Measuring working memory capacity with the letter-number sequencing task: Advantages of visual administration. Applied Cognitive Psychology, 32, 805-814. https://doi.org/10.1002/acp.3468

Wiley, J., George, T., & Rayner, K. (2018). Baseball fans don't like lumpy batters: Influence of domain knowledge on the access of subordinate meanings. Quarterly Journal of Experimental Psychology, 71, 93-102. http://dx.doi.org/10.1080/17470218.2016.1251470

Wiley, J., & Guerrero, T. (2018). Prose comprehension beyond the page. In Millis, K., Long, D. L., Magliano, J.P. & Wiemer, K. (Eds.) Deep comprehension (pp. 3-15). New York, NY, Routledge. Request PDF

Wiley, J., Jaeger, A. J., & Griffin, T. D. (2018). Effects of instructional conditions on comprehension from multiple sources in history and science. In J. L. G. Braasch, I. Braten, & M. T. McCrudden (Eds.) Handbook of multiple source use (pp. 341-361). New York, NY. Routledge.

Wiley, J., Jaeger, A. J., Taylor, A. R., & Griffin, T. D. (2018). When analogies harm: The effects of analogies and valid cues on the metacomprehension of science text. Learning & Instruction, 55, 113-123. https://doi.org/10.1016/j.learninstruc.2017.10.001

Blaum, D., Wiley, J., Britt, M. A., & Griffin, T. D. (2017). Thinking about global warming: The effect of policy-related documents and prompts on learning about causes of climate change. Discourse Processes, 54,303-316. http://dx.doi.org/10.1080/0163853X.2015.1136169

Danek, A. H., & Wiley, J. (2017).What about false insights? Deconstructing the Aha! experience along its multiple dimensions for correct and incorrect solutions separately. Frontiers in Psychology, 7:2077. http://dx.doi.org/10.3389/fpsyg.2016.02077

Jarosz, A., Goldenberg, O., & Wiley, J. (2017). Learning by invention: Small group discussion activities that support learning in statistics. Discourse Processes, 54, 285-302.
http://dx.doi.org/10.1080/0163853X.2015.1129593

Mielicki, M. K., Kacinik, N. A., & Wiley, J. (2017). Bilingualism and symbolic abstraction: Implications for algebra learning. Learning and Instruction, 49, 242-250.
http://dx.doi.org/10.1016/j.learninstruc.2017.03.002

Sanchez, C. A., & Wiley, J. (2017). Dynamic visuospatial ability and learning from dynamic visualizations. In R. Lowe & R. Ploetzner (Eds.) Learning from dynamic visualizations: Innovations in research and application (pp. 155-176). New York, NY; Springer. pdf

Thiede, K. W., Redford, J. S., Wiley, J., & Griffin, T. D. (2017). How restudy decisions affect overall comprehension for 7th grade students. British Journal of Educational Psychology, 87, 590-605. http://dx.doi.org/10.1111/bjep.12166

Wiley, J., Hastings, P., Blaum, D., Jaeger, A. J., Hughes, S., Wallace, P., Griffin, T. D., & Britt, M. A. (2017). Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. International Journal of Artificial Intelligence in Education, 27(4), 758-790.
http://dx.doi.org/10.1007/s40593-017-0138-z

Wiley, J., Sarmento, D., Griffin, T. D., & Hinze, S. R. (2017). Biology textbook graphics and their impact on expectations of understanding. Discourse Processes, 54, 463-478. http://dx.doi.org/10.1080/0163853X.2017.1319655

Danek, A. H., Wiley, J., & Ollinger, M. (2016). Solving classical insight problems without Aha! experience: 9 dot, 8 coin and matchstick arithmetic problems. Journal of Problem Solving, Vol. 9: Iss. 1, Article 4. http://dx.doi.org/10.7771/1932-6246.1183

George, T., & Wiley, J. (2016). Forgetting the literal: The role of inhibition in metaphor comprehension. Journal of Experimental Psychology: Learning, Memory, Cognition, 42, 1324-1330.. http://dx.doi.org/10.1037/xlm0000237

Hemmerich, J. A., van Voorhis, K., & Wiley, J. (2016). Anomalous evidence, confidence change and theory change. Cognitive Science, 40, 1534-1560.
http://dx.doi.org/10.1111/cogs.12289

Jaeger, A. J., Taylor, A., & Wiley, J. (2016). When, and for whom, analogies help: The role of spatial skills and interleaved presentation. Journal of Educational Psychology, 108, 1121-1139.
http://dx.doi.org/10.1037/edu0000121

Jaeger, A. J., Wiley, J., & Moher, T. (2016). Leveling the playing field: Grounding learning with embedded simulations in geoscience. Cognitive Research: Principles and Implications. 1:23. http://dx.doi.org/10.1186/s41235-016-0026-3

Mielicki, M., & Wiley, J. (2016). Alternative representations for algebraic problem solving: When are graphs better than equations? Journal of Problem Solving.Vol. 9: Iss. 1, Article 1. http://dx.doi.org/10.7771/1932-6246.1181

Mielicki, M. K., & Wiley, J. (2016). College students understanding of linear functions: Slope is slippery. In A. Papafragou, D. Grodner, J. Trueswell, & D. Mirman (Eds.) Proceedings of the 38th Annual Meeting of the Cognitive Science Society (pp. 1811 - 1816). Philadelphia, PA: Cognitive Science Society. https://cogsci.mindmodeling.org/2016/papers/0317/paper0317.pdf

Wiley, J. (2016). Problem solving. The SAGE Encyclopedia of Theory in Psychology (pp.740-742), Thousand Oaks: SAGE Publications.

Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P.J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology:Applied, 22, 393-405.
http://dx.doi.org/10.1037/xap0000096

Wiley, J., Thiede, K. W., & Griffin, T. D. (2016). Improving metacomprehension with the situation-model approach. In Mokhtari,K., (Ed). Improving reading comprehension through metacognitive reading instruction for first and second language readers (pp. 93-110). Lanham,MD: Rowman & Littlefield.

Jaeger, A. J., & Wiley, J. (2015). Reading an analogy can cause the illusion of comprehension. Discourse Processes, 52, 376-405.
http://dx.doi.org/10.1080/0163853X.2015.1026679

Loesche, P., Wiley, J., & Hasselhorn, M. (2015). How knowing the rules affects solving the Raven progressive matrices test.Intelligence. 48, 58-75.
https://doi.org/10.1016/j.intell.2014.10.004

Wiedmann, M., Leach, R., Rummel, N., & Wiley, J. (2015). Mathematical skills and learning by invention in small groups. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.) Authentic problem, practice, and participation, (pp 249-265). Springer Singapore.

Jaeger, A. J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning & Instruction, 34, 58-73. http://dx.doi.org/10.1016/j.learninstruc.2014.08.002

Jarosz, A. F., & Wiley, J. (2014). What are the odds? Journal of Problem Solving.Vol. 7: Iss. 1, Article 2. http://dx.doi.org/10.7771/1932-6246.1167

Jee, B. D., & Wiley, J. (2014). Learning about the internal structure of categories through classification and feature inference. Quarterly Journal of Experimental Psychology, 67, 1786-1807. http://dx.doi.org/10.1080/17470218.2013.871567

Ricks, T. R., & Wiley, J. (2014). Using baseball to learn statistics. Journal of Problem Solving.Vol. 7: Iss. 1, Article 6. http://dx.doi.org/10.7771/1932-6246.1162

Sanchez, C. A., & Wiley, J. (2014). The role of dynamic spatial ability in geoscience text comprehension. Learning & Instruction, 31, 33-45. https://doi.org/10.1016/j.learninstruc.2013.12.007

Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle for multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning: Second edition (pp. 598-619). Cambridge.

Wiley, J., Steffens, B., Britt, M.A., & Griffin, T. D. (2014). Writing to learn from multiple-source inquiry activities in history. In G. Rijlaarsdam (Series Ed.) and P. Klein, P. Boscolo, L. C. Kilpatrick & C. Gelati (Volume Eds.), Studies in writing, Vol. 28: Writing as a learning activity (pp. 120-148). Leiden, Netherlands: Brill.

Braasch, J., Goldman, S. R,. & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105, 561-568. DOI: 10.1037/a0032627

Colflesh, G. J. H., & Wiley, J. (2013). Drunk, but not blind: The effects of alcohol intoxication on change blindness. Consciousness & Cognition, 22, 231-6.
http://dx.doi.org/10.1016/j.concog.2013.01.001

Goldenberg, O., Larson, J. R., Jr., & Wiley, J. (2013). Goal instructions, response format, and idea generation in groups. Small Group Research, 44, 227-256.
https://doi.org/10.1177/1046496413486701

Griffin, T. D., Wiley, J., & Salas, C. (2013). Supporting effective self-regulated learning: The critical role of monitoring. In R. Azevedo & V. Aleven (Eds.) International handbook of metacognition and learning technologies (pp. 19-34). Springer Science.

Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013). The importance of constructive comprehension processes in learning from tests. Journal of Memory and Language, 69, 151-164.
https://doi.org/10.1016/j.jml.2013.03.002

Wiley, J., Goldenberg, O., Jarosz, A. F., Wiedmann, M., & Rummel, N. (2013). Diversity, collaboration, and learning by invention. Proceedings of the 35th Annual Meeting of the Cognitive Science Society (pp. 3765-3770). Austin, TX: Cognitive Science Society.

Aiello, D. A., Jarosz, A. F., Cushen, P. J., & Wiley, J. (2012). Firing the executive: When an analytic approach to problem solving helps and hurts. The Journal of Problem Solving, 4(2), Article 7. http://docs.lib.purdue.edu/jps/vol4/iss2/7

Ash, I. K., Jee, B. D., & Wiley, J. (2012). Investigating insight as sudden learning. The Journal of Problem Solving, 4(2), Article 2. http://docs.lib.purdue.edu/jps/vol4/iss2/2

Cushen, P.J., & Wiley, J. (2012). Cues to solution, restructuring patterns, and reports of insight in creative problem solving. Consciousness & Cognition, 21, 1166-1175.
http://dx.doi.org/10.1016/j.concog.2012.03.013

Griffin, T.D., Wiley, J., Britt, M.A., & Salas, C. (2012). The role of CLEAR thinking in learning science from multiple-document inquiry tasks. International Electronic Journal of Elementary Education, 5, 63-78. https://www.iejee.com/index.php/IEJEE/article/view/10

Goldman, S .R., Braasch, J. L .G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47, 356-381. doi: 10.1002/RRQ.02

Jarosz, A. F., Colflesh, G. J. H., & Wiley, J. (2012). Uncorking the muse: Alcohol intoxication facilitates creative problem solving. Consciousness & Cognition, 21, 487-493.
http://dx.doi.org/10.1016/j.concog.2012.01.002

Jarosz, A. F., & Wiley, J. (2012). Why does working memory capacity predict general fluid intelligence? A possible role of distraction. Intelligence, 40, 427-438.
http://dx.doi.org/10.1016/j.intell.2012.06.001

Thiede, K. W., Redford, J. S., Wiley, J., & Griffin, T. D. (2012). Elementary school experience with comprehension testing may influence metacomprehension accuracy among 7th and 8th graders. Journal of Educational Psychology, 104, 554-564.https://doi.org/10.1037/a0028660

Voss, J. F., & Wiley, J. (2012). From decoding to documents: The complex components of comprehending reading. In M. A. Britt, J. F. Rouet, & S. R. Goldman (Eds.) From words to reading for understanding (pp. 180-199). Routledge, Taylor & Francis Group.

Wiedmann, M., Leach, R., Rummel, N., & Wiley, J. (2012). Does group composition affect learning by invention? Instructional Science, 40, 711-740.
http://dx.doi.org/10.1007/s11251-012-9204-y

Wiley, J., & Jarosz, A. F. (2012). Working memory capacity, attentional focus, and problem solving. Current Directions in Psychological Science, 21, 258-262. Request PDF.

Wiley, J., & Jarosz, A. F. (2012). How working memory capacity affects problem solving. Psychology of Learning and Motivation, 56, 185-227. Request PDF

Canham, M., Wiley, J., & Mayer, R.E. (2011). When diversity in training improves dyadic problem solving. Applied Cognitive Psychology, 26, 421-430.
http://dx.doi.org/10.1002/acp.1844

Cushen, P. J., & Wiley, J. (2011). Aha! Voila! Eureka! Bilingualism and insightful problem solving. Learning and Individual Differences, 21, 458-462.
https://doi.org/10.1016/j.lindif.2011.02.007

Goldenberg, O., & Wiley, J. (2011). Quality, conformity, and conflict: Questioning the assumptions of Osborn's Brainstorming technique. Journal of Problem Solving.Vol. 3: Iss. 2, Article 5. : http://docs.lib.purdue.edu/jps/vol3/iss2/5

Goldman, S. R., & Wiley, J. (2011). Discourse analysis: Written text. In N. Duke & M. Malette (Eds.) Literacy research methods, Second Edition, pp. 104-134. New York: Guilford.

Hinze, S. R., & Wiley, J., (2011). Testing the limits of testing effects using completion tests. Memory, 19, 290-304.
https://doi.org/10.1080/09658211.2011.560121

Moher, T., Gnoli, A., Jaeger, A., & Wiley, J. (2011). Embodied learning in embedded spaces. In Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 1081-1088.

Redford, J. S., Thiede, K. W., Wiley, J., & Griffin, T. D.(2011). Concept mapping improves metacomprehension accuracy among 7th graders Learning & Instruction, 22, 262-270.
http://dx.doi.org/10.1016/j.learninstruc.2011.10.007

Thiede, K. W., Wiley, J., & Griffin, T. D. (2011). Test expectancy affects metacomprehension accuracy. British Journal of Educational Psychology, 81, 264-273.
DOI:10.1348/135910710X510494

Wiley, J., Ash, I.K., Sanchez, C.A., & Jaeger, A. (2011). Clarifying readers goals for learning from expository science texts. In M. McCrudden, J. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing.

Wiley, J., Jarosz, A.F., Cushen, P. J., & Colflesh, G. J. H. (2011). New rule use drives the relation between working memory capacity and Raven's advanced progressive matrices. Journal of Experimental Psychology: Learning, Memory and Cognition, 37, 256-263.
https://doi.org/10.1037/a0021613

Wiley, J., & Jee, B.D. (2011). Cognition: Overview and recent trends. In V.G Aukrust (Ed.), Learning and cognition in education (pp.3-8). Amsterdam: Academic Press.

Kilb, D. L., Moher, T., & Wiley, J. (2010). Its our fault: Immersing young learners in authentic practices of seismology. In Proceedings American Geophysical Union, Fall Meeting 2010, abstract #ED51A-0520.

Moher, T., Wiley, J., Jaeger, A., Lopez Silva, B., Novellis, F., & Kilb, D. (2010). Spatial and temporal embedding for science inquiry: An empirical study of student learning. Proceedings of the International Conference of the Learning Sciences (ICLS 2010), Vol 1, 840-847.

Ricks, T. R., & Wiley, J. (2010). Do baseball fans experience the fan effect? Proceedings of the Annual Conference of the Cognitive Science Society.

Sanchez, C. A., & Wiley, J. (2010). Sex differences in science learning: Closing the gap through animations. Learning and Individual Differences, 20, 271-275.
doi:10.1016/j.lindif.2010.01.00

Sanchez, C.A., Wiley, J., Miura, T. K., Colflesh, G. J. H., Jensen, M. S., Ricks, T. R., & Conway, A. R. A. (2010). Assessing working memory capacity in a non-native language. Learning and Individual Differences, 20, 488-493.
http://dx.doi.org/10.1016/j.lindif.2010.04.001

Thiede, K. W., Griffin, T. D., Wiley, J., & Anderson, M. (2010). Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes, 47, 331-362.
http://dx.doi.org/10.1080/01638530902959927

Wiley, J., & Jee, B. D. (2010). Cognition: Overview and recent themes. In P. Peterson, E. Baker, & B. McGaw, (Eds.) International encyclopedia of education (Vol. 5, pp. 245-250). Oxford: Elsevier.

Wiley, J., & Sanchez, C.A. (2010). Constraints on learning from expository science texts. In N.L. Stein & S. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 45-58). Routledge Education: New York, NY.

Ash, I. K., Cushen, P. J., & Wiley, J. (2009). Obstacles in investigating the role of restructuring in insightful problem solving. Journal of Problem Solving, Vol. 2: Iss. 2, Article 3. http://docs.lib.purdue.edu/jps/vol2/iss2/3

Griffin, T. D., Jee, B. D., & Wiley, J. (2009). The effects of domain knowledge on metacomprehension accuracy. Memory & Cognition, 37, 1001-13.
doi:10.3758/MC.37.7.1001

Ricks, T. R., & Wiley, J. (2009). The influence of domain knowledge on the functional capacity of working memory.Journal of Memory and Language, 61, 519-537. https://doi.org/10.1016/j.jml.2009.07.007

Sanchez, C., & Wiley, J. (2009). To scroll or not to scroll: Interactions of text presentation and working memory capacity. Human Factors, 51, 730-738.
DOI: 10.1177/0018720809352788

Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds). Handbook of metacognition in education, pp. 85-106. Routledge.

Trabasso, T., & Wiley, J. (2009). What happens at reunions? Exploring causal connections and their role in reunion effects. Discourse Processes, 46, 269-308.
https://doi.org/10.1080/01638530902959455

Wiley, J., Goldman, S., Graesser, A., Sanchez. C., Ash, I., & Hemmerich, J. (2009). Source evaluation, comprehension, and learning in internet science inquiry tasks. American Educational Research Journal, 46, 1060-1106.
DOI: 10.3102/0002831209333183

Cushen, P.J., & Wiley, J. (2008). Upsides and downsides of gesturing in problem solving. Proceedings of the 30th Annual Conference of the Cognitive Science Society.

Wiley, J., Griffin, T. D., & Thiede, K. W. (2008). To understand your understanding one must understand what understanding means. Proceedings of the 30th Annual Conference of the Cognitive Science Society.

Ash, I. K., & Wiley, J. (2008). Hindsight bias in insight and mathematical problem solving: Evidence of different retrospective reconstruction mechanisms for metacognitive vs. situational judgments. Memory & Cognition, 36, 822-837.
DOI: 10.3758/MC.36.4.822

Griffin, T. D., Wiley, J., & Thiede, K. W. (2008). Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy. Memory & Cognition, 36, 93-103.
DOI: 10.3758/MC.36.1.93

Graesser, A. C., Wiley, J., Goldman, S. R., OReilly, T., Jeon, M., & McDaniel, B. (2007). SEEK web tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning, 2, 89-105.
DOI 10.1007/s11409-007-9013-x

Ricks, T. R., Turley-Ames, K. J., & Wiley, J. (2007). Effects of working memory capacity on mental set due to domain knowledge. Memory & Cognition, 35, 1456-1462.
https://doi.org/10.3758/BF03193615

Cushen, P. J., & Wiley, J. (2007). Evidence for incremental restructuring in a spatial insight problem. Proceedings of the 29th Annual Conference of the Cognitive Science Society. (Conclusions of incremental solution patterns were premature. Please see reanalysis of this data in Cushen & Wiley, 2012, Consciousness & Cognition)

Sanchez, C. A., & Wiley, J. (2007). Spatial abilities and learning complex scientific topics. Proceedings of the 29th Annual Conference of the Cognitive Science Society.

Jee, B., & Wiley, J. (2007). How goals affect the organization and use of domain knowledge. Memory & Cognition, 35, 837-51.
https://doi.org/10.3758/BF03193459

Jee, B., Wiley, J., & Griffin, T. D. (2006). Expertise and the illusion of comprehension. Proceedings of the Annual Conference of the Cognitive Science Society.

Ricks, T. R., Wiley, J., & Turley-Ames, K. J. (2006). Effects of working memory capacity on a remote associates task. Proceedings of the Annual Conference of the Cognitive Science Society.

Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006). Teaching students to evaluate source reliability during internet research tasks. Proceedings of the 7th International Conference of the Learning Sciences, Bloomington, IN.

Wiley, J., & Jensen, M. (2006). When three heads are better than two. Proceedings of the Annual Conference of the Cognitive Science Society.

Sanchez, C., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34, 344-355.
https://doi.org/10.3758/BF03193412

Ash, I. K., & Wiley, J. (2006). The nature of restructuring in insight: An individual differences approach. Psychonomic Bulletin & Review, 13, 66-73.
https://doi.org/10.3758/BF03193814

Voss, J. F., & Wiley, J. (2006). Expertise in history. In K. A. Ericsson, N. Charness, P. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 1746-2424). Cambridge University Press.

Wiley, J., & Bailey, J. (2006). Effects of collaboration and argumentation on learning from web pages. In A.M. O'Donnell, C. E. Hmelo-Silver & G. Erkens (Eds.) Collaborative learning, reasoning, and technology (pp. 297-321). Hillsdale, NJ: Erlbaum.

Thiede, K. W., Dunlosky, J., Griffin, T. D., & Wiley, J. (2005). Understanding the delayed keyword effect on metacomprehension accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1267-1280.
https://doi.org/10.1037/0278-7393.31.6.1267

Wiley, J., & Ash, I. (2005). Multimedia learning in history. In R. Mayer (Ed.) The Cambridge handbook of multimedia learning (pp. 375-391). Cambridge University Press.

Wiley, J., Griffin, T. D., & Thiede, K. W. (2005). Putting the comprehension in metacomprehension. Journal of General Psychology, 132, 408-428.
https://doi.org/10.3200/GENP.132.4.408-428

Jeon, M., OReilly, T., McDaniel, B., Graesser, A.C., Goldman, S., & Wiley, J. (2005). Scaffolding critical thinking on SEEK. Proceedings for the e-Learning 2005: World Conference on E-learning in Corporate, Government, Healthcare, and Business (pp. 2123-2128). Vancouver, CA: AACE.

Wiley, J. (2005). A fair and balanced look at the news: What affects memory for controversial arguments? Journal of Memory and Language, 53, 95-109.
https://doi.org/10.1016/j.jml.2005.02.001

Wiley, J., Sanchez, C., & Moher, T. (2005). Research in instructional technology. In J. M. Royer (Ed.), The impact of the Cognitive Revolution on Educational Psychology (pp. 231-248). Information Age Publishing: Greenwich, CT.

Trabasso, T., & Wiley, J. (2005). Goal plans of action and inferences during comprehension of narratives. Discourse Processes, 39, 129-164.
https://doi.org/10.1207/s15326950dp3902&3_3

Jee, B., & Wiley , J. (2004). The influence of goal-directed activity on categorization and reasoning. Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society.

Canham, M., & Wiley, J. (2003). When time flies: Effects of skilled memory on time transformation in rock climbers. Cognitive Technology, 8(2), 26-34. (you've got to love that first page of the article indicates it is in the "Spring" issue and then for later pages time transforms and it becomes the "Fall" issue!)

Goldman, S. R., & Wiley, J. (2004). Discourse analysis: Written text. In N. Duke & M. Malette (Eds.) Literacy Research Methods (pp.62-91). New York: Guilford.

Wiley, J., & Jolly, C. (2003). When two heads are better than one expert. Proceedings of the Twenty-Fifth Annual Conference of the Cognitive Science Society.

Wiley, J. (2003). Cognitive and educational implications of visually-rich media: Images and imagination. In M. Hocks and M. Kendrick (Eds.) Eloquent images: Word and image in the age of new media. MIT Press.

Wiley, J., & Myers, J. L. (2003). Availability and accessibility of information and causal inferences from scientific text. Discourse Processes, 36, 109-129.
https://doi.org/10.1207/S15326950DP3602_2

Moher, T., Ding, X., Wiley, J., Conmy, D., Hussain, S., Singh, P., & Srinivasan, V. (2003). Combining handhelds with a whole-class display to support the learning of scientific control. ACM Conference on Human Factors in Computing Systems Extended Abstracts (Ft. Lauderdale, FL, April 2003), pp. 882-883.
https://doi.org/10.1145/765891.766048

Wiley, J., & Hemmerich, J. (2003). Literacy: Learning from multimedia sources. Encyclopedia of Education (pp. 1493-1497). New York, NY: Macmillan Press.

Gurocak, H., Ash, I., & Wiley, J. (2002). Assessment of effectiveness of an electronic book to deliver robotics lab experience over the internet. Proceedings of DETC'02: ASME 2002 Design Engineering Technical Conferences and Computers and Information in Engineering Conference.
https://doi.org/10.1115/DETC2002/CIE-34413

Ash, I., & Wiley, J. (2002). A-ha! I knew it all along. Hindsight bias in insight and algebra problems. Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 63-69). Hillsdale, NJ: Erlbaum.

Hemmerich, J., & Wiley, J. (2002). Do argumentation tasks promote conceptual change about volcanoes? Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society (pp. 453-458). Hillsdale, NJ: Erlbaum.

Stacey, M., Eckert, C., & Wiley, J. (2002). Expertise and creativity in knitwear design. International Journal of New Product Development and Innovation Management, 4, 49-64.

Voss, J. F., & Wiley, J. (2001). Developing understanding in history. In P. K. Smith & A.D. Pellegrini (Eds.) Psychology of Education: Major Themes. Routledge/Falmer: London.

Wiley, J. (2001). Supporting understanding through task and browser design. Proceedings of the Twenty-third annual Conference of the Cognitive Science Society, (pp. 1136-1143). Hillsdale, NJ: Erlbaum.

Wiley, J., Mason, R., & Myers, J. L. (2001). Accessibility of potential referents following categorical anaphors. Journal of Experimental Psychology: Learning, Memory & Cognition, 27, 1238-1249.
https://doi.org/10.1037/0278-7393.27.5.1238

Wiley, J., & Schooler, J. (2001). The mental web: Pedagogical and cognitive implications of the net. In C. Wolfe (Ed.) Teaching and Learning on the World Wide Web (pp. 243-257). Academic Press: New York.

Wiley, J., & Rayner, K. (2000). Effects of titles on the processing of text and lexically ambiguous words: Evidence from eyemovements. Memory & Cognition, 28, 1011-1021.
https://doi.org/10.3758/BF03209349

Voss, J. F., & Wiley, J. (2000). A case study of developing historical understanding via instruction: The importance of integrating text components and constructing arguments. In P. Stearns, S. Wineburg, and P. Seixas (Eds.), Knowing, teaching and learning history (pp. 375-389). New York: NYU Press.

Voss, J. F., Wiley, J., & Sandak. R. (1999). Reasoning in the construction of argumentative text. In P. Coirier and J. Andriessen (Eds.) Foundations of argumentative text processing (pp. 29-41). Amsterdam: Amsterdam University Press.

Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text.Journal of Educational Psychology, 91, 301-311.
https://doi.org/10.1037/0022-0663.91.2.301

Voss, J. F., Wiley, J., & Sandak, R. (1999). On the use of narrative as argument. In Goldman, S.R., Graesser, A.C., & van den Broek, P.(eds.) Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 235-252). Mahwah, NJ: Erlbaum

Eckert, C., Stacey, M., & Wiley, J. (1999). Expertise and designer burnout. Proceedings of the 12th International Conference on Engineering Design, 1, 195-200.

Wiley, J. (1998). Expertise as mental set: The effects of domain knowledge in creative problem solving. Memory & Cognition, 26, 716-730.
https://doi.org/10.3758/BF03211392

Voss, J. F., Wiley, J., Kennet, J., Schooler, T., & Silfies, L. N. (1998). Representations of the Gulf Crisis as derived from the US Senate debate. In D. Sylvan & J. F. Voss (Eds.) Problem representation in foreign policy decision making (pp. 279-302). Hillsdale, NJ: Erlbaum.

Voss, J. F., Wiley, J., & Kennet, J. (1998). Student perceptions of history and historical concepts. In Voss, J. F. & Carretero, M. (Eds.), Cognitive and instructional processes in History and the social sciences, Vol. 2. (pp. 307-330). Woburn Press.

Voss, J. F., & Wiley, J. (1997). Developing understanding while writing essays in history. International Journal of Educational Research, 27, 255-265.
https://doi.org/10.1016/S0883-0355(97)89733-9

Wiley, J. (1997). Negative effects of domain knowledge on creative problem solving. Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, pp. 820-825, Erlbaum.

Voss, J. F., & Wiley, J. (1997). Historical understanding: Facilitating the learning of history. In H. Gruber & A. Renkl (Eds.), Wege zum konnen: Determinanten des kompetenzerwerbs (pp.74-90). Bern: Verlag Hans Huber. (im Deutsch)

Voss, J. F., & Wiley, J. (1997). Conceptual understanding in history. European Journal of Psychology of Education, 12, 147-158.
https://doi.org/10.1007/BF03173082

Wiley, J., & Voss, J. F. (1996). The effects of "playing" historian on learning in history. Applied Cognitive Psychology, 10, 63-72.
https://doi.org/10.1002/(SICI)1099-0720(199611)10:7<63::AID-ACP438>3.0.CO;2-5

Voss, J. F., Wiley, J., Ciarrochi, J., Foltz, P., & Silfies, L. (1996). Race and the representation of discourse: Fictitious scenarios and the O.J. Simpson case. Discourse Processes, 22, 103-144.
https://doi.org/10.1080/01638539609544969

Schooler, T. E., Kennet, J., Wiley, J., & Voss, J. F. (1996). On the processing of political editorials. In R. J. Kreuz & M. S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 445-459). Ablex.

Wiley, J. (1995). Are experts unbiased? Effects of knowledge and attitude on memory for text. Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society, 283-286.

Voss, J. F., Wiley, J., & Carretero, M. (1995). Acquiring intellectual skills. Annual Review of Psychology, 46, 155-181.
https://doi.org/10.1146/annurev.ps.46.020195.001103

Voss, J. F., Fincher-Kiefer, R., Wiley, J., & Silfies, L. N. (1993).On the processing of arguments. Argumentation, 7, 165-181.
https://doi.org/10.1007/BF00710663

Voss, J. F., Kennet, J., Wiley, J., & Engstler-Schooler, T. (1992). Experts at debate: The use of metaphor in the US Senate debate on the Gulf Crisis. Metaphor and Symbolic Activity, 7(3 & 4), 197-214.
https://doi.org/10.1080/10926488.1992.9678713

Wiley, J., & Goldstein, D. (1991). Sex, handedness, and allergy: Are they related to academic giftedness? Journal of Education for the Gifted, 14, 412-22.
https://doi.org/10.1177/016235329101400406
(Also noted in Science News, 138(8), 124)

Conference Presentations:

Wiley, J. & Goldstein, D. (1990, August) Sex, handedness and allergy: Are they related to academic giftedness? Poster presented at the Annual Meeting of the American Psychological Association, Boston, MA.

Wiley, J. (1993, May) Are experts unbiased? The effects of knowledge and attitude on memory for text. Poster presented at the meeting of the Midwestern Psychological Association, Chicago, IL.

Wiley, J. (1995, May) When novice and expert surpass the intermediate: U-shaped curves and expertise. Spoken award presentation at the meeting of the American Psychological Society, New York, NY.

Wiley, J. (1995, August) Are experts unbiased? Effects of knowledge and attitude on memory for text. Paper presented at the Annual Meeting of the Cognitive Science Society. Pittsburgh, PA.

Wiley, J. & Voss, J. F. (1996, April) Do different writing tasks influence students' learning in history? Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Wiley, J. & Voss, J. F. (1996, November) Advantages of constructing arguments from multiple source texts. Paper presented by J. F. Voss at the annual meeting of the Psychonomic Society. Chicago, Il.

Wiley, J.& Voss, J.F. (1997) Developing understanding from text, and not just memory for it. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley, J. & Voss, J. F. (1997, April) Tasks that promote understanding while learning from text. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Wiley, J. (1997, August) Negative effects of domain knowledge on creative problem solving. Paper presented at the Annual Meeting of the Cognitive Science Society. Palo Alto, CA.

Wiley, J. & Rayner, K. (1997, November) Effects of titles on lexical processing of ambiguous words in text. Poster presented at the annual meeting of the Psychonomic Society. Philadephia, PA.

Wiley, J. & Myers, J. (1998, January) Conditions that promote inferences from expository text. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley, J. & Rayner, K. (1998, April) Effects of titles on the processing of text: An eye-movement analysis. Paper presented at the meeting of the Society for the Scientific Study of Reading, San Diego, CA.

Wiley, J., Mason, R. & Myers. J. (1998, November) The fate of nonreferents in categorical anaphor resolution. Poster presented at the annual meeting of the Psychonomic Society. Dallas, TX.

Wiley, J. & Voss, J. F. (1999, January) Integrating from multiple sources: The key to understanding. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley, J. (1999, April) Benefits (or pitfalls?) of multimedia. Symposium Discussant at the Annual Meeting of the American Educational Research Association, Montreal: CA.

Wiley, J. (1999, July) How readers learn best from web pages. Paper presented at the biannual meeting of the Society for Applied Research in Memory and Cognition, Boulder, CO.

Wiley, J. (1999, November) Overcoming mental set due to domain knowledge. Poster presented at the annual meeting of the Psychonomic Society, Los Angeles, CA.

Wiley, J. (2000, January) Discourse and creative problem solving: Beneficial effects of collaboration. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley J. (2000, April) Principled web page design for learning. Poster presented at the Annual Meeting of the Western Psychological Association. Portland, OR.

Canham, M. & Wiley, J. (2000, April) Why time flies when you're having fun: Effects of expertise on perception of flow. Poster presented at the Annual Meeting of the Western Psychological Association. Portland, OR.

Wiley, J. (2000, April) The critical importance of instructions on learning from web pages. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Wiley, J. & Myers, J. (2000, July) Generating inferences from scientific text. Paper presented at the annual meeting for the Society for Text & Discourse. Lyon, France.

Wiley, J. & Rayner, K. (2000, November) Why baseball fans don't like lumpy batters: The interaction of domain knowledge and sentence context in lexical ambiguity resolution. Poster presented at the annual meeting of the Psychonomic Society, New Orleans, LA.

Wiley, J. (2001, January) Emotionally interesting pictures as illustrations for science and history texts. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley, J. (2001, April) Learning science from the Web: Integrating information across sources. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Wiley, J., Ash, I, Brodhead, A. & Sanchez, C. (2001, May) The impact of images on learning from web pages on science and history. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Wiley, J. (2001, July) Promoting understanding from electronic text: Windows, images and overviews. Paper presented at the annual meeting for the Society for Text & Discourse. Santa Barbara, CA.

Wiley, J. (2001, August) Supporting understanding through task and browser design. Poster presented at the annual meeting of the Cognitive Science Society, Edinburgh, Scotland.

Wiley, J. (2001, August) Principled web page design for learning. Award Presentation at the Annual meeting of the American Psychological Association, San Francisco, Ca.

Ash, I. & Wiley, J. (2001, November) Hindsight bias in insight problem solving. Poster presented at the annual meeting of the Psychonomic Society, Orlando, FL.

Wiley, J. (2002, January) Interactions of attitude and knowledge in memory for text. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Jolly, C., Kershaw, T., Antoun, M. & Wiley, J. (2002, May) The effects of object use and spatial ability on insight problem solving. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Sanchez, C. & Wiley, J. (2002, May) Conceptual and seductive images in scientific web pages. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Bailey, J. M. & Wiley, J. (2002, August) The effects of overviews and writing Tasks on learning from hypertext. Poster presented at the Annual Meeting of the Society for Text & Discourse, Chicago IL.

Sanchez, C. & Wiley, J. (2002, August) The impact of image content and browser configuration on learning from scientific web pages. Poster presented at the Annual Meeting of the Society for Text & Discourse, Chicago IL.

Wiley, J. (2002, August) Conceptual change through argumentation. Paper presented at the Annual Meeting of the Society for Text & Discourse, Chicago IL.

Ash, I. & Wiley, J. (2002, August). A-ha! I knew it all along: Hindsight bias in insight problem solving. Poster presented at the annual meeting of the Cognitive Science Society, Alexandria, VA.

Hemmerich, J. & Wiley, J. (2002, August) Do argumentation tasks promote conceptual change about volcanoes? Poster presented at the annual meeting of the Cognitive Science Society, Alexandria, VA.

Wiley, J. (2002, August) Promoting critical inquiry from web sources. Paper presented at the annual meeting of the Cognitive Science Society, Alexandria, VA.

Kershaw, T., Ash, I., Jolly, C. & Wiley, J. (2002, November) The role of working memory span in insight problem solving. Poster presented at the annual meeting of the Psychonomic Society, Kansas City, KS.

Wiley, J. (2003, January) Development of argumentation skill in early elementary grades. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Sanchez, C. & Wiley, J. (2003, April) Individual differences and processing of illustrated text. Poster presented at AERA Annual Meeting, Chicago, IL.

Wiley, J. (2003, May) Getting experts out of mental ruts. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Sanchez, C. & Wiley, J. (2003, May) The seductive details effect and individual differences. Poster presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Wiley, J. & Trabasso, T. (2003, July) Hindsight bias as a function of memory updating during comprehension. Paper presented at the Thirteenth annual meeting of the Society for Text & Discourse, Madrid, Spain.

Wiley, J. & Jolly, C (2003, August) When two heads are better than one expert. Poster presented at the annual meeting of the Cognitive Science Society. Boston, MA.

Wiley, J., Goldman, S. R & Graesser, A. (2004, January) Taking a critical stance and learning from on-line scientific information. Paper presented at the annual Winter Conference on Text, Discourse and Cognition, Jackson Hole, WY.

Wiley, J., Goldman, S. R & Graesser, A. (2004, April) Taking a critical stance toward online scientific information. Paper presented at the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.

Sanchez, C. & Wiley, J. (2004, April) To scroll or not to scroll. Poster presented at AERA Annual Meeting, San Diego, CA.

Ash, I. & Wiley, J. (2004, May) Ah-Ha! I knew it all along: Hindsight bias as evidence of restructuring in problem solving. Paper presented at the Annual Meeting of the Midwestern Psychological Association: Chicago, IL.

Sanchez, C. & Wiley, J. (2004, May) Working memory capacity and illustrated texts. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Sanchez, C. & Wiley, J. (2004, August) The myth of seduction: Susceptibility and individual differences. Paper presented at the Fourteenth Annual Meeting of the Society for Text & Discourse, Chicago, Il.

Thiede, K., Griffin, T. & Wiley, J. (2004, August) New attempts to improve monitoring accuracy. Paper presented at the Fourteenth Annual Meeting of the Society for Text & Discourse, Chicago, Il.

Jee, B. & Wiley , J. (2004, August) The influence of goal-directed activity on categorization and reasoning. Poster presented at the Twenty-Sixth Annual Conference of the Cognitive Science Society, Chicago, Il.

Sanchez, C., Ash, I. & Wiley, J. (2004, November) Learning from online text. Poster presented at the annual meeting of the Psychonomic Society, Minneapolis, MN.

Thiede, K.W., Wiley, J. & Griffin, T. D. (2005, November) Improving metacomprehension accuracy. Paper presented at the 2005 Annual Meeting of the American Educational Research Association, Montreal, CA.

Jee, B. & Wiley , J. (2005, May) Goal use, category construction, and induction. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Sanchez, C. & Wiley, J. (2005, July) Working memory, spatial ability and learning from the web. Paper presented at the Fifteenth Annual Meeting of the Society for Text & Discourse, Amsterdam, NE.

Jeon, M., OReilly, T., McDaniel, B., Wiley, J., Goldman, S., & Graesser, A.C. (2005, October). Scaffolding critical thinking on a web tutor. Paper presented at the World Conference on E-learning in Corporate, Government, Health Care, and Higher Education, Vancouver, Canada.

Wiley, J. & Trabasso, T. (2005, November) Causality as the cement of representation. Paper presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Jee, B. & Wiley, J. (2005, November) It's not what you know, it's how you know it. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Griffin, T., Wiley, J., & Thiede, K. (2005, November). Methods for promoting and assessing readers' metacomprehension monitoring. Poster presented at the annual meeting of the Psychonomic Society, Toronto, Canada.

Jeon, M., Graesser, A.C., Wiley, J., Goldman, S., O Reilly, T., & McDaniel, B. (2006, April). A SEEK web tutor: Fostering critical thinking while learning about causes of volcanic eruption. Paper presented at the American Psychological Association, San Francisco, CA.

Griffin, T., Wiley, J., & Thiede, K. (2006). Improving metacomprehension: Paradigms and performance. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Jee, B. & Wiley, J. (2006, May). The locus of fixation: Knowledge activation and retrieval. Paper presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Sanchez, C. A., & Wiley, J. (2006, May). Dynamic spatial ability and comprehension of scientific texts. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006, May).Conducting research on the Internet: Training students to evaluate source reliability. Poster presented at the Annual Meeting for the Association for Psychological Science, New York, NY.

Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006, June). Teaching students to evaluate source reliability during internet research tasks. Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

Jee, B., Wiley, J. & Griffin, T. (2006, August) Expertise and the illusion of comprehension. Paper presented at the Annual Conference of the Cognitive Science Society. Vancouver, BC.

Ricks, T. R., Wiley, J. & Turley-Ames, K. J. (2006, August) Effects of Working Memory Capacity on a Remote Associates Task. Poster presented at the Annual Conference of the Cognitive Science Society, Vancouver, BC.

Wiley, J. & Jensen, M. (2006, August). When three heads are better than two. Poster presented at the Annual Conference of the Cognitive Science Society. Vancouver, BC.

Jee, B. & Wiley, J. (2006, November). The generation of category labels affects property inferences. Poster presented at the Annual Meeting of the Psychonomic Society, Houston, TX.

Sanchez, C. & Wiley, J. (2006, November). The influence of dynamic and static spatial abilities and learning complex scientific concepts. Poster presented at the Annual Meeting of the Psychonomic Society, Houston, TX.

Thiede, K. W., Anderson, M., Griffin, T. D., & Wiley, J. (2006, November). Generating concept maps improves metacomprehension. Poster presented at the Annual Meeting of the Psychonomic Society, Houston, TX.

Griffin, T. D., Wiley, J. & Thiede, K. W. (2006, November). Interactive effects of rereading, working memory, and reading ability on metacomprehension. Poster presented at the Annual Meeting of the Psychonomic Society, Houston, TX.

Wiley, J. (2007, January) How groups support metacognitive monitoring and problem solving. Paper presented at the 2007 Winter Text Conference, Jackson Hole, WY.

Moher, T. & Wiley, J. (2007, April) Classroom space, classroom time, and the representation of dynamic phenomena. Paper presented at AERA, Chicago, IL.

Wiley, J., Thiede, K. W. & Griffin, T. D. (2007, April) What does it mean to learn from and understand science text? Paper presented at AERA, Chicago, IL.

Thiede, K. W., Anderson, M., Wiley, J. & Griffin, T. D. (2007) Constructing Concept Maps Improves the Accuracy of Comprehension Monitoring. Paper presented at AERA, Chicago, IL.

Colflesh, G. J. H, Cushen, P. & Wiley, J. (2007, May) Why do working memory tasks predict Ravens performance? Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Ricks, T. R. & Wiley, J. (2007, May) Influence of domain knowledge on a working memory task. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Nibert, J. A., Wiley, J., & Newman, L. S. (2007, May). Cultural differences in perceptions of regret. Poster presented at the Association for Psychological Science, Washington, DC.

Wiley, J., Sanchez, C. A., & Griffin, T. D. (2007, July) Designing for understanding: The impact of tasks and individual differences on learning science from the Web. Paper presented at the Annual Meeting of the Society for Text & Discourse, Glasgow, Scotland.

Wiley, J. & Jensen, M. S. (2007, July) When small problem solving groups are effective: What leads to successful interactions? Presented at the Annual Meeting of the Society for Text & Discourse, Glasgow, Scotland.

Cushen, P. J. & Wiley, J. (2007, August) Evidence for incremental restructuring in a spatial insight problem. Poster presented at the 29th Annual Conference of the Cognitive Science Society. Nashville TN.

Sanchez, C. A, & Wiley, J. (2007, August) Spatial abilities and learning complex scientific topics. Poster presented at the 29th Annual Conference of the Cognitive Science Society. Nashville TN.

Ricks, T. R. & Wiley, J. (2007, November) The utilization of domain knowledge to expand working memory capacity. Poster presented at the Annual Meeting of the Psychonomic Society, Long Beach, CA.

Colflesh, G. J. H. & Wiley, J. (2007, November) What happens to attention when we drink? Poster presented at the Annual Meeting of the Psychonomic Society, Long Beach, CA.

Thiede, K. W., Wiley, J. & Griffin, T. D. (2007, November) Does test expectancy affect metacomprehension accuracy? Poster presented at the Annual Meeting of the Psychonomic Society, Long Beach, CA.

Cushen, P.J. & Wiley, J. (2008, May). The nature of restructuring and the Aha! experience in insight problem solving. Poster presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Hinze, S. R., Fisher, B. A & Wiley, J. (2008, May). Somebodys watching: Exploring the influence of eye-tracking on task performance. Poster presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Cushen, P.J. & Wiley, J. (2008, May). Gesture and problem solving: Not always a 'helping' hand. Poster presented at the Annual Convention of the Association for Psychological Science. Chicago, IL.

Colflesh, G. J. H., & Wiley, J. (2008, May). Alcohol-related attentional bias affects change detection. Poster presented at the Annual Convention of the Association for Psychological Science. Chicago, IL.

Ricks, T. R., & Wiley, J. (2008, May). The impact of domain knowledge on the fan effect. Poster presented at the Annual Convention of the Association for Psychological Science. Chicago, IL.

Cushen, P. & Wiley, J. (2008, July). Upsides and downsides of gesturing in problem solving. Paper presented at the 30th Annual Meeting of the Cognitive Science Society. Washington DC.

Wiley, J., Griffin, T. D. & Thiede, K. W. (2008, July) To understand your understanding one must understand what understanding means. Paper presented at the 30th Annual Meeting of the Cognitive Science Society. Washington DC.

Wiley, J. & Jensen, M. (2008, August). Discourse and learning in small groups. Paper presented at the 2008 Meeting of the Society for Text & Discourse. Memphis, TN.

Wiley, J., Cushen, P., Jarosz, A. & Jensen, M. S. (2008, November). The power of three in collaborative problem solving. Poster presented at the Purdue Winer Memorial Lectures New Perspectives on Human Problem Solving Workshop, West Lafayette, IN.

Cushen, P. J. & Wiley, J. (2008, November). The relationship between cues to solution, restructuring patterns, and reports of insight. Poster presented at the Annual Meeting of the Psychonomic Society, Chicago, IL.

Braasch, J. L. G., Wiley, J., & Griffin, T. D. (2008, November). Who draws inferences and notices contradictions in scientific texts while reading? An individual differences analysis. Poster presented at the Annual Meeting of the Psychonomic Society, Chicago, IL.

Jaeger, A., Moher, T., Wiley, J., Malcolm, P., Lopez-Silva, B. A., Gnoli, A., & Brown, J. (2009, April) WallCology: Using embedded phenomena to motivate learning about dynamic ecosystems. Paper presented that the Annual Meeting of the American Educational Research Association. San Diego,CA.

Hinze, S. & Wiley, J. (2009, May). Specificity and transfer of testing effects in science text comprehension.Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Thiede, K. W., Redford, J. S., Griffin, T. D. & Wiley, J. (2009, May) Improving metacomprehension accuracy of seventh grade students. Paper presented at the 21^st Annual Convention of the Association for Psychological Science, San Francisco, CA.

Hinze, S., Pellegrino, J. & Wiley, J. (2009, November) Retrieval practice aids performance on new memory tests, but not inference tests. Poster presented at the Annual Meeting of the Psychonomic Society.

Jarosz, A. & Wiley, J. (2009, November) Fixation, incubation and the perception of Aha! during problem solving. Poster presented at the Annual Meeting of the Psychonomic Society.

Redford, J.S., Thiede, K. W., Wiley, J. & Griffin, T. D. (2009, November) Does concept mapping improve metacomprehension accuracy?Poster presented at the Annual Meeting of the Psychonomic Society.

Wiley, J., Jarosz, A, Cushen, P., Jensen, M. & Griffin, T. D. (2009, November) The power of three: Why the third person matters. Paper presented at the Annual Meeting of the Psychonomic Society.

Cushen, P.J., & Wiley, J. (2010, April). Aha! Voila! Eureka! Bilingualism and creative problem solving. Paper presented at the 2010 Chicago Psychology Graduate Student Symposium. Chicago, IL.

Jarosz, A. F. & Wiley, J. (2010, April). Teaching an old bird new tricks: Novel rules and the Raven's Advanced Progressive Matrices. Paper presented at 2010 Chicago Psychology Graduate Student Symposium. Chicago, IL.

Jarosz, A. F. & Wiley, J. (2010, May)Working memory and the Raven's: Novel rules drive the difference. Paper presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Cushen, P.J. & Wiley, J. (2010, May)Stranger in a strange land: Non-native status and insightful problem solving. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago IL.

Moher, T., Wiley, J., Jaeger, A., Lopez Silva, B., Novellis, F., & Kilb, D. (2010, July). Spatial and temporal embedding for science inquiry: An empirical study of student learning. Paper presented at the International Conference of the Learning Sciences (ICLS 2010), Chicago, IL.

Colflesh, G. J. H., Jarosz, A. F. & Wiley, J. (2010, August). The effects of alcohol on working memory and change detection. Poster presented at the Annual Meeting of the Cognitive Science Society. Portland, OR.

Cushen, P.J., & Wiley, J. (2010, August). The roles of working memory capacity and spatial ability in first-time solution of the Tower of Hanoi. Poster presented at the Annual Meeting of the Cognitive Science Society. Portland, OR.

Jaeger, A. & Wiley, J. (2010, August). Seductive images and metacomprehension of science texts. Poster presented at Annual Meeting of the Cognitive Science Society, Portland, OR.

Jarosz, A. F., Colflesh, G. J. H., & Wiley, J. (2010, August). The effects of alcohol use on creative problem solving. Poster presented at the Annual Meeting of the Cognitive Science Society.

Ricks, T. R., & Wiley, J. (2010, August). Do baseball fans experience the fan effect? Poster presented at the Annual Meeting of the Cognitive Science Society. Portland, OR.

Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2010, August). Assessment as learning: Potentials and limitations of testing effects for memory and comprehension of science texts. Paper presented at the Annual Meeting of the Society for Text and Discourse, Chicago, IL.

Jaeger, A. & Wiley, J. (2010, August). Illustrated science texts and their effect on and monitoring accuracy. Poster presented at the Annual Meeting of the Society for Text & Discourse, Chicago, IL.

Cushen, P. J., Jarosz, A. F., Aiello, D. & Wiley, J. (2010, November). Shifting Focus: The benefits of flexible control and diffuse attention. Poster presented at the Annual Meeting of the Psychonomic Society, St. Louis, MO.

Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2010, November). Differentiating retrieval processes that underlie the transfer of testing effects. Poster presented at the Annual Meeting of the Psychonomic Society, St. Louis, MO.

Jaeger, A., Wiley, J. & Griffin, T. D. (2010, November). Metacomprehension accuracy from illustrated text. Poster presented at the Annual Meeting of the Psychonomic Society, St. Louis, MO.

Jarosz, A. F.,& Wiley, J. (2010, November). Thats so Ravens: The role of distraction on the RAPM. Poster presented at the Annual Meeting of the Psychonomic Society, St. Louis, MO.

Ricks, T. R., & Wiley, J. (2010, November). The impact of knowledge and mnemonic chunking strategies in eliminating the fan effect. Poster presented at the Annual Meeting of the Psychonomic Society, St. Louis, MO.

Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2011, April). Assessment as learning: Testing (sometimes) influences learning from science texts. Poster presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.

Jaeger, A., Wiley, J., Moher, T., Lopez Silva, B., & Novellis, F. (2011, April). Embedded Simulations Support Learning in Geoscience. Poster presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.

Wiley, J. (2011, April) Learning with spatial, embedded and embodied representations. Organizer, Introductory Speaker, Structured Poster Session at the Annual Meeting of the American Educational Research Association. New Orleans, LA.

Wiley, J. (2011, April). Using cognitive science to understand why, for whom, under what conditions interventions succeed or fail. Symposium paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.

Aiello, D., Jarosz, A., Cushen, P., & Wiley, J. (2011, May). Firing the executive: When less control is more. Paper presented at Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Leach, R., Larson, J. & Wiley, J. (2011, May). I believe you're right: The effects of confidence on group performance outcomes. Paper presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Wiley, J., Steffens, B. & Britt, M. A. (2011, July). Learning from multiple documents in history. Paper presented at the Society for Text and Discourse Poitiers, France.

Jaeger, A. & Wiley, J. (2011, July). Using explanation to improve metacomprehension of illustrated science texts. Paper presented at the Society for Text and Discourse Poitiers, France.

Wiedmann, M. & Wiley, J. (2011, August). Does group composition affect productive failure? Poster presented at the European Conference for Research on Learning and Instruction. Exeter, UK.

Thiede, K., Redford, J. Wiley, J, & Griffin, T. (2011, August). Using concept map construction to improve metacomprehension accuracy in 7th graders. Paper presented at the European Conference for Research on Learning and Instruction. Exeter, UK.

Wiedmann, M., Wiley, J., & Rummel, N. (2011, September). Wie beeinflussen mathematische F�higkeiten und Gruppenzusammensetzung das Lernen durch invention? [How do mathematical skills and group composition influence learning by invention?] Paper presented at the 13th sectional convention Educational Psychology of the DGPs [German Psychological Society].University of Erfurt.

Cushen, P. J., & Wiley, J. (2011, November). Individual differences and spontaneous transfer during analogical problem solving. Poster presented at the Annual Meeting of the Psychonomic Society, Seattle, WA.

Jaeger, A. J., & Wiley, J. (2011, November). Reducing illusions of comprehension from illustrated text. Poster presented at the Annual Meeting of the Psychonomic Society, Seattle, WA.

Braasch, J. A., Goldman, S. R. & Wiley, J. (2012, April). The role of text and reader characteristics in science learning from refutational texts. Paper presented at the 2012 AERA Annual Meeting, Vancouver, BC.

Wiley, J., Britt, M. A., Griffin, T.D., Steffens, B. & Project READi (2012, April) Approaching reading for understanding from multiple sources in history and science: Initial studies. Symposium paper presented at the 2012 AERA Annual Meeting, Vancouver, BC.

Thiede, K.W., Redford, J., Wiley, J. & Griffin, T.D. (2012, April) Curriculum influences the accuracy of comprehension monitoring among 7th graders. Paper presented at the 2012 AERA Annual Meeting, Vancouver, BC.

Davis, S., Wiley, J., Griffin, T. D. & Britt, M. A. (2012, May). Which is better for learning: Argument or opinion? Poster presented at the Psi Chi Poster Session, Midwestern Psychological Association, Chicago, IL.

Jarosz, A. F,. & Wiley, J., (2012, May). Distractable me. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Jaeger, A. J,. & Wiley, J., (2012, May). Don't look at that image! Paper presented at the Annual Meeting of Midwestern Psychological Association, Chicago, IL.

Rooney, M., Jarosz, A., Aiello, D., & Wiley, J. (2012, May). Asperger's: Not just a deficit. Poster presented at the Psi Chi Poster Session, Midwestern Psychological Association, Chicago, IL.

Taylor, A. J,. Braasch, J. L. G., & Wiley, J., (2012, May). Testing weather analogies work for everyone: Learning about El Nino. Paper presented at theAnnual Meeting of Midwestern Psychological Association, Chicago, IL.

Cushen, P. J., & Wiley, J. (2012, May). Source representation and analogical transfer. Poster presented at the Twenty-fourth Annual Convention of the Association for Psychological Science. Chicago, IL.

Leach, R., Wiley, J., & Larson., J., R. (2012, May). Who's the boss? Groups perform better when experts are dominant. Poster presented at the Twenty-fourth Annual Convention of the Association for Psychological Science. Chicago, IL.

Wiley, J., Aiello, D.A., Jarosz, A.F., Cushen, P.J. (2012, May). Encouraging intuitive processing benefits creative problem solving. Poster presented at the Twenty-fourth Annual Convention of the Association for Psychological Science. Chicago, IL.

Britt, M. A., Wiley, J., Griffin, T.D., Steffens, B. & Project READi (2012, July) Instructional manipulations to support comprehension of history. Symposium paper presented at the 2012 SSSR Conference, Montreal, QC.

Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Thiede, K. W. & Wiley, J. (2012, July) Improving metacomprehension in an undergraduate course in research methods. Poster presented at the Annual Meeting of the Society for Text & Discourse, Montreal, QC.

Taylor, A. R, & Wiley, J. (2012, July) Learning science through analogy: The role of individual differences in spatial ability. Poster presented at the Annual Meeting of the Society for Text & Discourse, Montreal, QC.

Goldenberg, O., Larson, J. R., & Wiley, J. (2012, July) Effects of goal instructions and response format on group brainstorming performance. Poster presented at the 2012 INGRoup conference, Chicago, IL.

Leach, R., Wiley, J. & Larson, J. R., (2012, July) What did you say? Repetition during discussion and group decision making. Poster presented at the 2012 INGroup conference, Chicago, IL.

Wiedmann, M., Wiley, J., & Rummel, N. (2012, September). Wie beeinflussen mathematische F�higkeiten und Gruppenzusammensetzung das Lernen durch Inventing? [How do mathematical abilities and group composition affect learning by inventing?] In J. Roelle (Chair), Wie Lernende auf das Lernen aus direkter Instruktion vorbereitet werden konnen [How learners can be prepared to learn from direct instruction]. Symposium paper presented at the 77th meeting of Arbeitsgruppe fur Empirische Pedagogische Forschung, Bielefeld.

Cushen, P. J., & Wiley, J. (2012, November). Predicting analogical transfer based on source representation and individual differences in attention. Poster presented at the Annual Meeting of the Psychonomic Society, Minneapolis, MN.

Jarosz, A. F., & Wiley, J. (2012, November). (Visually) eliminating the competition. Poster presented at the Annual Meeting of the Psychonomic Society, Minneapolis, MN.

Taylor, A. R., & Wiley, J. (2012, November). When do analogies promote learning from science texts? Poster presented at the Annual Meeting of the Psychonomic Society, Minneapolis, MN.

Thiede, K., Redford, J., Wiley, J. & Griffin, T. D. (2012, November). Comprehension testing affects metacomprehension accuracy and regulation. Poster presented at the Annual Meeting of the Psychonomic Society, Minneapolis, MN.

Cushen, P. J. & Wiley, J. (2013, April). The impact of attention and source representation on spontaneous analogical transfer. Paper presented at the 2013 AERA Annual Meeting, San Francisco, CA.

Koppel, R. H., Wiley, J., & Storm, B. C. (2013, May). Whose tongue does the cat have? Retrieval-induced forgetting and tip-of-the-tongue. Paper presented at the 85th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Heise, A., Koppel, R. H., & Wiley, J. (2013, May). When is forgetting a good thing? Context change and creative problem solving. Poster presented at the 85th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Salas, C. R., Griffin, T. D., Wiley, J., & Britt, M. A. (2013, May). Domain-general thinking dispositions predict comprehension from multiple documents. Paper presented at the 2013 Midwestern Psychological Association, Chicago, IL.

Taylor, A. R., Wiley, J., Griffin, T. D., & Britt, M. A. (2013, May). Whats happening? Puzzling your way to learning from multiple documents. Paper presented at the 2013 Midwestern Psychological Association, Chicago, IL.

Salas, C. R., Griffin, T. D., Wiley, J., & Britt, M. A. (2013, July). Unique contributors to understanding of climate change in a multiple-document inquiry task. Paper presented at the Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Taylor, A. R., Wiley, J., Griffin, T. D., & Britt, M. A. (2013, July). Being the detective: Using pre-writing activities to foster understanding from multiple document inquiry tasks. Paper presented at the 23rd Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Jaeger, A. J., Griffin, T. D., Britt, M. A., & Wiley, J. (2013, July). Learning science from multiple documents: We dont normally do this in science class. Paper presented at the 23rd Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Jaeger, A. J., Sanchez, C. A., & Wiley, J. (2013, July). How reading affects believing: Perceptually non-fluent text presentations and changes in online processing. Paper presented at the 23rd Annual Meeting of the Society for Text and Discourse, Valencia, Spain.

Goldenberg, O., & Wiley, J. (2013, July). Learning by invention in diverse groups: The role of leader expertise. Paper presented at the annual meeting of the Interdisciplinary Network for Group Research, Atlanta, GA.

Griffin, T. D., Wiley, J. & Thiede, K. W. (2013, August). Test expectancy effects on metacomprehension, self-regulation, and learning. Paper presented at the 35th Annual Meeting of the Cognitive Science Society, Berlin, Germany.

Wiley, J., Goldenberg, O., Jarosz, A. F., Wiedmann, M. & Rummel, N. (2013, August). Diversity, collaboration, and learning by invention. Paper presented at the 35th Annual Meeting of the Cognitive Science Society, Berlin, Germany.

Jarosz, A. & Wiley, J. (2013, November). Bird is the word: Examining verbal protocols from the Raven's. Poster presented at the Annual Meeting of the Psychonomic Society. Toronto, Ontario.

Koppel, R. H., Wiley, J., & Storm, B. C. (2013, November). Wait, wait, dont tell me!: Tip-of-the-tongue and retrieval-induced forgetting. Poster presented at the Annual Meeting of the Psychonomic Society. Toronto, Ontario.

Griffin, T. D., Salas, C. R., Wiley, J., & Britt, M. A. (2014, April). Reading skill versus dispositional strategy influences on learning from multiple documents inquiry. Paper presented at AERA, Philadelphia, PA.

Wiley, J., Griffin, T. D., Taylor, A., Jaeger, A. & Britt, M. A. (2014, April). Supporting inquiry learning from multiple documents in history and science. Paper presented at the 2014 Annual Meeting of AERA. Philadephia, PA.

Ayaz, S., Sovansky, E.E., Jarosz, A. F., & Wiley, J. (2014, April) How does math anxiety affect working memory capacity? Poster presented at the Student Research Forum. Chicago, Illinois.

Fizor, A., Koppel, R., & Wiley, J. (2014, April) When the early bird gets the harm: Time of day effects in overcoming fixation. Poster presented at the Student Research Forum. Chicago, Illinois.

Mielicki, M. K., & Wiley, J. (2014, April) Executive control as a predictor of performance on a novel algebraic problem solving task. Paper presented at the Chicago Psychology Graduate Student Research Symposium. Chicago, Illinois

Wilson, B., Jarosz, A. F., & Wiley, J. (2014, April). Stuck on stereotypes: The relationship of working memory to inflexible perseverance under stereotype threat. Poster presented at the GPPA Student Forum. Chicago, Illinois.

Ayaz, S., Sovansky, E.E., Jarosz, A. F., & Wiley, J. (2014, May). How does math anxiety affect working memory capacity? Poster presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Fizor, A., Koppel, R. & Wiley, J. (2014, May) When the early bird gets the harm: Time of day effects in overcoming fixation. Poster presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Goldenberg, O., & Wiley, J. (2014, May). Effects of alternate uses and improvements prompts on fixation during brainstorming. Paper presented at the annual meeting of Midwestern Psychological Association, Chicago, IL.

Jaeger, A. J., Taylor, A. R., & Wiley, J. (2014, May). Improving metacomprehension accuracy for science text in middle school. Poster presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Koppel, R. H., & Wiley, J. (May, 2014). Understanding different kinds of mental fixation through executive functioning. Paper presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Sovansky, E.E., Wieth, M., & Wiley, J. (2014, May). Who marches to a different drummer? Musical experiences and divergent thinking. Poster presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Wilson, B., Jarosz, A. & Wiley, J. (2014, May). Stuck on stereotypes: The relationship of working memory to inflexible perseverance under stereotype threat. Poster presented at the 86th Annual Meeting of the Midwestern Psychological Association. Chicago, Illinois.

Blaum, D., Britt, M. A. Griffin, T. D.,&Wiley, J., (2014, August). Thinking about solutions: The effect of policy questions and answers on learning about causes from science texts. Poster presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Cushen, P. & Wiley, J. (2014, August). When reading skill and creativity converge: Predicting solution of Duncker's problem. Paper presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

George, T., Koppel, R. & Wiley, J. (2014, August). Forgetting the literal: Reduced memory for metaphor-irrelevant information following metaphor comprehension. Poster presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Griffin, T. D., Salas, C. R., Wiley, J., & Britt, M. A. (2014, August). The impact of epistemological beliefs about information integration on learning from multiple documents. Paper presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Jarosz, A. F., Goldenberg, O., & Wiley, J. (2014, August). Learning by invention: Small group discussions that support learning in statistics. Poster presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Jaeger, A., & Wiley, J. (2014, August). Learning from multiple documents: More than just reading between the lines. Paper presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Taylor, A., Jaeger, A., & Wiley, J. (2014, August). Analogies and metacomprehension of expository texts. Paper presented at the Annual Meeting of the Society for Text & Discourse. Chicago, Illinois.

Griffin, T. D., & Wiley, J. (2014, November). Absolute accuracy is a relatively inaccurate measure of monitoring processes. Paper presented at the 8th Bi-Annual Meeting of the International Association for Metacognition. Long Beach, CA.

George, T., & Wiley, J. (2014, November). Forgetting the literal: The role of inhibition in metaphor comprehension. Poster presented at the Annual Meeting of the Psychonomic Society. Long Beach, CA.

Jaeger, A. J., Jarosz, A. F., & Wiley, J. (2014, November). Know when to hold em, Know when to fold em: WMC and spatial reasoning. Poster presented at the Annual Meeting of the Psychonomic Society. Long Beach, CA.

Koppel, R., Storm, B., & Wiley, J. (2014, November). Get out of my head! Overcoming fixation and executive functioning. Poster presented at the Annual Meeting of the Psychonomic Society. Long Beach, CA.

Mielicki, M., & Wiley, J. (2014, November). Obstacles to algebraic understanding. Poster presented at the Annual Meeting of the Psychonomic Society. Long Beach, CA.

George, T., & Wiley, J. (2015, April). The more the merrier: Diversity of items leads to more creative alternate uses. Poster presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Makar, M., Sovansky, E.E., & Wiley, J. (2015, April) Feeling the number crunch: Physiological measures of math anxiety. Poster presented at the 2015 Midwestern Psychological Association Annual Conference, Chicago, IL.

Mielicki, M. K., & Wiley, J. (2015, April) Affordances of graphical and symbolic representation in algebraic problem solving. Poster presented at the 87th Annual Meeting of the Midwestern Psychological Society. Chicago, Illinois.

Perschon, C., Jaeger, A. J, & Wiley, J. (2015, April). Bringing strategies into the fold: Strategy-use and gesture on the Paper Folding task. Poster presented at the 87th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Valencia, G., Koppel, R. H., & Wiley, J. (2015, May). Is it all about presentation? Errors in letter-number sequencing. Poster presented at the 87th Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Cushen, P. J., Jarosz, A. F., Mielicki, M. K. & Wiley, J. (2015, May). Bilingualism and the creative side of cognition. Paper presented at the 10th Annual International Symposium on Bilingualism. New Brunswick, New Jersey.

Blaum, D., Britt, M. A., Platt, M., Clark, A., Griffin, T. D., & Wiley, J. (2015, July). Are hybrid cars the answer? Thinking about solutions when learning about climate change. Poster presented at the 25th Annual Meeting of the Society for Text & Discourse, Minneapolis, MN.

Danielson, R. W., Sinatra, G. M., Jaeger, A., & Wiley, J. (2015, July). Augmenting the refutation-text effect with analogies and graphics. Paper presented at the 25th Annual Meeting of the Society for Text and Discourse, Minneapolis, Minnesota.

Jaeger, A. J., Griffin, T. D., Britt, M. A., & Wiley, J. (2015, July). Making connections: Improving student learning about climate change. Paper presented at the 25th Annual Meeting of the Society for Text & Discourse, Minneapolis, MN.

Mielicki, M. K., & Wiley, J. (2015, August). Affordances of graphical and symbolic representation in algebraic problem solving. Poster presented at the 19th Annual Junior Researchers of EARLI Conference. Limassol, Cyprus.

Cushen, P. J., & Wiley, J. (2015, November). Vive la Difference! Bilingualism impacts spontaneous transfer from dissimilar sources. Poster presented at the Annual Meeting of the Psychonomic Society. Chicago, IL.

George, T., & Wiley, J. (2015, November). Fixation, flexibility, and forgetting during alternate-uses tasks. Poster presented at the Annual Meeting of the Psychonomic Society. Chicago, IL.

Jaeger, A. J., & Wiley, J. (2015, November). Now you see it, now you don’t: Seeing invisible folds. Poster presented at the Annual Meeting of the Psychonomic Society. Chicago, IL.

Jarosz, A. F., & Wiley, J. (2015, November). Strategies and the RAPM: Taking a constructive approach. Poster presented at the Annual Meeting of the Psychonomic Society. Chicago, IL.

Koppel, R., Wiley, J., & Storm, B. (2015, November). Stuck in a rut? How expertise and warnings change the relationship between executive functioning and overcoming fixation. Poster presented at the Annual Meeting of the Psychonomic Society. Chicago, IL.

Danek, A. H., & Wiley, J. (2016, March). The joy of discovery: What makes an Aha! moment? Paper presented at the 58th Conference of Experimental Psychologists, Heidelberg, Germany.

Menard, S., Danek, A.H., & Wiley, J. (2016, April). Analyzing the Aha! moment through various dimensions. Poster presented at the UIC Student Research Forum.

Danek, A. H., & Wiley, J. (2016, May). The joy of discovery: What makes an Aha! moment? Paper presented at the 88th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

George, T., & Wiley, J. (2016, May). It doesn’t ring a bell: metaphor-induced lexical forgetting. Poster presented at the Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Mielicki, M. K., & Wiley, J. (2016, May). When is slope slippery? Problem-wording as a source of difficulty for algebra problems. Paper presented at the 88th Annual Meeting of the Midwestern Psychological Society. Chicago, IL.

Sarmento, D. & Wiley, J. (2016, May). Does animation influence legal judgment? Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Wallace, P. S., Rupp, K., Blaum, D., Britt, M. A., Wiley, J. & Griffin, T. D. (2016, May). Variations in learning task performance reflect different science explanation representations. Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.

Danek, A. H., & Wiley, J. (2016, May). Higher solution recall after self-reported Aha! experiences. Poster presented at the 28th Annual Convention of the Association for Psychological Science, Chicago, IL.

George, T., Koppel, R. H., Storm, B. C., & Wiley, J. (2016, May).Constraining or constructive? The effects of examples on creative design. Poster presented at the Annual Meeting of the Association for Psychological Science. Chicago,IL.

Sarmento, D. & Wiley, J. (2016, May). When does animation influence legal judgment? Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

Goldenberg, O., & Wiley, J. (2016, July). The role of prompt in group brainstorming. Poster presented at the annual meeting of INGroup, Helsinki, Finland.

Wiley, J., Sarmento, D., Griffin, T. D., & Hinze, S. R. (2016, July). Towards an analysis of visual discourse in biology textbooks. Poster presented at the Annual Meeting of the Society for Text & Discourse in Kassel, Germany.

Danek, A. H. & Wiley, J. (2016, August). Deconstructing the multi-dimensional Aha! experience. Poster presented at the Annual Meeting of the Cognitive Science Society, Philadelphia, Pennsylvania.

Mielicki, M. K., & Wiley, J. (2016, August). College students understanding of linear functions: Slope is slippery. Paper presented at the Annual Meeting of the Cognitive Science Society, Philadelphia, Pennsylvania.

Wiley, J., Griffin, T. D., Jaeger, A.J., Sarmento, D., & Mielicki, M. (2016, August). Analogies and graphics can lead to illusions of understanding. Poster presented at the Annual Meeting of the Cognitive Science Society, Philadelphia, Pennsylvania.

Danek, A. H., & Wiley, J. (2016, November). The case of false insights. Paper presented at the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

George, T., & Wiley, J. (2016, November). Going the distance: The effects of testing on analogical transfer. Poster presented at the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

Griffin, T. D., Sarmento, D., Wiley, J., & George, T. (2016, November). Metacognitive pitfalls of using animations to illustrate scientific processes. Poster presented at the 57th Annual Meeting of the Psychonomic Society. Boston, MA.

Mielicki, M., Koppel, R. H., Valencia, G., Chun, J. & Wiley, J. (2016, November). Reading between the LNS: Presentation modality and bilingual performance. Poster presented at the 57th Annual Meeting of the Psychonomic Society, Boston, MA.

Danek, A. H., Williams, J., & Wiley, J. (2017, April). Connecting sudden representational change to the subjective Aha! experience. Paper presented at the 89th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

George, T., & Wiley, J. (2017, April). Benefits of retrieval practice for analogical transfer. Paper presented at the 89th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Danek, A. H., Williams, J., & Wiley, J. (2017, May). A link between cognitive and affective aspects of insight problem solving. Poster presented at the 29th Annual Convention of the Association for Psychological Science, Boston, MA.

Mielicki, M. K., Griffin, T. D., & Wiley J. (2017, July). A meta-analysis of metacomprehension. Paper presented at the 27th Annual Meeting of the Society for Text and Discourse, Philadelphia, PA.

Wiley, J., Griffin, T. D., & Sarmento, D. (2017, July). Effective diagrams can improve comprehension monitoring in biology. Paper presented at the 27th Annual Meeting of the Society for Text and Discourse, Philadelphia, PA.

Danek, A. H., Williams, J., & Wiley, J. (2017, September). Suddenly realizing a correct solution is connected to feelings of Aha! in insight problem solving of magic tricks. Paper presented at the 20th Conference of the European Society for Cognitive Psychology (ESCoP), Potsdam, Germany.

Jaeger, A. J., Wiley, J., & Moher, T. (2017, September). RoomQuake: Using embodiment and grounding in elementary school science. Paper presented at the 20^th Annual Meeting of the European Society of Cognitive Psychology, Potsdam, Germany.

Danek, A. H., Williams, J., & Wiley, J. (2017, November). Closing the gap between cognitive and affective components of insight. Paper presented at the 58th Annual Meeting of the Psychonomic Society, Vancouver, British Columbia, Canada.

George, T., & Wiley, J. (2017, November). Breaking through the surface: Competition, inhibition, and forgetting in analogical transfer. Poster presented at the 58th Annual Meeting of the Psychonomic Society. Vancouver, BC.

Mielicki, M. K., & Wiley, J. (2017, November). Sir, mix a lot? Benefits (and limits) of interleaved practice. Poster presented the 58th Annual Meeting of the Psychonomic Society, Vancouver, BC, Canada.

Sarmento, D., Griffin, T.D., & Wiley, J. (2017, November). When more is more: The learning and monitoring benefits of images that combine realism and abstraction. Poster presented at the 58th annual meeting of the Psychonomic Society, Vancouver, BC.

Danek, A. H., Williams, J., & Wiley, J. (2018, March). Sudden, but not incremental insights lead to Aha! experiences. Paper presented at the 60th Conference of Experimental Psychologists (TeaP), Marburg, Germany.

George, T., & Wiley, J. (2018, March). Creative thinking about long-term consequences benefits from working memory capacity. Poster presented at the 4th Annual Meeting of the Society for the Neuroscience of Creativity. Cambridge, MA.

Tellez, O., Ali, A., Danek, A.H., & Wiley, J. (2018, April). Do magic tricks rely on incorrect initial representations? Poster presented at the UIC Student Research Forum.

George, T., & Wiley, J. (2018, April). From Common to Clever: Unoriginal Idea Exposure Improves Creative Originality. Paper presented at the 90th Annual Meeting of the Midwestern Psychological Association. Chicago, IL

Guerrero, T.A. & Wiley, J. (2018, April). Memory for text is not the same as comprehension: Differences between memory and inference questions. Poster presented at the 90th Annual meeting of the 2018 Midwestern Psychological Association Conference.

Mielicki, M. K., & Wiley, J. (2018, April). Testing the limits of interleaved practice. Paper presented at the 90th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Sarmento, D., Griffin, T. D., & Wiley, J. (2018, April). How Graphical Realism Affects Relative Metacomprehension Accuracy. Paper presented at the 90th annual meeting of the Midwestern Psychological Association, Chicago, IL.

Wiley, J., Mielicki, M. K., & Griffin, T. D. (2018, April). What causes poor monitoring from expository text? Paper presented at the 2018 Annual Meeting of AERA, New York, NY.

Danek, A.H. & Wiley, J. (2018, May). Moment of truth: Can we trust our insights? Paper presented at the UK Creativity Researchers' Conference, Canterbury, UK.

; Mielicki, M. K., & Wiley, J. (2018, June). When does interleaved practice help understanding of mathematical concepts?. Poster presented at the 6th International Workshop on the Advanced Learning Sciences, Pittsburgh, Pennsylvania.

Guerrero, T. A. & Wiley, J. (2018, July). Effects of text availability and reasoning processes on test performance. Poster presented at the 40th Annual Conference of the Cognitive Science Society. Madison, WI.

George, T., & Wiley, J. (2018, November). Knowing what to avoid: Verbal example exposure improves originality, visual example exposure hinders it. Poster presented at the 59th Annual Meeting of the Psychonomic Society. New Orleans, LA.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2018, November). The limitations of retrieval practice for comprehension. Poster presented at the 59th Annual Meeting of the Psychonomic Society, New Orleans, LA.

Mielicki, M. K., & Wiley, J. (2018, November). What kind of practice makes perfect, and when? Exploring conditions for benefits of interleaved practice. Poster presented at the 59th Annual Meeting of the Psychonomic Society, New Orleans, LA.

Chesebrough, C., & Wiley, J. (2019, March). When do Aha! moments occur during science learning? Poster presented at the 5th Annual Meeting of the Society for the Neuroscience of Creativity. San Francisco, CA.

George, T., & Wiley, J. (2019, March). Photographic images can impair creativity on the alternate uses task while inflating confidence. Poster presented at the 5th Annual Meeting of the Society for the Neuroscience of Creativity. San Francisco, CA.

Chou, A., George, T., & Wiley, J. (2019, April). Creative Idea Generation during Optimal/Non-Optimal Time-of-Day. Poster presented at the 91st Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

George, T., & Wiley, J. (2019, April). Eliminating the competition during analogical problem solving. Paper presented at the 91st Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Guerrero, T. A. & Wiley, J. (2019, April). When is note-taking noteworthy for learning from text? Paper presented at the 91st Annual Meeting of the Midwestern Psychological Association. Chicago, IL.

Mielicki, M. K., & Wiley, J. (2019, April). Love It or Interleave It: Practice Schedules and Problem Solving. Paper presented at the 91st Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Guerrero, T.A. & Wiley, J. (2019, July). Using "idealized peers" for automated evaluation of student understanding in an introductory psychology course. Paper presented at the meeting of the 20th International Conference on Artificial Intelligence in Education (AIED), Chicago, IL.

Goldenberg, O., & Wiley, J. (2019, July). Individual and Group Brainstoming: Does the Question Matter? Talk presented at the Southern Oregon University Creativity Conference. Ashland, OR.

Guerrero, T. A., & Wiley, J. (2019, July). Learning by expecting-to-teach with complex science texts. Paper presented at the 29th Annual Meeting of the Society for Text and Discourse, New York, NY.

Wiley, J., Guerrero, T. A., Mielicki, M. K. & Griffin, T. D. (2019, July). Generating examples is not as effective as generating explanations for comprehension and metacomprehension. Poster presented at the 29th Annual Meeting of the Society for Text and Discourse. New York, NY.

Chesebrough, C., & Wiley, J. (2019, July). Exploring Aha! moments during science learning. Poster presented at the 41st Annual Meeting of the Cognitive Science Society. Montreal, Canada.

George, T., Mielicki, M. K., & Wiley, J. (2019, November). Great expectations: Misleading effects of images in the alternate uses task. Poster presented at the 60th Annual Meeting of the Psychonomic Society. Montreal, QC, Canada.

Griffin, T. D., Mielicki, K., M., Wiley, J. (2019, November). That's So Meta: A Meta-analysis of Relative Metacomprehension Accuracy. Poster presented at the 60th Annual meeting of the Psychonomic Society. Montreal, Canada.

Guerrero, T., & Wiley, J. (2019, November). Teacher, teach thyself: Expectations of teaching on learning from text. Poster presented at the 60th Annual Meeting of the Psychonomic Society. Montreal, QC, Canada.

Griffin, T. D., Guerrero, T., Mielicki, M. K., & Wiley, J. (2020, April). Improving metacomprehension and exam grades of students at-risk for failure via explanation and inference-test instruction. Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. Virtual Meeting.

Guerrero, T., Griffin, T. D., & Wiley, J. (2020, April). Generating explanations is more helpful than practice testing alone for improving comprehension and metacomprehension. Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. Virtual Meeting.

Wiley, J., George, T., & Griffin, T. D. (2020, April). When does multimedia lead to illusions of comprehension? Paper available in the Online Paper Repository for the 2020 American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. Virtual Meeting.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2020, April). Do prediction activities improve learning-by-explaining from science texts? Paper accepted for presention at the 92nd Annual Meeting of the Midwestern Psychological Association, Chicago, IL. Meeting cancelled.

Guerrero, T. A., & Wiley, J. (2020, May). Expecting to teach improves motivation and engagement in learning from text. Virtual presentation at the 32nd Annual Convention of the Association for Psychological Science (APS), Chicago, IL.

Griffin, T. D., Gleni, A., Braasch, J. L. G., & Wiley, J. (2020, July). Who notices inconsistencies? Paper accepted for presentation at the 30th Annual Meeting of the Society for Text & Discourse, Atlanta, GA.

Guerrero, T. A., & Wiley, J. (2020, July). Is rereading critical for helping students learn by preparing to teach? Paper accepted for presentation at the 30th Annual Meeting of the Society for Text & Discourse, Atlanta, GA.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2020, July). How do predictions change learning from science texts? Virtual presentation at the 30th Annual Meeting of the Society for Text & Discourse, Atlanta, GA.

Wiley, J., Griffin, T. D., & George, T. (2020, July). Benefits from sketching when learning from geoscience texts. Virtual presentation at the 30th Annual Meeting of the Society for Text & Discourse, Atlanta, GA.

Gleni, A., & Wiley, J. (2020, November). The effect of noticing syntactic ambiguity on reading time measures: an online study. Poster accepted for presentation at the 61st Annual Meeting of the Psychonomic Society.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2020, November). When explanation helps and when it does not: A distinction between inference classifications. Poster presented at the 61st Annual Meeting of the Psychonomic Society. Virtual Meeting.

Danek, A. H. & Wiley, J., (2020, November). The insight memory advantage. Symposium paper presented at the 61st Annual Meeting of the Psychonomic Society. Virtual Meeting.

Wiley, J., George, T., & Koppel R. H. (2020, November). Individual differences that moderate fixation and creative solutions. Symposium paper presented at the 61st Annual Meeting of the Psychonomic Society. Virtual Meeting.

Danek, A. H. & Wiley, J. (2021, March). Learning from insight. Presentation accepted for the 63rd Tagung experimentell arbeitender Psychologen (TeaP). Virtual Meeting (TeaP@Home).

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2021, April). Differences among inference-based questions for testing comprehension. Paper to be presented at the 93rd Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2021, April). Do prediction activities improve learning-by-explaining from science texts? Paper to be presented at the 93rd Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Hildenbrand, L. & Wiley, J. (2021, April) The benefits of closed-ended practice testing for comprehension and metacomprehension. Poster to be presented at the 93rd Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Li, G., Guerrero, T. A., & Wiley, J. (2021, April). Testing the limits of practice testing. Poster presented at the 93rd Annual Meeting of the Midwestern Psychological Association. Virtual Meeting.

Hildenbrand, L., & Wiley, J. (2021, July). Can closed-ended practice tests promote understanding from text? Paper presented at the 43rd Annual Conference of the Cognitive Science Society. Virtual Meeting.

Guerrero, T. A., & Wiley, J. (2021, August). Access to the textbase as a source of difficulty in expository text comprehension. Paper presented at the 31st Annual Meeting of the Society for Text & Discourse. Virtual Meeting.

Hildenbrand, L., & Wiley, J. (2021, August). Closed-ended practice testing can improve understanding from text. Paper presented at the 31st Annual Meeting of the Society for Text & Discourse, Virtual Meeting.

Li, G., Guerrero, T. A., & Wiley, J. (2021, August). Effects of question-type training in preparation for the MCAT CARS. Paper presented at the 31st Annual Meeting of the Society for Text & Discourse. Virtual Meeting.

Wiley, J., Guerrero, T. A., Hildenbrand, L., & Griffin, T. D. (2021, August). Improving comprehension of science textbook excerpts with judgments of comprehension. Paper presented at the 31st Annual Meeting of the Society for Text & Discourse. Virtual Meeting.

Guerrero, T. A., & Wiley, J. (2021, November). Supporting comprehension by improving access to the textbase. Poster presented at the Psychonomic Society 62nd Annual Meeting. Virtual Meeting.

Hildenbrand, L., Griffin, T. D., & Wiley, J. (2021, November). Testing effects on comprehension are the same for true/false and multiple-choice formats: "false". Poster presented at the Psychonomic Society 62nd Annual Meeting. Virtual Meeting.

Strickland, T., Ohlsson, S., & Wiley, J. (2021, November). Manipulating chunk decomposition in matchstick arithmetic problems. Poster presented at the Psychonomic Society 62nd Annual Meeting. Virtual Meeting.

Wiley, J. (2022, March). Escaping fixation and mental set. Paper presented at TeaP 2022 (64th Tagung experimentell arbeitender Psychologen; Conference of Experimental Psychologists). Virtual Meeting.

Eng, J., Guerrero, T. A., & Wiley, J. (2022, April). The effect of musical expertise on implicit learning. Poster presented at the UIC Undergraduate Research Forum, Chicago, IL.

Roberts, L., Hildenbrand, L., Guerrero, T. A., Wiley, J. (2022, April) Effects of refutations and summaries on student comprehension. Poster presented at the UIC Undergraduate Research Forum, Chicago, IL.

Cervantes, M. J., & Wiley, J. (2022, April). The differential effects of exercise intensity on mood state and executive functioning. Poster presented at the 94th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Eng, J., Guerrero, T. A., & Wiley, J. (2022, April). The effect of musical expertise on implicit learning. Poster presented at the 94th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2022, April). The effect of test-expectancies on reasoning beyond the text. Paper presented at the 94th Meeting of the Midwestern Psychological Association, Chicago, IL.

Hildenbrand, L., & Wiley, J. (2022, April). Mental counters: An online tool for assessing working memory capacity. Paper presented at the 94th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Strickland, T., Ohlsson, S., & Wiley, J. (2022, April). Testing the independence of chunk decomposition and constraint relaxation. Poster presented at the 94th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Hildenbrand, L., Griffin, T. D., Wiley, J., & Guerrero, T. A. (2022, April). Closed-ended practice tests improve performance on open-ended final tests of text comprehension. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Guerrero, T. A., & Wiley, J. (2022, July). Identifying the sources of difficulty in reasoning beyond the text. Paper presented at the 32nd Annual Meeting of the Society for Text and Discourse, Virtual Meeting.

Hildenbrand, L., Guerrero, T. A., & Wiley, J. (2022, July). Working memory capacity as a predictor of single and multiple text comprehension. Paper presented at the 32nd Annual Meeting of the Society for Text and Discourse, Virtual Meeting.

Roberts, L., Hildenbrand, L., Guerrero, T. A., Wiley, J. (2022, July) Testing the effects of refutations and summaries on understanding. Paper presented at the 32nd Annual Meeting of the Society for Text and Discourse, Virtual Meeting. *WINNER BEST STUDENT UNDERGRADUATE RESEARCH PAPER AWARD*

Wiley, J., Guerrero, T.A., Hildenbrand, L., & Griffin, T. D. (2022, July). Exploring the boundaries: When explanation activities do not improve comprehension. Paper presented at the 32nd Annual Meeting of the Society for Text and Discourse, Virtual Meeting.

Strickland, T., Wiley, J., & Ohlsson, S. (2022, July). Hints and the aha-accuracy effect in insight problem solving. Flash talk presented at the Annual Meeting of the Cognitive Science Society. Toronto, CA.

Wiley, J. (2022, July) Get the picture? Paper presented at the Denver Cognitive Science/Linguistics Forum, Denver, CO.

Danek, A. H., Williams, J., & Wiley, J. (2022, September). Patterns of representational change in problem solving of magic tricks. Paper presented at the Biannual Conference of the German Cognitive Science Society, Freiberg, DE.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2022, November). Scientific Reasoning as a Predictor of Performance on Hypothetical Inference Questions. Poster presented at the 63rd Annual Meeting of the Psychonomic Society, Boston, MA.

Hildenbrand, L., Griffin, T. D., & Wiley, J. (2022, November). Conceptual overlap among texts impedes comprehension monitoring. Poster presented at the 63rd Annual Meeting of the Psychonomic Society, Boston, MA.

Miller, T. S., & Wiley, J. (2022, November 17-20). The effect of implicit hints on solution rates and Aha! experiences for matchstick arithmetic problems. Poster presented at the 63rd Annual Meeting of the Psychonomic Society. Boston, MA.

Cervantes, M. J., & Wiley, J. (2022, November 17-20). Does intensity modulate the effects of exercise on mood and executive functioning? Poster presented at the 63rd Annual Meeting of the Psychonomic Society. Boston, MA.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2023, April). Generating examples may yield limited benefits in improving comprehension. Poster presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2023, April). Understanding how generative activities affect performance across question types. Poster presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.

Hildenbrand, L., Griffin, T. D., & Wiley, J., (2023, April). Text similarity as a source of comprehension monitoring difficulty. Poster presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Hildenbrand, L., Griffin, T. D., & Wiley, J., (2023, April). The effects of feedback on comprehension and illusions of comprehension. Poster presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2023, April). Understanding how goal-directed prompts alter study behaviors. Paper presented at the 95th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Aamer, Z., Miller, T. S., & Wiley, J. (2023, April). Do we ‘C’ insight in the context of computer programming? Poster presented at the UIC Undergraduate Research Forum, Chicago, IL.

Aamer, Z., Miller, T. S., & Wiley, J. (2023, April). Exploring creative problem solving in the context of computer programming. Poster presented at the 95th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Adams, R. L., & Wiley, J. (2023, June). Revisiting place on the page effects: Fifty years later. Poster presented at the 33rd Annual Meeting of the Society for Text & Discourse, Oslo, Norway.

Guerrero, T. A., & Wiley, J. (2023, June). Limitations of adjunct questions for situation model construction. Paper presented at the 33rd Annual Meeting of the Society for Text & Discourse, Oslo, Norway.

Hildenbrand, L., & Wiley, J. (2023, June). Supporting comprehension: The advantages of multiple-choice over true-false practice tests. Paper presented at the 33rd Annual Meeting of the Society for Text & Discourse, Oslo, Norway.

Wiley, J., Hildenbrand, L., Griffin, T. D., & Britt, M. A. (2023, June). What helps students to understand how to understand? Paper presented at the 33rd Annual Meeting of the Society for Text & Discourse, Oslo, Norway.

Miller, T. S., Aamer, Z. K., & Wiley, J. (2023, July 26-29). Exploring restructuring and Aha! in the context of computer programming. Poster presented at the Annual Meeting of the Cognitive Science Society. Sydney, Australia.

Adams, R.L., Delaney, P., Beaty, A., & Wiley, J. (2023, November). Exceptional memory for dance: Expert and novice memory for long dance sequences. Poster presented at the 64th Annual Meeting of the Psychonomic Society, San Francisco, CA.

Cervantes, M. J., & Wiley, J. (2023, November). Exploring the effects of acute aerobic exercise on executive functioning. Poster presented at the 64th Annual Meeting of the Psychonomic Society, San Francisco, CA.

Hildenbrand, L. & Wiley, J. (2023, November). Optimizing collaborative learning: Exploring the impact of group size on learning outcomes in an undergraduate STEM course. Poster presented at the 64th Annual Meeting of the Psychonomic Society, San Francisco, CA.

Miller, T.S., Aamer, Z. K., & Wiley, J. (2023, November). Exploring insight in computer programming. Poster presented at the 64th Annual Meeting of the Psychonomic Society, San Francisco, CA.

Najiya, A., Miller, T.S., & Wiley, J. (2024, April). The effect of mindset on Aha! experiences. Poster to be presented at the 96th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Work Experience:

1988-90: Research Assistant, Duke University Talent Identification Program
1991-96: Graduate Research Assistant, University of Pittsburgh, Learning Research and Development Center
1996-98: Post-Doctoral Research Associate, University of Massachusetts, Amherst
1998-2000
Assistant Professor, Washington State University, Vancouver
2000-present: Assistant to Full Professor, University of Illinois at Chicago

Other Activities:

Courtesy Appointment, Department of Computer Science
Affiliate of UIC Learning Sciences Research Institute
Member, Spatial Learning Network, Spatial Intelligence and Learning Center (SILC), www.spatiallearning.org

University Service:
UIC Psi Chi Faculty Advisor, 2002-2011, 2012-3
UIC Honors College Fellow, 2000 - present
UIC University Scholars Selection Committee 2000-2002
Fulbright, Rhodes and Marshall Scholarship Interviewer 2001-2002, 2006-7
LAS Strategic Planning Committee, 2005-6
Graduate College Awards Committee 2007- 2010
LAS Executive Committee, 2011-2013, Chair of Executive Committee, Spring 2013
UIC Center for Excellence in Teaching and Learning, 2014-2016
Graduate College Executive Committee, 2016-2020
Student Success Initiative (Vice Provost for Undergraduate Affairs), Team Leader 2016-2017
UIC First-at-LAS Faculty Council, 2019
UIC First-at-LAS Faculty Mentor, 2021-present
Office of the Vice Chancellor for Research, Campus Research Board, 2020-

Department Service:
Associate Head, Department of Psychology, 2012-3
UIC Cognitive PhD Program Chair, 2011-2016
UIC Cognitive PhD Program Brown Bag coordinator, 2001-3, 2004-5, 2009-10, 2012-3, 2018-20, 2022-3
UIC Cognitive PhD Program Webmaster, 2000-2016
UIC Department of Psychology Committee on Graduate Studies, 2000-2, 2004-8
IRB Departmental Review Board, 2003-2013

Service to Profession:
MPA, Program Committee, 2014-2017
ST&D, Treasurer, 2004-2007; Treasury Advisor, 2008-2012, Program Chair, 2004, 2010, 2024; Awards reviewer 1999, 2000, 2005, Governing Board 2007-2013, 2014-2020, 2022-2028
Cognitive Science Society Program Committee and Sponsor Chair, 2006-2009, CASL Awards Chair 2007-2012
AERA Division C Early Career Award Chair 2012-4; Program Chair, 2006; Section 7 Program Chair 2003-4; Graduate Student Seminar Organizer, 2001-2
Grant Review Panels and Site Visits: NSF (ROLE, ITR, ALT, PAC, SLC), IES (CASL, Basic Processes), Israeli Science Foundation, NSERC/CRSNG
Consultant: MCAT CARS, PISA

Associate Editor/Editor: JEP:LMC; Metacognition & Learning
Editorial Board: Discourse Processes, Journal of Applied Research in Memory and Cognition, JEP: Applied, JEP:LMC, Psychological Bulletin
Past: Perspectives in Psychological Science (AE), Journal of Problem Solving (AE), Journal of Educational Psychology (AE + EB), Memory & Cognition (EB), Cognitive Technology (EB), Journal of Experimental Education (EB)

Graduate and Postdoctoral Advisees:
Ivan K. Ash, 2000-5, PhD 2005, Associate Professor, Old Dominion University
Christopher A. Sanchez, 2001-6, PhD 2006, Associate Professor, Oregon State
Timothy K. Miura, 2004-5, PhD 2005, Postdoc Indiana University, 2005-7, Instructor, Loyola University
Ben D. Jee, 2002-7, PhD 2007, Postdoc Northwestern University, Associate Professor, Worchester State
Gregory J. H. Colflesh, 2004-9, PhD 2009, Postdoc GaTech, Data Scientist
Scott R. Hinze (Dissertation co-chair with Jim Pellegrino), PhD 2010, Postdoc Northwestern University, Assistant Professor with Tenure, Middle Georgia State
Travis R. Ricks, 2005-10, PhD 2010, Postdoc Michigan State, Associate Professor, Bemidji State
Patrick J. Cushen, 2005-11, PhD 2011, Postdoc University of Maryland, Associate Professor, Murray State
Andrew R. Taylor, MS 2014, Blue Cross Blue Shield of Michigan, Data Scientist
Olga Goldenberg, 2010-2014, PhD 2014, Associate Professor, Columbia College
Andrew F. Jarosz, 2008-2015, PhD 2015, Associate Professor, Mississippi State
Rebecca H. Koppel, 2012-2015, PhD 2015, Data/Marketing Scientist
Allison J. Jaeger, 2009-2015, PhD 2015, Postdoc Temple/SILC, Assistant Professor, Mississippi State
Tim George, 2013-2019, PhD 2019, Assistant Professor, Union College, Now Assistant Research Scientist, University of Maryland ARLIS
Marta K. Mielicki, 2013-2019, PhD 2019, Postdoc Kent State, Now at SRI International
Amory Danek, PhD (Ludwig-Maximilians-Universitaet), Postdoctoral Associate at UIC 2015-2017, Heidelberg Universitaet
Tricia Guerrero, PhD student, 2017-2023
David Sarmento, PhD student, 2015-present
Lena Hildenbrand, PhD student, 2020-present
Michael Cervantes, PhD student, 2021-present
Taylor Strickland Miller, PhD student, 2021-present
Lane Adams, PhD student, 2022-present