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College of Natural and Behavioral Sciences

Department of Psychology

(310) 243-2484

jkbye@csudh.edu

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EDUCATION:

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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. ÌýIn another line of research, I examine how people learn and reason about causation.

To learn more, please visit my or my .Ìý If you are interested in joining the MOSAIC Llab, please email me at jkbye@csudh.edu.

REPRESENTATIVE PUBLICATIONS:

Bye, J. K., Marupudi, V., Koenen, R., Park, J., & Varma, S. (2025). Estimation of factorial expressions and its improvement through calibration: A replication and extension of Tversky and Kahneman (1973). Memory & Cognition, 53, 1449–1465.

Hornburg, C. B., Lee, J.-E., Closser, A. H., Bye, J. K., Egorova, A., Reinhardt, M. A., Yu, S., Zhang, P., Validivia, I., & Ottmar, E. (2025). Examining the effects of spacing and color perceptual cues on middle schoolers’ order-of-operations performance. The Journal of Experimental Education, 1–22.

Bye, J. K., Chan, J. Y.-C., Closser, A. H., Lee, J.-E., Shaw, S. T., & Ottmar, E. (2024). Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions. Journal of Numerical Cognition, 10, Article e14103.

Rao, V. N. V.,ÌýBye, J. K., & Varma, S. (2024). The psychological reality of the learned p < .05 boundary.ÌýCognitive Research: Principles and Implications, 9(27).Ìý.

DeLiema, D., Bye, J. K., & Marupudi, V. (2024). Debugging pathways: Open-ended discrepancy noticing, causal reasoning, and intervening.ÌýACM Transactions on Computing Education, 24(2).Ìý.

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.ÌýCognition, 230, 105303.Ìý.

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.ÌýJournal of Numerical Cognition, 8(2), 281–294.Ìý.

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.ÌýMathematical Thinking and Learning, 22(4), 258–280.Ìý.

TEACHING: