1. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
2. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129-160). Minneapolis: University of Minnesota Press.
3. Chi, M. T. H. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. In W. Kintsch (Ed.), Proceedings of the Fifteenth Annual Cognitive Science Society Conference (pp. 312-317). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
4. Chi, M. T. H. (1997). Creativity: Shifting across ontological categories flexibly. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 209-234). Washington, DC: American Psychological Association.
5. Chi, M. T. H. (2000a). Cognitive understanding levels. In Encyclopedia of psychology (Vol. 2, pp. 146-151). New York: Oxford University Press.