Christian Schunn, Ph.D.

  • Professor, Department of Psychology, Learning Research and Development Center

Education & Training

  • PhD, Carnegie Mellon University

Research Interests

STEM learning & reasoning; Engagement; Peer learning; Neuroscience of complex learning.

Accepting Graduate Students


Representative Publications

Betancur, L., Votruba-Drzal, E., & Schunn, C. D. (2018). Socioeconomic gaps in science achievement. International Journal of STEM Education, 5, 38.

Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6), 798-810.

Schunn, C. D., Newcombe, N., Alfieri, L., Cromley, J., Massey, C., & Merlino, J. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32, 225-240.

Barstow, B., Fazio, L., Lippman, J., Falakmasir, M., Schunn, C., Ashley, K. (2017). The impacts of domain-general vs. domain-specific diagramming tools on writing. International Journal of Artificial Intelligence in Education, 27(4), 671-693.

Liu, A.S., & Schunn, C. D. (2017). Applying math onto mechanisms: mechanistic knowledge is associated with the use of formal mathematical strategies. Cognitive Research: Principles and Implications, 2(6).

Bathgate, M. E., & Schunn, C. D. (2017). The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education, 17, 2402-2432.

Zhang, F., Schunn, C. D., & Baikadi, A. (2017). Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer review. Instructional Science, 45(5), 679-707.

Patchan, M. M., Schunn, C. D., & Correnti, R. (2016). The nature of feedback: how feedback features affect students' implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098-1120.

Chan, J., & Schunn, C. D. (2015). The importance of iteration in creative conceptual combination. Cognition, 145, 104–115.

Chan, J., Dow, S. P., & Schunn, C. D. (2015). Do the best design ideas (really) come from conceptually distant sources of inspiration? Design Studies, 36, 31-58.

Moss, J., & Schunn, C. D. (2015). Comprehension through explanation as the interaction of the brain’s coherence and cognitive control networks. Frontiers in Human Neuroscience, 9(562).

Liu, A. S., Kallai, A. Y., Schunn, C. D., & Fiez, J. (2015). Using mental computation training to improve complex mathematical performance. Instructional Science, 43(4), 463-485.

Nelson, M. M., & Schunn, C. D. (2008). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science.

Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (2010). Problem solving and human expertise. In P. Peterson, E. Baker, and B. McGraw (Eds.) International Encyclopedia of Education, Volume 5 (pp. 265-272). Oxford: Elsevier.

Patchan, M. M., Schunn, C.D., & Clark, R. J. (2011). Writing in natural sciences: Understanding the effects of different types of reviewers on the writing process. Journal of Writing Research, 2(3), 365-393.

Kaufman, J. H., & Schunn, C. D. (2011). Students' perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387-406.

Chan, J., Fu, K., Schunn, C. D., Cagan, J., Wood, K., & Kotovsky, K. (2011). On the benefits and pitfalls of analogies for innovative design: Ideation performance based on analogical distance, commonness, and modality of examples. Journal of Mechanical Design, 133, 081004-1-11.

Abramovich, S., & Schunn, C. D. (in press). Studying teacher selection of resources in an ultra-large scale interactive system: Does metadata guide the way? Computers & Education.

Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85.

Christensen, B. T., & Schunn, C. D. (2008). The role and impact of mental simulation in design. Applied Cognitive Psychology.

Christensen, B.T., & Schunn, C.D. (2007). The relationship of analogical distance to analogical function and pre-inventive structure: The case of engineering design. Memory & Cognition, 35(1), 29-38.

Kallai A.Y., Schunn C.D., Fiez J.A. Mental arithmetic activates analogic representations of internally generated sums. Neuropsychologia. 2012 Aug;50(10):2397-407. Epub 2012 Jun 23. PMID: 22732492

Accepting Graduate Students