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Publications

Guerrero, T. A., Griffin, T. D., & Wiley, J. (in press). The effect of generating examples on comprehension and metacomprehension. Journal of Experimental Psychology: Applied. doi: 10.1037/xap0000490

Wiley, J., & Guerrero, T. A. (2023). Fundamental processes of learning: An overview. In R.J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education: Learning, Cognition, and Human Development (pp. 107-116). Elsevier. doi: 10.1016/B978-0-12-818630-5.14014-X

Guerrero, T. A., Griffin, T. D., & Wiley, J. (2022). I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts. Metacognition & Learning, 17(2), 337-373. doi: 10.1007/s11409-021-09276-6

Guerrero, T. A., & Wiley, J. (2021). Expecting to teach affects learning during study of expository texts. Journal of Educational Psychology, 113(7), 1281-1303. https://doi.org/10.1037/edu0000657

Guerrero, T. A. & Wiley, J. (2019). Using “idealized peers” for automated evaluation of student understanding in an introductory psychology course. In S. Isotani, E. Millan, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Artificial Intelligence in Education – 20th International Conference, AIED 2019 (pp. 133-143). Springer Nature. doi: 10.1007/978-3-030-23204-7_12

Wiley, J., & Guerrero, T. A. (2018). Prose comprehension beyond the page. In K. Millis, J. Magliano, D. Long, & K. Wiemer, (Eds.), Deep comprehension: Multi-disciplinary approaches to understanding, enhancing, and measuring comprehension (pp. 3-15). Routledge/Taylor and Francis.

Guerrero, T. A., & Wiley, J. (2018). Effects of text availability and reasoning processes on test performance. In T. Rogers, M. Rau, X. Zhu, & C. Kalish (Eds.), CogSci 2018 Proceedings (pp. 1748-1753).

McCarthy, K. S., Guerrero, T. A., Kent, K., Allen, L. K., McNamara, D. S., Chao, S., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a scenario-based assessment: Domain and topic-specific background knowledge. Discourse Processes, 55, 510-524. doi: 10.1080/0163853X.2018.1460159

McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (2018). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 28, 420-438. doi: 10.1007/s40593-018-0164-5

Johnson, A. M., Guerrero, T. A., Tighe, E. L., & McNamara, D. S. (2017). iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Boulay (Eds.), Artificial Intelligence in Education – 18th International Conference, AIED 2017 (pp. 125-136). Springer Nature. doi: 10.1007/978-3-319-61425-1

McCarthy, K. S., Jacovina, M. E., Snow, E. L., Guerrero, T. A., & McNamara, D. S. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Boulay (Eds.), Artificial Intelligence in Education – 18th International Conference, AIED 2017 (pp. 201-211). Springer Nature. doi: 10.1007/978-3-319-61425-1

Dascalu, M., Jacovina, M. E., Soto, C. M., Allen, L. K., Guerrero, T. A., & McNamara, D. S. (2017). Teaching iSTART to understand Spanish. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Boulay (Eds.), Artificial Intelligence in Education – 18th International Conference, AIED 2017 (pp. 485-489). Springer Nature. doi: 10.1007/978-3-319-61425-1

Perret, C. P., Johnson, A. M., McCarthy, K. S., Guerrero, T. A., & McNamara, D. S. (2017). StairStepper: An adaptive remedial iSTART module. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Boulay (Eds.), Artificial Intelligence in Education – 18th International Conference, AIED 2017 (pp 557-560). Springer Nature. doi: 10.1007/978-3-319-61425-1