PhD, Human Development, University of Maryland, College Park, 2005

Cromley, J. G., & Chen, R. (Accepted/In press). Instructional Support for Visual Displays: An Updated Literature Review. Technology, Knowledge and Learning.  link >

Cromley, J. G., Chen, R., & Lawrence, L. E. M. (2023). Meta-Analysis of STEM Learning Using Virtual Reality: Benefits Across the Board. Journal of Science Education and Technology, 32(3), 355-364.  link >

Cromley, J., Mirabelli, J. F., & Jensen, K. (2023). The Stressors for Doctoral Students Questionnaire: Year 2 of an RFE Project on Understanding Graduate Engineering Student Well-Being and Retention. ASEE Annual Conference and Exposition, Conference Proceedings.

Dai, T., Du, Y., Cromley, J., Fechter, T., & Nelson, F. (Accepted/In press). Analytic Approaches to Handle Missing Data in Simple Matrix Sampling Planned Missing Designs. Journal of Experimental Education.  link >

Hoang, T. M. H., Neville, H. A., Cromley, J. G., & Dai, T. (Accepted/In press). Construction and Validation of the Racially Biased Reasoning Scale: A Measure of Beliefs About Police Interactions With People of Color. Cultural Diversity and Ethnic Minority Psychology.  link >

Mirabelli, J. F., Jensen, K., Cromley, J., & Vohra, S. R. (2023). Conducting the cognitive interview: Sharing experiences and insight from two think-aloud studies. ASEE Annual Conference and Exposition, Conference Proceedings.

Mirabelli, J. F., Cromley, J., Jensen, K., Robbennolt, D., & Hart, A. (2023). Work in Progress: Exploring the Landscape of Stressors Experienced by Doctoral Engineering Students. ASEE Annual Conference and Exposition, Conference Proceedings.

Bergey, B. W., Cromley, J. G., Kaplan, A., & Bloxton, J. D. (2022). Do Students’ Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance? Journal of Experimental Education, 91(3), 411-430. Advance online publication.  link >

Cromley, J., Mirabelli, J. F., & Jensen, K. (2022). RFE: Understanding graduate engineering student well-being for prediction of retention: Year 1. ASEE Annual Conference and Exposition, Conference Proceedings.

Härtig, H., Bernholt, S., Fraser, N., Cromley, J. G., & Retelsdorf, J. (2022). Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model. International Journal of Science and Mathematics Education, 20, 17-41.  link >

Cromley, J. G., Dai, T., Fechter, T. S., Nelson, F. E., van Boekel, M., & Du, Y. (2021). Development of a tool to assess inference-making and reasoning in biology. Journal of Microbiology and Biology Education, 22(2), Article e00159-21.  link >

Cromley, J., & Kunze, A. (2021). Motivational Resilience during COVID-19 across At-Risk Undergraduates. Journal of Microbiology and Biology Education, 22(1).  link >

Cromley, J. G., Kunze, A. J., & Dane, A. P. (2021). Multi-text multi-modal reading processes and comprehension. Learning and Instruction, 71, Article 101413.  link >

Cromley, J. G., Dai, T., Fechter, T., Van Boekel, M., Nelson, F. E., & Dane, A. (2021). What Cognitive Interviewing Reveals about a New Measure of Undergraduate Biology Reasoning. Journal of Experimental Education, 89(1), 145-168.  link >

Fechter, T., Dai, T., Cromley, J. G., Nelson, F. E., Van Boekel, M., & Du, Y. (2021). Developing a Validity Argument for an Inference-Making and Reasoning Measure for Use in Higher Education. Frontiers in Education, 6, Article 727539.  link >

Kunze, A., & Cromley, J. G. (2021). Deciding on drawing: the topic matters when using drawing as a science learning strategy. International Journal of Science Education, 43(4), 624-640.  link >

Mara, K. R., Kaplan, A., Balsai, M. J., Cromley, J. G., Perez, T., & Dai, T. (2021). How instructors can enhance biology students' motivation, learning, and grades through brief relevance writing and worked-example interventions. Journal of Microbiology and Biology Education, 22(2), Article e0011021.  link >

Cromley, J. G. (2020). Analyzing Strategic Processing: Pros and Cons of Different Methods. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of Strategies and Strategic Processing (pp. 393-405). Routledge.  link >

Cromley, J. G., Perez, T., Kaplan, A., Dai, T., KyleMara, & Balsai, M. J. (2020). Combined Cognitive–Motivational Modules Delivered via an LMS Increase Undergraduate Biology Grades. Technology, Mind, and Behavior, 1(2).  link >

Cromley, J. G., Du, Y., & Dane, A. P. (2020). Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing? Journal of Science Education and Technology, 29(2), 216-229.  link >

Cromley, J. G. (2020). Learning from Multiple Representations: Roles of Task Interventions and Individual Differences. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.), Handbook of Learning from Multiple Representations and Perspectives (pp. 62-75). (Educational Psychology Handbook). Routledge.  link >

Cromley, J. G., & Kunze, A. J. (2020). Metacognition in education: Translational research. Translational Issues in Psychological Science, 6(1), 15-20.  link >

Cromley, J. G., Ma, S., Van Boekel, M., & Parpucu Dane, A. (2020). Pickup of Causal Language and Inference During and After Reading Scientific Text. Reading Psychology, 41(3), 157-182.  link >

Kaplan, A., Cromley, J., Perez, T., Dai, T., Mara, K., & Balsai, M. (2020). The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice”. Educational Researcher, 49(4), 285-288.  link >

Woods, S. C., Cromley, J. G., & Hackmann, D. G. (2020). Relationships between the middle school concept and student demographics. Journal of Educational Administration, 58(3), 265-281.  link >

Kimber, O., Cromley, J. G., & Molnar-Kimber, K. L. (2019). Let your ideas flow: Using flowcharts to convey methods and implications of the results in laboratory exercises, articles, posters, and slide presentations. Journal of Microbiology and Biology Education, 19(1), Article 1477.  link >

Perez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., White, A. C., Mara, K. R., & Balsai, M. J. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72, 26-38.  link >

Cromley, J. G., & Mara, K. (2018). Comparing and contrasting within diagrams: An effective study strategy. In G. Stapleton, F. Bellucci, A. Moktefi, P. Chapman, & S. Perez-Kriz (Eds.), Diagrammatic Representation and Inference - 10th International Conference, Diagrams 2018, Proceedings (pp. 492-499). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10871 LNAI). Springer.  link >

Cromley, J. G. (2018). Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension. Learning and Instruction, 57, 1-4.  link >

Cromley, J. G., & Lawrence, L. E. M. (2018). Multimedia simulations that foster transfer: Findings from a review of the literature. In R. Zheng (Ed.), Strategies for Deep Learning with Digital Technology: Theories and Practices in Education (pp. 93-110). Nova Science Publishers, Inc..

de Oliveira, D. W. D., Lages, F. S., Paiva, S. M., Cromley, J. G., Robinson, P. G., & Cota, L. O. M. (2018). Cross-Cultural Adaptation Of The Brazilian Version Of The Dentine Hypersensitivity Experience Questionnaire (Dheq-15). Brazilian Oral Research, 32, 1-10.  link >

Mendenhall, R., Cross, K. J., Amos, J. R., Clancy, K. B. H., Imoukhuede, P. U. II., & Cromley, J. G. (2018). Intersecting identities of women in engineering. ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June.  link >

Schunn, C. D., Newcombe, N. S., Alfieri, L., Cromley, J. G., Massey, C., & Merlino, J. F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32(2), 225-240.  link >

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley, T. F., & Zahner, W. (2017). Relation of Spatial Skills to Calculus Proficiency: A Brief Report. Mathematical Thinking and Learning, 19(1), 55-68.  link >

Zahner, W., Dai, T., Cromley, J. G., Wills, T. W., Booth, J. L., Shipley, T. F., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal? Learning and Instruction, 49, 131-141.  link >

Chang, B. L., Cromley, J. G., & Tran, N. (2016). Coordinating Multiple Representations in a Reform Calculus Textbook. International Journal of Science and Mathematics Education, 14(8), 1475-1497.  link >

Corso, H. V., Cromley, J. G., Sperb, T., & Salles, J. F. (2016). Modeling the relationship among reading comprehension, intelligence, socioeconomic status, and neuropsychological functions: The mediating role of executive functions. Psychology and Neuroscience, 9(1), 32-45.  link >

Cromley, J. G., & Wills, T. W. (2016). Flexible strategy use by students who learn much versus little from text: Transitions within think-aloud protocols. Journal of Research in Reading, 39(1), 50-71.  link >

Cromley, J. G., Weisberg, S. M., Dai, T., Newcombe, N. S., Schunn, C. D., Massey, C., & Merlino, F. J. (2016). Improving Middle School Science Learning Using Diagrammatic Reasoning. Science Education, 100(6), 1184-1213.  link >

Cromley, J. G., Perez, T., & Dai, T. (2016). Teaching Introductory Statistics: Incorporating Motivation Principles. In M. C. Smith, & N. DeFrates-Densch (Eds.), Challenges and Innovations in Educational Psychology Teaching and Learning Information Age Publishing Inc..

Miller, B. W., Cromley, J. G., & Newcombe, N. S. (2016). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. Journal of Computer Assisted Learning, 32(4), 374-390.  link >

Bergey, B. W., Cromley, J. G., & Newcombe, N. S. (2015). Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill. International Journal of Science Education, 37(15), 2476-2502.  link >

Bergey, B. W., Cromley, J. G., Kirchgessner, M. L., & Newcombe, N. S. (2015). Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. British Journal of Educational Psychology, 85(1), 59-74.  link >

Cromley, J. G., Perez, T., & Kaplan, A. (2015). Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 4-11.  link >

Kanno, Y., & Cromley, J. G. (2015). English language learners' pathways to four-year colleges. Teachers College Record, 117(12), Article 18155.

Morden-Snipper, D. R., Dai, T., Booth, J. L., Chang, B. L., Cromley, J. G., & Newcombe, N. S. (2015). Cognitive Factors and Representation Strategies in Sketching Math Diagrams. In D. C. Noelle, R. Dale, A. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015 (pp. 1637-1642). (Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015). The Cognitive Science Society.

Perez, T., Bergey, B. W., Dai, T., & Cromley, J. G. (2015). Educational Psychology. In R. L. Cautin, & S. O. Lilienfeld (Eds.), The Encyclopedia of Clinical Psychology (pp. 1-6). John Wiley & Sons, Ltd..  link >

Booth, J. L., Chang, B. L., Cromley, J. G., Shipley, T. F., & Wills, T. (2014). Calculus Expertise and Strategy Use when Comparing Multiple Representations. In Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014 (pp. 1935-1939). (Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014). The Cognitive Science Society.

Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233-247.  link >

Dai, T., & Cromley, J. G. (2014). The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262-274.  link >

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329.  link >

Wills, T., Shipley, T. F., Chang, B. L., Cromley, J. G., & Booth, J. L. (2014). What Gaze Data Reveal About Coordinating Multiple Mathematical Representations. In Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014 (pp. 3113-3118). (Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014). The Cognitive Science Society.

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M. N., & Agbenyega, E. T. B. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors. Contemporary Educational Psychology, 38(3), 247-258.  link >

Cromley, J. G., Bergey, B. W., Fitzhugh, S., Newcombe, N., Wills, T. W., Shipley, T. F., & Tanaka, J. C. (2013). Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning. Learning and Instruction, 26, 45-58.  link >

Cromley, J. G., Perez, T. C., Fitzhugh, S. L., Newcombe, N. S., Wills, T. W., & Tanaka, J. C. (2013). Improving students diagram comprehension with classroom instruction. Journal of Experimental Education, 81(4), 511-537.  link >

Kanno, Y., & Cromley, J. G. (2013). English Language Learners' Access to and Attainment in Postsecondary Education. TESOL Quarterly, 47(1), 89-121.  link >

Bernacki, M. L., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148-161.  link >

Cromley, J. G., & Byrnes, J. P. (2012). Instruction and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(5), 545-553.  link >

Cromley, J., & Azevedo, R. (2011). Measuring strategy use in context with multiple-choice items. Metacognition and Learning, 6(2), 155-177.  link >

Hindman, A. H., Cromley, J. G., Skibbe, L. E., & Miller, A. L. (2011). Conventional and piecewise growth modeling techniques: Applications and implications for investigating head start children's early literacy learning. Evaluation Review, 35(3), 204-239.  link >

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35(1), 59-74.  link >

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension. Journal of Educational Psychology, 102(3), 687-700.  link >

Cromley, J. G., & Azevedo, R. (2009). Locating information within extended hypermedia. Educational Technology Research and Development, 57(3), 287-313.  link >

Cromley, J. G. (2009). Reading achievement and science proficiency: International comparisons from the programme on international student assessment. Reading Psychology, 30(2), 89-118.  link >

Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72.  link >

Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325.  link >

Azevedo, R., Greene, J. A., Moos, D. C., Winters, F. I., Godbole-Chaudhuri, P., & Cromley, J. G. (2006). Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia? In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 16-22). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 1).

Cromley, J. G., & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning, 1(3), 229-247.  link >

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33(5-6), 381-412.  link >

Azevedo, R., Moos, D., Winters, F., Greene, J., Cromley, J., Olson, E., & Godbole Chaudhuri, P. (2005). Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia? In C-K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology (pp. 41-48). (Frontiers in Artificial Intelligence and Applications; Vol. 125). IOS Press BV.

Cromley, J., Azevedo, R., & Olson, E. (2005). Self-Regulation of Learning with Multiple Representations in Hypermedia. In C-K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology (pp. 184-191). (Frontiers in Artificial Intelligence and Applications; Vol. 125). IOS Press BV.

Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes, 40(2), 83-113.  link >

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370.  link >

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.  link >

Cromley, J. (1992). Some lessons learned from using participatory methods in asbestos worker training. American Journal of Industrial Medicine, 22(5), 781-784.  link >

CI 550: Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

EPOL 550: Methods of Educational Inquiry (EPOL 550) Same as CI 550, EPSY 550, and SPED 550. See CI 550.

EPSY 403: Research Methods in Learning Sciences (EPSY 403) This course is an introduction to conducting research in the learning sciences, including how to use theory as a guide to conducting literature reviews and formulating research questions. The course introduces quantitative and qualitative research design, data collection and analysis, and other aspects of research relevant to learning, teaching, and other topics relevant to education. A secondary goal is to better understand research reported in the primary literature as well as in the news media. Assignments will include evaluating research papers and writing a research proposal.

EPSY 456: Human Performance and Cognition in Context (EPSY 456) Theories and findings from cognitive science and related disciplines concerning human information processing mechanisms and capacities are covered, with an emphasis on how understanding people's perceptual and cognitive strengths and limitations can inform decisions about teaching/training strategies and designing technological environments to suit people's needs and abilities.

EPSY 550: Methods of Educational Inquiry (EPSY 550) Same as CI 550, ERAM 550, and SPED 550. See CI 550.

EPSY 580: Statistical Inference in Education (EPSY 580) Intermediate statistical methods in education; includes probability theory, distribution theory, interval estimation, hypothesis testing, regression and correlational analysis, and analysis of variance.

EPSY 590: Advanced Seminar in Educational Psychology (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.

SPED 550: Methods of Educational Inquiry (SPED 550) Same as CI 550, EPSY 550, and ERAM 550. See CI 550.