Refereed Journal Articles


List, A., Alexander, P. A., & Stephens, L. A. (in press).  Trust but verify: Examining the association between students' sourcing behaviors and ratings of text trustworthiness. Discourse Processes.

Singer, L., & Alexander, P. A. (in press). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education.

Alexander, P. A. (2016). Relational thinking and relational reasoning: Harnessing the power of patterning. npj Science of Learning, 1. doi:10.1038/npjscilearn.2016.4. Retrieved from

Alexander, P. A., Dumas, D., Grossnickle, E. M., List, A., & Firetto, C. M. (2016).  Measuring relational reasoning. Journal of Experimental Education, 84, 119-151. doi: 10.1080/00220973.2014.963216

Alexander, P. A., Singer, L., Jablansky, S., & Hattan, C. (2016). Relational reasoning in word and in figure. Journal of Educational Psychology, 108, 1140-1152.

Baggetta, P., & Alexander, P. A. (2016). Conceptualization and operationalization of executive function. Mind, Brain and Education, 10, 10-33.

Dumas, D., & Alexander, P. A. (2016). Calibration of the Test of Relational Reasoning. Psychological Assessment, 28, 1303-1318.

Dumas, D., Schmidt, L. C., & Alexander, P. A. (2016). Predicting creative problem solving in engineering design. Thinking Skills and Creativity, 21, 50-66.

Grossnickle, E. M., Dumas, D., Alexander, P. A., & Baggetta, P. (2016). Individual differences in the process of relational reasoning. Learning and Instruction, 42, 141-159.

Jablansky, S., Alexander, P. A., Dumas, D., & Compton, V. (2016). Developmental differences in relational reasoning among primary and secondary school students. Journal of Educational Psychology, 108, 592-608.

Langdon, F. J., Alexander, P. A., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. Teaching and Teacher Education, 57, 150-160.

List, A., Grossnickle, E. M., & Alexander, P. A. (2016).  Profiling students’ multiple source use by question type.  Reading Psychology, 37, 753-797.

List, A., Grossnickle, E. M., & Alexander, P. A. (2016). Undergraduate students’ justifications for source selection in a digital academic context. Journal of Educational Computing Research. 54, 22-61.

Dinsmore, D. L., & Alexander, P. A. (2015). A multidimensional investigation of deep-level and surface-level processing. Journal of Experimental Education. doi: 10.1080/00220973.2014.979126

Dinsmore, D. L., Loughlin, S. M., Parkinson, M. M. & Alexander, P. A. (2015). The effects of persuasive and expository text on metacognitive monitoring and control.  Learning and Individual Differences, 38, 54-60.

Grossnickle, E. M., List, A., & Alexander, P. A. (2015). Elementary-school and middle-school students’ conceptions of knowledge, information, and truth, Journal of Experimental Education, 83, 469-494.  doi: 10.1080/00220973.2014.919571

Hattan, C., Singer, L., Loughlin, S. M., & Alexander, P. A., (2015). Prior knowledge activation in design and in practice. Literacy research: Theory, method, and practice, 64, 478-497.

Loughlin, S. M., Grossnickle, E. M., Dinsmore, D. L., & Alexander, P. A. (2015).  “Reading” paintings: Evidence for trans-symbolic and symbol-specific comprehension processes. Cognition and Instruction, 33, 257-293.

Baggetta, P., & Alexander, P. A. (2014). Tactical understanding of high school rugby players. Sport, Exercise, and Performance Psychology, 3, 163-176.

Chiu, S., & Alexander, P. A. (2014). Young children's analogical reasoning: The role of immediate feedback. Journal of Psychoeducational Assessment, 32, 417-428.

Dumas, D., Alexander, P. A., Baker, L. M., Jablansky, S., & Dunbar, K. M. (2014). Relational reasoning in medical education: Patterns in discourse and diagnosis. Journal of Educational Psychology, 106(4), 1021-1035.

Langdon, F. J., Alexander, P. A., Ryder, A., & Baggetta, P. (2014). A national survey of induction and mentoring:  How it is perceived within communities of practice. Teaching and Teacher Education. 44, 92-105.

Sanders-Reio, J., Alexander, P. A., Reio, T. G, Jr., & Newman, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, writing apprehension, and writing performance? Learning and Instruction, 33, 1-11.

Alexander, P. A. (2013). In praise of (reasoned and reasonable) speculation: A response to Robinson et al.'s moratorium on recommendations for practice. Educational Psychology Review, 25(2), 303-308.

Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24, 499-567.

Dumas, D., Alexander, P. A., & Grossnickle, E. M. (2013). Relational reasoning and its manifestations in the educational context: A systematic review of the literature. Educational Psychology Review, 25, 391-427.

Alexander, P. A., & the Disciplined Reading and Learning Research Laboratory (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47(4), 1-22. doi: 10.1080/00461520.2012.722511

Alexander, P. A., Winters, F. I., Loughlin, S. M., & Grossnickle, E. M. (2012). Students' conceptions of knowledge, information, and truth. Learning and Instruction, 22, 1-15. DOI: 10.1016/j.learninstruc.2011.05.004

Langdon, F., Dinsmore, D. L., & Alexander, P. A. (2012). Uncovering perceptions of the induction and mentoring experience: developing a measure that work. Teacher Development, 16, 399-414.

Murphy, P. K., Alexander, P. A., Greene, J. A., & Hennessey, M. N. (2012). Exploring epistemic frames in conceptual change research. Asia Pacific Education Review. 13, 475-486. doi: 10.1007/s12564-011-9199-0