For more reprints, preprints, and proceedings see https://www.researchgate.net/profile/Ji_Son
Peer-reviewed Journals
Nguyen, T.L., Rudd, J.A., & Son, J.Y. (Under review). What makes a questions "hard"? Pedagogical content knowledge in judging chemistry assessments. Journal of Chemistry Education.
Lin, X., Son, J.Y., & Rudd, J.A. (Revise and resubmit). Assessing students’ ability to translate nanoscale representations in chemistry. Chemistry Education Research and Practice.
Zhang, I. (Y.), Gray, M. E., Cheng, A. (X.), Son, J. Y., & Stigler, J. W. (2023). Representational-mapping strategies improve learning from an online statistics textbook. Journal of Experimental Psychology: Applied. Advance online publication. https://doi.org/10.1037/xap0000474
Remache, L.J., Covarrubias, R., Ramirez, G., Jackson, M., & Son, J.Y. (2023). The impact of a tailored psychologically-wise intervention on academic outcomes during COVID-19. Understanding Interventions.
Tucker, M.C., Shaw, S.T., Son, J.Y., & Stigler, J.W. (2022). Teaching statistics and data science with R. Journal of Statistics and Data Science Education.
Eghterafi, W., Tucker, M.C., Zhang, Y., & Son, J.Y. (2022). Effect of feedback with video-based peer modeling on learning and self-efficacy. Online Learning Journal.
Lawson, A., Ayala, B., & Son, J. Y. (2021). Priming students to calculate inhibits sense-making. Journal of Cognitive Science, 22(1), 41-69.
Zhang, I., Givvin, K. B., Sipple, J. M., Son, J. Y., & Stigler, J. W. (2021). Instructed hand movements affect students’ learning of an abstract concept from video. Cognitive Science, 45(2), e12940.
Ramirez, G., Covarrubias, R., Jackson, M., & Son, J. Y. (2021). Making hidden resources visible in a minority serving college context. Cultural Diversity and Ethnic Minority Psychology, 27(2), 256–268. https://doi.org/10.1037/cdp0000423
Son, J.Y., Blake, A.B., Fries, L., & Stigler, J.W. (2021). Modeling first: Applying learning science to the teaching of introductory statistics. Journal of Statistics & Data Science Education. https://doi.org/10.1080/10691898.2020.1844106
Stigler, J.W., Son, J.Y., Givvin, K.B., Blake, A., Fries, L., Shaw, S.T., & Tucker, M.C. (2020). The Better Book approach for education research and development. Teachers College Record, 122, p. 1-32.
Fries, L., Son, J.Y., Givvin, K.B., & Stigler, J.W. (2020). Practicing connections: A framework to guide instructional design for learning in complex domains. Educational Psychology Review, https://doi.org/10.1007/s10648-020-09561-x
Ford, B., Chilton, K., Endy, C., Henderson, M., Jones, B. A., & Son, J. Y. (2020). Beyond big data: Teaching introductory US history in the age of student success. Journal of American History, 106(4), 989-1011.
Lawson, A.P., Davis, C., & Son, J.Y. (2019). Not all flipped classes are the same: Using learning science to design flipped classrooms. Journal of Scholarship in Teaching and Learning, 19, 77-104, 10.14434/josotl.v19i5.25856
Lawson, A.P., Mirinjian, A., & Son, J.Y. (2018). Can preventing calculations help students learn math? Journal of Cognitive Education and Psychology, 2, 178-197, http://doi.org/10.1891/1945-8959.17.2.178.
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, 3, https://doi.org/10.1186/s41235-017-0085-0
Geller, E., Son, J.Y., & Stigler, J.S. (2017). Conceptual explanations and understanding fraction comparisons. Learning and Instruction, 52, 122-129.
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., Narguizian, P., Beltz, D., & Desharnais, R.A. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning, 3, 228-243.
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.
Thai, K.-P., Son, J.Y., & Goldstone, R.L. (2016). The simple advantage in perceptual and categorical generalization. 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 Psychology, 3, 45.
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, 504-517.
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.
Goldstone, R.L., Son, J.Y., & Byrge, L. (2011). Early perceptual learning (commentary on Bhatt & Quinn, in press). 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.
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 categorization. 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, 69-110.
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 Müller (Eds.) On thinking: Volume II, towards a theory of thinking. Heidelberg, Germany: Springer Verlag GmbH. (pp. 103-122).
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.
Goldstone, R.L., & Son, J.Y. (2005). Similarity. In K.J. Holyoak & R.Morrison (Eds.) The Cambridge Handbook of Thinking and Reasoning (pp. 13-36). Cambridge: Cambridge University Press.
Books
Son, J.Y., & Stigler, J.W. (2018). Introduction to Statistics: A Modeling Approach. A free online interactive textbook made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation. http://www.coursekata.org
Son, J.Y. (2010). Abstracting the Concrete: How Symbols, Experiences, and Language Act as Forces of Contextualization. Saarbrücken, Germany: Lambert Academic Publishing.