This is a partial list of publications.  If you would like
a complete list, please contact me.
<UL>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/MandC2006.pdf">
Catrambone, R., Craig, D. L.,  & Nersessian, N. J. (2006).  The
role of perceptually represented structure in analogical problem solving.
<i>Memory &amp; Cognition, 34</i> (5), 1126-1132.</A>
<p>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/CatramboneandYuasa2006.pdf">
Catrambone, R., & Yuasa, M. (2006).  Acquisition of procedures:  The 
effects of example elaborations and active learning exercises.  <i>Learning 
and Instruction, 16</i> (2), 139-153.</A>
<p>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/GerjetsScheiterandCatrambone2006.pdf">
Gerjets, P., Scheiter, K., & Catrambone, R. (2006).  Can learning 
from molar and modular worked examples be enhanced by providing 
instructional explanations and prompting self-explanations.  <i>Learning 
and Instruction, 16</i> (2), 104-121.</A>
<p>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/ScheiterGerjetsandCatrambone2006.p
df">
Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Making the 
Abstract Concrete: Visualizing Mathematical Solution Procedures.  
<i>Computers in Human Behavior, 22,</i>, 9-25.</A>
<p>
<LI>Catrambone, R., Stasko, J., &  Xiao, J (2004).  ECA     
user interface paradigm:  Experimental findings within a
framework for research.  In C. Pelachaud & Z. Ruttkay (Eds.),
<I>From brows to trust:  Evaluating embodied conversational agents</I>
(pp. 239-267).  Kluwer Academic/Plenum Publishers, New York.
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/instsci2004.pdf">
Gerjets, P., Scheiter, K., & Catrambone, R. (2004).  Designing 
instructional examples to reduce intrinsic cognitive load:  Molar versus 
modular presentation of solution procedures.  <i>Instructional Science, 
32,</i>  33-58.</A>
<p>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/jofedpsy2003.pdf">
Atkinson, R.K., Catrambone, R., & Merrill, M.M. (2003).  Aiding 
transfer in statistics:  Examining the use of conceptual equations and 
elaborations during subgoal learning.  <i>Journal of Educational Psychology, 
95</i> (4), 762-773.</A>
<p>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/McCrickardetal2003.pdf">
McCrickard, D. S., Catrambone, R., Chewar, C., & Stasko, J. (2003).  
Establishing tradeoffs that leverage attention for utility:  Empirically 
evaluating information display in notification systems.  <i>International 
Journal of Human-Computer Studies, 58</I>(5), 547-582.</A>
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/ijhci2003.pdf">
Sukel, K.E., Catrambone, R., Essa, I., & Brostow, G. (2003).  
Presenting movement in a computer-based dance tutor.  <i>International 
Journal of Human-Computer Interaction, 15</I>(3), 433-452.</A>
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/jeplmc2002.pdf">
Catrambone, R. (2002).  The effects of surface and structural 
feature matches on the access of story analogs.  <i>Journal of Experimental 
Psychology:  Learning, Memory, and Cognition, 28</I> (2), 318-334.</A>
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/hf2002.pdf">
Catrambone, R., & Seay, A.F. (2002).  Using animation to help students
learn computer algorithms.  <i>Human Factors, 44</I> (3), 495-511.</A>
<P>
<LI>Stasko, J., Catrambone, R., Guzdial, M., & McDonald, K. (2000).
An evaluation of space-filling information visualizations for depicting
hierarchical structures.  <i>International Journal of Human-Computer
Studies, 53</I>(5), 663-694.
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/companded1999.pdf">
Byrne, M.D., Catrambone, R., & Stasko, J.T. (1999).  Evaluating
animations as student aids in learning computer
algorithms.  <I>Computers & Education, 33,</I> 253-278.</A>
<P>
<LI>Ram, A., Catrambone, R., Guzdial, M.J., Kehoe, C.M., McCrickard, D.S.,
& Stasko, J. (1999).  PML:  Representing procedural domains for multimedia
presentations.  <I>IEEE Multimedia, 6</I>(2), 40-52.
<P>
<LI><A HREF="http://www.prism.gatech.edu/~rc7/jepg1998.pdf">
Catrambone, R. (1998). The subgoal learning model:  Creating better
examples so that students can solve novel problems.  
<I>Journal of Experimental Psychology: General, 127</I> (4), 355-376.</A> 
</UL>