Publications

Wiley, J., George, T. & Griffin, T.D. (2025). Benefits from sketching for improving comprehension monitoring from illustrated texts. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-025-02730-5 

Strickland-Miller, T., Wiley, J., & Ohlsson, S. (2025). Testing the independence of representational change theory processes. Thinking & Reasoning. Advance online publication.  https://doi.org/10.1080/13546783.2025.2535758

Hildenbrand, L., & Wiley, J. (2025). Supporting comprehension: The advantages of multiple-choice over true-false practice tests. Memory & Cognition. Advance online publication. https://doi.org/10.3758/s13421-025-01726-9

Adams, R. L., & Wiley, J. (2025). The impact of prior knowledge and presentation on the place-on-the-page effect. Discourse Processes, 62(6–7), 437–456. https://doi.org/10.1080/0163853X.2025.2476326

Wiley, J., Wolfe, M. B., & Britt, M. A. (2025). Introduction to the special issue. Discourse Processes, 62(6–7), 397–399. https://doi.org/10.1080/0163853X.2025.2518733

Adams, R. L., & Wiley, J. (2025). Breaking it down: Expertise and dance segmentation. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. https://escholarship.org/uc/item/6603f3hb

Griffin, T. D., Hildenbrand, L. & Wiley, J. (2025). Do analogies in geoscience textbooks inflate judgments of understanding? Proceedings of the Annual Meeting of the Cognitive Science Society, 47. https://escholarship.org/uc/item/0k406934 

Wiley, J., Hildenbrand, L. & Ståhl, T. (2025). Learning in groups: Possible advantages of working in threes. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. https://escholarship.org/uc/item/23t3374x 

Hildenbrand, L., Rouet, J. F., & Wiley, J. (2025). Helping students to understand what comprehension questions are asking. Online Paper Repository for the 2025 American Educational Research Association (AERA) Annual Meeting, Denver, CO. https://doi.org/10.3102/2192049

Griffin, T. D., Guerrero, T. A., Mielicki, M., & Wiley, J. (2025). Improving self-regulated learning of less-prepared college students with lessons about inferences. Journal of Applied Research in Memory and Cognition. Advance online publication. https://doi.org/10.1037/mac0000207

Griffin, T. D., Jaeger, A., LaDue, N., Adams, R. L., & Wiley, J. (2024). Analogies in geology textbooks may create illusions of understanding. Paper available in the Preprint Repository for the 34th Annual Meeting of the Society for Text & Discourse. EasyChair (No. 14208). https://www.easychair.org/publications/preprint/ckjD/open

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. (2024). Conceptual overlap among texts impedes comprehension monitoring. Psychonomic Bulletin & Review, 31(2), 750-760.. https://doi.org/10.3758/s13423-023-02349-4

Hildenbrand, L., & Wiley, J. (2024). Mental counters as an online tool for assessing working memory capacity. Behavior Research Methods, 56(5), 4311-4324. https://doi.org/10.3758/s13428-023-02180-8

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, 52 (4), 639-664. https://doi.org/10.1007/s11251-023-09657-1

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2024). The effects of generating examples on comprehension and metacomprehension. Journal of Experimental Psychology: Applied. 30(2), 318–330. https://doi.org/10.1037/xap0000490

Salvi, C., Wiley, J., & Smith, S. M. (2024). The Emergence of Insight. Cambridge Press. https://doi.org/10.1017/9781009244244.010

Danek, A. H. & Wiley, J. (2024). The insight memory advantage. In C. Salvi, J. Wiley, & S. M. Smith (Eds.), The Emergence of Insight (pp. 199-220). Cambridge Press. https://doi.org/10.1017/9781009244244.010

Koppel, R., George, T. & Wiley, J. (2024). Overcoming internal and external fixation in problem solving. In C. Salvi, J. Wiley, & S. M. Smith (Eds.), The Emergence of Insight (pp. 60-83). Cambridge Press. https://doi.org/10.1017/9781009244244.010

Smith, S. M., Wiley, J., & Salvi, C. (2024). The emergence of insight research. In C. Salvi, J. Wiley, & S. M. Smith (Eds.), The Emergence of Insight (pp. 3-10). Cambridge Press. https://doi.org/10.1017/9781009244244.010

Wiley, J., Salvi, C., & Smith, S. M. (2024). Insights from the emergence of insight. In C. Salvi, J. Wiley, & S. M. Smith (Eds.), The Emergence of Insight (pp. 310-317). Cambridge Press. https://doi.org/10.1017/9781009244244.010

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)