Rabinowitz M, Latella L, Stern C, Jost JT (2016). Beliefs about Childhood Vaccination in the United States: Political Ideology, False Consensus, and the Illusion of Uniqueness. PLoS ONE, 11(7): e0158382. doi: 10.1371/journal.pone.0158382
Fialkov, E. D., Jackson, M. A., & Rabinowitz, M. (2014). Effects of Experience and Surface-Level Distraction on Ability to Perceive Ethical Issues. Training and Education in Professional Psychology.
Rabinowitz, M. & McAuley, R. (2014). The Effects on Ease of Processing on the Use and Perception of Strategies. Journal of Cognitive Psychology.
Blau Portnoy, L, & Rabinowitz, M. (2014). What’s in a Domain: Understanding How Students Approach Questioning in History and Science. Journal of Educational Research and Evaluation.
Rabinowitz, M., & Acevedo, M, Casen, S., Rosengarten, M., Kowalczyk, M., & Blau Portnoy, L. (2013). Distinguishing facts from beliefs: Fuzzy Categories, Journal of Language and Communication, 17(3), 241- 267, DOI: 10.2478/plc-2013-0016.
Rabinowitz, M. (Ed.) (1993). Cognitive science foundations of instruction. Hillsdale, NJ: Erlbaum.
Hedley, C., Antonucci, P., & Rabinowitz, M. (Eds.), (1995). Literacy and thinking: The mind at work. Hillsdale, NJ: Erlbaum.
Stein, N. L., Bauer, P. J., & Rabinowitz, M. (Eds.), (2002). Representation, memory, and development: Essays in honor of Jean Mandler. Mahwah, NJ: Erlbaum.
Rabinowitz, M., Blumberg, F. C., & Everson, H. (Eds.), (2004). The impact of media and technology on instruction. Mahwah, NJ: Erlbaum.
Other publications (selected)
Wyatt, J., & Rabinowitz, M. (2010). The impact of subject specialization upon knowledge organization. American Journal of Psychology, 123, 295-305.
Hogan, T., & Rabinowitz, M. (2009). Teacher expertise and the development of a problem representation. Educational Psychology, 29, 153-169.
Rabinowitz, M., & Hogan, T. M. (2008). Experience and problem representation in statistics. American Journal of Psychology, 121(3), 395-407.
Rabinowitz, M., & Shaw, E. J. (2005). Psychology, instructional design, and the use of technology: Behavioral, cognitive, and affordances perspectives. Educational Technology, 45, 49-53. (invited paper).
Ullman, C. & Rabinowitz, M. (2004). Course management systems and the reinvention of instruction, T.H.E. Journal. (not peer reviewed).
Hogan, T. M., Rabinowitz, M, & Craven, J. (2003). Problem representation in teaching: Inferences from research of expert and novice teachers, Educational Psychologist, 38, 235-247.
Rabinowitz, M & Hodulik, C. (1997) Categorizing physics problems. Proceedings from the annual meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Rabinowitz, M., & Goldberg, N. (1995). Evaluating the structure-process hypothesis. In F. Weinert & W. Schneider (Eds.), Memory Performance and Competencies: Issues in Growth and Development. Hillsdale, NJ: Erlbaum.
Rabinowitz, M., & Steinfeld, R. (1995). SIVL:The instructional design underlying a foreign language vocabulary tutor. In C. Hedley, P. Antonucci, and M. Rabinowitz (Eds.), Literacy and thinking: The mind at work. Hillsdale, NJ: Erlbaum.
Rabinowitz, M., & Woolley, K.E. (1995). Much ado about nothing: The relation between computational skill, arithmetic word problem comprehension and limited attentional resources. Cognition and Instruction, 13, 51-71.
Rabinowitz, M., Ornstein, P.A., Folds-Bennett, T., & Schneider, W. (1994). Age-related differences in speed of processing: Unconfounding age and experience. Journal of Experimental Child Psychology, 57, 449-459.
Rabinowitz, M., Freeman, K., & Cohen, S. (1992). On the use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218.
Hergenrather, J., & Rabinowitz, M. (1991). Children's understanding about illness: A developmental perspective. Developmental Psychology, 27, 952-958.
Rabinowitz, M. (1991). Semantic and strategic processing: Independent roles in determining memory performance. American Journal of Psychology, 104, 427-437.
Rabinowitz, M., & McAuley, R. (1990). Conceptual knowledge processing: An oxymoron? In W. Schneider and F. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance. (pg. 177-133). New York: Springer-Verlag.
Rabinowitz, M. (1988). On teaching cognitive strategies: The influence of accessibility of conceptual knowledge. Contemporary Journal of Educational Psychology, 13, 229-235.
Rabinowitz, M., and Chi, M. T. H. (1987). An interactive model of strategic processing. In S. J. Ceci (Ed.), Handbook of the cognitive, social, and physiological characteristics of learning disabilities, Vol. 2. Hillsdale, NJ: Eribaum.
Rabinowitz, M., and Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D. Horowitz, and M. O'Brien (Eds.), The Gifted and the Talented: A Developmental Perspective. Washington, D.C.: American Psychological Association.
Rabinowitz, M. (1984). The use of categorical organization: Not an all-or-none situation. Journal of Experimental Child Psychology, 38, 338-351.
Rabinowitz, M., and Mandler, J. M. (1983). Organization and information retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 9, 430-439.