For more reprints, preprints, and proceedings see

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.

Lawson, A.P., Ayala, B., & Son, J.Y. (Under review). Priming students to calculate inhibits sense-making. Cognitive Science.

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.

Lawson, A.P., Davis, C., & Son, J.Y. (In press). Not all flipped classes are the same: Using learning science to design flipped classrooms. To appear in Journal of Scholarship in Teaching and Learning.

Stigler, J.W., Son, J.Y., Givvin, K.B., Blake, A.B., Fries, L.C., Shaw, S.T., & Tucker, M.C. (In press). The Better Book approach for education research and development. To appear in Teachers College Record.

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,

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,

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.


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.

Son, J.Y. (2010). Abstracting the Concrete: How Symbols, Experiences, and Language Act as Forces of Contextualization. Saarbrücken, Germany: Lambert Academic Publishing.