Peer Reviewed Articles [* Denotes co-first authorship; ± Denotes student author]
Jaeger, A. J., & Fiorella, L. (in press). Instructional visuals affect students’ judgments of drawing when learning from science text. Metacognition and Learning.
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, Advance online publication.
Fiorella, L., & Jaeger, A. J. (2023). Metacognitive benefits of learner- and instructor-generated visualizations. Applied Cognitive Psychology. DOI: 10.1002/acp.4135
Jaeger, A. J., Weisberg, S. M., Nazareth, A., & Newcombe, N. (2023). A picture or a thousand words for supporting spatial knowledge of a complex virtual environment. Cognitive Research: Principles and Implications, 8, 48. https://doi.org/10.1186/s41235-023-00503-z
±Jackson, S., Jaeger, A. J., & Del Vecchio, T. (2023). Predictors of help-seeking behavior in mothers of preschoolers. Clinical Child Psychology and Psychiatry. Advanced online publication. https://doi.org/10.1177/13591045231160644
Nevid, J. S., ±Keating, L., & Jaeger, A. J. (2023). Topical coverage in teaching introductory psychology a national survey of instructors. Scholarship of Teaching and Learning in Psychology. Advance online publication. DOI: 10.1037/stl0000348
Saorin, J. L., Carbonell-Carrera, C., Jaeger, A. J., & Melian-Diaz, D. (2023). Landscape Design Outdoor-Indoor VR Environments User Experience. Land, 12, 376. DOI: 10.3390/land12020376
Carbonell-Carrera, C., Jaeger, A. J., Saorin, J. L., Melian-Diaz, D., & De la Torre-Cantero, J. (2021). Minecraft as a Block Building Approach for Developing Spatial Reasoning. Entertainment Computing, Advanced online publication, DOI: 10.1016/j.entcom.2021.100427
Jaeger, A. J., ±Marzano, J., & Shipley, T. F. (2020). When seeing what's wrong makes you right: The effect of incorrect examples on 3D diagram learning. Applied Cognitive Psychology, 34, 844 - 861.
Brudzinski, M., Jaeger, A. J., & Shipley, T. F. (2019). Challenges in making meaning from Ground Motion Visualizations: The role of geoscience knowledge in interpreting dynamic spatiotemporal patterns. Seismological Research Letters, 90, 1692 – 1701.
Jarosz, A. F., & *Jaeger, A. J. (2019). Inconsistent operations: A weapon of math disruption. Applied Cognitive Psychology, 33, 124-138. DOI: 10.1002/acp.3471
±McLaughlin, J. A., Lombardi, D.,..., Jaeger, A. J., & Shipley, T. F. (2018). What’s hidden beneath? Using spatial sketching and feedback to help deepen students’ understanding of Earth’s subsurface. The Science Teacher, 54, 54 – 60.
Carbonell-Carrera, C., Jaeger, A. J., & Shipley, T. F. (2018). 2D cartography training: Has the time come for a paradigm shift? International Journal of Geo-Information, 7(5), 197.
Jaeger, A. J., ±Velazquez, M., ±Dawdanow, A., & Shipley, T. (2018). Using sketching to reduce memory for seductive details. Journal of Educational Psychology, 110, 899 – 916.
Wiley, J., Jaeger, A. J., Taylor, A. R., & Griffin, T. D. (2017). When analogies harm: The effects of analogies and valid cues on the metacomprehension of science text. Learning and Instruction, 55, 113-123. DOI: 10.1016/j.learninstruc.2017.10.001
Jaeger, A. J., Shipley, T. F., & Reynolds, S. (2017). Considering the role of working memory in geosciences education. Journal of Geoscience Education: Synthesizing Results and Defining Future Directions of Geoscience Education Research, 65, 506-518.
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, 1-33.
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.
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, 1-14.
Jaeger, A. J., Taylor, A. R., & Wiley, J. (2016). When, and for whom, analogies help: The role of spatial skills and interleaved presentation. Journal of Educational Psychology, 108, 1121 – 1139. DOI: 10.1037/edu0000121
Sanchez, C. A., & Jaeger, A. J. (2015). If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment. Psychonomic Bulletin & Review, 22, 206-211. DOI: 10.3758/s13423-014-0658-6
Jaeger, A. J., & Wiley, J. (2015). Reading an analogy can cause the illusion of comprehension. Discourse Processes, 52, 376 - 405.
Jaeger, A. J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning & Instruction, 34, 58-73. DOI:10.1016/j.learninstruc.2014.08.002
Book Chapters
Ryker, K., Jaeger, A. J., Brande, S., Guereque, M., Libarkin, J., & Shipley, T. F. (2018). Research on cognitive domain in geoscience learning: Temporal and spatial reasoning. In K. St. John (Ed.), Community Framework for Geoscience Education Research. National Association of Geoscience Teachers. DOI https://doi.org/10.25885/ger_framework/7
Wiley, J., Jaeger, A. J., & Griffin, T. D. (2018). Effects of task instructions on comprehension of multiple documents in history and science. In J. L. G. Braasch, I. Bråten, and M. T. McCrudden (Eds.) Handbook of Multiple Source Use (pp. 341-361). New York, NY: Routledge.
Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle in multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 598-619). New York: Cambridge University Press.
Wiley, J., Ash, I. K., Sanchez, C. A., & Jaeger, A. J. (2011). Clarifying readers' goals for learning from expository science texts. In M. McCrudden, J. Magliano, and G. Schraw, (Eds.) Text relevance and learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing.
Proceedings
Moher, T., Gnoli, A., Jaeger, A. J., Wiley, J., & Lopez-Silva, B. (2011). Embodied learning for embedded spaces. Proceedings of the Ninth International Computer-Supported Collaborative Learning Conference, 3, 1085-1086.
Moher, T., Wiley, J., Jaeger, A. J., 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, 1, 826-833.
Jaeger, A. J., & Wiley, J. (2010). Seductive images and the metacomprehension of science texts [Abstract]. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (p. 561). Austin, TX: Cognitive Science Society.
Manuscripts under review
Jaeger, A. J., Carbonell-Carrera, C., & Lieblich, S. (revise and resubmit). Google Earth as a tool for supporting geospatial thinking.
±Lieblich, S., & Jaeger, A. J. (under review). Traversing the jungle: Examining analogy use in psychotherapy.
Fiorella, C. L., Jaeger, A. J., ±Capobianco, A., & ±Burnett, A. (under review). “My drawing is quite different”: Drawbacks of comparing generative drawings to provided visuals.