Hee Seung Lee

heeseungandrew.cmu.edu

http://www.leeheeseung.com/
Carnegie Mellon University

Publications:

Fincham, JM, Lee, HS, Anderson, JR. Spatiotemporal analysis of event‐related fMRI to reveal cognitive states. Human Brain Mapping. 2019; 1– 18. https://doi.org/10.1002/hbm.24831
Lee, H. S., Betts, S. & Anderson, J. R. (2017). Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer. The Journal of Experimental Education, 85(2),309-333.
Lee, H.S., Betts, S. & Anderson,J.R. (2016) Learning Problem-Solving Rules as Search Through a Hypothesis Space. Cognitive Science, 40(5), 1036-1079.
Lee, H. S., Fincham, J. M., & Anderson, J. R. (2015). Learning from examples versus verbal directions in mathematical problem solving. Mind, Brain, and Education, 9(4), 232-245.
Anderson, J. R., Lee, H. S., & Fincham, J. M. (2014). Discovering the structure of mathematical problem solving. NeuroImage, 97, 163-177.
Lee, H. S., Fincham, J. M., Betts, S. & Anderson, J. R. (2014). An fMRI investigation of instructional guidance in mathematical problem solving. Trends in Neuroscience and Education, 3(2), 50–62.
Lee, H. S., Betts, S. & Anderson, J. R. (under review). Revealing hidden structure by explicit rule-instruction versus scaffolded example.
Lee, H. S. & Anderson, J. R. (2013). Student learning: What has instruction got to do with it? Annual Review of Psychology, 64, 445-469.
Lee, H. S., Betts, S. A. & Anderson, J. R. (2011). How can we design effective instructions to promote transfer? paper to be presented at the annual meetings of the Society for Research on Educational Effectiveness (SREE), September 8-11, 2011, Washington, D.C.
Lee, H. S., Anderson, A., Betts, S., & Anderson, J. R. (2011). When does provision of instruction promote learning? In L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3518-3523). Austin, TX: Cognitive Science Society.

Copyright © 2002-2013 ACT-R Research Group


Department of Psychology, Carnegie Mellon University