Publications

2018

  • Fries, L., DeCaro, M. S., & Ramirez, G. (in press). The lure of seductive details during lecture learning. Journal of Educational Psychology.
  • DeCaro, M. S. (2018). When does higher working memory capacity help or hinder insight problem solving? In F. Vallee-Tourangeau (Ed.), Current Issues in Thinking and Reasoning. Psychology Press.
  • Weaver, J. P., Chastain, R. J., DeCaro, D. A., & DeCaro, M. S. (2018). Reverse the routine: Problem solving before instruction improves conceptual knowledge in undergraduate physics. Contemporary Educational Psychology, 52, doi:10.1016/j.cedpsych/2017.12.003.
  • Newman, P. M., & DeCaro, M. S. (2018). How much support is optimal during exploratory learning? Proceedings of the 40th Annual Conference of the Cognitive Science Society. Madison, WI: Cognitive Science Society.
  • Bego, C. R., Chastain, R. J., Pyles, L. M., & DeCaro, M. S.(2018). Multiple representations in physics: Deliberate practice does not improve exam scores.Proceedings of the IEEE Frontiers in Education conference.

2017

2016

2015

2014

2013

  • DeCaro, D. A., DeCaro, M. S., & Rittle-Johnson, B. (2013). Achievement motivation and strategy selection during exploratory learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 370-375). Berlin, Germany: Cognitive Science Society.
  • Van Stockum, C., & DeCaro, M. S. (2013). The path less taken: When working memory capacity constrains insight. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3633-3638). Berlin, Germany: Cognitive Science Society.

2012

2011

2010

2009

2008

2007