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Seeing what you believe: recognition memory for evolutionary tree structure is affected by students' misconceptions

Memory (Hove), 2024-08, Vol.32 (7), p.874-888

2024

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Reading Phylogenetic Trees: The Effects of Tree Orientation and Text Processing on Comprehension

Bioscience, 2012-08, Vol.62 (8), p.757-764

2012

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Perceptual Grouping Affects Students' Propensity to Make Inferences Consistent With Their Misconceptions

Journal of experimental psychology. Applied, 2023-06, Vol.29 (2), p.322-340

2023

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The Importance of Both Diagrammatic Conventions and Domain-Specific Knowledge for Diagram Literacy in Science: The Hierarchy as an Illustrative Case

Diagrammatic Representation and Inference, 2006, p.1-11

2006

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Snakes and Eels and Dogs! Oh, My! : Evaluating High School Students' Tree-Thinking Skills : An Entry Point to Understanding Evolution

Research in science education (Australasian Science Education Research Association), 2013-12, Vol.43 (6), p.2327-2348

2013

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Perception and conception in understanding evolutionary trees

Cognition, 2019-11, Vol.192, p.104001-104001, Article 104001

2019

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Understanding spatial diagram structure: An analysis of hierarchies, matrices, and networks

Quarterly journal of experimental psychology (2006), 2006-10, Vol.59 (10), p.1826-1856

Novick, Laura R.

2006

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Digging deep: Exploring college students' knowledge of macroevolutionary time

Journal of research in science teaching, 2009-03, Vol.46 (3), p.311-332

2009

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Seeing the Wood for the Trees: An Analysis of Evolutionary Diagrams in Biology Textbooks

Bioscience, 2008-11, Vol.58 (10), p.976-987

2008

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Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students

CBE life sciences education, 2016-12, Vol.15 (4), p.ar66

2016

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Reasoning About Evolution's Grand Patterns: College Students' Understanding of the Tree of Life

American educational research journal, 2013-02, Vol.50 (1), p.138-177

2013

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When Relationships Depicted Diagrammatically Conflict With Prior Knowledge: An Investigation of Students' Interpretations of Evolutionary Trees

Science education (Salem, Mass.), 2014-03, Vol.98 (2), p.269-304

2014

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Deconstructing evolution education: The relationship between micro- and macroevolution

Journal of research in science teaching, 2014-08, Vol.51 (6), p.759-788

2014

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Understanding Phylogenies in Biology: The Influence of a Gestalt Perceptual Principle

Journal of experimental psychology. Applied, 2007-12, Vol.13 (4), p.197-223

2007

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Assessing Interactive Causal Influence

Psychological review, 2004-04, Vol.111 (2), p.455-485

2004

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Teaching tree thinking in an upper level organismal biology course: testing the effectiveness of a multifaceted curriculum

Journal of biological education, 2018-01, Vol.52 (1), p.66-78

2018

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Assessing Students' Understanding of Macroevolution: Concerns regarding the validity of the MUM

International journal of science education, 2012-01, Vol.34 (17), p.2679-2703

2012

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Interpreting evolutionary diagrams: When topology and process conflict

Journal of research in science teaching, 2010-09, Vol.47 (7), p.861-882

2010

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A Probabilistic Contrast Model of Causal Induction

Journal of personality and social psychology, 1990-04, Vol.58 (4), p.545-567

1990

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Inference Is Bliss: Using Evolutionary Relationship to Guide Categorical Inferences

Cognitive science, 2011-05, Vol.35 (4), p.712-743

2011

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Linear Versus Branching Depictions of Evolutionary History: Implications for Diagram Design

Topics in cognitive science, 2011-07, Vol.3 (3), p.536-559

2011

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Evidence for abstract, schematic knowledge of three spatial diagram representations

Memory & cognition, 1999-03, Vol.27 (2), p.288-308

1999

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Constraints and Nonconstraints in Causal Learning: Reply to White (2005) and to Luhmann and Ahn (2005)

Psychological review, 2005-07, Vol.112 (3), p.694-706

2005

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The effects of superficial and structural information on online problem solving for good versus poor anagram solvers

Quarterly journal of experimental psychology (2006), 2008-07, Vol.61 (7), p.1098-1120

2008

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Reasoning about evolutionary history: Post-secondary students' knowledge of most recent common ancestry and homoplasy

Journal of biological education, 2010-09, Vol.44 (4), p.166-174

2010

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Seeing what you believe: recognition memory for evolutionary tree structure is affected by students' misconceptions

Reading Phylogenetic Trees: The Effects of Tree Orientation and Text Processing on Comprehension

Perceptual Grouping Affects Students' Propensity to Make Inferences Consistent With Their Misconceptions

The Importance of Both Diagrammatic Conventions and Domain-Specific Knowledge for Diagram Literacy in Science: The Hierarchy as an Illustrative Case

Snakes and Eels and Dogs! Oh, My! : Evaluating High School Students' Tree-Thinking Skills : An Entry Point to Understanding Evolution

Perception and conception in understanding evolutionary trees

Understanding spatial diagram structure: An analysis of hierarchies, matrices, and networks

Digging deep: Exploring college students' knowledge of macroevolutionary time

Seeing the Wood for the Trees: An Analysis of Evolutionary Diagrams in Biology Textbooks

Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students

Reasoning About Evolution's Grand Patterns: College Students' Understanding of the Tree of Life

When Relationships Depicted Diagrammatically Conflict With Prior Knowledge: An Investigation of Students' Interpretations of Evolutionary Trees

Deconstructing evolution education: The relationship between micro- and macroevolution

Understanding Phylogenies in Biology: The Influence of a Gestalt Perceptual Principle

Assessing Interactive Causal Influence

Teaching tree thinking in an upper level organismal biology course: testing the effectiveness of a multifaceted curriculum

Assessing Students' Understanding of Macroevolution: Concerns regarding the validity of the MUM

Interpreting evolutionary diagrams: When topology and process conflict

A Probabilistic Contrast Model of Causal Induction

Inference Is Bliss: Using Evolutionary Relationship to Guide Categorical Inferences

Linear Versus Branching Depictions of Evolutionary History: Implications for Diagram Design

Evidence for abstract, schematic knowledge of three spatial diagram representations

Constraints and Nonconstraints in Causal Learning: Reply to White (2005) and to Luhmann and Ahn (2005)

The effects of superficial and structural information on online problem solving for good versus poor anagram solvers

Reasoning about evolutionary history: Post-secondary students' knowledge of most recent common ancestry and homoplasy

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