Publications

Peer Reviewed Journals

• Son, J.Y., Ramos, P., DeWolf, M., Loftus, W., & Stigler, J.W. (2018). Exploring the practicing-connections hypothesis: Using gesture to support coordination of ideas in understanding a complex statistical concept. Cognitive Research: Principles and Implications.
• Geller, E.H., Son, J. Y., & Stigler, J.W. (2017). Conceptual explanations and understanding fraction comparisons. Learning and Instruction.
• DeWolf, M., Son, J. Y., Bassok, M., & Holyoak, K. J. (2017). Relational priming based on a multiplicative schema for whole numbers and fractions. Cognitive Science, 1-36.
• Son, J. Y., & Rivas, M. J. (2016). Designing clicker questions to stimulate transfer. Scholarship of Teaching and Learning in Psychology, 2, 193-207.
• Lin, Y.I., Son, J.Y., & Rudd, J.A. (2016). Asymmetric translation between multiple representations in chemistry. International Journal of Science Education, 38, 644-662.
• Son, J.Y., Narguizian, P., Beltz, D., & Desharnais, R.A. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning, 3, 228-243.
• Thai, K.-P., Son, J.Y., & Goldstone, R.L. (2016). The simple advantage in perceptual and categorical generalization. Memory & Cognition. Memory & Cognition, 44, 292-306.
• Fyfe, E.,R., McNeil, N., Son, J.Y., & Goldstone, R.L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26, 9-25. 
• Son, J.Y., Smith, L.B., Goldstone, R.L., & Leslie, M. (2012). The importance of being interpreted: Grounded words and children's relational reasoning. Frontiers in Developmental Psychology, 3, 45. 
• Son, J.Y., Smith, L.B., & Goldstone, R.L. (2011). Connecting instances to promote children's relational reasoning. Journal of Experimental Child Psychology, 108, 260-277. 
• Kuwabara, M., Son, J.Y., & Smith, L.B. (2011). Attention to context: U.S. and Japanese children's emotional judgments. Journal of Cognition and Development, 12, 502-517.
• Goldstone, R. L., Son, J. Y, & Byrge, L. (2011). Early perceptual learning. Infancy, 16, 45-51. 
• Son, J.Y., Doumas, L.A.A., & Goldstone, R.L. (2010). When do words promote analogical transfer? Journal of Problem Solving, 3, 52-92.
• Goldstone, R.L., Landy, D.H., & Son, J.Y. (2010). The education of perception. Topics in Cognitive Science, 2, 265-284. 
• Kellman, P.J., Massey, C.M., & Son, J.Y. (2010). Perceptual learning modules in mathematics: Enhancing students' pattern recognition, structure extraction, and fluency. Topics in Cognitive Science, 2, 285-305. [NYTimes coverage] 
• Son, J.Y., & Goldstone, R.L. (2009). Contextualization in perspective. Cognition and Instruction, 27, 1-39. 
• Son, J.Y., & Goldstone, R.L. (2009). Fostering general transfer with specific simulations. Pragmatics & Cognition, 17, 1-42. 
• Son, J.Y., Smith, L.B., & Goldstone, R.L. (2008). Simplicity and generalization: Short-cutting abstraction in children’s object categorizations. Cognition, 108, 626-638.
• Goldstone, R.L., & Son, J.Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14, 69-114. 

Book Chapters

• Goldstone, R.L., & Son, J.Y. (2012). Similarity. In K. J. Holyoak & R. G. Morrison (Eds.). Oxford Handbook of Thinking and Reasoning. Oxford, England: Oxford University Press.
• Goldstone, R. L., Day, S., & Son, J. Y. (2010). Comparison. In B. Glatzeder, V. Goel, & A. von Muller (Eds.) On thinking: Volume II, towards a theory of thinking. The Parmenides Foundation. 
• Goldstone, R. L., Landy, D., & Son, J. Y. (2008). A well grounded education: The role of perception in science and mathematics. In M. de Vega, A. Glenberg, & A. Graesser (Eds.),Symbols, embodiment, and meaning. Oxford Press (pp. 327-355). 

Books

• Son, J. Y. (in press). Abstracting the Concrete: How Symbols, Experiences, and Language Act as Forces of Contextualization. Saarbrücken, Germany: Lambert Academic Publishing. [order from www.amazon.com]

Conference Proceedings 

• DeWolf, M., Son, J. Y., Bassok, M., & Holyoak, K. J. (2015). Implicit Understanding of Arithmetic with Rational Numbers: The Impact of Expertise. In R. Dale, C. Jennings, P. Maglio, T. Matlock, D. Noelle, A. Warfaumont, &  J. Yoshimi (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society, Austin, TX.
• Thai, K.-P., & Son, J.Y. (2013). The simple advantage in categorical generalization of Chinese characters. Proceedings of the 35th Annual Meeting of the Cognitive Science Society. Berlin, Germany. 
• Kuwabara, M., Son, J.Y., Smith, L.B. (2008) Trait or situation? Cultural differences in judgments of emotion. Proceedings of the 7th International Conference on Development and Learning. Monterey, CA. 
• Son, J.Y., Smith, L.B., & Goldstone, R.L. (2007). Words that evoke schemas: The need for optimal vagueness. In A. Schwering, U. Krumnack, K.-U. Kuhnberger, & H. Gust (Eds.), Analogies: Integrating Multiple Cognitive Abilities (vol. 5). Osnabruck, Germany: Publications of the Institute of Cognitive Science, University of Osnabruck. 
• Son, J.Y., Smith, L.B., & Goldstone, R.L. (2007). Re-representation using labels: Comparison or replacement? Proceedings of the 29th Annual Meeting of the Cognitive Science Society. Nashville, TN: Cognitive Science Society. 
• Son, J.Y., Smith, L.B., & Goldstone, R.L. (2006). Generalizing from simple instances: An uncomplicated lesson from kids learning object categories. Proceedings of the 28th Annual Meeting of the Cognitive Science Society. Hillsdale, New Jersey: Lawrence Erlbaum Associates. 
• Son, J.Y., & Smith, L.B. (2006). Post-it power: Using non-linguistic labels to help children notice relations. Proceedings of the 5th International Conference on Development and Learning. Bloomington, IN. 
• Son, J.Y., & Goldstone, R.L. (2005). Relational words as handles: They come along with baggage. Proceedings of the 27th Annual Meeting of the Cognitive Science Society. Hillsdale, New Jersey: Lawrence Erlbaum Associates.