CROMLEY LAB   |   STEM@education.illinois.edu

PUBLICATIONS

Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49, 131-141. doi: 10.1016/j.learninstruc.2017.01.007

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley, T. F., & Zahner, W. (2017). Relation of spatial skills to calculus proficiency: A brief report. Mathematical Thinking and Learning, 19(1), 55-68. doi:10.1080/10986065.2017.1258614.

Cromley, J. G., Weisberg, S. M. Dai, T., Newcombe, N. S., Schunn, C. D., Massey, C., & Merlino, F. J. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100(6), 1184-1213. doi: 10.1002/sce.21241

Chang, B. L., Tran, N., & Cromley, J. G. (2016). Varying demands for coordinating multiple representations in a reform calculus textbook. International Journal of Science and Mathematics Education, 14(8), 1475–1497. doi: 10.1007/s10763-015-9652-3

Miller, B. W., Cromley, J. G., Newcombe, N. S., Chang, M. D., & Forbus, K. D. (2015). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction delivered in electronic warm-ups. Journal of Computer-Assisted Learning, 32(4), 374-390. doi: 10.1111/jcal.12143

Cromley, J. G., Perez, T., & Kaplan, A. (2016). Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions. Policy Implications of the Brain and Behavioral Sciences, 3(1), 4-11. doi: 10.1177/2372732215622648

Corso, H. V., Cromley, J. G., Sperb, T., & Salles, J. F. (2016). Modeling the relationship among reading comprehension, intelligence, socioeconomic status and neuropsychological functions–the mediating role of executive functions. Psychology & Neuroscience, 9(1), 32-45. doi: 10.1037/pne0000036

Cromley, J., & Wills, T. W. (2016). Flexible strategy use by readers who learn much versus learn little: Transitions within think-aloud protocols. Journal of Research in Reading, 39( 1), 50–71. doi: 10.1111/1467-9817.12026

Kanno, Y., & Cromley, J. (2015). English language learners' pathways to four-year colleges. Teachers College Record , 117(12). http://www.tcrecord.org/library/Content.asp?ContentId=18155

Bergey, B. W., Cromley, J. G., Kirchgessner, A., & Newcombe, N. (2015). Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. British Journal of Educational Psychology, 85, 57-94. doi: 10.1111/bjep.12062

Bergey, B. W., Cromley, J. G., & Newcombe, N.  (2015). Teaching high school biology students to coordinate text and diagrams: relations with transfer, effort, and spatial skill. International Journal of Science Education, 37(15), 2476-2502. doi: 10.1080/09500693.2015.1082672

Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233-247, doi: 10.1016/j.cedpsych.2014.06.003 (Acceptance rate 19%.)

Dai, T., & Cromley, J. G. (2014). The match matters: Exploring student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262-274, doi: 10.1016/j.cedpsych.2014.06.002 (Acceptance rate 19%.)

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in STEM retention. Journal of Educational Psychology, 106(1), 315-329. doi: 10.1037/a0034027.

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T.-B. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors. Contemporary Educational Psychology, 38(3), 247–258. doi: 10.1016/j.cedpsych.2013.04.003 (Acceptance rate 13%.)

Cromley, J. G., Perez, A. C, Fitzhugh, S., Newcombe, N., Wills, T. W., & Tanaka, J. C. (2013). Improving students’ diagrammatic reasoning: A classroom intervention study. Journal of Experimental Education, 81(4), 511-537. doi: 10.1080/00220973.2012.745465

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Wills, T. W., Shipley T. F., & Tanaka, J. C. (2013). Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning.  Learning and Instruction, 26, 45-58. doi: 10.1016/j.learninstruc.2013.01.003

Kanno, Y., & Cromley, J. G. (2013). English language learners’ access to and attainment in postsecondary education. TESOL Quarterly, 47(1), 89-121. doi: 10.1002/tesq.49

Cromley, J. G., & Byrnes, J. P. (2012). Instruction and Cognition. WIRES Cognitive Science, 3(5), 545–553. doi: 10.1002/wcs.1192

Bernacki, M., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. doi: 10.1016/j.cedpsych.2011.12.001 (Acceptance rate 12%.)

Hindman, A., Cromley, J. G., Skibbe, L. E., & Miller, A. L. (2011). Conventional and piecewise growth modeling techniques: Applications and implications for investigating head start children’s early literacy learning. Evaluation Review,35(3), 204-239. doi: 10.1177/0193841X11412068

Cromley, J. G., & Azevedo, R. (2011). Measuring strategy use in context with multiple-choice items. Metacognition and Learning, 6(2), 155-177. doi: 10.1007/s11409-011-9070-z

Azevedo, R., Cromley, J. G., Moos, D. C., Green, J. A., & Winters, F. I. (2011). Adaptive content and process scaffolding: A key to facilitating students’ self-regulated learning with hypermedia. Psychological Test and Assessment Modeling, 53(1), 106-140.

REFEREED ARTICLES

BOOK REVIEW

REFEREED CONFERECE PROCEEDINGS

BOOKS, CHAPTERS, AND ENCYCLOPEDIA ENTRIES

OTHER RESEARCH

MANUSCRIPTS SUBMITTED FOR PUBLICATION

MANUSCRIPTS IN PROGRESS

Cromley, J., Chang, B., & D’Antonio, M. (2016). STEM Students Speak: Goal Orientation and Subjective Well-being in Competitive STEM Courses. Manuscript in progress.

Wills, T.W., Cromley, J. G., Stepnowski, W., Booth, J. L., Shipley, T. F., & Zahner, W. (2015). Inducing sophisticated strategy use in coordinating multiple mathematical representations:  Evidence from eye tracking. Manuscript in progress. 

Cromley, J. G., & Dai, T. (2015). Models of Multimedia Comprehension: A Literature Review and Synthesis. Book proposal in progress.

Cromley, J. G., & Dai, T. (2015). The MiSTIC Model of Multimedia Comprehension: A Theoretical Synthesis and Meta-Theory. Manuscript in progress.

Miller, B. W., Cromley, J. G., Newcombe, N. S., Chang, M. D., & Forbus, K. D. (2015). Supporting student science learning through sketching with on-demand feedback. Manuscript in progress.

Bergey, B. W., Reynolds, N. P., and Cromley, J. G. (2015).  Disappointment at the prospect of not achieving a college degree in urban adolescents and parents: A growth mixture model. Manuscript in progress.

Cromley, J. G. (2010). Review of Understanding Adult Functional Literacy: Connecting Text Features, Task Demands, and Respondent Skills. Adult Basic Education and Literacy Journal, 5(3), 200-201.

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology,102(3), 687-700. doi: 10.1037/a0019452

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35, 59–74. doi: 10.1016/j.cedpsych.2009.10.002 (Acceptance rate 16%.)

Cromley, J. G. (2009). Reading achievement and science proficiency: International comparisons from the Programme on International Student Assessment. Reading Psychology, 30 (2), 89-116, doi: 10.1080/02702710802274903.

Lieberman, A. S., Cromley, J., Charles, L., Rodriguez, O., Lopez-Marti, M., Das, S., Moguillansky, D. (2009). Outcomes related to low literacy in low-income adolescents. International Journal of Child and Adolescent Health, 2(1), 73-80.

Cromley, J. G., & Azevedo, R. (2009). Locating information within extended hypermedia. Educational Technology Research and Development, 57(3), 287-313. doi: 10.1007/s11423-008-9106-5

Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), 45-72. doi: 10.1007/s11423-007-9067-0

Cromley, J. G. & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325. doi: 10.1037/0022-0663.99.2.311 [Well cited, 100 cites in SSCI as of 3/10/2017 including in textbooks such as Schwanenflugel & Knapp, The Psychology of Reading: Theory and Applications (2nd Ed.), NY, NY: Guilford]

Cromley, J. G. & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning, 1(3), 229-247. doi: 10.1007/s11409-006-9002-5

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (2006). Using computers as MetaCognitive tools to foster students’ self-regulated learning with hypermedia. Technology, Instruction, Cognition and Learning, 3(1-2), 97-104.

Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do?: A naturalistic study of more- and less-experienced tutors in reading. Discourse Processes, 40(2), 83-113.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Green, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.

Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-204.

Cromley, J. G. (2005). Resources on metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 205-220.

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535. doi: 10.1037/0022-0663.96.3.523

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.

Cromley, J. G. (2000). The theory behind using technology in instruction. Focus on Basics, IV(C).

Cromley, J. (1992). Some lessons learned from using participatory methods in asbestos worker training. American Journal of Industrial Medicine, 22 (5), 781-784.

Cromley, J. G., Azevedo, R., & Olson, E. D. (2005). Self-regulation of learning with multiple representations in hypermedia. In C-K. Looi, McCalla, G., Bredeweg, B., & Breuker, J. (Eds.), Artificial intelligence in education: Supporting learning through intelligent and socially informed technology (pp. 184-191). Amsterdam, The Netherlands: IOS Press.

Azevedo, R., Verona, M. E., & Cromley, J. G. (2001). Fostering learners’ collaborative problem solving with RiverWeb. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future. (Proceedings of the 10th International Conference on Artificial Intelligence in Education). Amsterdam: IOS Press.

Cromley, J. G. (2001). Effective human tutoring in reading: Precursor to the design of an ITS. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future. (Proceedings of the 10th International Conference on Artificial Intelligence in Education). Amsterdam: IOS Press.

Technical Reports

Cromley, J. G., & Mislevy, R. J. (2005). Task templates based on misconception research. (PADI Technical Report 6). Menlo Park, CA: SRI International.

Cromley, J. G., & Mislevy, R. J. (2004). Task templates based on misconception research. CSE Report 646, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA.

Cromley, J. G., Perez, T., & Dai, T. (2016). Teaching introductory statistics: incorporating motivational principles, In M. C. Smith & N. DeFrates-Densch (Eds)., Challenges and Innovations in Educational Psychology Teaching and Learning, Charlotte, NC: Information Age Publishing.

Perez, T., Cromley, J. G., Bergey, B. W., & Dai, T. (2015). Educational Psychology in R. L. Cautin & S. O. Lilienfeld (Eds.), Encyclopedia of Clinical Psychology. Baltimore, MD: Wiley. doi: 10.1002/9781118625392. Publication date 1/17/2015

Cromley, J. (2000). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Washington, DC: National Institute for Literacy.

Cromley, J., & Lewis, L. (1990). EPA Model asbestos worker training manual. Washington, DC: U.S. Environmental Protection Agency.

Cromley, J. (1990). EPA model asbestos worker instructor’s manual. Washington, DC: U.S. Environmental Protection Agency.

Sweeney, T., & Cromley, J. (2002). Adult learners: Teaching strategies to improve learning and comprehension. Arlington, VA: RMC Research Corporation.

Cromley, J. (1990). Meeting the workers’ needs. Asbestos Issues, 3 (6), 18, 20-21.

Research in Progress

Dai, T., Van Boekel, M., Cromley, J. Nelson, F. & Fechter, T., (2017). Using think-alouds to create a better measure of biology reasoning. Submitted for consideration in SAGE Research Methods Cases, May 5, 2017.

Jennifer G. Cromley, J. G., Tony Perez, T., Kaplan, A., Dai, T., Davidson, Y., Mara, K., Balsai, M. J., & Chew, E. R. (2017). The timing of relations between achievement and expectancy for success among STEM undergraduates: When does achievement “kick in”? Manuscript submitted for consideration in Contemporary Educational Psychology on April 13, 2017.

 

Cromley, J. G., & Seidel, J.  (2017). What changes and for whom over the summer before entering an engineering program? Manuscript submitted for consideration in the Journal of Women and Minorities in Science and Engineering on April 12, 2017.

Cromley, J. G., & Lawrence, L. (2017). Multimedia simulations that foster deep learning: Findings from a review of the literature. Book chapter submitted for consideration in R. Zheng (Ed.). Strategies for deep learning with digital technology: Theories and practices in education. Hauppauge, NY: Nova Science Publishers on April 11, 2017.

Cromley, J. G., Kaplan, A., Perez, T., Dai, T., Mara, K., Davidson, Y., Balsai, M. J., & Chew, E. R. (2016). Combining brief cognitive and motivational interventions to promote college students' success in introductory biology. Manuscript submitted to Journal of Research on Educational Effectiveness, November 18, 2016.

Bergey, B. W., Cromley, J. G., Kaplan, A., & Bloxton, J. (2016). Do students’ questions during chemistry lectures predict perceived comprehension, changes in self-efficacy and achievement? Manuscript submitted to Learning and Instruction, October 31, 2016.

Cromley, J. G., Fitzhugh, S. L., & Newcombe, N. (2017).  Signaling and strategic activity in multimedia learning. Manuscript rejected with resubmission possible from Learning and Instruction in March, 2017.

Alfieri, L., Cromley, J. G., Massey, C., Merlino, F. J., Newcombe, N. S., & Schunn, C. D. (2016). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Revision requested by Applied Cognitive Psychology, April 4, 2016.

Cromley, J. G., Dai, T., Horvat, E. M., Agbenyega, E. T.-B., Perez, T., & Wills, T. W. (2015). Student epistemic beliefs in the context of STEM courses: Relationship to achievement and retention. Rejection with revision offered by the Journal of Research in Science Teaching, May 19, 2015.