Dr. Jeffrey K. Bye

College of Natural and Behavioral Sciences

Department of Psychology

(310) 243-2484

jkbye@csudh.edu

EDUCATION:

RESEARCH INTERESTS:

I’m an interdisciplinary cognitive scientist interested in how people learn and think about math and science. I love to teach and discuss cognition, statistics, computing, and research methods. I’m also passionate about open, inclusive science and making science communication more transparent, effective, and human.

Broadly, my research blends cognitive science and learning science methods to understanding how people learn and think. I am particularly interested in how students’ own intuitions and real-life contexts help them make sense of abstract concepts, and how teachers can use concrete experience to help students learn, especially in the areas of algebra, statistics, and digital systems. Through collaborative research, I am also examining the dynamics of how students and teachers discuss concepts through frameworks and feedback, including the role of students’ emotions and affect.  In another line of research, I examine how people learn and reason about causation.

To learn more, please visit my personal website at www.jkbye.com (lab website coming soon).  I am new to CSUDH in Fall 2024 and excited to collaborate with students here!  If you are interested in joining my lab, please email me at jkbye@csudh.edu.

REPRESENTATIVE PUBLICATIONS:

Rao, V. N. V., Bye, J. K., & Varma, S. (2024). The psychological reality of the learned p < .05 boundary. Cognitive Research: Principles and Implications, 9(27). https://doi.org/10.1186/s41235-024-00553-x.

DeLiema, D., Bye, J. K., & Marupudi, V. (2024). Debugging pathways: Open-ended discrepancy noticing, causal reasoning, and intervening. ACM Transactions on Computing Education, 24(2). https://doi.org/10.1145/3650115.

Bye, J. K., Chuang, P.-J., & Cheng, P. W. (2023). How do humans want causes to combine their effects? The role of analytically-defined causal invariance for generalizable causal knowledge. Cognition, 230, 105303. https://doi.org/10.1016/j.cognition.2022.105303.

Bye, J. K., Harsch, R. M., & Varma, S. (2022). Decoding fact fluency and strategy flexibility in solving one-step algebra problems: An individual differences analysis. Journal of Numerical Cognition, 8(2), 281–294. https://doi.org/10.5964/jnc.7093.

Mazzocco, M. M. M., Chan, J.Y-C., Bye, J. K., Padrutt, E. R., Praus-Singh, T. L., Lukowski, S., Brown, E. C., & Olson, R. E. (2020) Attention to numerosity varies across individuals and task contexts. Mathematical Thinking and Learning, 22(4), 258–280. https://doi.org/10.1080/10986065.2020.1818467.

TEACHING: