Christian Schunn
Christian Schunn
Professor of Psychology, University of Pittsburgh
Verified email at pitt.edu - Homepage
TitleCited byYear
Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system
K Cho, CD Schunn
Computers & Education 48 (3), 409-426, 2007
4802007
The relationship of analogical distance to analogical function and preinventive structure: The case of engineering design
BT Christensen, CD Schunn
Memory & cognition 35 (1), 29-38, 2007
4662007
The nature of feedback: How different types of peer feedback affect writing performance
MM Nelson, CD Schunn
Instructional Science 37 (4), 375-401, 2009
4102009
Are badges useful in education?: It depends upon the type of badge and expertise of learner
S Abramovich, C Schunn, RM Higashi
Educational Technology Research and Development 61 (2), 217-232, 2013
3702013
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.
K Cho, CD Schunn, RW Wilson
Journal of Educational Psychology 98 (4), 891, 2006
3472006
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory
LM Reder, CD Schunn
Implicit memory and metacognition, 57-90, 2014
3412014
A mechanistic account of the mirror effect for word frequency: A computational model of remember–know judgments in a continuous recognition paradigm.
LM Reder, A Nhouyvanisvong, CD Schunn, MS Ayers, P Angstadt, ...
Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (2), 294, 2000
3362000
Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction
MM Mehalik, Y Doppelt, CD Schuun
JOURNAL OF ENGINEERING EDUCATION-WASHINGTON- 97 (1), 71, 2008
3332008
A study of design fixation, its mitigation and perception in engineering design faculty
JS Linsey, I Tseng, K Fu, J Cagan, KL Wood, C Schunn
Journal of Mechanical Design 132 (4), 041003, 2010
3242010
Bringing engineering design into high school science classrooms: The heating/cooling unit
XS Apedoe, B Reynolds, MR Ellefson, CD Schunn
Journal of science education and technology 17 (5), 454-465, 2008
2542008
Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts
K Cho, CD Schunn, D Charney
Written communication 23 (3), 260-294, 2006
2432006
The generality/specificity of expertise in scientific reasoning
CD Schunn, JR Anderson
Cognitive science 23 (3), 337-370, 1999
2241999
Students’ perceptions about peer assessment for writing: their origin and impact on revision work
JH Kaufman, CD Schunn
Instructional Science 39 (3), 387-406, 2011
2182011
On the benefits and pitfalls of analogies for innovative design: Ideation performance based on analogical distance, commonness, and modality of examples
J Chan, K Fu, C Schunn, J Cagan, K Wood, K Kotovsky
Journal of mechanical design 133 (8), 081004, 2011
2152011
Engagement and achievements: A case study of design-based learning in a science context.
Y Doppelt, MM Mehalik, CD Schunn, E Silk, D Krysinski
Journal of Technology Education 19 (2), 22-39, 2008
1912008
The meaning of “near” and “far”: the impact of structuring design databases and the effect of distance of analogy on design output
K Fu, J Chan, J Cagan, K Kotovsky, C Schunn, K Wood
Journal of Mechanical Design 135 (2), 021007, 2013
1762013
To calculate or not to calculate: A source activation confusion model of problem familiarity's role in strategy selection.
CD Schunn, LM Reder, A Nhouyvanisvong, DR Richards, PJ Stroffolino
Journal of Experimental Psychology: Learning, Memory, and Cognition 23 (1), 3, 1997
1631997
Priming, analogy, and awareness in complex reasoning
CD Schunn, K Dunbar
Memory & Cognition 24 (3), 271-284, 1996
1581996
Learning through case comparisons: A meta-analytic review
L Alfieri, TJ Nokes-Malach, CD Schunn
Educational Psychologist 48 (2), 87-113, 2013
1552013
The impact of an engineering design curriculum on science reasoning in an urban setting
EM Silk, CD Schunn, MS Cary
Journal of Science Education and Technology 18 (3), 209-223, 2009
1502009
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