Patricia Alexander

SELECTED PUBLICATIONS (2020-2024)

Edited Volumes

Mayer, R. E., Alexander, P. A., & Fiorella, L. (Eds.) (in preparation). Handbook of research on learning and instruction: Third Edition. Routledge.

Zlatkin-Troitschanskaia, O., Alexander, P. A., & Pellegrino, J. W. (Eds.) (2022). Assessing information processing and online reasoning as a prerequisite for learning in higher education. Frontiers Research Topics. https.//doi.10.3389/978-2-83250-164-1

Chapters in Edited Volumes

Murphy, P. K., & Alexander, P. A. (in press). Centering muted philosophical voices in educational psychology. F. Lopez, J. DeCuir-Gunby, & D. Gray (Eds.), Handbook of race, equity, and asset-based research in educational psychology. Routledge.

Murphy, P. K., Alexander, P. A., & Ogata, T. M. (2024). Hast thee any philosophy: Unearthing the value of philosophy for educational psychology. In P. A. Schutz & K. R. Muis (Eds.), Handbook of educational psychology (4^th ed., pp. 15-47). Routledge. https://doi.org/10.4324/9780429433726-4

Alexander, P. A. (2023). The interplay of knowledge, strategies, and interest in the development of expertise within professions. In J. Glückler, C. Winch, & A. M. Punstein (Eds.) Professions and proficiency (Knowledge and space, Vol 18). Springer.

Alexander, P. A. (2023). Exploring the boundaries between motivation, cognition, and emotion: Theoretical, empirical, and practical distinctions. In M. Bong, S-I Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 232-237). Oxford University Press.

Alexander, P. A. (2023). Good versus bad motivation? Avoiding the lure of false dichotomies. In M. Bong, S-I Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 137-143). Oxford University Press.

Alexander, P. A. (2023). Creating a motivating learning environment: Guiding principles from philosophy, psychology, and pedagogy. In M. Bong, S-I Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 296-304). Oxford University Press.

Alexander, P. A., & Fusenig, J. (2023). Learning across the lifespan. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International encyclopedia of education (4^th ed.): Section 14. Learning, cognition and human development (pp. 443-450), I. Wilkinson & J. Parr (Sect. Eds.). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14053-9

Alexander, P. A., & Schoute, E. C. (2022). Knowledge, knowing, and information: Their meaning and meaningfulness to learning and development. In T. Good & M. McCaslin (Sect. Eds.), and D. Fisher (Gen. Ed.), Online encyclopedia on education. Routledge. https://doi.org/10.4324/9781138609877-REE203-1

Alexander, P. A., & Mayer, R. (2021). United States of America. In T. de Jong (Ed.), Graduating around the globe: Protocols, principles, and traditions for PhD graduations. ISSUU: University of Trente. https://issuu.com/utwente/docs/graduating_around_the_globe

Alexander, P. A. (2021). Reading and learning: An intricate and inseparable bond. In D. Sumara & D. Alvermann (Eds.), Ideas that changed literacy practices: First person accounts from leading voices (Chap. 2). Myers Education Press.

Alexander, P. A. & the Disciplined Reading and Learning Research Laboratory (2020). Relational reasoning: The bedrock of integration within and across multiple representations, documents, and perspectives. In P. N. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp. 401-424). Routledge.

Alexander, P. A. (2020). The future of strategy theory. research, and implementation: Roads less traveled. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis (pp. 406-423). Routledge. https://www.taylorfrancis.com/books/9780429423635/ chapters/10.4324/9780429423635-25

Special Issue Editorships

Alexander, P. A., & Lombardi, D. (2023). Navigating the murky waters of higher-order, critical, and critical-analytic thinking. [Special Issue] Educational Psychology Review, 35.

Zlatkin-Troitschanskaia, O., Alexander, P. A., & Pellegrino, J. W. (2021). Assessing information processing and online reasoning as a prerequisite for learning in higher education. [Special Issue] Frontiers in Education.

Special Issue Contributions and Invited Papers (Refereed)

Alexander, P. A., & Murphy, P. K. (in press). Evolution of a learning theory: In praise of scientific speculation. Educational Psychology Review.

Alexander, P. A. (in press). Hybridizing psychological theories: Weighing the ends against the means. Educational Psychology Review.

Alexander, P. A. (2023). “Here Be Dragons!” Mapping the realm of higher-order, critical, and critical-analytic thinking. Educational Psychology Review, 35(42). https://doi.org/10.1007/s10648-023-09762-0

Alexander, P. A., Fusenig, J., Schoute, E., Singh, A., Sun, Y., & van Meerten, J. E. (2023). Confronting the challenges of undergraduates’ argumentation writing in a “learning how to learn” course." Written Communication, 40(2) 482–517. https://doi.org/10.1177/07410883221148468

Zlatkin-Troitschanskaia, O., Alexander, P. A., & Pellegrino, J. W. (2022). Editorial: Assessing information processing and online reasoning as a prerequisite for learning in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1014654

Steehler, A., Pettitt-Schieber, B., & Alexander, P. A. (2022). The smart use of smart technologies in teaching and learning: Where we are and where we need to be. Ear, Nose, and Throat Journal, 101(9), 29S-36S. https://doi:10.1177/01455613231154037

Alexander, P. A., Gans, N., & Maki, A. J. K. (2022). Relational reasoning in tertiary education: What is its value and how can it be assessed and trained? Frontiers in Education, 7, p. 317. https://doi.org/10.3389/feduc.2022.883370

Chae, S.-E., & Alexander, P. A. (2021). Exploring potential educational and social contributors to relational reasoning development: A study of typically- and atypically-schooled adolescents and adults in South Korea. Mind, Brain, and Education, 16(2), 183-192. https://doi.10.1002/MBE.12311

List. A., & Alexander, P. A. (2020). Strategy use in learning from multiple texts: An investigation of the integrative framework of learning from multiple texts. Frontiers in Education, 5:578062. https://doi.org/10.3389/feduc.2020.578062

Alexander, P. A. (2020). What research has revealed about readers’ struggles with comprehension in the digital age: Moving beyond the phonics versus whole language debate. Reading Research Quarterly, 55(S1), S89–S97. https://doi:10.1002/rrq.331

Alexander, P. A., Zhao, H., & Sun, Y. (2020). Spontaneous focusing on what and why? Children’s errors when solving a novel mathematical task and its correspondence to their relational reasoning ability. Mathematical Thinking and Learning, 22(4). 332-350. https://doi.org/10.1080/10986065.2020.1818471

Alexander, P. A. (January 22, 2020). Finding wisdom in the life of a humble man: Lessons learned from my father. Acquired Wisdom Series, S. Nieto, F. Erickson & P. Winne (Eds.). Education Review, 26. https://dx.doi.org/10.14507/er.v26.2751

Refereed Journal Articles

Dumas, D., Forthmann, B., & Alexander, P. A. (in press). Using a Model of Domain Learning to understand the development of creativity. Educational Psychologist. 

Hattan, C., Alexander, P. A., & Lupo, S. M. (2023). Leveraging what students know to make sense of texts: What the research says about prior knowledge activation. Review of Educational Research. 94(1), 73-111. https://doi.org/10.3102/00346543221148478

Singer-Trakhman, L., Alexander, P. A., & Sun, Y. (2023). Processing multimodal texts in print and digitally on comprehension and calibration. Journal of Experimental Education, 91(4), 599-620. https://doi.org/10.1080/00220973.2022.2092831

Rahman, T., Chae, S.-E., & Alexander, P. A. (2022). Reader attributes, task attributes, and reading comprehension proficiency: The relation revealed by two analytic approaches. Reading Psychology, 43(7), 495-522. https://doi.org/10.1080/02702711.2022.2126044

Dinsmore, D. L, Zoellner, B. P., Grange, C., & Alexander, P. A. (2022). Profiles of experts’ cognitive and metacognitive processing during performance of a novel problem-solving task. Journal of Expertise.

Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review. 34, 677–715. https://doi.org/10.1007/s10648-021-09653-2

Hattan, C., & Alexander, P. A. (2021). The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study. Journal of Educational Psychology. 113(5), 879–897. https://doi.org/10.1037/edu0000623

Van Peppen, L., van Gog, T., Verkoeijen, P. P. J. L., & Alexander, P. A. (2021). Identifying obstacles to transfer of critical thinking skills. Journal of Cognitive Psychology, 34(2), 261-288. https://doi.org/10.1080/20445911.2021.1990302

Chae, S.-E., & Alexander, P. A. (2021). The development of relational reasoning in South Korean elementary and middle-school students: A cross-sectional investigation. Frontiers in Psychology: Cognition. 12, 466. https://doi: 10.3389/fpsyg.2021.630609

Zhao, H., Alexander, P. A., & Sun, Y. (2021). Relational reasoning’s contributions to mathematical thinking and performance in Chinese elementary and middle-school students. Journal of Educational Psychology. 113(2), 279-303. https://doi.org/10.1037/edu0000595

Kavousi, S., Miller, P., & Alexander, P. A. (2020). The role of metacognition in the first-year design lab. Educational Technology Research and Development, 68, 3471-3494. https://doi.org/10.1007/s11423-020-09848-4

Kavousi, S., Miller, P., & Alexander, P. A. (2020). Modeling metacognition in design thinking and design making. International Journal of Technology and Design Education, 30, 709-735 https://doi.org/10.1007/s10798-019-09521-9

Hattan, C., & Alexander, P. A. (2020). Prior knowledge activation in elementary classroom discourse. Reading and Writing, 33, 1617-1647. https://doi.org/10.1007/s11145-020-10022-8

Alexander, P. A. (2020) Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6-23. https://doi.org/10.3102/0034654319854352

Grossnickle Peterson, E., & Alexander, P. A. (2020). Navigating print and digital sources: Students’ selection, use, and integration of multiple sources across mediums. Journal of Experimental Education, 88(1), 27-46. https://doi: 10.1080/00220973.2018.1496058