Bielaczyc, K. & Collins, A. (2007) Design Research: Foundational perspectives, critical tensions, and arenas for action. In J. Campione, A. Palincsar & K. Metz (Eds.) Children's learning in laboratory and classroom contexts: Essays in honor of Ann Brown. Mahwah NJ: Lawrence Erlbaum Associates.
Collins, A. (2006) How society can foster self-directed learning: A commentary on Barron's 'Interest and self-sustained learning: A learning ecologies approach.' Human Development, 49(4), 225-228.
Halverson, R. & Collins, A. (2006) How information technologies weaken the identification of learning with schooling.Review and Practice in Technology Enhanced Learning,1(2)
Bielaczyc, K. & Collins, A. (2006) Implementation paths: Supporting the trajectory teachers traverse in implementing technology-based learning environments in classroom practice. Educational Technology, 46(3), 8-14.
Collins, A. (2006) Cognitive apprenticeship.In R. K. Sawyer (Ed.) Cambridge Handbook of the Learning Sciences (pp. 47-60).Cambridge UK: Cambridge University Press.
Bielaczyc, K. & Collins, A. (2005) Technology as a catalyst for fostering knowledge-creating communities.In A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens (Eds.):Collaborative learning, reasoning, and technology (pp. 37-60). Mahwah NJ: Lawrence Erlbaum Associates.
Collins, A. Joseph, D. & Bielaczyc, K. (2004) Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15-42.
Collins, A., Neville, P., & Bielaczyc, K. (2000). The role of different media in designing learning environments. International Journal of Artificial Intelligence in Education, 11, 144-162.
Bielaczyc, K. & Collins, A. (1999) Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed.): Instructional-design theories and models: A new paradigm of instructional theory (pp. 269-292). Mahwah NJ: Lawrence Erlbaum Associates.
Collins, A. (1999) The changing infrastructure of education research. In E. Lagemann & L. Shulman (Eds.) Issues in education research (pp. 289-298). San Francisco: Jossey-Bass.
Collins, A. (1996) Design issues for learning environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.) International perspectives on the psychological foundations of technology-based learning environments. Mahwah NJ: Lawrence Erlbaum Associates, 347-361.
Greeno, J. G., Collins, A. & Resnick, L. B. (1996) Cognition and learning (Ch 2).In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology. New York: Macmillan, 15-46.
Collins, A. (1996) Whither technology and education: Collected thoughts on the last and next quarter centuries.Ó In C. Fisher, D. C. Dwyer, & K. Yocam (Ed.) Education & technology: Reflections on computing in the classrooms. San Francisco: Jossey-Bass, 51-65.
Morrison, D. & Collins, A. (1995) Epistemic fluency and constructivist learning environments.Educational Technology, 35 (5), 39-45. Reprinted in B. G. Wilson (Ed.) (1996) Constructivist learning environments: Case Studies in Instructional Design. Englewood Cliffs NJ: Educational Technology Publications, 107-119.
Collins, A. (1994) Goal-based scenarios and the problem of situated learning: A commentary on Andersen Consulting's design of goal-based scenarios. Educational Technology, 34(9), 134-139.
Collins, A., Morrison, D. & Newman, D. (1994) Putting technology to work for school reform. In C. M. Reigeluth & R. J. Garfinkle (Eds.) Systemic change in education (pp.71-82). Englewood Cliffs NJ: Educational Technology Publications.
Collins, A., Hawkins, J. & Frederiksen, J. R. (1993/1994) Three different views of students: The role of technology in assessing student performance. Journal of the Learning Sciences, 3(2), 205-217.
Collins, A. & Ferguson, W. (1993).Epistemic forms and epistemic games: Structures and strategies for guiding inquiry. Educational Psychologist, 28(1),25-42.
Collins, A. (1992) Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.)New directions in educational technology. Berlin: Springer-Verlag, 1992.
Hawkins, J. & Collins, A. (1992) Design experiments for infusing technology into learning.Educational Technology, 32(9), 63-67.
Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idol & B. F. Jones (Eds.) Educational values and cognitive instruction: Implications for reform. (pp. 119-136). Hillsdale, NJ: Lawrence Erlbaum Associates.
Collins, A. (1991, September). The role of computer technology in restructuring schools. Phi Delta Kappan, 73(1), 28-36. Reprinted in K. Sheingold and M. S. Tucker (Eds.), (1991) Restructuring for learning with technology, Center for Technology in Education and the National Center on Education and the Economy. and in K. Ryan & J. M. Cooper (Eds.), (1994) Kaleidoscope: Readings in Education (Seventh Edition), 440-448.
Collins, A., Burstein, M. H. & Baker, M. (1991).Plausible generalization: Extending a model of human plausible reasoning. Journal of the Learning Sciences, 1(3 & 4), 319-359.
Collins, A., Hawkins, J., & Carver, S. M. (1991). A cognitive apprenticeship for disadvantaged students. In B. Means, C. Chelemer & M.S. Knapp (Eds.) Teaching advanced skills to at-risk students. (pp. 216-243). San Francisco: Jossey-Bass.
Collins, A., Brown, J. S., & Holum, A. (Winter, 1991) Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11, 38-46.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates. Reprinted in M. Lipman (Ed.) (1993) Thinking children and education. Dubuque, IA: Kendall-Hunt Publishing, 233-243.
Collins, A. & Michalski, R. S. (1989) The logic of plausible reasoning: A core theory. Cognitive Science, 13, 1-49.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Reprinted in H. McLellan (Ed.) Situated learning perspectives. Englewood Cliffs NJ: Educational Technology Publications, 1996, 19-44.
Brown, J. S., Collins, A., & Duguid, P. (1989). Debating the situation: A rejoinder to Palincsar and Wineburg. Educational Researcher, 18(4), 10-12.
Frederiksen, J. R. & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18 (9), 27-32.
Collins, A., & Brown, J. S. (1988). The computer as a tool for learning through reflection. In H. Mandl and Lesgold (Eds.), Learning issues for intelligent tutoring systems. (pp. 1-18). New York: Springer-Verlag.
Collins, A. & Gentner, D. (1987). How people construct mental models. In D. Holland and N. Quinn (Eds.), Cultural Models in Thought and Language. Cambridge UK: Cambridge University Press, 243-265.
Collins, A. (1986). Teaching reading and writing with personal computers. In J. Orasanu (Ed.), A decade of reading research: Implications for practice. Hillsdale, NJ: Lawrence Erlbaum Associates.
Collins, A. (1985). Component models of physical systems. In Proceedings of the Seventh Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum, 80-89.
Collins, A. (1985). Teaching reasoning skills. In S. Chipman, J. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (Vol. 2). Hillsdale, NJ: Erlbaum, 579-586.
Collins, A., & Stevens, A. L. (1983). A cognitive theory of interactive teaching. In C.M. Reigeluth (ed.), Instructional design theories and models: An overview (pp. 247-278). Hillsdale, NJ: Lawrence Erlbaum Associates. Reprinted in P. Goodyear (Ed.), (1991) Teaching knowledge and intelligent tutoring. Norwood, NJ: Ablex, 203-230.
Collins, A. & Gentner, D. (1983). Multiple models of evaporation processes. In Proceedings of the Fifth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Erlbaum, 1983. Reprinted in D. S. Weld & J. DeKleer (Eds.), (1990), Readings in Qualitative Reasoning about Systems. San Mateo, CA: Morgan Kaufmann, 508-512.
Collins, A. & Gentner, D. (1982). Constructing runnable mental models. In Proceedings of the Fourth Annual Cognitive Science Society. Hillsdale, NJ: Erlbaum, 86-89.
Collins, A., & Stevens, A. L. (1982). Goals and strategies of inquiry teachers. In R. Glaser (ed.). Advances in instructional psychology (Vol. 2, pp. 65-119). Hillsdale, NJ: Lawrence Erlbaum Associates.
Collins, A. & Smith, E. E. (1982). Teaching the process of reading comprehension. In D.K. Detterman and R.J. Sternberg (Eds.), How much and how can intelligence be increased? Norwood, NJ: Ablex.
Bruce, B. C., Rubin, A. D., Collins, A. & Gentner, D. (1982) Three perspectives on writing. Educational Psychologist, 17, 131-145.
Gentner, D. & Collins, A. (1981). Inference from lack of knowledge. Memory and Cognition, 9, 434-443.
Collins, A., Brown, J. S. & Larkin, K. (1980) Inference in text understanding. In R. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp.385-407). Hillsdale, N.J.: Erlbaum.
Collins, A. & Gentner, D. (1980). A framework for a cognitive theory of writing. In L.W. Gregg and E. Steinberg (Eds.), Cognitive processes in writing: An Interdisciplinary Approach. Hillsdale, NJ: Erlbaum, 51-72.
Stevens, A. & Collins, A. (1980). Multiple conceptual models of a complex system. In R. Snow, P. Federico, & W. Montague (Eds.), Aptitude learning and instruction: Cognitive processing analysis. Hillsdale, NJ: Erlbaum, 177-197.
Adams, M. J. & Collins, A. (1979). A schema-theoretic view of reading. In R. Freedle (Ed.), Discourse processing: A multidisciplinary perspective. Norwood, N.J.: Ablex, 1-22. Reprinted in H. Singer and R.B. Ruddell (Eds.) (1985) Theoretical Models and Processes of Reading. (Third Edition, pp. 404-425). Newark, DE: International Reading Association.
Stevens, A., Collins, A. & Goldin, S. (1979). Misconceptions in students' understanding. Journal of Man-Machine Studies, 11, 145-156. Reprinted in D. Sleeman & J. S. Brown (Eds.), (1982) Intelligent tutoringsystems (pp. 113-24). New York: Academic Press.
Collins, A., Brown, J. S. & Harris, G. (1978) Artificial intelligence and learning strategies. In H. F. O'Neil (Ed.), Learning strategies (pp.107-139). New York: Academic Press.
Collins, A. (1978). Fragments of a theory of human plausible reasoning. In D. Waltz (Ed.), Proceedings of Conference on Theoretical Issues in Natural Language Processing 2. Champaign-Urbana: University of Illinois, 194-201. Reprinted in G. Shafer & J. Pearl, (Eds.) (1990) Readings in uncertain reasoning (pp.629-636). San Mateo, CA: Morgan Kaufmann.
Collins, A., Adams, M. J. & Pew, R. W. (1978).The effectiveness of an interactive map display in tutoring geography. Journal of Educational Psychology, 1978, 70, 1-7.
Collins, A. (1977). Processes in acquiring knowledge. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 339-363). Hillsdale, NJ: Erlbaum.
Collins, A. & Adams, M. J. (1977) Comparison of two teaching strategies in computer aided instruction. Contemporary Educational Psychology, 2, 133-148.
Stevens, A. & Collins, A. (1977). The goal structure of a Socratic tutor. Proceedings of Association for Computing Machinery National Conference. Seattle, Washington.
Collins, A., Warnock, E. H. & Passafiume, J. J. (1975) Analysis and synthesis of tutorial dialogues. In G.H. Bower (Ed.), Advances in learning and motivation, (Vol. 9), (pp. 49-87) New York: Academic Press.
Collins, A. & Loftus, E. F. (1975) A spreading activation theory of semantic processing. Psychological Review, 82, 407-428. Reprinted in A. Collins & E. Smith (Eds.), (1988) Readings in Cognitive Science (pp. 126-154). San Mateo CA: Morgan Kaufmann. (Citation classic.)
Collins, A., Warnock, E. H., Aiello, N., & Miller, M. L. (1975). Reasoning from incomplete knowledge. In D. Bobrow & A. Collins (eds.), Representation and understanding (pp. 383-415). New York: Academic Press.
Collins, A. (1974). Decrements in tracking and visual performance during vibration. Human Factors, 15(4), 379-393.
Carbonell, J. R. & Collins, A. (1973) Natural semantics in Artificial Intelligence. In Proceedings of the Third International Joint Conference on Artificial Intelligence, Stanford University, 344-351. Reprinted in the American Journal of Computational Linguistics, 1, Mfc. 3, 1974.
Collins, A. & Quillian, M. R. (1972). How to make a language user. In E. Tulving and W. Donaldson (Eds.), Organization of Memory (pp.309-351). New York: Academic Press.
Collins, A. & Quillian, M. R. (1972). Experiments on semantic memory and language comprehension. In L.W. Gregg (Ed.), Cognition in learning and memory (pp.117-138). New York: John Wiley.
Collins, A. & Quillian, M. R. (1970). Does category size affect categorization time?Journal of Verbal Learning and Verbal Behavior, 9, 432-438.
Collins, A. & Quillian, M. R. (1970). Facilitating retrieval from semantic memory: The effect of repeating part of an inference. Acta Psychologica, 33, 304-314. Reprinted in A.F. Sanders (Ed.), Attention and Performance III.
Collins, A. & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8, 240-247. Reprinted in G. F. Luger (Ed.) (1995), Computation & Intelligence (pp.192-202). Cambridge MA: MIT Press. (Citation classic.)