Publications and Manuscripts

Cognitive Task Analysis

	Clark, R. E., & Estes, F. (1998). Cognitive task analysis. International Journal of Educational Research, 25(5), 403-417.
	Clark, 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.
	Clark, R.E., Feldon, D., & Yates, K. (2011, April) Using Cognitive Task Analysis to capture expert knowledge and skills for research and instructional design. Workshop presented at the American Educational Research Association, New Orleans, LA.
	Yates, 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 Unpublished Doctoral Dissertation, University of Southern California, Los Angeles.

Cyber-learning, Games, and Media

	Clark, 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.
	Clark, R. E. (2010). Cognitive and neuroscience research on learning and instruction: Recent insights about the impact of non-conscious knowledge on problem solving, higher order thinking skills and interactive cyber-learning environments. Presentation made at the the International Conference on Education Research (ICER), Seoul, South Korea.
	Clark, R. E. (2010). Recent neuroscience and cognitive research findings on cyber learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA.
	Clark, R. E. (2010). Surprising evidence about the motivational processes influencing cyber-learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA.
	Clark, R. E. (2011). Games for Instruction?. Presentation at the American Educational Research Association, New Orleans, LA.
	Clark, 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.
	Clark, 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.

Guided Experiential Learning

	Clark, 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.
	Clark, R. E. (October 2005). Guided Experiential Learning: Training Design and Evaluation. Invited address to the Secretary of The Army's Distance Learning Subcommittee. Williamsburg Virginia, October 5, 2005.
	Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). 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.
	Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). 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. (Large file (10MB) publisher proof)

Instructional Research Reviews

	Clark, R.E. (1998). Motivating performance: Part 1 - Diagnosing and solving motivation problems. Performance Improvement, 37(8), 39-46.
	Clark, R. E. (2003). Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21-29.
	Clark, 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.
	Clark, 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.
	Clark, R. E. (2005). Research-tested team motivation strategies. Performance Improvement, 44(1), 13-16.
	Clark, R. E. (2006). Not knowing what we don't know: Reframing the importance of automated knowledge for educational research. In, Clarebout, G. and Elen, J. Avoiding Simplicity, confronting complexity: Advances in studying and designing (computer based) powerful learning environments. ISBN 90-77874-43-7. Sense Publishers, Rotterdam.
	Clark, R.E. (2008). 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.
	Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction? In S. Tobias, & T. M. Duffy (Eds.), Constructivist Theory Applied to Instruction: Success or Failure? (pp. 158-183). New York: Routledge, Taylor and Francis.
	Clark, R. E. (2009). Translating research into new instructional technologies for higher education: The active ingredient process. The Journal of Computing in Higher Education, 1(1).
	Clark, R. E. (2011, July-August). The impact of non-conscious knowledge on educational technology research and design. Educational Technology.
	Clark, R.E. and Clark, V. P. (2010), From Neo-Behaviorism to neuroscience: Perspectives on the origins and future contributions of cognitive load research. In J. Plass, R. Moreno, & R. Bruken (Eds.), Cognitive load: Theory and application. New York: Cambridge University Press.
	Clark, R. E., & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11.
	Clark, R. E., & Estes, F. (1999). The development of authentic educational technologies. Educational Technology, 39(2), 5-16.
	Clark, R. E., & Estes, F. (2000). A proposal for the collaborative development of authentic performance technology. Performance Improvement, 40(4), 48-53.
	Clark, 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).
	Clark, R. E., Pugh, C. M., Yates, K. A. and Sullivan, M. (June 2008). The use of cognitive task analysis and simulators for after action review of medical events in Iraq. Technical Report 5-21- 2008 developed for the Center for Cognitive Technology, Rossier School of Education, University of Southern California.
	Condly, 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.
	Farrington, J., & Clark, R. E. (2000). Snake oil, science, and performance products. Performance Improvement, 39(10), 5-10.
	Feldon, D. F. (2007). Implications of research on expertise for curriculum and pedagogy. Educational Psychology Review.
	Kirschner, 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 below.)
	Sullivan, 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.
	Sweller, J., Clark, R. E., & Kirschner, P. (November 2010). Teaching general problem-solving skills Is not a substitute for, or a viable addition to, teaching mathematics. Docemust.
	Van 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.
	Velmahos, 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.

Direct Instruction versus Constructivism Controversy

	Kirschner, 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.
	Hmelo-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.
	Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113.
	Schmidt, 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.
	Sweller, 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.