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Publications and Manuscripts

Adobe PDFClark, R.E. (1998). Motivating performance: Part 1 - Diagnosing and solving motivation problems. Performance Improvement, 37(8), 39-46.
Adobe PDFClark, R. E. (1999). Yin and yang cognitive motivational processes operating in multimedia learning environments. In J. van Merrienboer (Ed.) Cognition and multimedia design. Herleen, Netherlands: Open University Press.
Adobe PDFClark, R. E. (2003). Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21-29.
Adobe PDFClark, R. E. (2004). Design Document For A Guided Experiential Learning Course. Final report on contract DAAD 19-99-D-0046-0004 from TRADOC to the Institute for Creative Technology and the Rossier School of Education.
Adobe PDFClark, R. E. (2004). What works in distance learning: Motivation strategies. In H. O’Neil (Ed.), What works in distance learning: Guidelines (pp. 89-110). Greenwich, CT: Information Age Publishers.
Adobe PDFClark, R. E. (2004). What works in distance learning: Instructional strategies. In H. O’Neil (Ed.) What works in distance learning: Guidelines. Greenwich, CT: Information Age Publishers.
Adobe PDFClark, R. E. (2005). Research-tested team motivation strategies. Performance Improvement, 44(1), 13-16.
Adobe PDFClark, R.E. (in press). Resistance to change: Unconscious knowledge and the challenge of unlearning. In D.C. Berliner, & H. Kupermintz (Eds.), Changing institutions, environments, and people. Mahwah, NJ: Lawrence Erlbaum Associates.
Adobe PDFClark, R.E., & Choi, S. (2005). Five design principles for experiments on the effects of animated pedagogical agents. Journal of Educational Computing Research,32(3), 209-223.
Adobe PDFClark, R. E., & Estes, F. (1998). Cognitive task analysis. International Journal of Educational Research, 25(5), 403-417.
Adobe PDFClark, R. E., & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11.
Adobe PDFClark, R. E., & Estes, F. (1999). The development of authentic educational technologies. Educational Technology, 39(2), 5-16.
Adobe PDFClark, R. E., & Estes, F. (2000). A proposal for the collaborative development of authentic performance technology. Performance Improvement, 40(4), 48-53.
Adobe PDFClark, R. E. & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press.
Adobe PDFClark, R. E. & Feldon, D. F. (2008). GEL, adaptable expertise and transfer of training. Report produced under contract sponsored by the U.S. Army Research, Development, and Engineering Command (RDECOM).
Adobe PDFClark, R.E., Feldon, D., Van Merrienboer, J.J.G., Yates, K., and Early, S. (2008) Cognitive task analysis. In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer, & M.P. Driscoll (Eds.). Handbook of research on educational communications and technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Adobe PDFClark, R. E., Yates, K., Early, S. & Moulton, K. (In Press). An Analysis of the Failure of Electronic Media and Discovery-based learning: Evidence for the performance benefits of Guided Training Methods. In K. H. Silber, & R. Foshay, (Eds.). Handbook of Training and Improving Workplace Performance, Volume I: Instructional Design and Training Delivery. Washington, DC: International Society for Performance Improvement.
Adobe PDFCondly, S. J., Clark, R. E., & Stolvitch, H. D. (2003). The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly, 16(3), 7-24.
Adobe PDFFarrington, J., & Clark, R. E. (2000). Snake oil, science, and performance products. Performance Improvement, 39(10), 5-10.
Adobe PDFFeldon, D. F. (in press). Implications of research on expertise for curriculum and pedagogy. Educational Psychology Review.
Adobe PDFKirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. (See Responses, Commentaries and Replies below.)
Adobe PDFSullivan, M. E., Ortega, A., Wasserberg, N., Kaufman, H., Nyquist, J., & Clark, R. E. (2008). Assessing the teaching of procedural skills: Can Cognitive Task Analysis add to our traditional teaching methods? The American Journal of Surgery, 195, 20-23.
Adobe PDFVan Merrienboer, J. J. G., Clark, R. E., de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-Model. Educational Technology Research and Development, 50(2), 39-64.
Adobe PDFVelmahos, G., Toutouzas, K., Sillin, L., Chan, L., Clark, R. E. Theodorou, D., Maupin, F. (2004). Cognitive task analysis for teaching technical skills in an animate surgical skills laboratory. The American Journal of Surgery, 187, 114-119.
Adobe PDFYates, Kenneth A. (2007). Towards a taxonomy of cognitive task analysis methods: A search for cognition and task analysis interactions. Unpublished Doctoral Dissertation, University of Southern California, Los Angeles.

Responses, Commentaries and Replies to Kirschner, Sweller, and Clark (2006)

Adobe PDFHmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
Adobe PDFKuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113.
Adobe PDFSchmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.
Adobe PDFSweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121.