CURRICULUM VITAE

Phone:  (650) 725-2448
Fax:  (650) 725-5699

Born:  December 5, 1944, Washington, D. C.
 

Academic History

• B.A., Stanford University, 1966, with great distinction (Major: Psychology)
• Ph.D., Yale University, 1970 (Major: Social and Developmental Psychology)

• Phi Beta Kappa, Stanford University, 1965
• Sigma Xi, Yale University, 1968
• National Science Foundation Undergraduate Fellowship, 1965, 1966
• Honorary Woodrow Wilson Fellowship, 1966-1967
• National Science Foundation Graduate Fellowship, 1966-1969
• Sterling Fellowship, Yale University, 1969-1970
• Research Development Award, Stanford University, 1972-1973
• Andrew W. Mellon Fellow, Stanford University, 1975
• Fellow, Center for Advanced Study in the Behavioral Sciences, 1979-1980
• University Fellow, Stanford University, 1988-1990
• Hoagland Prize for Undergraduate Teaching, Stanford University, 1990
• James McKeen Cattell Fund Award, 1998

•  Professor of Psychology, Stanford University, 1982-present
• Chairman, Department of Psychology, Stanford University, 1990-1994 and 2000-present
• Professor, by courtesy, School of Education, 1982-present
• Fellow, Center for the Study of Youth Development, 1976-1994
• Visiting Fellow, Yale University, 1994-1995
• University Fellow, Stanford University, 1988-1990
• Visiting Scholar, London School of Economics, 1986-1987
• Co-Director of Social Psychology Program, Department of Psychology, 1990- present
• Director of Undergraduate Studies, Department of Psychology, 1996-1997
• Director of Graduate Studies, Department of Psychology, 1985-1986
• Assistant to Associate Professor of Psychology, Stanford University, 1971-1982
• Director of Graduate Studies, Department of Psychology, 1976-1977
• Visiting Fellow, Yale University, 1977-1978
• Fellow, Center for Advanced Study in the Behavioral Sciences, 1979-1980

• Fellow: American Psychological Association (Divisions 7, 8, 9, and 15)
• Dissertation Awards Committee, Division 7, 1992-1993
• Charter Fellow: American Psychological Society
• Member: Society of Experimental Social Psychology (Co-Coordinator, Annual Meeting, 1980; Dissertation Awards Committee, 1983-1986)
• Member: American Association for the Advancement of Science, American Educational Research Association, National Association for the Education of Young Children, Society for Personality and Social Psychology, Society for the Psychological Study of Social Issues, Society for Research in Child Development

• Chairman: Mental Health Behavioral Sciences Research Review Committee, National Institute of Mental Health, 1982-1984
• Chairman: Special Research Review Committees, National Institute of Mental Health, 1981-1982
• Member: Basic Sociocultural Research Review Committee, National Institute of Mental Health, 1980-1981
• Research Grant Reviewer: Canada Council, National Science Foundation, National Institute of Mental Health, Thrasher Foundation
• Associate Editor: Personality and Social Psychology Bulletin, 1977-1978
• Editorial Board: Journal of Educational Computing Research, 1983-present; Media Psychology, 1999-present
• Consulting Editor: Monographs of the Society for Research in Child Development, 1971-1973; Journal of Personality and Social Psychology, 1977-1984; Child Development, 1977-1987; Social Cognition, 1981-1984
• Editorial Consultant: Administrative Sciences Quarterly, American Psychologist, Behavior Therapy, Child Development, Cognitive Research and Therapy, Cognitive Science, Cognition and Instruction, Developmental Psychology, Educational Psychologist, Human-Computer Interaction, International Journal of Human-Machine Interactions, Journal of Abnormal Psychology, Journal of Applied Behavior Analysis, Journal of Applied Psychology, Journal of Applied Social Psychology, Journal of Educational Psychology, Journal of Experimental Psychology: General, Journal of Experimental Child Psychology, Journal of Experimental Social Psychology, Journal of Personality, Journal of Personality and Social Psychology, Merrill Palmer Quarterly, Personality and Social Psychology Bulletin, Psychological Bulletin, Psychological Review, Review of Educational Research, Sex Roles, Social Cognition, Social Psychology, Sociometry

• Member, Academic Senate, Stanford University, 1995-1997
• Member, Russell-Sage Foundation Working Group on Social Psychology of Cultural Contact, 1993-1998.
• Member: Social Science Research Council Study Group on Computers and Society, 1985-1994
• Member: Research Briefing Panel on Information Technology in Precollege Education, National Academy of Sciences, 1984
• Founding Committee: Center for the Study of Youth Development, Stanford University. Co-author of proposal establishing center
• Chairman, Education and Technology Panel, Stanford and the Schools Study, 1982-1985
• Member, Dean's Committee on Appointments and Promotions, Stanford University, 1987-1989, and ad hoc Reviewer, 1986-1992

• Extrinsic incentives, intrinsic motivation, and education: Characteristics and consequences of the experience of "work" vs. "play."
• Perseverance in attribution and self-perception processes: Mechanisms underlying the perseverance of initial beliefs and attitudes; techniques for overcoming unwarranted belief perseverance.
• Children's internalization of adult values: Cognitive processes in self control and moral development; strategies for inducing cross-situational generalization of behavior.
• Attitude-behavior consistency: The use of attitude prototypes to predict consistency and inconsistency between attitudes and actions.
• Microcomputers in education: Design and evaluation of intrinsically motivating instructional activities for children; effects of early exposure to computers on children's learning and motivation.
• Expertise in tutoring: Instructional strategies and motivational techniques of expert tutors.
• Choice and control in cultural context: Psychological benefits, and potential costs, of individual choice and personal control in different cultures

• Extrinsic Rewards and Intrinsic Motivation in Children, United States Office of Education Contract OEC-9-72-0034, 1972-73.
• Effects of Extrinsic Rewards on Intrinsic Motivation, National Institute of Mental Health Grant MH-24134, 1973-76.
• Imitation and Self-Reinforcement Patterns in Children, National Institute of Mental Health Grant MH-25404, 1973-74.
• Generalized Effects of Modeled Self-Reinforcement Training, National Institute of Education Grant NIE-G-74-0027, 1974-75.
• Perseverance in Self Perception and Social Perception, National Institute of Mental Health Grant MH-26736 (M. R. Lepper & L. D. Ross, Co-Principal Investigators), 1975-78.
• Intrinsic and Extrinsic Motivation in Children, National Institute of Child Health and Human Development Grant HD-MH-09814 (Included in Program Project Grant, "Basic Processes in Cognitive and Social Development"), 1975-85.
• Perseverance and Change in Impressions and Beliefs, National Science Foundation Grant BNS-78-01211 (M. R. Lepper & L. D. Ross, Co-Principal Investigators), 1978-81.
• Extrinsic Constraints and Intrinsic Motivation, National Science Foundation Grant BNS-79-14118, 1979-82.
• Errors in Social Inference: Causes and Consequences, National Institute of Mental Health Grant MH-36093 (M. R. Lepper & L. D. Ross, Co-Principal Investigators), 1981-84.
• Bias in Social Inference and Prediction, National Institute of Mental Health Grant MH-36093 (L. D. Ross & M. R. Lepper, Co-Principal Investigators), 1984-1986.
• Early Computer Access: Social and Psychological Effects, National Institute of Child Health and Human Development Grant HD-17371, 1984-1988.
• Construal Biases in Social Judgment, National Science Foundation Grant BNS-86-06155 (L. D. Ross & M. R. Lepper, Co-Principal Investigators), 1986-1988.
• Cognitive and Motivational Strategies of Expert Tutors, National Institute of Child Health and Human Development Grant HD-25258, 1989-1997.
• Consequences of Choice on the Motivation of Citicorp Employees and Consumers, Citicorp Behavioral Sciences Research Council Grant (M. R. Lepper & S. Sethi, Co-Principal Investigators), 1996-1998.
• Construal Biases in the Mediation of Conflict, National Institute of Mental Health Grant MH-44321 (L. D. Ross & M. R. Lepper, Co-Principal Investigators), 1989-2002.
• Rethinking the Consequences of Choice and Cultural Perspectives on Intrinsic Motivation, Personal Control, and Job Performance, Citicorp Behavioral Sciences Research Council Grant (S. Sethi-Iyengar & M. R. Lepper, Co-Principal Investigators), 1998-2000.

• Carlsmith, J. M., Ebbesen, E. B., Lepper, M. R., Zanna, M. P., Joncas, A. J., & Abelson, R. P. (1969). Dissonance reduction following forced attention to the dissonance. Proceedings, 77th Annual Convention, American Psychological Association.
• Lepper, M. R., Zanna, M. P., & Abelson, R. P. (1970). Cognitive irreversibility in a dissonance reduction situation. Journal of Personality and Social Psychology, 16, 191-198.
• Reprinted in M. Jahoda & N. Warren (Eds.), Attitudes. London: Penguin Books, 1973.
• Lepper, M. R. (1970). Anxiety and experimenter valence as determinants of social reinforcer effectiveness. Journal of Personality and Social Psychology, 16, 704-709.
• Landauer, T. K., Carlsmith, J. M., & Lepper, M. R. (1970). Experimental analysis of the factors determining obedience of four-year old children to adult females. Child Development, 41, 601-611.
• Lepper, M. R. (1973). Dissonance, self perception and honesty in children. Journal of Personality and Social Psychology, 25, 65-74.
• Reprinted in B. E. Collins (Ed.), Public and private conformity. Andover, Mass.: Warner Publications, 1973; as a Warner Modular Publication, 1973; and in D. R. Cook (Ed.), A guide to educational research. New York: Allyn & Bacon, 1974.
• Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28, 129-137.
• Reprinted as a Warner Modular Publication, 1974; by Ginn Press Professional Publishing Program, 1985; in L. A. Peplau, D. O. Sears, & J. L. Freedman (Eds.), Readings in Social Psychology: Classic and Contemporary Contributions. New York: Prentice Hall, 1985; and in S. Fein & S. Spencer (Eds.), Readings in Social Psychology, Boston: Houghton Mifflin, 1996.
• Declared a "Citation Classic," 1983.
• Zanna, M. P., Lepper, M. R., & Abelson, R. P. (1973). Attentional mechanisms in children's devaluation of a forbidden activity in a forced-compliance situation. Journal of Personality and Social Psychology, 28, 355-359.
• Greene, D., & Lepper, M. R. (1974, September). Intrinsic motivation: How to turn play into work. Psychology Today, 49-54.
• Reprinted in Psicologica Contemporanea and Psychology Today (British affiliate), 1975, and Play behavior: A person-environment interaction model, 1978.
• Carlsmith, J. M., Lepper, M. R., & Landauer, T. K. (1974). Children's obedience to adult requests: Interactive effects of anxiety arousal and apparent punitiveness of the adult. Journal of Personality and Social Psychology, 30, 822-838.
• Greene, D., & Lepper, M. R. (1974). Effects of extrinsic rewards on children's subsequent intrinsic interest. Child Development, 45, 1141-1145.
• Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, 31, 479-486.
• Reprinted in E. Aronson & A. R. Pratkanis (Eds.), Social Psychology. London: Edward Elgar, 1992, and by Odin Readers, Berkeley, CA, 1995.
• Lepper, M. R., & Greene, D. (1975, April). When two rewards are worse than one: Effects of extrinsic rewards on intrinsic motivation. Phi Delta Kappan, 565-566.
• Reprinted in D. E. Hamacheck (Ed.), Human dynamics in psychology and education. New York: Allyn & Bacon, 1976.
• Lepper, M. R., Sagotsky, G., & Mailer, J. (1975). Generalization and persistence of effects of exposure to self-reinforcement models. Child Development, 46, 618-630.
• Eberts, E. H., & Lepper, M. R. (1975). Individual consistency in the proxemic behavior of preschool children. Journal of Personality and Social Psychology, 32, 841-849.
• Ross, L., Lepper, M. R., & Hubbard, M. (1975). Perseverance in self perception and social perception: Biased attributional processes in the debriefing paradigm. Journal of Personality and Social Psychology, 32, 880-892.
• Reprinted in E. Aronson & A. R. Pratkanis (Eds.), Social Psychology. London: Edward Elgar, 1992.
• Lepper, M. R., & Greene, D. (1976). On understanding "overjustification": A reply to Reiss and Sushinsky. Journal of Personality and Social Psychology, 33, 25-35.
• Amabile, T. N., DeJong, H. W., & Lepper, M. R. (1976). Effects of extrinsic deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology, 34, 92-98.
• Greene, D., Sternberg, B., & Lepper, M. R. (1976). Overjustification in a token economy. Journal of Personality and Social Psychology, 34, 1219-1234.
• Reprinted in C. M. Franks & G. T. Wilson (Eds.), Annual review of behavior therapy theory and practice. New York: Bruner/Mazil, 1977.
• Lepper, M. R. (1977). Book review: New directions in attribution research, Volume 1. Science, 196, 765-766.
• Ross, L., Lepper, M. R., Strack, F., & Steinmetz, J. (1977). Social explanation and social expectation: The effects of real and hypothetical explanations upon subjective likelihood. Journal of Personality and Social Psychology, 35, 817-829.
• Sagotsky, G., Patterson, C. K., & Lepper, M. R. (1978). Training children's self-control: A field experiment in self-monitoring and goal-setting in the classroom. Journal of Experimental Child Psychology, 25, 242-253.
• Reprinted, in digest form, in H. L. Millman, C. E. Schaefer, & J. J. Cohen (Eds.), Therapies for children with school behavior problems . San Francisco: Jossey-Bass, 1980, and in Recent Educational Research. National Educational Association, 1991.
• Lepper, M. R., & Greene, D. (Eds.) (1978). The hidden costs of reward. Hillsdale, NJ: Erlbaum.
• Lepper, M. R., & Greene, D. (1978). Overjustification research and beyond: Toward a means-end analysis of intrinsic and extrinsic motivation. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 109-148). Hillsdale, NJ: Erlbaum.
• Lepper, M. R., & Greene, D. (1978). Divergent approaches to the study of rewards. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 217-244). Hillsdale, NJ: Erlbaum.
• Lepper, M. R., & Dafoe, J. L. (1979). Incentives, constraints, and motivation in the classroom. In I. H. Frieze, D. Bar-Tal, & J. S. Carroll (Eds.), New approaches to social problems: Applications of attribution theory (pp. 309-326). San Francisco: Jossey-Bass.
• Lord, C. G., Ross, L., & Lepper, M. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37, 2098-2109.
• Ross, L., & Lepper, M. R. (1980). The perseverance of beliefs: Empirical and normative considerations. In R. A. Shweder & D. Fiske (Eds.), New directions for methodology of behavioral science: Fallible judgment in behavioral research (pp. 17-36). San Francisco: Jossey-Bass.
• Anderson, C. A., Lepper, M. R., & Ross, L. (1980). The perseverance of social theories: The role of explanation in the persistence of discredited information. Journal of Personality and Social Psychology, 39, 1037-1049.
• Jennings, D. L., Lepper, M. R., & Ross, L. (1981). Persistence of impressions of personal persuasiveness: Perseverance of erroneous self-assessments outside the debriefing paradigm. Personality and Social Psychology Bulletin, 7, 257-263.
• Lepper, M. R., & Gilovich, T. J. (1981). The multiple functions of reward: A social-developmental perspective. In S. S. Brehm, S. M. Kassin, & F. X. Gibbons (Eds.), Developmental social psychology: Theory and research (pp. 5-31). New York: Oxford University Press.
• Lepper, M. R. (1981). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. In W. A. Collins (Ed.), Aspects of the development of competence: Minnesota symposium on child psychology (Vol. 14) (pp. 155-213). Hillsdale, NJ: Erlbaum.
• Reprinted in W. Damon (Ed.), Social and personality development: Essays on the growth of the child. New York: Norton, 1983.
• Lepper, M. R. (1981). Book Review: Cognitive Responses in Persuasion. Science, 214, 326.
• Lepper, M. R., Sagotsky, G., Dafoe, J. L., & Greene, D. (1982). Consequences of superfluous social constraints: Effects on young children's social inferences and subsequent intrinsic interest. Journal of Personality and Social Psychology, 42, 51-64.
• Lepper, M. R., & Gilovich, T. (1982). Accentuating the positive: Eliciting generalized compliance from children through activity-oriented requests. Journal of Personality and Social Psychology, 42, 248-259.
• Sagotsky, G., & Lepper, M. R. (1982). Generalization of experimentally-induced changes in children's preferences for easy or difficult goals. Child Development, 53, 372-375.
• Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: Implications for the classroom. In J. M. Levine & M. C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 281-317). Hillsdale, NJ: Erlbaum.
• Lepper, M. R. (1983). Social control processes and the internalization of social values: An attributional perspective. In E. T. Higgins, D. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development (pp. 294-330). New York: Cambridge University Press.
• Lord, C. G., Lepper, M. R., & Mackie, D. (1984). Attitude prototypes as determinants of attitude-behavior consistency. Journal of Personality and Social Psychology, 46, 1254-1266.
• Kassin, S. M., & Lepper, M. R. (1984). Oversufficient and insufficient justification effects: Cognitive and behavioral development. In J. Nicholls (Ed.), The development of achievement motivation (pp. 73-106). Greenwich, CT: JAI Press.
• Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality and Social Psychology, 47, 1231-1243.
• Lepper, M. R. (1985). Microcomputers in education: Motivational and social issues. American Psychologist, 40, 1-18.
• Reprinted in Handbook of Education. Deventer, The Netherlands: Van Loghum Slaterus, 1987, Readings in Educational Psychology. Tel-Aviv, 1987, Contemporary Readings in Child Psychology. Chicago: McGraw-Hill, 1987, and Educational Psychology: The Emergence of Contemporary Issues in Teaching Effectiveness, 1989.
• Lepper, M. R. (1985). The play's the thing. (Review of Mind at Play). Contemporary Psychology, 30, 312-313.
• Vallone, R., Ross, L., & Lepper, M. R. (1985). The hostile media phenomenon: Biased perception and perceptions of media bias in coverage of the "Beirut Massacre." Journal of Personality and Social Psychology, 49, 577-585.
• Reprinted by Ginn Press Professional Publishing Program, 1987.
• Lepper, M. R., & Chabay, R. W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20, 217-231.
• Lepper, M. R., Ross, L., & Lau, R. (1986). Persistence of inaccurate and discredited personal impressions: Attributional perseverance in the classroom. Journal of Personality and Social Psychology, 50, 482-491.
• Reprinted in W. A. Lesko (Ed.), Readings in Social Psychology. New York: Allyn & Bacon, 1990.
• Lepper, M. R., & Milojkovic, J. D. (1986). The "computer revolution" in education: A research perspective. In P.F. Campbell & G.G. Fein (Eds.), Young children and microcomputers: Conceptualizing the issues (pp. 12-23). Reston, VA: Reston.
• Lepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analysis (pp. 255-286). Hillsdale, NJ: Erlbaum.
• Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomic model of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analysis (pp. 223-253). Hillsdale, NJ: Erlbaum.
• Lin, S., & Lepper, M. R. (1987). Correlates of children's use of videogames and computers. Journal of Applied Social Psychology, 17, 73-94.
• Lepper, M. R., & Chabay, R. W. (1988). Socializing the intelligent tutor: Bringing empathy to computer tutors. In H. Mandl & A. M. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 242-257). Chicago: Springer-Verlag.
• Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-310.
• Lepper, M. R., & Gurtner, J. (1989). Children and computers: Child development and education approaching the twenty-first century. American Psychologist, 44, 170-178.
• Reprinted in N. N. Soljan & M Kovacevic (Eds.), Kognitivna Znanost, Zabreb, Yugoslavia: Skolske Novine, 1991.
• Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. E. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73-105). New York: Academic Press.
• Lepper, M. R. (1989). Foreword to E. Aronson, P. C. Ellsworth, J. M. Carlsmith, & M. H. Gonzales, Methods of research in social psychology. New York: McGraw-Hill.
• Lepper, M. R., Aspinwall, L., Mumme, D., & Chabay, R. W. (1990). Self-perception and social perception processes in tutoring: Subtle social control strategies of expert tutors. In J. M. Olson & M. P. Zanna (Eds.), Self-inference and social inference: The Ontario symposium, Vol. 6 (pp. 217-237). Hillsdale, NJ: Erlbaum.
• Lepper, M. R., Woolverton, M., Parker, L. E., Mumme, D. L., Hodell, M., & Cordova, D. I. (1990). Intrinsic motivation and instruction via computers. In E. Friedman (Ed.), Proceedings of the third annual Stevens Institute conference on educational technology (pp. 53-71). Hoboken, NJ: Stevens Institute of Technology.
• Desforges, D. M., Lord, C. G., Ramsey, S. L., Mason, J. A., Van Leeuwen, M. D., Cox, L., & Lepper, M. R. (1991). Effects of structured cooperative contact on attitude prototypes and attitude change. Journal of Personality and Social Psychology, 60, 531-544.
• Lepper, M. R. (1991). Book Review: Interpersonal Perception. Science, 252, 1020.
• Lord, C. G., Desforges, D. M., Ramsey, S. L., Trezza, G. R., & Lepper, M. R. (1991). Typicality effects in attitude-behavior consistency: Effects of category discrimination and category knowledge. Journal of Experimental Social Psychology, 27, 550-575.
• Parker, L. E., & Lepper, M. R. (1992). Effects of fantasy contexts on children's learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62, 625-633.
• Condry, J., & Lepper, M. R. (Eds.) (1992). Special issue: Intrinsic motivation and education. Motivation and Emotion, 16(3).
• Lepper, M. R., & Cordova, D. I. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16, 187-208.
• Shultz, T., & Lepper, M. R. (1992). A constraint satisfaction model of cognitive dissonance phenomena. In Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society (pp. 462-467). Hillsdale, NJ: Erlbaum.
• Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 75-105). Hillsdale, NJ: Erlbaum.
• Lepper, M. R. (1994). "Hot" vs. "cold" cognition: An Abelsonian journey. In R. Schank & E. Langer (Eds.), Beliefs, reasoning, and decision making: Psycho-logic in honor of Bob Abelson (pp. 237-275). Hillsdale, NJ: Erlbaum.
• Lord, C. G., Desforges, D. M., Fein, S., Pugh, M. A., & Lepper, M. R. (1994). Typicality effects in attitudes toward social policies: A concept-mapping approach. Journal of Personality and Social Psychology, 66, 658-673.
• Lepper, M. R. (1995). Theory by the numbers? Some concerns about meta-analysis as a theoretical tool. Applied Cognitive Psychology, 8, 1-12.
• Lepper, M. R., Keavney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic rewards: A commentary on Cameron and Pierce's meta-analysis. Review of Educational Research, 66, 5-32.
• Shultz, T. R., & Lepper, M. R. (1996). Constraint satisfaction modeling of cognitive dissonance phenomena. Psychological Review, 103, 219-240.
• Lepper, M. R., Sethi, A. S., Dialdin, D., & Drake, M. (1996). Intrinsic and extrinsic motivation: Developmental trends and issues. In S. Luthar, J. Burack, D. Cichetti, & J. Weisz (Eds.), Developmental psychopathology: Perspectives on risk and disorder (pp. 23-50). Cambridge: Cambridge University Press.
• Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal ofEducational Psychology, 88, 715-730.
• Lepper, M. R., & Whitmore, P. (1996). Collaboration: A social-psychological perspective. Cognitive Studies: The Bulletin of the Japanese Cognitive Science Society, 3, 7-10.
• Sia, T. L., Lord, C. G., Blessum, K. A., Ratcliff, C. D., & Lepper, M. R. (1997). Is a rose always a rose? The role of social category exemplar change in attitude stability and attitude-behavior consistency. Journal of Personality and Social Psychology, 72, 501-514.
• Lepper, M. R., Drake, M., & O'Donnell-Johnson, T. M. (1997). Scaffolding techniques of expert human tutors. In K. Hogan & M. Pressley (Eds), Scaffolding student learning: Instructional approaches and issues (pp. 108-144). New York: Brookline Books.
• Shultz, T. R., & Lepper, M. R. (1998). The consonance model of dissonance reduction. In S. J. Read & L. C. Miller (Eds.), Connectionist and PDP models of social reasoning andsocial behavior (pp. 211-244). Hillsdale, NJ: Erlbaum.
• Lepper, M. R. (1998). Book Review: Who shall speak for the children? Contemporary Psychology, 43, 172-173.
• Lepper, M. R. (1998). A whole much less than the sum of its parts: A comment on Eisenberger and Cameron. American Psychologist., 53, 675-676.
• Shultz, T. R., Sirois, S., & Lepper, M. R. (1998). A constraint-satisfaction model of Machiavellianism effects in cognitive dissonance. Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 957-962). Hillsdale, NJ: Erlbaum.
• Shultz, T. R., Leveille, E., & Lepper, M. R. (1999). Free-choice and cognitive dissonance revisited. Personality and Social Psychology Bulletin, 25, 40-48.
• Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the role of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
• Shultz, T. R., & Lepper, M. R. (1999). Computer simulations of cognitive dissonance reduction. In E. Harmon-Jones & J. Mills (Eds.), Cognitive dissonance. Progress on a pivotal theory in social psychology.(pp. 235-265). Washington, D. C.: American Psychological Association.
• Sia, T. L., Lord, C. G., Blessum, K. A., & Lepper, M. R. (1999). Activation of exemplars in the process of assessing social category attitudes. Journal of Personality and Social Psychology, 76, 517-532.
• Lord, C. G., & Lepper, M. R. (1999). Attitude representation theory. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 31, pp. 265-343). San Diego: Academic Press.
• Lepper. M. R., & Shultz, T. R. (1999). Dissonance theory. In R. A. Wilson & F. C. Keil (Eds.), MIT Encyclopedia of the cognitive sciences (pp. 233-234). Cambridge, MA: MIT Press.
• Iyengar, S. S., Lepper, M. R., & Ross, L. (1999). Independence from whom? Interdependence with whom? Cultural perspectives on ingroups and outgroups. In D. Prentice & D. Miller (Eds.), Cultural Divides (pp. 273-301). New York: Sage.
• Shultz, T. R., & Lepper, M. R. (1999). Consonance network simulations of arousal phenomena in cognitive dissonance. Proceedings of the twenty-first annual conference of the Cognitive Science Society (pp. 659-664).  Hillsdale, NJ: Erlbaum.
• Lepper, M. R., Henderlong, J., & Gingras, I.  (1999).  Understanding the effects of extrinsic rewards on intrinsic motivation:  Uses and abuses of meta-analysis. Psychological Bulletin., 125, 669-676.
• Lepper, M. R., & Henderlong, J.  (2000).  Turning "play" into "work" and "work" into "play":  25 years of research on intrinsic versus extrinsic motivation.  In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307).  San Diego: Academic Press.
• Shultz, T. R., & Lepper, M. R.  (2000).  Simulation of self-affirmation phenomena in cognitive dissonance.  Proceedings of the twenty-second annual conference of the Cognitive Science Society (pp. 464-468).  Hillsdale, NJ: Erlbaum.
• Lepper, M. R., & Henderlong, J.  (2000).  The little engine that had an incremental theory:  An essay review of Dweckís "Self Theories".  Human Development, 74, 186-190.
• Iyengar, S. S., & Lepper, M. R.  (2000).  When choice is demotivating:  Can one desire too much of a good thing?  Journal of Personality and Social Psychology, 79, 995-1006.
• Shultz, T. R., Katz, J. A., & Lepper, M. R.   (2001).  Clinging to beliefs:  A constraint satisfaction model.  Proceedings of the twenty-third annual conference of the Cognitive Science Society.  Hillsdale, NJ:  Erlbaum.
• Lepper, M. R., & Woolverton, M.  (2001).  The wisdom of practice:  Lessons learned from the study of highly effective tutors.  In J. Aronson (Ed.), Improving academic achievement:  Contributions of social psychology (pp. 133-156). Orlando, FL:  Academic Press.
• Lepper, M. R., & Henderlong, J.  (In Press).  Motivation and instruction.  In J. W. Guthrie (Ed.), Encyclopedia of education.  New York: Macmillan.
• Iyengar, S. S., & Lepper, M. R.  (2002).  Choice and its consequences:  On the costs and benefits of self-determination.  In A. Tesser, D. A. Stapel, & J. V. Wood (Eds.), Self and motivation:  Emerging psychological perspectives (pp. 71-96).  Washington, D. C.: American Psychological Association.
• Lepper, M. R., & Henderlong, J.  (Under Review).  The effects of praise on childrenís intrinsic motivation:  A review and synthesis.
• Katz, J. A., Shultz, T. R., & Lepper, M. R.  (Under Review).  A constraint satisfaction model of belief perseverance.
• Ward, A., Atkins, D., & Lepper, M. R.  (Under Revision).  Overcoming the reactive devaluation barrier through self-affirmation.
• Shultz, T. R., & Lepper, M. R.  (Under Revision).  Consonance network simulations of arousal and self-concept phenomena in cognitive dissonance:  The role of activity.
• Cordova, D. I., & Lepper, M. R.  (Under Revision).  The effects of intrinsic versus extrinsic rewards on the process of learning.
• Lepper, M. R., Ross, L., Tsai, J., & Ward, A.  (In Preparation).  Why the grass is always greener: Mechanisms of reactive devaluation.
• Sia, T. L., Thomas, J. C., Lord, C. G., & Lepper, M. R.  (Under Revision).  Houses built on sand:  Effects of exemplar variability on susceptibility to attitude change.
• Ratcliff, C. D., Scarberry, N. C., Lord, C. G., Ross, L., & Lepper, M. R.  (Under Revision).  Biased assimilation, attitude polarization, and behavior polarization:  Lord, Ross, and Lepper (1979) revisited.
• Lepper, M. R., & McGuire, J., & Puccio, C.  (In Preparation).  Should intelligent tutoring systems mimic human tutors?
• Lepper, M. R., Ross, L., Jen, A., Keavney, M., Brandon, E., McGuire, J., &  Puccio, C.  (In Preparation) . Assimilation biases and perceptions of hostile bias in network coverage of presidential debates.
• Lepper, M. R., Woolverton, M., Drake, M., O'Donnell-Johnson, T. M., & Gurtner, J-L.  (In Preparation).  Expertise in human tutoring: Motivational and informational considerations in successful tutorial interactions.