Mensink, M.C., Lewis, M. R., & Wang, J. (accepted). Informing the design of future literacy technologies with theories of cognitive science. In Mehdi Khosrow-Pour (Ed.) Encyclopedia of information science and technology (3rd ed.). Hershey, PA: IGI Global.

Lewis, M. R., & Mensink, M. C. (in press). Prereading questions and online text processing. Discourse Processes, 49(5), 367-390. doi:10.1080/0163853X.2012.662801

Mensink, M. C., & Rapp, D. N. (2011). Evil geniuses: Inferences derived from evidence and preferences. Memory & Cognition, 36(6),1103-1116. doi: 10.3758/s13421-011-0081-4

Peshkam, A., Mensink, M. C., Putnam, A. L., & Rapp, D. N. (2011). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology, 36(3), 219-231. doi: 10.1016/j.cedpsych.2010.10.006

Mensink, M. C. (2011). The influence of prereading and recall instructions on attention and memory for scientific seductive text (Doctoral dissertation). Retrieved from

Rapp, D. N., & Mensink, M. C. (2011). Focusing effects from online and offline reading tasks. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 141-164). Greenwich, CT: Information Age Publishing.

Hilk, C. L., & Mensink, M. C. (2010). Harnessing the potential of cooperative interaction: Building social & physical presence during online learning. In Steven D’Agustino (Ed.) Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 131-146). Hershey, PA: IGI Global.

Hilk, C. L., & Mensink, M. C. (2010). Gangs. In C. S. Clauss-Ehlers (Ed.), The encyclopedia of cross-cultural school psychology (pp. 463-465). New York, NY: Springer.