Ben Motz

Motz, B., Chinni, A., Barriball, A., McNamara, D. (2025). Some assembly required: Learning facts in isolation limits inferences. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. doi: https://escholarship.org/uc/item/3m55z785

Gatto, O., Yong, C., Sirajuddin, A., & Motz, B. (2025). When rules don't cut it: The relative frequency of inductive and deductive language during real-world surgical training. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. doi: https://escholarship.org/uc/item/3gc1f7fm

Narwal, A., Goldstone, R., Fyfe, E., & Motz, B. (2025). Second hand effects: Exploring spatial influences on temporal judgments in clocks. Proceedings of the Annual Meeting of the Cognitive Science Society, 47. doi: https://escholarship.org/uc/item/9p61c193

Motz, B., Murphy, M. C., Diekman, A., Fyfe, E., Goldstone, R., Green, D. J., Jankowski, H., Emerson, K., Bernardini, S., Ansari, S., Arney, M., Barbieri, C., Baumgartner, E., Beam, M., Boucher, K., Callison, M., Canning, E., Chen, X.-Y., Chow, J., Clark, T., Gensic, J., Godwin, A., Gök, S., Gunderson, E., Kung, F., Laski, E., Mak, J., Master, A., Matthews, P., Merrick, M., Narwal, A., Newkirk, B., Olszewski, B., Rice, A., Shelby, M., Sidney, P., Snapp-Childs, W., Stewart, M., Thompson, C., Tipton, E., Vuletich, H., White, A., Winegar, A., Yan, V., Zepeda, C., & Zhang, T. (preprint). A field-initiated vision of research infrastructure for STEM education. EdArXiv. https://osf.io/preprints/edarxiv/czmbs_v2

Motz, B., Chinni, A., de Leeuw, J., Jankowski, H., Aggarwal, A., Amato, M., Berlin, K., Britten, K., Brown, A., Cerchiaro, M., Evans, N., Findley, A., Gorman, R., Gregg, K., Hansen, K., Hollender, H., Hullinger, R., Larkin, P., Lion, M., Long, R., Mannarino, A., Mocko, M., Moore, K., Packowski, J., Palmer, C., Ritchie, K., Scott, J., Stanton, M., Talcott, L., Wagner, L., Waite, M., Yeager, R., and Fyfe, E. (in press). ManyClasses 2: The effects of prequestions on media interactions and learning, Journal of Educational Psychology. doi: 10.31234/osf.io/3xbma

Gigerenzer, G., Allen, C., Gaillard, S., Goldstone, R., Haaf, J., Holmes, W., Kashima, Y., Motz, B., Musslick, S., & Stefan, A. (2025). Alternative models of funding curiosity-driven research. Proceedings of the National Academy of Sciences, 122(5). doi: 10.1073/pnas.2401237121

Motz, B. (2024). Concentration toward the mode: Estimating changes in the shape of a distribution of student data. Journal of School Psychology, 107, 101364. doi: 10.1016/j.jsp.2024.101364

Rust, M. & Motz, B. (preprint). Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment. EdArXiv. doi: 10.35542/osf.io/sjw2b

Motz, B., Kruschke, J. K., Hetrick, W. P., James, T., & Puce, A. (preprint). Expectations for rhythmic sounds increase bottom-up visual attention. PsyArXiv. doi: 10.31234/osf.io/b2uaj

Motz, B., Üner, Ö, Jankowski, H., Christie, M., Burgas, K., del Blanco Orobitg, D., & McDaniel, M. (2023). Terracotta: A tool for conducting experimental research on student learning. Behavior Research Methods. doi: 10.3758/s13428-023-02164-8

Motz, B., Quick, J., Brooks, C., Bergner, Y., Gray, G., Lang, C., Li, W., & Marmolejo-Ramos, F. (2023). A LAK of direction: Misalignment between the goals of learning analytics and its research scholarship. Journal of Learning Analytics, 10(2), 1-13. doi: 10.18608/jla.2023.7913

Motz, B. & Morrone, A. (2023). Wild brooms and learning analytics. Journal of Computing in Higher Education. doi: 10.1007/s12528-023-09353-6

Quick, J., Motz, B., & Morrone, A. (2023). Lost in translation: Determining the generalizability of temporal models across course contexts. Proceedings of the 13th International Conference on Learning Analytics & Knowledge (LAK20). doi: 10.1145/3576050.3576092

Motz, B., Fyfe, E., & Guba, T. (2022). Learning to call bullsh*t via induction: Categorization training improves critical thinking performance. Journal of Applied Research in Memory and Cognition. doi: 10.1037/mac0000053

de Leeuw, J., Motz, B., Fyfe, E., Carvalho, P., & Goldstone, R. (2022). Generalizability, transferability, and the practice-to-practice gap. Commentary in response to T. Yarkoni, The Generalizability Crisis. Behavioral and Brain Sciences, 45, e11. doi: 10.1017/S0140525X21000406

Motz, B., Goldstone, R., Busey, T., & Prather, R. (2021). Visual search asymmetry due to the relative magnitude represented by number symbols. Vision, 5(3), 42. doi: 10.3390/vision5030042

Motz, B., Canning, E., Green, D., Mallon, M., & Quick, J. (2021). The influence of automated praise on behavior and performance. Technology, Mind, and Behavior, 2(3). doi: 10.1037/tmb0000042

Fyfe, E., de Leeuw, J. R., Carvalho, P. F., Goldstone, R., Sherman, J., [42 others] & Motz, B. (2021). ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science, 4(3), 1-24. doi: 10.1177/25152459211027575

Motz, B., Mallon, M., & Quick, J. (2021). Automated educative nudges to reduce missed assignments in college. IEEE Transactions on Learning Technologies, 14(2), 186-200. doi: 10.1109/TLT.2021.3064613

[Want more? The rest are listed in Ben's CV]