For copies of any of these publications, please email and we will be happy to send you a PDF.

Key Topics: curiosity, spatial thinking, relational reasoning, source selection, parent and student beliefs, STEM 



Peterson, E. G., Kolvoord, R., Uttal, D. H., & Green, A. (2020). High school students’ experiences with Geographic Information Systems and factors predicting enrollment in the Geospatial Semester. Journal of Geography. Link1 Link2Download

 Peterson, E. G., Weinberger, A. B., Uttal, D. H., Kolvoord, B., & Green, A. E. (2020). Spatial activity participation in childhood and adolescence: Consistency and relations to spatial thinking in adolescence. Cognitive Research: Principles and Implications, 5(43). Link. Download.

Peterson, E. G. (2020). Supporting curiosity in schools and classrooms. Current Opinion in Behavioral Sciences, 35, 7-13. LinkDownload.


Muenks, K. M., Peterson, E. G., Kolvoord, R., Green, A., & Uttal, D. (2020). Parents’ beliefs about high school students’ spatial abilities: Gender differences and associations with parent encouragement to pursue a STEM career and students’ STEM career intentions. Sex Roles, 82, 570–583. Link. Download.

Peterson, E. G., & Alexander, P. A. (2020). Navigating print and digital sources: Students’ selection, use, and integration of multiple sources across print and digital mediums. Journal of Experimental Education, 88(1), 27-46. Link. Download.


Peterson, E. G., & Cohen, J. (2019). A case for domain-specific curiosity in mathematics. Educational Psychology Review, 31(4), 807-832. Link.

Peterson, E. G., & Hidi, S. (2019). Curiosity and interest: Current perspectives [Introduction to special issue]. Educational Psychology Review, 31(4), 781-788. Link.


List, A., Peterson, E. G., Loyens, S. M. M., & Alexander, P. A. (in press). The role of educational context in students’ beliefs about knowledge, information, and truth. European Journal of Psychology of Education. Link.


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

Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23-60. Link.

Alexander, P. A., Dumas, D., Grossnickle, E. M., List, A., & Firetto, C. (2016). Measuring relational reasoning. Journal of Experimental Education, 84(1), 119-151. Link.

List, A., Grossnickle, E. M., & Alexander, P. A. (2016). Profiling students’ multiple source use by question type. Reading Psychology, 37(5), 753-797. Link.

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(1), 22-61. Link.

2015 & Prior

Loughlin, S. M., Grossnickle, E. M., Alexander, P. A., Dinsmore, D. L., Fox, E. (2015). “Reading” paintings: Evidence for trans-symbolic and symbol-specific comprehension processes.  Cognition and Instruction, 33(3), 257-293. Link.

Grossnickle, E. M., List, A., & Alexander, P. A. (2014). Elementary- and middle-school students’ beliefs about knowledge, information, and truth. Journal of Experimental Education. doi: 10.1080/00220973.2014.919571 Link.

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. Link.

Alexander, P. A., & the Disciplined Reading and Learning Research Laboratory. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47, 259-280. Link.

Alexander, P. A., Winters, F. I., Loughlin, S. M., & Grossnickle, E. M. (2012). Students’ conceptions of knowledge, information, and truth. Learning and Instruction, 62, 1-15. Link.