Research Terms
Education Educational Psychology Educational Measurement Learning
Keywords
Cognitive Development Learning From Text Metacognitive Development Strategic Processing Studying Transfer Of Knowledge
Books
Dinsmore, D. L. (2018). Strategic processing in education. New York: Routledge.
Fives, H., & Dinsmore, D. L. (Eds.) (in press). The Model of Domain Learning: Understanding the development of expertise. New York: Routledge (expected 2018).
Chapters in Edited Volumes
Dinsmore, D. L., Hattan, C., & List, A. (in press). A meta-analysis of strategy use and performance in the Model of Domain Learning. In H. Fives & D. L. Dinsmore (Eds.), The Model of Domain Learning: Understanding the development of expertise. New York: Routledge (expected 2018).
Dinsmore, D. L., Grossnickle, E. M., & Dumas, D. (2016). Learning to study strategically. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of Research on Learning and Teaching: Second Edition (pp. 207-232). New York: Routledge.
Dinsmore, D. L., & Wilson, H. E. (2016). Student participation in assessment: Does it influence self-regulation? In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Factors in Assessment (pp. 145-168). New York: Routledge.
Fox, E., & Dinsmore, D. L. (2016). Teacher influences on the development of students’ personal interest in academic domains. In K. Wentzel and G. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts (pp. 143-157). New York: Routledge.
Alexander, P. A., Dinsmore, D. L., Fox, W. E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M., & Winters, F. I. (2011). Higher-order thinking and knowledge: Domain-general and domain-specific trends and future directions. In G. Schraw (Ed.), Assessment of higher order thinking skills. Charlotte, NC: Information Age Publishers.
Alexander, P. A., Dinsmore, D. L., Parkinson, M. M., & Winters, F. I. (2011). Self-regulated learning in academic domains. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.
Special Issue Editorships
Refereed Journal Articles
Dinsmore, D. L., & Zoellner, B. P. (in press). The relation between cognitive and metacognitive strategic processing during science simulations. British Journal of Educational Psychology. doi: 10.1111/bjep.12177
Parkinson, M. M., & Dinsmore, D. L. (in press). Investigating the relations between high school students’ depth of processing and metacognitive strategy use. British Journal of Educational Psychology. doi: 10.1111/bjep.12176
Dinsmore, D. L. (2017). Examining the ontological and epistemic assumptions of research on metacognition, self-regulation, and self-regulated learning. Educational Psychology. doi: 10.1080/01443410.2017.1333575
Dinsmore, D. L. (2017). Towards a dynamic, multidimensional model of strategic processing. [Special Issue on Learning in Higher Education] Educational Psychology Review, 29, 235-268. doi: 10.1007/s10648-017-9407-5
Dinsmore, D. L., & Alexander, P. A. (2016). A multidimensional investigation of deep-level and surface-level processing. Journal of Experimental Education, 84, 213-244. doi: 10.1080/00220973.2014.979126
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. doi: 10.1080/07370008.2015.1076822
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. doi: 10.1016/j.lindif.2015.01009
Dinsmore, D. L., & Parkinson, M. M. (2013). What are confidence judgments made of? Students’ explanations for their confidence ratings and what that means for calibration. [Special Issue on Calibrating calibration: Creating conceptual clarity to guide measurement and calibration] Learning and Instruction, 24, 4-14. doi: 10.1016/j.learninstruc.2012.06.001
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. doi: 10.1007/s10648-012-9198-7
Langdon, F. J., Alexander, P. A., Dinsmore, D.L., & Rideout, A. (2012). Uncovering perceptions of the induction and mentoring experience: Developing a measure that works. Teacher Development, 16, 399-414. doi: 10.1080/13664530.2012.722328
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. doi: 10.1080/00461520.2012.722511
Fox, E., Dinsmore, D. L., & Alexander, P. A. (2010). Reading competence, interest, and reading goals in three gifted young adolescent readers. [Special Issue on Motivation and giftedness] High Ability Studies, 21, 165-178. doi: 10.1080/13598139.2010.525340
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. [Special Issue on Metacognition, self-regulation, and self-regulated learning: Historical roots and contemporary manifestations] Educational Psychology Review, 20, 391-409. doi: 10.1007/s10648-008-9083-6
Contemporary Educational Psychology, Board of Advisors; 2011 - present
European Association for Research on Learning and Instruction, Member; 2009 - present
American Educational Research Association, Member; 2007 - present
