| 2004 | DIAGRAMS | Teaching Children Brackets by Manipulating Trees: Is Easier Harder? | Thomas R. G. Green, Andrew G. Harrop, Vania Dimitrova |
| 2002 | CHI | Cognitive models of programming-like activity. | Alan F. Blackwell, Peter Robinson, Chris Roast, Thomas R. G. Green |
| 2000 | ICSE | WYSIWYT testing in the spreadsheet paradigm: an empirical evaluation. | Karen J. Rothermel, Curtis R. Cook, Margaret M. Burnett, Justin Schonfeld, Thomas R. G. Green, Gregg Rothermel |
| 1995 | Interact | Displays as data structures: entity-relationship models of information artefacts. | Thomas R. G. Green, David Benyon |
| 1995 | Interact | Programming plans, imagery, and visual programming. | Thomas R. G. Green, R. Navarro |
| 1993 | CHI | Spelling mistakes: how well do correctors perform? | David G. Hendry, Thomas R. G. Green |
| 1990 | Interact | The cognitive dimension of viscosity: A sticky problem for HCI. | Thomas R. G. Green |
| 1990 | Interact | The generalized unification parser: Modelling the parsing of notations. | Thomas R. G. Green, Andrea Borning |
| 1990 | Interact | Where to draw the line with text: Some claims by logic designers about graphics in notation. | Marian Petre, Thomas R. G. Green |
| 1989 | CHI | Programmable user models for predictive evaluation of interface designs. | Richard M. Young, Thomas R. G. Green, Tony J. Simon |
| 1983 | CHI | The user's perception of the interaction language: A two-level model. | Stephen J. Payne, Thomas R. G. Green |