Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? - J. Elizabeth Richey; Bruce M. McLaren; Miguel Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Ryan S. Baker 001; Jon R. Star (AIED (1), 2019)

More confusion and frustration, better learning: The impact of erroneous examples. - J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Juliana Ma. Alexandra L. Andres; Jon R. Star; Ryan S. Baker 001; Bruce M. McLaren (Comput. Educ., 2019)

Teaching for Improved Procedural Flexibility in Mathematics. - Jon R. Star; Bethany Rittle-Johnson; Kelley Durkin; Mason Shero; Jessica Sommer (ICLS, 2020)

A complicated relationship: Examining the relationship between flexible strategy use and accuracy. - Jeannette Garcia Coppersmith; Jon R. Star (J. Numer. Cogn., 2022)

Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons. - Xiujie Yang; Jon R. Star; Xiangyi Zhu; Rong Wang; Yan Zhang; Jiajin Tong; Zhonghui He (Cogn. Process., 2024)