Fostering metaphorical creativity using computational metaphor identification. - Eric P. S. Baumer; Bill Tomlinson; Lindsey E. Richland; Janice Hansen (Creativity & Cognition, 2009)

The role of comparison in structure learning: Developmental, learning science, and computational perspectives. - Stella Christie; Dedre Gentner; Mutsumi Imai; Etsuko Haryu; Hiroyuki Okada; Ji Y. Son; James W. Stigler; Leonidas A. A. Doumas; Robert G. Morrison; Lindsey E. Richland (CogSci, 2012)

The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices. - Natalie A. Tran; Stephanie Schneider; Lauren Duran; AnneMarie Conley; Lindsey E. Richland; Margaret Burchinal; Teomara Rutherford; Melissa Kibrick; Keara Osborne; Andrew Coulson; Fran Antenore; Abby Daniels; et al. (Comput. Hum. Behav., 2012)

Visual Support for Instructional Analogy: Context Matters. - Kreshnik Begolli; Lindsey E. Richland (CogSci, 2013)

The Language of Everyday Verbal Analogies. - Lindsey E. Richland; Justin Richland (CogSci, 2013)

The Role of Executive Functions for Structure-Mapping in Mathematics. - Kreshnik Begolli; Lindsey E. Richland; Susanne M. Jaeggi (CogSci, 2015)

The Effects of Gender Stereotypes for Structure Mapping in Mathematics. - Kreshnik Begolli; Brooke Herd; Hannah Sayonno; Susanne M. Jaeggi; Lindsey E. Richland (CogSci, 2016)

Children's spontaneous comparisons from 26 to 58 months predict performance in verbal and non-verbal analogy tests in 6th grade. - Catriona Silvey; Dedre Gentner; Lindsey E. Richland; Susan Goldin-Meadow (CogSci, 2017)

Relational Categories: Why they're Important and How they are Learned. - Dedre Gentner; Nina Simms; Kenneth J. Kurtz; Garrett Honke; Sean Snoddy; Kenneth D. Forbus; Lindsey E. Richland; Bryan J. Matlen; Emily McLaughlin Lyons; Ellen C. Klostermann (CogSci, 2018)

Cognition under Pressure: Relationships between Anxiety, Executive Functions, and Mathematics. - Emily McLaughlin Lyons; Lindsey E. Richland; Priti Shah; Amira Ibrahiam; Marci S. DeCaro; David B. Bellinger; Patricia Ralston; Susanne M. Jaeggi (CogSci, 2018)

Impact and Prevalence of Diagrammatic Supports in Mathematics Classrooms. - Bryan J. Matlen; Lindsey E. Richland; Ellen C. Klostermann; Emily McLaughlin Lyons (Diagrams, 2018)

Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson. - Emily McLaughlin Lyons; Nina Simms; Kreshnik Begolli; Lindsey E. Richland (Cogn. Sci., 2018)

Looking Patterns during Analogical Reasoning: Generalizable or Task-Specific? - Katharine F. Guarino; Robert G. Morrison; Lindsey E. Richland; Elizabeth Wakefield (CogSci, 2019)

Generating Relations Elicits a Relational Mindset in Children. - Nina Simms; Lindsey E. Richland (Cogn. Sci., 2019)

Paradoxical Gender Gaps in Mathematics Achievement: Pressure as a key. - Emily McLaughlin Lyons; Almaz Mesghina; Lindsey E. Richland (CogSci, 2020)

Relations between the Home and Cognitive Development in Nicaraguan Children. - Elayne Vollman; Lindsey E. Richland (CogSci, 2020)

Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design. - Joseph T. Wong; Edward Chen; Natalie Au-Yeung; Bella S. Lerner; Lindsey Engle Richland (Educ. Inf. Technol., 2024)

Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students' Knowledge Outcomes, Self-Regulation, and Critical Thinking. - Joseph T. Wong; Lindsey Engle Richland; Bradley S. Hughes (Technol. Knowl. Learn., 2025)