| Do illustrations help or harm metacomprehension accuracy? AJ Jaeger, J Wiley Learning and Instruction 34, 58-73, 2014 | 142 | 2014 |
| 25 The Individual Differences in Working Memory Capacity Principle in Multimedia Learning J Wiley, CA Sanchez, AJ Jaeger Cambridge Multimedia Handbook, 598-619, 2014 | 77 | 2014 |
| Improving metacomprehension accuracy in an undergraduate course context. J Wiley, TD Griffin, AJ Jaeger, AF Jarosz, PJ Cushen, KW Thiede Journal of Experimental Psychology: Applied 22 (4), 393, 2016 | 73 | 2016 |
| If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment CA Sanchez, AJ Jaeger Psychonomic bulletin & review 22, 206-211, 2015 | 55 | 2015 |
| Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science J Wiley, P Hastings, D Blaum, AJ Jaeger, S Hughes, P Wallace, TD Griffin, ... International Journal of Artificial Intelligence in Education 27, 758-790, 2017 | 50 | 2017 |
| Reading an analogy can cause the illusion of comprehension AJ Jaeger, J Wiley Discourse Processes 52 (5-6), 376-405, 2015 | 49 | 2015 |
| Sketching and summarizing to reduce memory for seductive details in science text. AJ Jaeger, MN Velazquez, A Dawdanow, TF Shipley Journal of Educational Psychology 110 (7), 899, 2018 | 36 | 2018 |
| Minecraft as a block building approach for developing spatial skills C Carbonell-Carrera, AJ Jaeger, JL Saorín, D Melián, ... Entertainment Computing 38, 100427, 2021 | 29 | 2021 |
| Clarifying readers’ goals for learning from expository science texts J Wiley, IK Ash, CA Sanchez, A Jaeger Text relevance and learning from text, 353-374, 2011 | 29* | 2011 |
| Effects of instructional conditions on comprehension from multiple sources in history and science J Wiley, AJ Jaeger, TD Griffin Handbook of multiple source use, 341-361, 2018 | 27 | 2018 |
| When, and for whom, analogies help: The role of spatial skills and interleaved presentation. AJ Jaeger, AR Taylor, J Wiley Journal of Educational Psychology 108 (8), 1121, 2016 | 26 | 2016 |
| The roles of working memory and cognitive load in geoscience learning AJ Jaeger, TF Shipley, SJ Reynolds Journal of Geoscience Education 65 (4), 506-518, 2017 | 24 | 2017 |
| Leveling the playing field: Grounding learning with embedded simulations in geoscience AJ Jaeger, J Wiley, T Moher Cognitive Research: Principles and Implications 1, 1-14, 2016 | 24 | 2016 |
| Inconsistent operations: A weapon of math disruption AF Jarosz, AJ Jaeger Applied Cognitive Psychology 33 (1), 124-138, 2019 | 22 | 2019 |
| 2D cartography training: has the time come for a paradigm shift? C Carbonell-Carrera, AJ Jaeger, TF Shipley ISPRS International Journal of Geo-Information 7 (5), 197, 2018 | 22 | 2018 |
| Spatial and temporal embedding for science inquiry: An empirical study of student learning T Moher, J Wiley, A Jaegar, BL Silva, F Novellis, D Kilb International Society of the Learning Sciences (ISLS), 2010 | 20 | 2010 |
| When analogies harm: The effects of analogies on metacomprehension J Wiley, AJ Jaeger, AR Taylor, TD Griffin Learning and Instruction 55, 113-123, 2018 | 18 | 2018 |
| When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning AJ Jaeger, JA Marzano, TF Shipley Applied Cognitive Psychology 34 (4), 844-861, 2020 | 17 | 2020 |
| Research on cognitive domain in geoscience learning: Temporal and spatial reasoning K Ryker, AJ Jaeger, S Brande, M Guereque, J Libarkin, TF Shipley | 13 | 2018 |
| What Does the Punched Holes Task Measure? AJ Jaeger University of Illinois at Chicago, 2015 | 9 | 2015 |
Thomas F. ShipleyTemple UniversityVerified email at temple.edu