Publications

Refereed Publications: (* = student co-author)

• Raoufi, K, *Hilbert, A., Sanchez, C.A., Fan, Z., Sencer, B., Steingrimsson, B., Johnston, M.L., Haapala, K.  (2025).  Development of a quantitative learning assessment (QuLA) method and its application in manufacturing engineering courses in mechatronics.  Manufacturing Letters, 44, 1609-1617. 

• Sanchez, C.A., *Hildenbrand, L., & Fitter, N.T.  (2025).  We see them as we are: How humans react to perceived unfair behavior by artificial intelligence in a social decision-making task.  Computers in Human Behavior: Artificial Humans, 100154.

• Sanchez, C.A., & *Roberts, Z.A. (in press).  Enhancing learning of spatial locations via multimodal instruction. Journal of Experimental Education. 

• *Choudhuri, R., Trinkenreich, B., Pandita, R., Kalliamvakou, E., Steinmacher, I., Gerosa, M., Sanchez, C.A., & Sarma, A.  (2025).  What Guides Our Choices? Modeling Developers’ Trust and Behavioral Intentions Towards GenAI.  Proceedings of the 47th IEEE/ACM International Conference on Software Engineering, Ottawa, Ontario, Canada.

• Sanchez, C.A., *Bui, T., Fitter, N.T. (2025). Dude, Where’s My Robot Voice? Sometimes More Robotic Is Better in Social Robot Speech Generation. Social Robotics. ICSR + AI 2024. Lecture Notes in Computer Science, 15562, 335-345.

• *Kang, S., Sanchez, C.A, Dong, A. (2024, June). Investigating Gender Bias in Engineering Design Theory and Methodology. In U.Florin (ed.), The Role of Design in Shaping Sustainable Futures: The 14th Design Thinking Research Symposium. Mälardalen University Living Lab Press.

• Sanchez, C.A., *Fleiger-Holmes, K., *Zhang, B.J., & Fitter, N.T. (2024).  Evaluating and comparing delivery strategies for hardware-based online labs.  Proceedings of the 2024 American Society for Engineering Education (ASEE) Annual Meeting, Portland, OR, USA.

• *Henstrom, J., De Amicis, R., Sanchez, C.A., & Turkan, Y.  (2024).  Immersive engineering instruction: using Virtual Reality to enhance students' experience in the classroom.  Computers & Graphics, 121, 103944. 

• *Henstrom, J., De Amicis, R., Sanchez, C.A., Turkan, Y.  (2023).  Immersive learning in engineering: A comparative study of VR and traditional building inspection methods.  Proceedings of the 28th International ACM Conference on 3D Web Technology (Web3D 2023), San Sebastian, Spain.  >>Awarded Best Paper

• *Henstrom, J.A., De Amicis, R., Sanchez, C.A., Demirel, O.  (2023). VR technical drawing learning activity for college engineering students: Design, development and evaluation.  In M. Carfagni, R. Furferi, P. Di Stefano & F. Gherardini (eds.), Design Tools and Methods in Industrial Engineering III - Proceedings of the Third International Conference on Design Tools and Methods in Industrial Engineering, ADM 2023, Florence, Italy.

• Lauer, C., & Sanchez, C.A.  (2023).  What eyetracking can show us about how people are influenced by deceptive tactics in line graphs.  IEEE Transactions on Professional Communication, 66, 220-235. 

• *Raghunath, N., Haapala, K., & Sanchez, C.A.  (2023).  Examining industry expectations for content knowledge in mechatronics across career and professional certificate programs. Manufacturing Letters, 35, 1230-1235 .  

• *Rangarajan, V., *Arash, S.B., Sanchez, C.A., & De Amicis, R.  (2023).  A study on educators’ requirements for integrating VR in post-secondary classes.  In M. Carfagni, R. Furferi, P. Di Stefano & F. Gherardini (eds.), Design Tools and Methods in Industrial Engineering III - Proceedings of the Third International Conference on Design Tools and Methods in Industrial Engineering, ADM 2023, Florence, Italy.

• *Dilmaghani, M., Sanchez, C.A., & Riggio, M.  (2023).  Understanding structural health monitoring data to support decision-making processes and service life management of mass timber buildings. A preliminary study on use of data scaffolding.  International Wood Products Journal, 14, 42-59.  

• *Read, T., Sanchez, C.A., & De Amicis, R.  (2023).  Spatial factors, not task activity, predict differences in time estimation in virtual reality. Virtual Reality, 27, 1265-1272.  

• *Sanadaji, A., Grimm, C., West, R., & Sanchez, C.A. (2023).  Developing and validating a computer-based training tool for inferring 2D cross-sections of complex 3D structures.  Human Factors, 65, 508-528. 

• Bass, E. J., Amey, R., Glavan, J., *Read, T., *Raghunath, N., Sanchez, C.A., ... & Adams, J. A. (2022). Participant characteristics in human-in-the-loop studies with multiple unmanned vehicles including aircraft. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 66(1), 33-37.

• *Glavan, J.J., Bass, E. J., Adams, J.A., Sanchez, C.A., & *Read, T.  (2022).  Measures of Attention in Autonomous and Semi-Autonomous Multi-Vehicle Supervision.  Proceedings of the 3rd IEEE International Conference on Human-Machine Systems, 1-6.

• *Chattopadhyay, S., *Nelson, N., *Au, A., *Morales, N., Sanchez, C.A., Pandita, R., & Sarma, A. (2022). Cognitive biases in software development. Communications of the ACM, 65, 115-124. 

• *Hildenbrand, L., & Sanchez, C.A. (2022). Metacognitive accuracy across cognitive and physical task domains. Psychonomic Bulletin & Review, 29, 1524-1530. 

• *Preston, R.C., *Raghunath, N., Sanchez, C.A., Fitter, N.T. (2022). “Armed” and Dangerous: How Visual Form Influences Perceptions of Robot Arms. Social Robotics. ICSR 2022. Lecture Notes in Computer Science, 13818, 529-539.

• *Raghunath, N., Sanchez, C.A., Fitter, N.T. (2022). Robot Comedy (is) Special: A Surprising Lack of Bias for Gendered Robotic Comedians. Social Robotics. ICSR 2022. Lecture Notes in Computer Science, 13818, 663-673.

• Karn, K. S., Rantanen, E. M., Branaghan, R. J., Rayo, M. F., Sanchez, C. A., & Lum, H. C. (2021). Practitioner-Educator Model for Human Factors/Ergonomics Education. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 65(1), 53–56. 

• Osti, F., De Amicis, R., Sanchez, C.A., Tilt, A.B., *Prather, E., & Liverani, A.  (2021).  A VR training system for learning and skills development for construction workers.  Virtual Reality, 25, 523-538.

• *Raghunath, N., *Fultz, A. A., & Sanchez, C. A. (2021). Car crash speed estimates not biased by leading questions. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 65(1), 848–853.  >>Awarded Best Student Paper in Human Perception & Performance.

• *Raghunath N., *Myers P., Sanchez C.A., Fitter N.T. (2021). Women are funny: Influence of apparent gender and embodiment in robot comedy.  Lecture Notes in Computer Science (Social Robotics. ICSR 2021), 13086, 3-13. 

• *Read, T., Sanchez, C. A., & De Amicis, R. (2021). Engagement and time perception in virtual reality. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 65(1), 913–918. 

• Sanchez, C., *Hildenbrand, L., & *Powell, C. (2021). Readers text skimming behavior changes with variation in working memory capacity. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. 

• Sanchez, C. A., *Read, T., & *Crawford, A. (2021). Smartphone display size can cause distortions in perceptual estimates of size. Applied Ergonomics, 97, 103524. 

• *Zhang, B.J., Sanchez, C.A., & Fitter, N.T.  (2021).  Consequential robot sound: Should robots be quiet and high-pitched? Proceedings of the Sound in Human-Robot Interaction Workshop, ACM/IEEE International Conference on Human-Robot Interaction (HRI). 

• *Zhang, B.J., Peterson, K., Sanchez, C.A., & Fitter, N.T. (2021). Exploring Consequential Robot Sound: Should We Make Robots Quiet and Kawaii-et?  Proceedings of the 2021 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS), 3056-3062.

• *Chattopadhyay, S., *Nelson, N., *Au, A., *Morales, N., Sanchez, C.A., Pandita, R., & Sarma, A.  (2020).  A Tale from the Trenches: Cognitive Biases and Software Development.  Proceedings of the 42nd Annual ACM/IEEE International Conference on Software Engineering. >>Awarded AMC SIGSOFT Distinguished Paper Award for 2020; 1 of only 10

• Fitter, N. T., *Raghunath, N., Cha, E., Sanchez, C. A., Takayama, L., & Matarić, M. J. (2020). Are We There Yet? Comparing Remote Learning Technologies in the University Classroom. IEEE Robotics and Automation Letters, 5, 2706-2713.

• Sanchez, C. A., & *Weber, K. (2019). Using relevant animations to counter stereotype threat when learning science. Journal of Applied Research in Memory and Cognition, 8, 463-470.

• De Amicis, R., Riggio, M., *Badr, A.S., Fick, J., Sanchez, C.A., & *Prather, E.  (2019). Cross-reality environments in smart buildings to advance STEM cyberlearning.  International Journal on Interactive Design and Manufacturing, 13, 331-348 .

• *Pham, H., & Sanchez, C.A.  (2019).  Text segment length can impact emotional reactions to narrative storytelling.  Discourse Processes, 56, 191-209 . 

• Sanchez, C. A. (2019). The utility of visuospatial mnemonics is dependent on visuospatial aptitudes. Applied Cognitive Psychology, 33(4), 702-708.

• Sanchez, C.A., & *Naylor, J.S. (2018).  Mind wandering while reading a science text not only reduces learning but also increases content misunderstandings. Journal of Applied Research in Memory & Cognition, 7, 332-341. 

• *Gunye, A., De Amicis, R., Simões, B., Sanchez, C.A. & Demirel, H.O.  (2018).  Graphically hearing: Enhancing understanding of geospatial data through an integrated auditory and visual experience.  IEEE Computer Graphics & Applications, 38, 18-26. 

• *Naylor, J.S. & Sanchez, C.A.  (2018).  Smartphone display size influences attitudes toward information consumed on small devices.  Social Science Computer Review, 36, 251-260. 

• *Naylor, J.S, & Sanchez, C.A.  (2018).  Can reading time predict mind wandering in expository text? Applied Cognitive Psychology, 32, 278-284. 

• Sanchez, C.A. & *Naylor, J.S. (2018). Disfluent presentations lead to the creation of more false memories. PLoS One, 13, e0191735. 

• Sanchez, C.A., & *Alley, Z.M.  (2016).  Advertising effectiveness and attitude change vary as a function of working memory capacity.  Applied Cognitive Psychology, 30, 1093-1099. 

• Sanchez, C.A., & *Khan, S.  (2016).  Disfluent instructor accents in online education and their effect on learning and attitudes towards instruction. Journal of Computer Assisted Learning, 32, 494-502. 

• Sanchez, C.A. (2016).  Differently confident: Susceptibility to bias in perceptual judgments of size interacts with working memory capacity. Attention, Perception & Psychophysics, 78, 1174-1185. 

• Sanchez, C.A., Ruddell, B.L., Schiesser, R., & Merwade, V.  (2016).  Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities.  Hydrology and Earth System Sciences, 20, 1289-1299. 

• 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 and Review, 22, 206-211. 

• Sanchez, C.A., & Wiley, J.  (2014).  The role of dynamic spatial ability in geoscience text comprehension.  Learning and Instruction, 31, 33-45. 

• *Garland, T.B., & Sanchez, C.A.  (2013).  Rotational perspective and learning procedural tasks from dynamic media.  Computers & Education, 69, 31-37. 

• *Banas, S. & Sanchez, C.A.  (2012).  Working memory capacity and learning underlying conceptual relationships across multiple documents.  Applied Cognitive Psychology, 26, 594-600. 

• Sanchez, C.A.  (2012).  Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.  Psychonomic Bulletin and Review, 19, 58-65 . 

• Lauer, C.N., & Sanchez, C.A.  (2011).  Visuospatial thinking in the professional writing classroom.  Journal of Business and Technical Communication, 25, 184-218. 

• Sanchez, C.A.  (2011). Working through the pain: Working memory capacity and differences in processing and storage under physical pain.  Memory, 19, 226-232. 

• Sanchez, C.A., & Branaghan, R.J. (2011). Turning to learn: Screen orientation and reasoning with small devices. Computers in Human Behavior, 27, 793-797. 

• *Banas, S., & Sanchez, C.A.  (2011).  Working memory and how it relates to learning implicit website structure.  Proceedings of the 55th Annual Meeting of the Human Factors and Ergonomics Society, 55(1), 1076-1079.

• Sanchez, C.A., & *Goolsbee, J.Z. (2010). Character size and reading to remember from small displays. Computers & Education, 55, 1056-1062. 

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

• 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. 

• Sanchez, C.A., Branaghan, R.J., & *Goolsbee, J.Z.  (2010).  Learning from small devices; Deficits in problem solving performance but not factual recall.  Proceedings of the 54th annual meeting of the Human Factors and Ergonomics Society, 54(1), 1378-1381.

• Branaghan, R. J. & Sanchez, C. A. (2009). Feedback preferences and impressions of waiting. Human Factors, 51, 528-538. 

• Sanchez, C. A., & Branaghan, R. J.  (2009).  The interaction of map resolution and spatial abilities on map learning.  International Journal of Human-Computer Studies, 67, 475-481. 

• Sanchez, C. A., & Wiley, J. (2009). To scroll or not to scroll: Scrolling, working memory capacity and comprehending complex text.  Human Factors, 51, 730-738. 

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

• Branaghan, R.J., & Sanchez, C.A.  (2008). Feedback, subjective time estimates, and user satisfaction.  Proceedings of the 52nd Annual Meeting of the Human Factors and Ergonomics Society, 52(1), 1350-1353.

• Sanchez, C.A., & Branaghan, R.J.  (2007). The interaction of map resolution and spatial abilities on route learning.  Proceedings of the 51st Annual Meeting of the Human Factors and Ergonomics Society, 51(18), 1176-1180.

• Sanchez, C.A., Wiley, J., & Goldman, S.R.  (2006). Teaching students to evaluate source reliability during internet research tasks.  In S.A. Barab, K.E. Hay, N.B. Songer, & D.T. Hickey (eds.), Proceedings of the 7th International Conference of the Learning Sciences.  Routledge Education: New York, NY.

• Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity.  Memory & Cognition, 34, 344-355. 

Book Chapters:

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

• 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 edition (pp. 598-622). Cambridge University Press: New York, NY.

• 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, & G. Schraw (Eds.), Text relevance and learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing.

• 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. 

• Wiley, J., Sanchez, C.A., & Moher, T. (2005) Educational technology. In J. M. Royer (Ed.), The impact of the cognitive revolution on educational psychology (pp. 231-248). Information Age Publishing: Greenwich, CT. 

Selected Professional presentations: (* = student co-author)

• *Hildenbrand, L., & Sanchez, C.A.  (2019, April).  The Effects of Language on Cognitive Flexibility and Related Properties of Executive Functioning.  Poster presented at the annual meeting of the Western Psychological Association, Pasadena, CA, USA.

• Sanchez, C.A., & *Weber, K. (2018, May).  Animations can reduce the effect of stereotype threat when learning science.  Poster presented at the 30th annual meeting of the Association for Psychological Science, San Francisco, CA, USA.

• *Weber, K., & Sanchez, C.A.  (2018, April).  Animations can reduce the effect of stereotype threat when learning science.  Poster presented at the annual meeting of the Western Psychological Association, Portland, OR, USA.

• *Wolgamott, T., & Sanchez, C.A.  (2018, April).  Differential framing of an instructional lesson reduces self-efficacy and affects learning. Poster presented at the annual meeting of the Western Psychological Association, Portland, OR, USA.

• Sanchez, C.A.  (2017, November).  Differences in visuospatial ability predict the successful usage of visual mnemonics for recall.  Poster presented at the 58th annual meeting of the Psychonomic Society, Vancouver, BC, Canada.

• *Naylor, J.S. & Sanchez, C.A. (2016, November).  Do changes in perceptual fluency enhance problem solving?  Poster presented at the 57th annual meeting of the Psychonomic Society, Boston, MA, USA.

• *Pham, H. & Sanchez, C.A.  (2016, November).  The effects of text segmentation on affective reactions to text.  Poster presented at the 57th annual meeting of the Psychonomic Society, Boston, MA, USA.

• Merwade, V., Ruddell, B.L., Fox, S., Sanchez, C.A., Brophy, S., & Schiesser, R. (2016, April).  Enhancing Students’ Hydrology Learning through Data and Modeling Driven Instruction. Paper presented at Envisioning the Future of Undergraduate STEM Education: Research and Practice, Washington, D.C., USA.

• Sanchez, C.A., & *Alley, Z.  (2016, May).  Working Memory Moderates Attitude Change as a Result of Advertising.  Poster presented at the 28th annual meeting of the Association for Psychological Science, Chicago, IL, USA.

• Sanchez, C.A., & *Alley, Z.  (2016, April).  Changes in Subjective Attitudes as a Result of Advertising are Affected by Working Memory Capacity.  Poster presented at the 96th annual meeting of the Western Psychological Association, Long Beach, CA, USA.

• Ruddell, B.L., Sanchez, C.A., Schiesser, R., & Merwade, V.  (2014, December).  Results of Formal Evaluation of a Data and Modeling Driven Hydrology Learning Module.  Poster presented at the 47th annual meeting of the American Geophysical Union, San Francisco, California, USA.

• Sanchez, C.A.  (2014, November).  Instructor fluency and the biasing of judgments of instructional effectiveness. Poster presented at the 55th annual meeting of the Psychonomic Society, Long Beach, California, USA.

• Sanchez, C.A. (2014, May).  Biasing of Perceptual Judgments by Prior Knowledge is Influenced by Working Memory.  Poster presented at the 26th annual meeting for the Association of Psychological Science, San Francisco, CA.

• Sanchez, C.A.  (2013, November).  Perceptual Bias in Size Judgment and its Relation to Attentional Control.  Poster presented at the 54th annual meeting of the Psychonomic Society, Toronto, Canada.

•  *Jaeger, A.J., & Sanchez, C.A.  (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 & Discourse, Valencia, Spain.

•  *Jaeger, A.J., & Sanchez, C.A.  (2013, May).  Judgments affected by perceptual fluency are mediated by reading patterns.  Poster presented at the 85th annual meeting of the Midwestern Psychological Association, Chicago, IL.

• *Garland, T.B. & Sanchez, C.A. (2012, May). Spatial Abilities and Dynamic Visualizations Influence on Learning from Instructional Media. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

• *Gutierrez, P.,Sanchez, C.A., & *Garland, T.B. (2012, May). Learning from Analogy-Promoting Diagrams and Text. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

• *Sinocruz, J.Q., & Sanchez, C.A. (2012, May). Driving While Under Control: The Effects of Self-Regulation on Driving Performance. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

• *Garland, T.B., & Sanchez, C.A.  (2011, November).  Spatial Abilities and Learning Procedural Motor Tasks from Instructional Media.  Poster presented at the 52nd annual meeting of the Psychonomic Society, Seattle, WA.

• *Banas, S., & Sanchez, C.A.  (2011, September).  Working memory and how it relates to learning implicit website structure.  Paper presented at the 55th annual meeting of the Human Factors and Ergonomics Society, Las Vegas, NV.

• Sanchez, C.A.  (2011, April).  Using video games to enhance learning of spatial science concepts.  Poster presented at the 92nd Annual meeting of the American Educational Research Association, New Orleans, LA.

• Sanchez, C.A., Branaghan, R.J., & *Goolsbee, J.Z.  (2010, October).  Learning from Small Devices; Deficits in Problem Solving Performance but not Factual Recall.  Poster presented at the 54th annual meeting of the Human Factors and Ergonomics Society, San Francisco, CA.

• Lauer, C.N., & Sanchez, C.A.  (2010, March).  Visuospatial thinking in the professional writing classroom.  Paper presented at the Association of Teachers of Technical Communication Conference, Louisville, KY.

• Sanchez, C.A., & Wiley, J.  (2008, July).  Learning from scrolling interfaces: Interactions with working memory capacity.  Poster presented at the 30th Annual Meeting of the Cognitive Science Society, Washington, D.C.

• Sanchez, C.A., & Branaghan, R.J.  (2008, May).  Map resolution, spatial ability and route reproduction.  Poster presented at the 20th Annual meeting of the Association for Psychological Science, Chicago, IL.

• Sanchez, C.A., & Branaghan, R.J.  (2007, October).  The interaction of map resolution and spatial abilities on route learning.  Poster presented at the 51st Annual meeting of the Human Factors and Ergonomics Society, Baltimore, MD.

• Wiley, J., Sanchez, C.A., Griffin, T.D., & Thiede, K.W. (2007, October). Two routes to improving understanding from expository text: Mental models and metacomprehension. Developmental Science goes to School. Spencer Foundation Conference, Chicago, IL.              

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

• 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 17th Annual Meeting of the Society for Text & Discourse, Glasgow, Scotland.

• Sanchez, C.A., & Wiley, J.  (2006, November).  The influence of dynamic and staticspatial abilities and learning complex scientific concepts.  Poster presented at the 47th annual meeting of the Psychonomic Society, Houston, TX.

• 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.

• 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 18th annual meeting of the Association for Psychological Science, New York, NY.

• 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.