On cognition / Over cognitie


Ben Wilbrink



Marco Wiering & Martijn van Otterlo (Eds.) (). Reinforcement learning. Springer free preview


This is from the engineering world: machine learning.



Sgaozeng Qin, Soohyun Cho, Tianwen Chen, Miriam Rosenberg-Lee, David C. Geary & Vinod Menon (2014). Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nature Neuroscience advance publication 17 August 2014 preview; abstract, figures, references


Really a pity this article is paywalled. At least the references are available, quite an interesting lot. Read the preview first page f the article, and follow up the references. If anybody out there can send me the pdf, would be very nice.



Seana Moran, David Cropley & James C. Kaufman (Eds.) (2014). The ethics of creativity




Peter M. Todd, Thomas T. Hills & Trevor W. Robbins (Eds.) (2014). Cognitive search. Evolution, algorithms, and the brain. The MIT Press.




Stephen M. Fleming & Christopher D. Frith (Eds.) (2014). The cognitive neuroscience of metacognition. Springer.




Kevin N. Ochsner & Stephen M. Kosslyn (Eds.) (2014). The Oxford Handbook of Cognitive Neuroscience. Oxford University Press. [nog niet als eBook in KB 12 juni 2014] info




Peter M. Todd, Thomas T. Hills & Trevor W. Robbins (Eds.) (2012). Cognitive Search. Evolution, Algorithms, and the Brain. The MIT Press. info


Ik weet het niet, hoor, maar ik heb niet echt een bijdrage gevonden die direct raakt de problemen van creatief en probleemoplossend zoekgedrag zoals Stellan Ohlsson die uitwerkt in zijn 2012. Maar goed, er is een behoorlijk aantal van de in totaal 20 bijdragen die de mogelijkheid beloven dat er goede idee¨n opborrelen over toetsvragen en wat toetsvragen met kandidaten doen. Want daar gaat wat mij betreft dit boek over: iedere examenvraag is een zoekopdracht; dus wat zeggen de onderzoekers hierover?



Shana K. Carpenter, Nicholas J. Cepeda, Doug Rohrer, Sean H. K. Kang & Harold Pashler (2012). Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction. Educ Psychol Rev, 24, 369-378. pdf download here




Harold Pashler, Sean H. K. Kang & Michael C. Mozer (2013). Reviewing erroneous information facilitates memory updating. Cognition, 128, 424-430. pdf download here




Lieven Verschaffel, Erik de Corte, Ton de Jong & Jan Elen (2011). Use of representations in reasoning and problem solving. Routledge. [als eBook in KB] info


Lijkt me een interessante bundel, maar zijn dit niet weer herkauwsels van elders gepubliceerd werk?



Pieter J. van Strien (2003). Selz in Nederland,. Een vroeg programma voor het opheffen van intellectuele achterstanden. De Psycholoog, 422-430.




Kim J. H. Dirkx, Liesbeth Kester & Paul A. Kirschner (2013). The testing effect for learning principles and procedures from text. The Journal of Educational Research,




Daniel Simons (2014). How experts recall chess positions. blog




Victor A. Benassi, Catherine E. Overson & Christopher M. Hakala (Eds.) (2014). Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php download eBook open access




[uit de KB te leen als eBook]




[uit de KB te leen als eBook]




[uit de KB te leen als eBook]




[uit de KB te leen als eBook]




[uit de KB te leen als eBook]




Mark J. Gierl & Thomas M. Haladyna (Eds) (2013). Automatic Item Generation. Theory and Practice. Routledge. [als eBook bij KB] info




Francis Green (2013). Skills and Skilled Work: An Economic and Social Analysis. OUP. info [uit de KB te leen als eBook]


An important book. Not on the psychology of skill acquisition (see the work of Anders K, Ericsson), but in the domain mentioned in the title of the book. An antidote to the OECD-propaganda en the lobby of 21st century skills.



The skills needed for the 21st century. OECD pdf


The OECD practices educational imperialism: promoting constructivist visions on education. In the case of skills, for example. It is an important subject, the OECD is present: http://skills.oecd.org/documents/



James Staszewski (Ed.) (2013). Expertise and skill acquisition. The impact of William G. Chase. Taylor and Francis. [KB eBook] info




Kathleen L. Mosier & Ute M. Fischer (Eds.) (2011). Informed by Knowledge: Expert Performance in Complex Situations. Taylor and Francis. [als eBook in KB] info




Kathleen Porter-Magee (12-12-2013). An update on the Common Core reading wars. pagina







Manfred Spitzer (2013). Digitale dementie. Hoe wij ons verstand kapot maken. Atlas Contact. isbn 9789045024332 aantekeningen (Kennisnet)




Anthony J. Sanford & Catherine Emmott (2012). Mind, Brain and Narrative. Cambridge University Press. [KB eBook] info




Alfred Binet & Victor Henri (1898). La fatigue intellectuelle. Paris: Librairie C. Reinwald. pdf livre


Fantastisch. Onder andere laboratoriumonderzoke: veranderingen in bloeddruk etc. bij het doen van intellectuele oefeningen, o.a. rekenopgaven.



Douglas L. Medin, Elizabeth B. Lynch & Karen O. Solomon (2000). Are there kinds of concepts? Annual Review of Psychology, 51, 121-147.




Morton Ann Gernsbacher andMichael P. Kaschak (2003). Neuroimaging studies on language production and comprehension. Annual Review of Psychology, 54, abstract




Endel Tulving (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25. abstract




R. Saxe, S. Carey, and N. Kanwisher (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87-124. abstract




Irving I. Gottesman & Daniel R. Hanson (2005). Human Development: Biological and Genetic Processes. Annual Review of Psychology, 56, 263-286. abstract


Dit is precies de lijn van denken zoals Ohlsson (2011, hoofdstuk 1) die aangeeft: dynamisch, emergent, aanpassing, tegenover de oude benadering vanuit vaste gegevenheden zoals genetische opmaak van het individu.



F. Gregory Ashby & W. Todd Maddox (2005). HUMAN CATEGORY LEARNING. Annual Review of Psychology, 56, 149-178. abstract




John Jonides, Richard L. Lewis, Derek Evan Nee, Cindy A. Lustig, Marc G. Berman & Katherine Sledge Moore (2008). The Mind and Brain of Short-Term Memory. Annual Review of Psychology, 59, 193-224. abstract




Ursula M. Staudinger & Judith Glück (2011). Psychological Wisdom Research: Commonalities and Differences in a Growing Field. Annual Review of Psychology, 62, 215-241. abstract




Beth A, Hennessey1& Teresa M. Amabile (2010). Creativity. Annual Review of Psychology, 61, 569-598. pdf




Timothy Salthouse (2012). Consequences of Age-Related Cognitive Declines. Annual Review of Psychology, 63, 201-226. pdf


Direct relevant voor de protagonisten die alleen vaardigheden voor de 21e-eeuw als van enig belang voor de 21e werknemer zien. zie hier.



Sébastien Hélie & Ron Sun (2010). Incubation, Insight, and Creative Problem Solving: A Unified Theory and a Connectionist Model. Psychological Review, 93, 994-1024. pdf




Frans J. Prins, Marcel V.J. Veenman & Jan J. Elshout (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction 16, 374-387. abstract




Stella Vosniadou, Aristides Baltas & Xenia Vamvakoussi (Eds.) (2007). Reframing the Conceptual Change Approach in Learning and Instruction. Elsevier.




Susanne M. Jaeggi, Martin Buschkuehl, John Jonides & Walter J. Perrig (2008). Improving fluid intelligence with training on working memory. Proc Natl Acad Sci U S A. 2008 May 13; 105(19): 6829-6833. html




Robert J. Sternberg (2008). Increasing fluid intelligence is possible after all. Proc Natl Acad Sci U S A. 2008 May 13; 105(19): 6791-6792. html




Richard L. Bryck and Philip A. Fisher (2012). Training the Brain. Practical Applications of Neural Plasticity From the Intersection of Cognitive Neuroscience, Developmental Psychology, and Prevention Science. American Psychologist, 67, 87-100. abstract




Bryan J. Matlen & David Klahr (2013). Sequential effects of high and low instructional guidance on children's acquisition of experimentation skills: Is it all in the timing? preview




Mark Sadoski & Allan Paivio (2013 2nd). Imagery and Text. A Dual Coding Theory of Reading and Writing. Routledge. [UB Leiden PEDAG 48.A.505]



Dunlosky, J., & Rawson, K. A. (2005).Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40, 37-55. pdf


Uitvoerig theoretisch kader. Ik heb het even heel vluchtig doorgekeken. Het valt me op dat er een hoop drukte wordt gemaakt over het metacognitieve inzicht in wat er van een gelezen tekst opgestoken zou zijn, terwijl we daar toch een heel goede aanpak voor hebben in het onderwijs: reproduceren wat de hoofdpunten in hun onderlinge samenhang zijn. Ik zou toch denken dat dit de lakmoesproef is voor het begrepen hebben van de tekst. Ook dan kunnen er metacognitief nog veel dingen mislopen, zoals ten onrechte denken dat je een goede samenvatting hebt geschreven. I ieder geval is dit een belangrijk onderwerp, waar ik nog te weinig (helemaal geen?) aandacht aan heb besteed, ook al heb ik zelf meta-copgnitief onderzoek gedaan (de projecten bij tandheelkunde en rechten inzake art. 24bis over de schriftelijke raad: studenten gaven bij de aanvang van hun tentamen aan wel cijfer zij verwachtten te scoren).



Anique B.H. de Bruin, Tamara van Gog (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22, 245-252. pdf



Scott R. Hinze, David N. Rapp, Vickie M. Williamson, Mary Jane Shultz, Ghislain Deslongchamps & Kenneth C. Williamson (2013). Beyond ball-and-stick: Students' processing of novel STEM visualizations. Learning and Instruction, 26, 12-21. abstract


Dit gaat over visuele modellen voor moleculen. Het heeft mijn aandacht nodig omdat hier een dikke analogie ligt met bijvoorbeeld het gebruik van de bus-metafoor in het aanvankelijk rekenonderwijs.



Lynne M. Reder, Heekyeong Park & Paul D. Kieffaber (2009). Memory Systems Do Not Divide on Consciousness: Reinterpreting Memory in Terms of Activation and Binding. Psychological Bulletin, 135, 23-49. download paper



Nash Unsworth & Randall W. Engle (2007). On the Division of Short-Term and Working Memory: An Examination of Simple and Complex Span and Their Relation to Higher Order Abilities. Psychological Bulletin, 133, 1038-1066. abstract



John R. Hayes (1989 2nd). The Complete Problem Solver. Erlbaum. annotatie in handboek_wiskundedidactiek.htm



John R. Hayes (2012). Modeling and remodeling writing. Written Communication, 29, 369-388. abstract



Gregory L. Murphy (2002). The Big Book of Concepts MIT Press. site



Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (2010). Neural imaging to track mental states while using an intelligent tutoring system. Proceedings of the National Academy of Science, 107(15), 7018-7023. abstract



Danker, J. F. & Anderson, J. R. (2010). The ghosts of brain states past: Remembering reactivates the brain regions engaged during encoding. Psychological Bulletin, 136, 87-102. pdf



Anderson, J. R., Betts, S. A., Ferris, J. L., & Fincham, J. M. (in press) (2011?). Tracking children's mental states while solving algebra equations. Human Brain Mapping . pdf



Zie ook de annotatie van Anderson (2007) anderson_2007



Miguel Nicolelis (2011). Beyond Boundaries. The New Neuroscience of Connecting Brains with Machines and how it Will Change our Lives. Times Books. isbn 9780805090529



Farrell Simon (2012). Temporal clustering and sequencing in short-term memory and episodic memory. Psychological Review, 119, 223-271. abstract



Models of verbal working memory capacity: What does it take to make them work? By Cowan, Nelson; Rouder, Jeffrey N.; Blume, Christopher L.; Saults, J. Scott Psychological Review, Vol 119(3), Jul 2012, 480-499. [Let op de latere toevoeging] abstract



Exploring the conceptual universe. By Kemp, Charles Psychological Review, Vol 119(4), Oct 2012, 685-722. abstract



John R. Kirby & Michael J. Lawson (2012). Enhancing the Quality of Learning. Dispositions, Instruction, and Learning Processes. Cambridge University Press. site



Mario Bunge (2010). The mind-body problem. Boston Studies in the Philosophy of Science, 287, 143-157. abstract of preview



John R. Anderson & Christian Lebiere (2003). The Newell test for a theory of cognition. Behavioral and Brain Sciences, 26 pdf



Richard E. Passingham (2008). What is Special about the Human Brain? Oxford University Press.



Richard E. Passingham & Steven P. Wise (2012). The Neurobiology of the Prefrontal Cortext. Anatomy, Evolution, and the Origin of Insight. Oxford University Press. website OUP

Buitengewoon interessant, maar ook heel gedetailleerd en omvangrijk boek. Ik heb het vrijwel ongelezen terug moeten brengen. Ik moet het nog eens lenen wanneer ik de ACT-R van John Anderson en de zijnen wat beter begrijp, en specifieke vragen heb die neurobiologisch van aard zijn.

In Chapter 9, we suggest that the fundamental function of the anthropoid PF cortex established the foundation of human insight. Though the power of re-representation, early modern humans evolved the ability to engage in mental trial-and-erro behaviour. Because they could re-represent their own intentions, they could represent the intentions of others. They could imitate the actions of others because they could represent not only what a member of their social group did, but also his or her intended goals. And because they could represent the mental states of others, they could influence them by instruction. Re-representation allows humans to extend the advantage provided by the anthropoid PF cortex—a reduction in errors—to the elimination of errors entirely, at least in principle.

p. 349 (de laatste bladzijde van de tekst



Alice F. Healy & Lyle E. Bourne (Eds) (2012). Training Cognition. Optimizing Efficiency, Durability, and Generalizability. Psychology Press. [in KB als eBook] site



Draaisma, D. Draaisma (1990). Het verborgen raderwerk. Over tijd, machines en bewustzijn. Ambo. isbn 9026310234



Swartz, M. L. Swartz & M. Yazdani (Eds.) (1992). Intelligent tutoring systems for foreign language learning. The bridge to international communication. Springer. isbn 0387550135 3540550135



John Downing (Ed.) (1973). Comparative Reading. Cross-National Studies of Behavior and Processes in Reading and Writing. Macmillan.



M. Schwebel & J. Raph (1973.1976). Piaget à l’école. (Piaget in the classroom) Denoël/Gontier. geen isbn



Willem A. Wagenaar (1986). My Memory: A Study of Autobiographical Memory over Six Years. Cognitive Psychology, 18, 225-252



Alan Bundy (2012). What Pólya and Lakatos Have To Say. In David McFarland, Keith Stenning & Maggie McGonigle-Chalmers (Eds.) (2012). The Complex Mind. An Interdisciplinary Approach (167-185). Palgrave Macmillan. pdf



David McFarland, Keith Stenning & Maggie McGonigle-Chalmers (Eds.) (2012). The Complex Mind. An Interdisciplinary Approach. Palgrave Macmillan.



Daniel L. Schwartz, Kristen P. Blair, Gautam Biswas, Krittaya Leelawong & Joan Davis (2012?). Animations of thought: Interactivity in the teachable agent paradigm. To appear in R. Lowe & W. Schnotz (Eds). Learning with Animation: Research and Implications for Design. Cambridge University Press.



Daniel N. Osherson (1974). Logical Abilities in Children. Volume I: Organization of Length and Class Concepts: Empirical Consequences of a Piagetian Formalism. Volume II: Logical Inference: Underlying Operations. Erlbaum. isbn 0470657235 0470657243



Johannes Bauer (2008). Learning from Errors at Work. Studies on Nurses’ Engagement in Error-Related Learning Activities. Inaugural-Dissertation zur Erlangung der Doktorwürde der Philosophischen Fakultät II (Psychologie, Pädagogik und Sportwissenschaft) der Universität Regensburg pdf



Johannes Bauer & Christian Harteis (Eds.) (2012). Human Fallibility. The ambiguity of Errors for Work and Learning. Springer. table of content



Martin Gartmeier, Johannes Bauer, Hans Gruber & Helmut Heid (2008). Negative Knowledge: Understanding Professional Learning and Expertise. Vocations and Learning, 1, 87-103. pdf



Stephen R. Schmidt (Ed.) (2012). Extraordinary Memories for Exceptional Events. Psychology Press. review



Joseph M. Scandura (Ed.) (1976). Structural Learning. II. Issues and Approaches. Gordon and Breach. isbn 0677151101

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D. W. Vaags (1975). Over het oplossen van technische problemen. Proefschrift T.H. Eindhoven. pdf



Monica Ferguson-Hessler (1989). Over kennis en kunde in de fysica. Een studie van de cognitieve aspecten van het leren en doceren van natuurkunde. proefschrift TU Eeindhoven. isbn 9090030824 pdf



Valerie F. Reyna, Sandra B. Chapman, Michael R. Dougherty & Jere Confrey (Eds.) (2012). The adolescent brain. Learning, reasoning, and decision making.. American Psychological Association.



Stellan Ohlsson (2008). Computational models of skill acquisition. In Ron Sun: The Cambridge handbook of computational psychology (359-395). Cambridge University Press. site



B. J. M. Wolters (1980). Studies over creativiteit. In het bijzonder over het creatieve denkproces. SVO reeks 37.



Andreas Gegenfurtner & Erno Lehtinen & Roger Säljö (2011). Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains.Educational Psychology Review, 23, 523-552. abstract

Keith Stanovich (2010). Rationality and the Reflective Mind. site



Slava Kalyuga, Remy Rikers & Fred Paas (online first). Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills. Educ Psychol Rev (2012) 24:313-337



Patricia D. Mautone and Richard E. Mayer (2001). Signaling as a Cognitive Guide in Multimedia Learning. Journal of Educational Psychology, 93, 377-389. pdf


Leerstof gepresenteerd als tekst, als verbale uitleg, of als tekst-met-afbeeldingen. Het gaat over expliciete hints die het construeren van een mental model moeten vergemakkelen. Impliciet is het natuurlijk ook een onderzoek naar de doeltreffendheid van deze drie vormen van presentatie van nieuwe leerstof. Voor het onderzoek werd gebruik gemaakt van transfer: toetsopgaven over de stof. Er komen in dit artikel op een interessante manier een aantal problematische concepten bij elkaar: klassikale uitleg (mondelingen presentatie), presentatie met behulp van afbeeldingen, droge tekst, of tekst verrijkt met aanwijzingen. Hoewel de auteurs dat niet zeggen, staat dit gedoe met aanwijzingen in de tekst niet ver af van schematiseren. “Our work is based on the idea that constructivist learning of a scientific explanation depends on the learner's appropriate cognitive activity, not on the learner's behavioral activity per se.”



Stefean Engeser (Ed.) (2012). Advances in Flow Research.. Springer. [UB Leiden PSYCHO P4.2.3-50] Read online



Jan L. Plass, Roxana Moreno & Roland Brünken (Eds.) (2010). Cognitive Load Theory. Cambridge University Press site Is als paperback beschikbaar. [UB Leiden PEDAG 48.a.458]



David Jonassen & Susan Land (Eds.) (2012). Theoretical Foundations of Learning Environments. Routledge. [UB Leiden PEDAG 48.a.483] Routledge Het is allemaal niet zo urgent, boek weer teruggebracht.



Renate N. Caine & Geoffrey Caine (2011). Natural Learning for a Connected World. Education, technology, and the human brain. Teachers College, Columbia University. [UB Leiden PEDAG 48.a.473] Dit is vooral een pamflet, toch wel. Hoef ik niet nog eens te lenen.



Timothy Koschmann (Ed.) (2011). Theories of Learning and Studies of Instructional Practice. Springer. [UB Leiden PEDAG 48.a.474]



Maarten Vansteenkiste, Joke Simons, Willy Lens, Bart Soenens, Lennia Matos, and Marlies Lacante (2004). Less Is Sometimes More: Goal Content Matters. Journal of Educational Psychology, 96, 755-764. abstract



Marcel Veenman: Intellectual ability and Metacognitive skill: determinants of discovery learning in computerized learning environments. proefschrift UvA [nog niet gezien]



Bethany Rittle-Johnson & Jon R. Star (2009). Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving Journal of Educational Psychology, 101, 529-544. abstract

Expertise in Complex Decision Making: The Role of Search in Chess 70 Years After de Groot (pages 1567-1579)

Michael H. Connors, Bruce D. Burns and Guillermo Campitelli (2011). Cognitive Science, 35, Abstract One of the most influential studies in all expertise research is de Groot’s (1946) study of chess players, which suggested that pattern recognition, rather than search, was the key determinant of expertise. Many changes have occurred in the chess world since de Groot’s study, leading some authors to argue that the cognitive mechanisms underlying expertise have also changed. We decided to replicate de Groot’s study to empirically test these claims and to examine whether the trends in the data have changed over time. Six Grandmasters, five International Masters, six Experts, and five Class A players completed the think-aloud procedure for two chess positions. Findings indicate that Grandmasters and International Masters search more quickly than Experts and Class A players, and that both groups today search substantially faster than players in previous studies. The findings, however, support de Groot’s overall conclusions and are consistent with predictions made by pattern recognition models.

Criteria for the Design and Evaluation of Cognitive Architectures (pages 1329-1351) Sashank Varma (2011). Cognitive Science, 35,

How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability. Freund, Philipp Alexander; Kasten, Nadine; Psychological Bulletin, Vol 138(2), Mar, 2012. pp. 296-321.

Byron, K., & Khazanchi, S. (2012, March 12). Rewards and Creative Performance: A Meta-Analytic Test of Theoretically Derived Hypotheses. Psychological Bulletin. Advance online publication. doi: 10.1037/a0027652

Patrick Griffin, Barry McGaw & Esther Care (Eds.) (2012). Assessment and Teaching of 21st Century Skills. Springer. read online

Practice effects in the developing brain: A pilot study Original Research Article Pages S180-S191 Dietsje D. Jolles, Mark A. van Buchem, Serge A.R.B. Rombouts, Eveline A. Crone Volume 2, Supplement 1, Pages S1-S204 (15 February 2012) Neuroscience & Education

Clarice Wirkala & Deanna Kuhn (2011). Problem-based learning in K-12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48, 1157-1186.



David R. Krathwohl (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41, 212-264. pdf



Janet E. Davidson & Robert J. Sternberg (Eds.) (2003). The Psychology of Problem Solving. Cambridge University Press. pdf



Dirk Ifenthaler, Pedro Isaías, J. Michael Spector, Kinshuk Demetrios G. Sampson (Eds) (201). Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer. PSYCHO C6.3.-28 geleend, maar bevat ws. niets interssants; mogelijk si de tekst door Springer op zijn website leesbaar aangeboden.



Henk van Berkel, Albert Scherpbier, Harry Hillen & Cees van der Vleuten (Eds.) (2010). Lessons from problem-based learning. Oxford University Press.



Riemersma, F. S. J. Riemersma (1991). Leren oplossen van wiskundige problemen in het voortgezet onderwijs. Proefschrift Universiteit van Amsterdam. Amsterdam: Stichting Kohnstamm Fonds voor Onderwijsresearch. isbn 9068133063



Stellan Ohlsson (2011). Deep Learning. How the Mind Overrides Experience. Cambridge University Press.front matter



Stellan Ohlsson (1996). Learning from error and the design of task environments. International Journal of Educational Research, 25, 419-448.



J. A. de Jong (1996). Research into on-the-job-training: A state of the art. International Journal of Educational Research, 25, 449-464.



Thad A. Polk & Colleen M. Seifert (2002). Cognitive Modeling. MIT. isbn 0262661160 Possibly illegal?, the complete pdf of this 1270 pp book pdf



Ton de Jong (editor), Tamara van Gog, Kathleen Jenks, Sarah Manlove, Janet G. van Hell, Jelle Jolles, Jeroen J. G. van Merriënboer, Theo van Leeuwen, Annemarie Boschloo (2009?). Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science. prepublication

Bela Julesz (1971/2006 facsimile). Foundations of Cyclopean Vision. MIT Press. isbn 0262101130

J. Haenen & B. van Oers (Red.) (1983). Begrippen in het onderwijs. De theorie van Davydov. Pegasus. [KB 7512 H 38 1983]

Bethany Rittle-Johnson & Jon R. Star (2009). Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Journal of Educational Psychology, 101, 529-544.

Bethany Rittle-Johnson, Jon R. Star & Kelley Durkin (2009). The importance of knowledge when comparing examples: influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101, 836-852.

Slava Kalyuga, Paul Ayres, Paul Chandler & John Sweller (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31. pdf



Scotty D. Craig, Michelene T. H. Chi & Kurt VanLehn (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving. Journal of Educational Psychology, 101, 779-789. pdf

Angela Brunstein, Shawn Betts & John R. Anderson (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101, 790-802.

Roxana Moreno, Gamze Ozogul & Martin Reisslein (2011). Teaching students with concrete and abstrtact visual representations: Effects on students' problem solving, problem representations, and learning perception. Journal of Educational Psychology, 103, 32-47.

EUWE, DR. M. EUWE De fundamenten van het schaakspel, en hun beteekenis voor de praktijk Gebonden; 1931; N.V. Boekhandel v/h/ W.P. Van Stockum & Zoon, Den Haag. (Euwe: strategie staat hier op de voorgrond. Ik heb dit boek niet, de KB wel, De 2e dr. verscheen o.d.t.: De beginselen van alle schaakspel.)

Euwe, Max (1931, 1935, 1958/1962, 1964, 1966). Handboek voor de gevorderde schaker. I De bouwstenen van de schaakkunst (1931) II De fundamenten van het schaakspel; 1939: De beginselen van alle schaakspel); III Strategie en tactiek in het schaakspel; Den Haag: Van Stockum. Voor de derde druk in 1947 is de inhoud van deel I geheel herzien. Het boek is bedoeld voor spelers die het elementaire reeds achter de rug hebben. Deel III geeft voorbeelden van de eerder behandelde regels, wetten etc, in praktijkpartijen.

Robert J. Sternberg & Rena F. Subotnik (Eds.) (2006). Optimizing student success in school with the other three Rs Reasoning, Resilience, and responsibility. IAP Information Age Publishing [Geleend, weer teruggebracht. Ik geloof niet echt dat er iets bijzonders in staat.]

Elbers, Ed Elbers (1988). Social context and the child’s construction of knowledge. Proefschrift Rijksuniversiteit Utrecht. - 175 blz. slap kaft. (promotoren: Vroon, IJzendoorn)

Leren schema’s maken Een onderzoek naar de effecten van een lessenserie ‘Schema’s maken’ voor de hoogste groep van het basisonderwijs N.A. Broer, C.A.J. Aarnoutse, F.K. Kieviet en J.F.J. van Leeuwe (2001). http://www.vorsite.nl/content/bestanden/broer_aarnoutse_etc_2001_01.pdf

Sabine Severiens & Henk G. Schmidt (2009). Academic and social integration and study progress in problem based learning Higher Education, 58, 59-69. (PBL) pdf opgehaald, free access. http://www.springerlink.com.proxy.library.uu.nl/content/w0826327vg2182r4/fulltext.pdf

Walter W. McMahon: Higher learning, greater good: the private and social benefits of higher education Johns Hopkins University Press, Baltimore, 2009, pp. 1-415 Shouping Hu

HIGHER EDUCATION Volume 60, Number 3, 287-300, DOI: 10.1007/s10734-009-9300-3 Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration Henk G. Schmidt, Janke Cohen-Schotanus, Henk T. van der Molen, Ted A. W. Splinter, Jan Bulte, Rob Holdrinet and Herman J. M. van Rossum pdf

Franzis Preckel, Thomas Götz & Anne Frenzel (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80, 451-472. (big fish little pond, vgl proefschrift Hans Kuyper; ability grouping; boredom)

Paul Boekhout, Tamara van Gog, Margje W. J. van de Wiel, Dorien Gerards-Last and Jacques Geraets (2010). Example-based learning: Effects of model expertise in relation to student expertise. British Journal of Educational Psychology (2010), 80, 557-566.

Coletti, Giulianella Coletti, Didier Dubois & Romano Scozzafava (Eds.) (1995). Mathematical models for handling partial knowledge in artificial intelligence. Plenum. isbn 0306450763 ()

Ellis, Willis D. Ellis (Ed.) (1938/1967). A sourcebook of gestalt psychology. Routledge & Kegan Paul.

Colleen Carmean & Jeremy Haefner (2002). Mind over matter. Transforming Cours Management Systems intoo effective learning environments. Educause Review december 2002, 27-34. http://net.educause.edu/ir/library/pdf/erm0261.pdf (CMSs) (deep learning, learning styles, blackboard)

Stella Vosniadou A. Baltas, & X. Vamvakoussi (Ed.) (2007). Reframing the Conceptual Change Approach in Learning and Instruction. Elsevier.

The Cambridge Handbook of Situated Cognition Philip Robbins & Murat Aydede Part II. Conceptual Foundations: 4. How to situate cognition: letting nature take its course Robert A. Wilson and Andy Clark; 5. Why the mind is still in the head Fred Adams and Kenneth Aizawa; 6. Innateness and the situated mind Robert Rupert; 9. Explanation: mechanism, modularity, and situated cognition William Bechtel; 10. Embedded rationality Ruth Millikan; Part III. Empirical Developments: 12. Spaces of thought Barbara Tversky; 13. Remembering John Sutton; 14. Situating concepts Lawrence W. Barsalou; 15. Problem-solving and situated cognition David Kirsh; 16. The dynamic interactions between situations and decisions Jerome R. Busemeyer, Ryan K. Jessup and Eric Dimperio;

Anna Sfard (2007). Reconceptualizing conceptual change. Chapter 22, 329-334 in Reframing the Conceptual Change Approach in Learning and Instruction.

P. Karen Murphy, Patricia A. Alexander, Jeffrey A. Greene & Maeghan N. Edwards (2007). Epistemological threads in the fabric of conceptual change research. Chapter 10 in Reframing the Conceptual Change Approach in Learning and Instruction. Verwant artikel Patricia A. Alexander, Marilyn Chambliss & Feremy Price draft: http://www.education.umd.edu/EDCI/hqtstudy/PDF%20files/Ontological%20and%20Epistemological%20Threads-AERA06.pdf



Harriet Salatas Waters & Wolfgang Schneider (Eds.) (2010). Metacognition, strategy use, and instruction. The Guilford Press. [eBook in KB] [hfdst 4 Robert S. Siegler & Xiadong Lin: Metacognition, strategy use, and instruction 85-112] [hfdts 8 Martha Carr: The importance of metacognition for conceptual change and strategy use in mathematics]


Perused it. Not of much use, at least to me.



K. Koffka (1935/1962). Principles of gestalt psychology. Routledge & Kegan Paul.



A. Renkl, H. Gruber & H. Mandl (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90-108. geen pdf gevonden, geen fc. Zoek recent werk van A Renkl (Alexander Renkl) Bv.: Berthold, K., Grosse, C., & Renkl, A. (2010). Steunvragen voor zelfverklaringen bevorderen de integratie van multipele representaties. Pedagogische Studien, 87, 38-50.

Wittwer, J., Nückles, M., Landmann, N., & Renkl, A. (2010). Can tutors be supported in giving effective explanations? Journal of Educational Psychology, 102, 74-89

Dit artikel moet ik wel op de kop zien te tikken. geen pdf gevonden. Wel het proefschrift van Wittwer (2005) Improving instructional explanations in netbased communication between experts and laypersons. Albert-Ludwigs-Universität Freiburg http://deposit.ddb.de/cgi-bin/dokserv?idn=976986914&dok_var=d1&dok_ext=pdf&filename=976986914.pdf

Robert D. Tennyson, Franz Schott, Norbert M. Seel Dresden & Sanne Dijkstra (Eds.) (1997). Instructional Design: International Perspectives. Volume: 1. Erlbaum. questia.com [volume 2 niet in questia.com ????]

Pieter Wouters, Fred Paas & Jeroen J. G. van Merriënboer (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645-675. fc gedeeltelijk. http://dspace.ou.nl/bitstream/1820/1997/1/Spanjersetal_PS_2009.pdf review van proefschrift van Pieter Wouters.; final version

David R. Mandel (). Counterfactual and causal explanation. fc. In David R. Mandel, Denis J. Hilton & Patrizia Catellani (Eds.) (). The Psychology of Counterfactual Thinking (11-27).

Irene T. Miura (1987). Mathematics achievement as a function of language. Journal of Educational Psychology, 79, 79-82.

Met citaat opgenomen in matheducation.htm

Sandeep Prasada & Elaine M. Dillingham (2009). Representation of principled connection: A window onto the formal aspect of common sense conception. Cognitive Science, 33, 401-448. fc

Andrew R. A. Conway and others (2005). Working memory span tasks: A methodological review and user's guide. Psychonomic Bulletin & Review, 12, 769-786. fc.

Joseph D. Novak (). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Erlbaum. questia.com Ik heb geen idee of dit de moeite waard, ik ben bang van niet.

Schmeck, R.R., Ribich, F., & Ramanaiah, N. (1977). Development of a self-report inventory for assessing individual differences in learning processes. APM, 1, 413-431.



Li-Fang Zhang & Robert J. Sternberg (2006). The Nature of Intellectual Styles. Erlbaum. [PSYCHO P4.2.7.-18 UB Leiden]



Li-Fang Zhang & Robert J. Sternberg (Eds.) (2009). Perspectives on the Nature of Intellectual Styles. Springer. [PSYCHO C5.-133 UB Leiden]

Wald, Alfred Wald & Jos van der Linden (Red.) (2001). Leren in perspectief. Garant. isbn 9044111604 - 194 blz. bibliotheek-gebonden (uitgescheurd en de rest weggegooid: Mien Segers, Filip Dochy & Sabine Dierick: Een ander onderwijsmodel . . . een ander toetsmodel? - Jos van der Linden & Robert-Jan Simons: Het nieuwe leren in zicht.)

Peacocke, Christopher Peacocke (2008/2010). Truly understood. Oxford University Press. isbn 9780199581979

Chemero, Anthony Chemero (2009). Radical embodied cognitive science. The MIT Press. PSYCHO C6.1.-285

Thompson, E. (2007). Mind in Life: Biology, Phenomenology, and the Sciences of Mind. Harvard University Press. 9780674025110 UB gesloten magazijn (uitgeleend).

Tim Berners-Lee, James Hendler & Ora Lassila (may 2001). The Semantic Web. Scientific American, 26-37. [This is the canonical citation for the Semantic Web. semanticweb.org. Het artikel ingevoegd in: John Broughton (2008). Wikipedia. The missing manual. O’Reilly.

http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=052184097X



K. Anders Ericsson, Neil Charness, Paul J. Feltovich & Robert R. Hoffman (Eds.) (2006) The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. isbn 9780521840972 info



K. Anders Ericsson (Ed.) (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal Learning Environments. Cambridge University Press. isbn 9780521740081 [in KB als eBook] info


Noel Entwistle & Velda McCune (2009). The disposition to understand for oneself at university and beyond: Learning processes, the will to learn, and sensitivity to context. In Li-Fang Zhang & Robert J. Sternberg: Perspectives on the nature of intellectual styles. Springer. (29-61).

Jacqueline P. Leighton & Robert Sternberg (Eds) (2004). The nature of reasoning. Cambridge University Press.

Richard L. Gregory (2009). Seeing through illusions. Oxford University Press. isbn 9780192802859

Bruner, Jerome S. (1974). Beyond the information given. Allen & Unwin. isbn 004150044X

James A. Dixon and Ashley A. Bangert (2004). On the spontaneous discovery of a mathematical relation during problem solving. Cognitive Science, 28 , 433-449. Keywords: Schema abstraction; Discovery; Mathematical relations; Comparison; Structure mapping; Problem solving

Gentner, D., & Kurtz, K. (2005). Learning and using relational categories. In W. K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman & P. W. Wolff (Eds.), Categorization inside and outside the laboratory. Washington, DC: APA. fc cogn. http://groups.psych.northwestern.edu/gentner/papers/GentnerKurtz05.pdf

Christa S. C. Asterhan & Baruch B. Schwarz (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33, 374-400.

Christa S. C. Asterhan, Baruch B. Schwarz (n.d.). On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effects pdf

The Cambridge Handbook of Situated Cognition

Series: Cambridge Handbooks in Psychology

Edited by Philip Robbins

University of Missouri, Columbia

Murat Aydede

Woo-kyoung Ahn, Robert L. Goldstone, Bradley C. Love, Arthur B. Markman, and Philip Wolff (Eds) (2005). Categorization inside and outside the laboratory. American Psychological Association.

Thomas C. Ormerod, Edward P. Chronicle, and James N. MacGregor (2006). Asymmetrical Analogical Transfer in Insight Problem Solving. poster presentation at the Cognitive Science Society Conference, Vancouver, BC. pdf

Alonso H. Vera and Herbert A. Simon (1993). situated action: a symbolic interpretation. Cognitive Science, 17, 7-48. pdf

Mercado, Eduardo III (2008). Neural and cognitive plasticity: From maps to minds. Psychological Bulletin, Vol 134, Jan 2008. pp. 109-137. pdf



Ut Na Sio and Thomas C. Ormerod (2009). Does incubation enhance problem solving? A meta-analytic review. Psychological Bulletin, 135, 94-120.

C. Lebiere (1998). The dynamics of cognition: An ACT-R model of cognitive arithmetic. Ph.D. dissertation, Carnegie Mellon University. pdf

C. Lebiere (1999). The dynamics of cognition: An ACT-R model of cognitive arithmetic. Kognitionswissenschaft, 8, 5-19 pdf



John R. Anderson (2007). How can the human mind occur in the physical universe? Oxford University Press. isbn 9780195324259

John R. Anderson, Cameron S. Carter, Jon M. Fincham, Yulin Qin, Susan M. Ravizza, Miriam Rosenberg-Lee (2008). Using fMRI to test models of complex cognition. Cognitive Science, 32, 1323-1348. [via http://act-r.psy.cmu.edu/?post_type=publications&p=14443 download]

J. R. Anderson, S. A. Betts, J. L. Ferris and J. M. Fincham (submitted). Can neural imaging investigate learning in an educational task? Cognitive, Affective and Behavioral Neuroscience. [http://act-r.psy.cmu.edu/publications/pubinfo.php?id=819]

Noah D. Goodman, Joshua B. Tenenbaum, Jacob Feldman and Thomas L. Griffiths (2008). A rational analysis of rule-based conept learning. Cognitive Science, 32, 108-154. [Zelfde titel, andere volgorde auteurs, maar kennelijk een veel kortere versie: http://www.mit.edu/~ndg/papers/op322-goodman.pdf] [submitted version: http://web.mit.edu/cocosci/Papers/RRsubmitted_jou.pdf]

Anne E. Cook, Robert Z. Zheng and Jacquelyn W. Blaz (2009). Measurement of cognitive load during multimedia learning activities. In Robert Z. Zheng: Cognitive effects of multimedia learning.. New York: Information Science Reference.

Roger N. Shepard (2008). The step to rationality: The efficacy of thought experiments in science, ethics, and free will. Cognitive Science, 32, 3-35.

Michelene T. H. Chi (2006). Methods to assess the representations of experts' and novices' Knowledge. In K. A. Ericsson, N. Charness, P. Feltovich and R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance (Pp. 167-184). Cambridge University Press. [pdf available on Michele Chi's website]

Bob Rehder (2003). Categorization as causal reasoning. Cognitive Science, 27, 709-748. http://www.cogsci.rpi.edu/CSJarchive/2003v27/i05/p0709p0748/00000135.PDF

P. Cheng (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367-405. pdf

C. Meek and C. Glymour (1994). Conditioning and intervening. British Journal for Philosophy of Science, 45, 1001-1021. pdf

C. Glymour (2003). The mind's arrows. MIT Press. books.google.com (sommige blz. weggelaten)

Alison Gopnik and Laura Schulz (Eds) (2007). Causal learning. Psychology, philosophy, and computation. Oxford University Press.

Introduction. Allison Gopnik and Laura Schulz

Part I. Causation and Intervention

1. Interventionist Theories of Causation in Psychological Perspective , Jim Woodward

2. Infants' Causal Learning: Intervention, Observation, Imitation , Andrew N. Meltzoff

3. Detecting Causal Structure: The Role of Intervention in Infants' Understanding of Psychological and Physical Causal Relations , Jessica A. Sommerville

4. An Interventionist Approach to Causation in Psychology , John Campbell

5. Learning From Doing: Intervention and Causal Inference , Laura Schulz, Tamar Kushnir, and Alison Gopnik

6. Casual Reasoning Through Intervention , York Hagmayer, Steven Sloman, David Lagnado, and Michael R. Waldmann

7. On the Importance of Causal Taxonomy , Christopher Hitchcock

Part II: Causation and Probability.

Introduction to Part II. Alison Gopnik and Laura Schulz

8. Teaching the Normative Theory of Casual Reasoning , Richard Scheines, Matt Easterday, and David Danks

9. Interactions Between Causal and Statistical Learning , David M. Sobel and Natasha Z. Kirkham

10. Beyond Covariation: Cues to Causal Structure , David A. Lagnado, Michael R. Waldmann, York Hagmayer, and Steven A. Sloman

11. Theory Unification and Graphical Models in Human Categorization , David Danks

12. Essential as a Generative Theory of Classification , Bob Rehder

13. Data-mining Probabilists or Experimental Determinists?: A Dialogue on the Principles Underlying Causal Learning in Children , Thomas Richardson, Laura Schultz, and Alison Gopnik

14. Learning the Structure of Deterministic Systems , Clark Glymour

Part III: Causation, Theories and Mechanisms.

Introduction to Part III. Alison Gopnik and Laura Schulz

15. Why Represent Causal Relations? , Michael Strevens

16. Causal Reasoning as Informed by the Early Development of Explanations , Henry M. Wellman and David Liu

17. Dynamic Interpretations of Covariation Data , Woo-kyoung Ahn, Jessecae K. Marsh, and Christian C. Luhmann

18. Statistical Jokes and Social Effects: Intervention and Invariance in Causal Relations , Clark Glymour

19. Intuitive Theories as Grammars for Causal Inference , Joshua B. Tenenbaum, Thomas L. Griffiths, and Sourabh Niyogi

20. Two Proposals for Causal Grammars , Thomas L. Griffiths and Joshua B. Tenenbaum

Deanna Kuhn and Maria Pease (2008). What needs to develop in the development of inquiry skills? Cognition and instruction, 26, 512-559. abstract, pdf's publicaties van Kuhn

Eveline Crone (2008). Het puberende brein. Over de ontwikkeling van de hersenen in de unieke periode van de adolescentie. Uitgeverij Bert Bakker.

Susan R. Goldman and Jennifer Wiley (). Discourse Analysis: Written Text. To appear in Literacy Research Methods, edited by Nell K. Duke and Marla Mallette. New York: Guilford Publications, Inc. Retrieved 12-2008 http://litd.psch.uic.edu/personal/jwiley/literacy.pdf

Paul H. Mussen (Ed.) (1960). Handbook of research methods in child development.



Arthur C. Graesser and Rolf A. Zwaan (1995). Inference generation and the construction of situation models. abstract In Charles A. Weaver III, Suzanne Mannes, Charles R. Fletcher and Walter Kintsch (Eds) (1995). Discourse Comprehension: Essays in Honor of Walter Kintsch [als eBook in KB]

Hartup, Willard W. (Ed.) (1982). Review of child development research, volume six. University of Chicago Press.



L. T. Frase (1972). Maintenance and control in the acquisition of knowledge from written materials. In J. B. Carroll and R. O. Freedle (Eds): Language comprehension and the acquisition of knowledge. Washington, D.C.: V. H. Winston. (337-357). Niet online.



Maria Kozhevnikov, Michael A. Motes and Mary Hegarty (2007). Spatial visualization in physics problem solving. Cognitive Science, 31, 549-579. [fc cogn]



Willemien Visser (2006). The cognitive artifacts of designing. Routledge. books.google

Dedre Gentner and Albert Stevens (1983). Mental Models. Erlbaum [http://www.questia.com/library/book/mental-models-by-dedre-gentner-albert-l-stevens.jsp]

II. Phenomenology and the Evolution of Intuition. Andrea A. diSessa

III. Surrogates and Mappings: Two Kinds of Conceptual Models for Interactive Devices. Richard M. Young

IV. Qualitative Reasoning about Space and Motion. Kenneth D. Forbus

V. The Role of Problem Representation in Physics. Jill H. Larkin

VI. Flowing Waters or Teeming Crowds: Mental Models of Electricity. Dedre Gentner and Donald R. Gentner

VII. Human Reasoning About a Simple Physical System. Michael D. Williams, James, D. Hollan, and Albert L. Stevens

VIII. Assumptions and Ambiguities in Mechanistic Mental Models. Johan de Kleer and John Seely Brown

IX. Understanding Micronesian Navigation. Edwin Hutchins

X. Conceptual Entities. James G. Greeno

XI. Using the Method of Fibres in Mecho to Calculate Radii of Gyration. Alan Bundy and Lawrence Byrd

XII. When Heat and Temperature Were One. Marianne Wiser and Susan Carey

XIII. Naive Theories of Motion. Michael McCloskey

XIV. A Conceptual Model Discussed by Galileo and Used Intuitively by Physics Students. John Clement (Appendix 1: Example of a Transcript from the Rocket Problem)

McKenzie, C. R. M., & Mikkelsen, L. A. (2007).  A Bayesian view of covariation assessment.  Cognitive Psychology, 54, 33-61. http://psy2.ucsd.edu/~mckenzie/McKenzie&Mikkelsen2007CogPsych.pdf

Sher, S., & McKenzie, C. R. M. (2006). Information leakage from logically equivalent frames. Cognition, 101, 467-494. http://psy2.ucsd.edu/~mckenzie/Sher&McKenzie2006Cognition.pdf

McKenzie, C. R. M. (2006).  Increased sensitivity to differentially diagnostic answers using familiar materials: Implications for confirmation bias.  Memory and Cognition, 34, 577-588. http://psy2.ucsd.edu/~mckenzie/McKenzie2006Mem&Cog.pdf

Roy, M. M., Christenfeld, N. J. S., & McKenzie, C. R. M. (2005).  Underestimating the duration of future events: Memory incorrectly utilized or memory bias?  Psychological Bulletin, 131, 738-756. http://psy2.ucsd.edu/~mckenzie/roy%20et%20al.,%202005.pdf

McKenzie, C. R. M.  (2005).  Judgment and decision making.  In K. Lamberts & R. L. Goldstone (Eds.), Handbook of cognition (pp. 321-338).  London: Sage Publications. http://psy2.ucsd.edu/~mckenzie/McKenzieJDMChapter2005.pdf

McKenzie, C. R. M. (2004). Framing effects in inference tasks -- and why they are normatively defensible.  Memory and Cognition, 32, 874-885. http://psy2.ucsd.edu/~mckenzie/McKenzieMem&Cog2004.pdf

McKenzie, C. R. M. (1994). The accuracy of intuitive judgment strategies: Covariation assessment and Bayesian inference. Cognitive Psychology, 26, 209-239. http://psy2.ucsd.edu/~mckenzie/McKenzie1994CogPsych.pdf

Nick Chater and Mike Oaksford (Eds) (2008). The probabilistic mind. Prospects for Bayesian cognitive science. Oxford University Press. PSYCHO C6.-142 Een veel te eng specialistisch gedoe, over Baysian nets en andere technische flauwekul. Ook wel veel over wat rationeel is. Maar ik heb na uitvoerig doornemen geen behoefte er aantekeningen uit te maken. Uitzondering: Brighton en Gigerenzer. Pt. 1 Foundations

1 The probabilistic mind: prospects tor a Bayesian cognitive science by Nick Chater and Mike Oaksford

3

2 A primer on probabilistic inference by Thomas L. Griffiths and Alan Yuille 33

3 Rational analyses, instrumentalism, and implementations by David Danks 59

Pt. 2 Inference and Argument

4 Framing effects and rationality by Shlomi Slier and Craig R. M. McKenzie 79

5 Probability logic and the Modus Ponens - Modus Tollens asymmetry in conditional inference by Mike Oaksford and Nick Chater 97

6 Inference from absence in language and thought by Ulrike Halm and Mike Oaksford 121

7 Towards a rational theory of human information acquisition by Jonathan D. Nelson 143

8 Pseudocontingencies - A key paradigm for understanding adaptive cognition by Klaus Fiedler 165

Pt. 3 Judgement and Decision-Making

9 Bayesian brains and cognitive mechanisms: harmony or dissonance? by Henry Brighton and Gerd Gigerenzer 189

10 The game of life: how small samples render choice simpler by Ralph Hertwig and Timothy J. Pleskac 209

11 The naive intuitive statistician: organism- - environment relations from yet another angle by Patrik Hansson and Peter Justin and Anders Winman 237

12 A decision-by-sampling account of decision under risk by Neil Stewart and Keith Simpson 261

13 The neurodynamics of choice, value-based decisions, and preference reversal by Marius Usher and Anat Elhalal and James L. McClelland 277

Pt. 4 Categorization and Memory

14 Categorization as nonparametric Bayesian density estimation by Thomas L. Griffiths and Adam N. Sanborn and Kevin R. Canini and Daniel J. Navarro 303

15 Rational analysis as a link between human memory and information retrieval by Mark Steyvers and Thomas L. Griffiths 329

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Alexandre Linhares and Paulo Brum (2007). Understanding our understanding of strategic scenarios: What role do chunks play? Cognitive Science, 31, 989-1007 pdf



Antonio M. Battro, Kurt W. Fischer and Pierre J. Léna (2008). The educated brain. Essays in neuroeducation. Cambridge. [UB Leiden PEDAG 87.A.74]




John Smythies (2002). The dynamic neuron. MIT Press. -isbn 0262194732 info




Woo-kuoung Ahn and Charles W. Kalish (2000). The role of mechanism beliefs in causal reasoning. Chapter 8 in F. C. Keil and R. A. Wilson: Explanation and cognition. MIT Press. pdf




F. C. Keil and R. A. Wilson: Explanation and cognition. MIT Press.




Robert Sternberg (2003). What is an 'expert student?' Educational Researcher, 32, #8, 5-9.




Robert Sternberg (2008). Applying psychological theories to educational practice. American Educational Research Journal, 45, 150-165.



Peter David Blanck (Ed.) (1993). Interpersonal expectations. Theory, research, and applications. Cambridge University Press. isbn 0521428327



Judi Randi, Elena L. Grigorenko, R. J. Sternberg (2005). Revisiting Definitions of Reading Comprehension: Just What Is Reading Comprehension Anyway? In Susan E. Israel, Cathy Collins Block, Kathryn L. Bauserman, Kathryn Kinnucan-Welsch Metacognition in literacy learning : theory, assessment, instruction, and professional development. Erlbaum.



John Hattie and Helen Timperley (2007). The power of feedback. Review of Educational Research, 77, 81-112.



Richard Nisbett and Lee Ross (1980). Human inference: Strategies and shortcomings of social judgment. Prentice-Hall. [decision making]



Anne E. Cook and Sabine Gueraud (2005). What Have We Been Missing? The Role of General World Knowledge in Discourse Processing. Discourse Processes, 39, 265-278.



Graeme S. Halford and Janie Busby (2007). Acquisition of structured knowledge without instruction: The relational schema induction program. Journal of Experimental Psychology. Learning, memory and Cognition, 33, 586-603.



Wolfgang Stroebe and Miles Hewstone (2000). European review of social psychology. Volume 11. Wiley.



Wolfgang Stroebe and Miles Hewstone (2002). European review of social psychology. Volume 12. Wiley.



J. H. Flavell (1963). The developmental psychology of Jean Piaget. Van Nostrand Reinhold. reprint 1970. questia



K. Holyoak & R. Morrison (Eds.) (2005). Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. book contents


Nogal wat interessante unieke hoofdstukken (die in de Oxford 2012 uitgave niet terugkeren).

K. J. Holyoak & R. G. Morrison (Eds.) (2012). The Oxford Handbook of Thinking and Reasoning. Oxford University Press. [PSYCHO C6.2.-74] info and abstracts



Michelene T. H. Chi & Stellan Ohlsson  (2005). Complex declarative learning.  In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge Handbook of Thinking and Reasoning (Pp. 371-399). Cambridge University Press. [PSYCHO C6.2.-61] pdf



Chi, M.T.H., Siler, S.A. & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22(3), 363-387. <



Hashem, A., Chi, M.T.H. & Friedman, C.P. (2003). Medical errors as a result of specialization. Journal of Biomedical Informatics, 36, 61-69. pdf



Chi, M.T.H. & Hausmann, R. G. M. (2003). Do radical discoveries require ontological shifts? In L. V. Shavinina (Ed.), International Handbook on Innovation.  Elsevier Science Ltd., p. 430-444. pdf



de Leeuw, N. & Chi, M.T.H. (2003). The role of self-explanation in conceptual change learning. In G. Sinatra & P. Pintrich (Eds.), Intentional Conceptual Change. Erlbaum. P 55-78. pdf



Chi, M.T.H., & Roscoe, R.D. (2002). The processes and challenges of conceptual change. In M. Limon and L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice. Kluwer Academic Publishers, The Netherlands, pp 3-27. pdf



Hausmann, R.G. & Chi, M.T.H. (2002) Can a computer interface support self-explaining?, Cognitive Technology. pdf



Michelene T. H. Chi, Stephanie A. Siler, Heisawn Jeong, Takashi Yamauchi, T., & Robbert G. Hausmann (2001). Learning from tutoring. Cognitive Science, 25, 471e533. abstract & free download



Michelene T. H. Chi (2000). Cognitive understanding levels. Encyclopedia of Psychology. AE Kazkin (Ed.), 2:146-151. APA and Oxford University Press. pdf



M. T. H. Chi (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology, Hillsdale, NJ: Lawrence Erlbaum Associates. 161-238. pdf



Robert J. Sternberg (Ed.) (1988). The nature of creativity. Cambridge University Press. isbn 0521338921



Walter Howard (1940). Die psycho-Pädagogik von Walter Howard. Tjeenk Willink. 79 blz. brochure, (met lijst van publicaties van Howard) (ter gelegenheid van de zestigste verjaardag van Howard uitgegeven)



Ferrari, M. & Chi, M.T.H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20 (10), 1231-1256 pdf



Chi, M.T.H. (1997). Creativity: Shifting across ontological categories flexibly. In T.B. Ward, S.M. Smith, & J. Vaid (Eds.), Conceptual Structures and processes: Emergence, Discovery and Change. (Pp. 209-234). Washington, D.C: American Psychological Association. pdf



Chi, M.T.H. (I997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315. pdf



Jeong, H., Siler, S., & Chi, M.T.H. (1997). Can tutors diagnose students' understanding? In M. G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society (p. 959). Mahwah, NJ: Erlbaum.questia



Chi, M.T.H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 33-49. pdf



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: Erlbaum. questia



Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. pdf



Chi, M. T. H., Slotta, J. D. and de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43. pdf



VanLehn, K.A., Jones, R.M. & Chi, M.T.H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2, 1-59.questia



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. 129-186). University of Minnesota Press: Minneapolis, MN. pdf



Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182. pdf



Chi, M. T. H., Hutchinson, J., & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill-Palmer Quarterly, 35, 27-62. pdf



Chi, M. T. H., & Ceci, S. J. (1987). Content knowledge: Its role, representation and restructuring in memory development. In H. W. Reese (Ed.), Advances in Child Development and Behavior (Vol. 20, pp. 91-142). New York: Academic Press. pdf



Gobbo, C., & Chi, M. T. H. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. pdf



Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. Sternberg (Ed.), Human Abilities: An Information-Processing Approach (pp. 227-257). San Francisco: W. H. Freeman & Co. pdf



Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39. pdf



Chi, M. T. H., Glaser, R. & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the Psychology of Human Intelligence (Vol. 1, pp. 7-76). Hillsdale, NJ: Erlbaum. pdf



Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum. Reprinted in: Wozniak, R. H. (1993) Worlds of Childhood, (pp. 232-240), Harper Collins College Publishers. pdf



Chi, M.T.H. (2005).  Common sense conceptions of emergent processes: Why some misconceptions are robust.  Journal of the Learning Sciences, 14, 161-199. (pdf



Chi, M.T.H. (In press). Two approaches to the study of experts' characteristics. In N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance.  Cambridge University Press. pdf



Slotta, J. D. & Chi, M.T.H.  (2006).  Helping students understand the challenging topics in science.  Cognition and Instruction. pdf



Michelene T. H. Chi (1997). Quantifying Qualitative Analyses of Verbal Data: a Practical Guide. Journal of the Learning Sciences, 6, 271-316. questia



Timothy Koschmann (2000). The Physiological and the Social in the Psychologies of Dewey and Thorndike: The Matter of Habit. In B. Fishman and S. O'Connor-Divelbiss: Fourth International Conference of the Learning Sciences (pp. 314-319). Mahwah, NJ: Erlbaum. pdf



Walter Schaeken, André Vandierendock, Walter Schroyens and Géry d'Ydewalle (Eds) (2007). The mental models theory of reasoning. Refinements and extensions. Erlbaum. PSYCHO C6.1.-267



P. N. Johnson-Laird (2004). The history of mental models. In Ken Manktelow and Man Cheung Chung: Psychology of Reasoning. Theoretical and Historical Perspectives. Erlbaum questia



Jonathan St. B. T. Evans (2004). History of the dual process theory of reasoning. In Ken Manktelow and Man Cheung Chung: Psychology of Reasoning. Theoretical and Historical Perspectives. Erlbaum questia



Raanan Lipshitz, Daphna Leshem Levy and Keren Orchen (2006). Is this problem likely to be solved? A cognitive schema of effective problem solving. Thinking & Reasoning, 12, 413-430. draft pdf<



Maxwell J. Roberts (Ed.) (2007). Integrating the Mind. Domain General Versus Domain Specific Processes in Higher Cognition. Psychology Press. [eBook KB] http://www.cognitivepsychologyarena.com/books/book.asp?isbn=1841695874




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Marlene Scardamalia (2002). Collective Cognitive Responsibility for the Advancement of Knowledge. In Barry Smith: Liberal Education in a Knowledge Society. Open Court. [" This volume looks at the thinking of educational theorist Carl Bereiter, who has tackled the problem of the liberal education canon in a new way."]pdf



Lieven Verschaffel, Filip Dochy, Monique Boekaerts and Stella Vosniadou (Eds) (2006). Instructional psychology: Past, present, and future trends. Sixteen essays in honour of Erik de Corte. Elsevier. isbn 0080450210, PEDAG 48.A.417



Monique Boekaerts, Paul Pintrich, Moshe Zeidner (Eds) (2000). Handbook of Self-Regulation. Academic Press.
Is Boekaerts constructivist ideology?



Monique Boekaerts (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.



Carey, S. (1992). The origin and evolution of everyday concepts. In R. Giere (ed.), Cognitive Models of Science (Minnesota Studies in the Philosophy of Science, Vol. XV). Minneapolis: University of Minnesota Press, 89-128. http://www.wjh.harvard.edu/~lds/pdfs/carey1992a.pdf



Mihaly Csikszentmihalyi (1997). Finding flow. The psychology of engagement with everyday life. Basic Books.



Piaget, Jean. - Quelques expériences sur la conservation des quantités continues chez l'enfant / Jean Piaget et Alina Szeminska. In: Journal de psychologie normale et pathologique. - 1939, année 36, no 1-2, p. 36-64. Publié aussi in: La genèse du nombre chez l'enfant / Jean Piaget, Alina Szeminska. - Neuchâtel ; Paris : Delachaux et Niestlé, 1941. - P. 6-32.





Piaget, Jean, & Bärbel Inhelder (1948). La représentation de l'espace chez l'enfant. Presses univ. de France. [Die Entwicklung des räumlichen Denkens beim Kinde] [The child's conception of space. transl. from the French by F. J. Langdon and J. L. Lunzer. - [Reprint]. - New York : W. W. Norton, 1967.



Piaget, Jean (1923/1948) Le langage et la pensée chez l'enfant. Neuchâtel: Delachaux et Niestlé. 3e éd.



Jean Piaget (1926/1932 2nd ed/1952 reprinted). The language and Thought of the Child. Routledge & Kegan Paul.



Jean Piaget (1941). La genèse du nombre chez l'enfant. Delachaux et Niestlé. 1950 La 2e éd. au contenu identique fut publ. chez le même éditeur en 1950, [The child's conception of number, transl. by C. Gattegno and F. M. Hodgson]]



Piaget, Jean (1924/1947). Le jugement et le raisonnement chez l'enfant. Delachaux et Niestlé. [Judgment and reasoning in the child; transl. by Marjorie Warden.]



Piaget, Jean, & Bärbel Inhelder (1941). Le développement des quantités chez l'enfant. Conservation et atomisme. Delachaux et Niestlé. [The child's construction of quantities : conservation and atomism; transl. by Arnold J. Pomerans.]



Piaget, Jean (1945). La formation du symbole chez l'enfant. Imitation, jeu et rêve. Image et représentation. Delachaux et Niestlé. .[Play, dreams and imitation in childhood; transl. by C. Gattegno and F. M. Hodgson. ]



H. H. F. M. Verstralen (1987). Semantische modellen bij leren en probleemoplossen. Proefschrift UvA. [Besproken in Pedagogische Studiën, 66, 37-38 ophalen]


Ik heb helaas geen exemplaar. Er is geen online versie.



Jose P. Mestre (Ed.) (2005). Transfer of learning: from a modern multidisciplinary perspective. San Francisco: Sage. commentaar en samenvatting



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Sharon J. Derry, Lois W. Hawkes, Chia-jer Tsai (1987). A Theory for Remediating Problem-Solving Skills of Older Children and Adults. Educational Psychologist, 22, 55-87. (niet gezien, geen kopie, niet online, een keer opzoeken aan de Wass Weg)




D. L. Medin (1989). Concepts and conceptual structure. AP 44, 1469-1481.



Jason Tan and Gautam Biswas (2006). The Role of Feedback in Preparation for Future Learning: A Case Study in Learning by Teaching Environments. In Mitsuru Ikeda, Kevin D. Ashley, Tak-Wai Chan: Intelligent Tutoring Systems: 8th International Conference (pp. 370 - 381), ITS 2006, Jhongli, Taiwan, June 26-30, 2006. Proceedings.



Krittaya Leelawong, Joan Davis, Nancy Vye, Gautam Biswas (2002). pdf




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Monique Volman (2006). Het 'nieuwe leren': oplossing of nieuw probleem? Pedagogiek, 26, 14-25.



George Loewenstein, Daniel ead & Roy F. Baumeister (Eds.) (2003). Time and decision. Economic and psychological perspectives on intertemporal choice. Russell Sage Foundation. [Kwam het tegen via Google, niet als eBoo in KB, nog niet ingekeken] [uitstelgedrag, procrastination] info books.google



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Hope J. Hartman (Ed.) (2001). Metacognition in learning and instruction. Theory, research and practice. Dordrecht: Kluwer. [PSYCHO C6.1-231 UB Leiden]>



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Een paar hoofdstukken gelezen: Robert J. Sternberg: Biological intelligence. Dean Keith Simonton: Expertise, competence, and creative ability: The perplexing complexities. Het is een heerlijk boek, maar de hoofdstukken zijn wel erg samenvattend op de literatuur geschreven, en niet zelf originele bijdragen, lijkt me. Nog eens lenen, misschien. Ondertussen zijn er al weer een aantal niewe Sternberg-boeken in de bibliotheek gearriveerd.



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Corte, E. de (Ed.) (1999). On the road to transfer: New perspectives on an enduring issue in educational research and practice. International journal of Educational research, 29, 553-654. Themanummer.



H. F. M. Crombag, H. F. M., & H. L. G. J. Merckelbach (1996). Hervonden herinneringen en andere misverstanden. Amsterdam: Contact. isbn 9025406793



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Elshout-Mohr , M., & Van Hout-Wolters, B. H. A. M. (1995). Actief leren en studeren: acht soorten instructieleerepisodes. Pedagogische Studiën, 72, 273-300. fc Wat valt op: wat geleerd wordt is toch tamelijk enghartig cognitief opgevat, dus niets over verborgen curruculum, of algemene vaardigheden (ook sociale en communicatieve).



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Special of Intelligence (2014, volume 45) about expertise, especially criticisms of Anders Ericsson's theoretical position. Rebuttal by Anders. Rejoinders bij the authors.



Robert Plomin cs (2014) Nature, nurture, and expertise. Intelligence, vol 45 (special: expertise), 46-59 free access free access goo.gl/ft6T7d. [Anders Ericsson replied to this critique, and Plomin c.s. answered to that in other articles in this special issue of Intelligence (not free access, regrettably) Faas, E. (198). Creativiteit in wetenschap. Een historisch-psychologische analyse. Lisse: Swets & Zeitlinger. '98

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GimferReview of Educational Research, P. (1993). The roots of Miró.Köln: Könemann. (The creative process of Miro’s art) '97

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Groot, A. D. de (1965). Thought and choice in chess. The Hague: Mouton.

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LDS Landelijke Dag Studievaardigheid 29/1/88 Tilburg: map met spullen, briefwisseling, in ordner Manuscripten

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ELSHOUT-MOHR, Marianne Leren door studeren/ M. Elshout-Mohr, M.M. van Daalen-Kapteijns. -- Muiderberg: Dick Coutinho, 1993. -- 125 p.: ill.; 20 cm. Met lit. opg. GrBick: 3 ex. isbn 9062839053 *GrBick: SCO-publ.147 (4x)

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Morgan, M., Self-monitoring of attained subgoals in private study. JEP 1985, 77, 623-630. fc onder srm

Murphy, E. A., The logic of medicine. London: Johns Hopkins University Press, 1976.



Allen Newell (1990). Unified theories of cognition. Harvard University Press.




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Part VIII in Arkes & Hammond 1986. expert judgment

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Pask,Gordon. Conversation and support. Inaugural address 30/11'87 IWA, UvA. Amsterdam: SCO; 1987; 46 blz.; 258/87.

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probl - Kramers-Pals, H. Leren verklaren 1. Over het feitelijk handelingsverloop bij een thermodynamisch verklaringsprobleem. Enschede: OCTO (Onderwijskun- dig Centrum Universiteit Twente); 1988; 53 blz.; 88/295; ISBN 90-365-01-741.

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Kees Mettes en Jaap Gerritsma (1986). Probleemoplossen. Utrecht: Het Spectrum. Onderwijskundige informatie voor het Hoger Onderwijs, Aula 819. isbn 9027405591, 151 blz paperback

.



Alan Newell & Herbert A. Simon (1972). Human problem solving. Prentice Hall.

Qin, Y., & Simon, H.A. (1990). Laboratory replicastion of scientific discovery processes. Cognitive Science, 14, 281-

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Richtlijnen voor modulering; een uitwerking van het advies 'Op breed spoor'. Zeist: APVO 2 (Adviesgroep Projecten 2e fase van het Voortgezet Onderwijs); 1987; 49 blz.; 185/87. .



John P. Rickards (1979). Adjunct questions in text: a critical review of methods and processes. Review of Educational Research, 49, 181-196.

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Roid, G. H., & T. M. Haladyna, The emergence of an item-writing technology. Review of Educational Research, 1980, 50, 293-314.

Roid, G., & T. Haladyna, A technology for test-item writing. London: Academic Press, 1982.

Romiszowski, A.J., Avoiding failures through better project planning and analysis: case studies of avoidable failure in instructional systems design and development projects. Educational & Trainign Technology International (ETTI) 1989, 26, 95-112.

Romiszowski,A.J. The selection and use of instructional media. For improved classroom teaching and for interactive, individualized instruction. Second ed. New York; Londen: Kogan Page; Nichols Publ.; 1988; 396 blz.; XVIII 5-31; ISBN 1-85091-379-X.

Roossink,Henk. Terugkoppelen in het natuurwetenschappelijk onderwijs, een model voor de docent. Enschede: Universiteit Twente; 1990. 284 blz.; XX 4-38

Rubinstein, M. F., & K. Pfeiffer, Concepts in problem solving. Englewood Cliffs, N.J.: Prentice Hall, 1980.

Rumelhart, D.E., J.L. McClelland, and the PDP Research Group, Parallel distributed processing; explorations in the microstructure of cognition. London: MIT, 1986

Ryan, M.P., Monitoring text comprehension: individual differences in epistemological standards. JEP 1984, 76, 248-258. (map Toetsvragen schrijven). leerstijl, (ook onder 'leerstofanalyse', met abstract)

Salisbury, D. F. (Ed.) (1993). Designing and implementing new models of schooling. Themanummer IJER, 19 nr 2, 99-195. (educational systems design).

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Samule et al. (1981). Use of a mnemonic technique to teach young children foreign language vocabulary. Cont. Ed. Psychol., 6, 110-116. geheugen

Schmidt, H.G., Waarom zijn studievaardigheidscursussen zo weinig effectief? TvHO 1987, 5, 112-116

Schober, M.F., & H.H. Clark, Understanding by addressees and overhearers. Cogn Ps 1989, 21, 211-232

Scribner,Sylvia; Cole,Michael. The psychology of literacy. Cambridge enz.: Harvard University Press; 1981; 335 blz.; CODEN:XVII 2-38.

Semb, G. B., Ellis, J. A., & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85, 305-316. (vergeten; over termijn van 4 maanden en 11 maanden)

Shuell, Th.J., The role of the student in learning from instruction. ContEP 1988, 13, 275-295

Sieverding, L. (1917). Das Helfersystem in den ältern Jesuitengymnasien. Lagensalza. (opzoeken; genoemd in Codina Mir, 1968)



Robert J. Sternberg & Todd I. Lubart (1996). Investing in creativity. American Psychologist, 51, 677-688.



Simon, Herbert A. Simon (1980). Problem solving and education. In Tuma, D.T., & F. Reif (eds.) Problem solving and education: issues in teaching and research. Hillsdale, N.J.: Erlbaum, 1980. Vertaald In Handboek Onderwijspraktijk (1982, 1.2. Sim).

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Slavin, R.E. (1980). Cooperative learning. Review of Educational Research, 50, 315-342. (The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegragated schools, mutual concern among students, student self-esteem, and other positive outcomes.) vo

Sligte, Henk. Educatief ontwerpen tussen ceativiteit en systematiek. Enschede: SLO (Stichting voor de Leerplanontwikkeling); 1988 (Studies in leerplanontwikkeling 13); XIX 1-51. ontwerpen/creativiteit.

Smith (1975). A mathematical model of instructional processes. Instr.Sc., 3, 375

Snow, R.E., & D.F. Lohman, Toward a theory of cognitive aptitude for learning from instruction. JEP 1984, 76, 347-376

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Sparks, C. P., Open versus secure testing. Personnel Psychology, 1980, 33, 1-2.

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Kenneth A. Strike & George J. Posner (1976). Epistemological Perspectives on Conceptions of Curriculum Organization and Learning. Review of Research in Education, 4, 106-141. abstract




Kenneth A. Strike (1975). The logic of learning by discovery. Review of Educational Research, 45, 461-483. abstract


Filosofische inslag, en wel met opzet. F "The exact nature of the relations between the formal properties of organized bodies of knowledge and the rules for manipulating them on the one hand, and psychological states or cognitive skills on the other, raises some noteworthy theoretical problems." Leuke opmerkingen over inductief leren en over het leren van begrippen, in relatie tot de oude leer (!) van Aristoteles (intuitie als basis voor inductie) of de nog iets oudere van Plato (aangeboren ideeën). Voor Toetsvragen schrijven een cruciaal artikel, lijkt me toch wel. Maar ook voor ICT waarmee iedereen in 1997 zo druk in de weer is. Zijn het niet juist die problemen die je zou kunnen vermijden door onderwijsontwikkeling en -onderzoek niet te belasten met vooronderstellingen over psychische toestanden?



Richard E. Snow & Judy Swanson (1992). Instructional psychology: Aptitude, adaptation, and assessment. Annual Review of Psychology, 43, 583-626. abstract


Must read!



Swanson, H.J. (1990). Influence of metacognitive knowledge and aptitude on problem solving. JEP 190, 82, 306-314.


Tennyson, R.D., & M. Rasch, Linking cognitive learning theory to instructional prescriptions. Instr Sc 1988, 17, 369-386

Walter Howard (1940). Die Psycho-Pädagogik. Door de Vrije Psycho-pedagogische Groep Haarlem uitgegeven ter gelegenheid van de 60ste verjaardag van Walter Howard op 8 mei 1940. Haarlem: Tjeenk Willink. 76 pp., bibliography of works by Walter Howard until 1940, a.o. Lehre vom Lernen. (later werk o.a.: Howard, Walter: Musique et culture : contribution a la psychologie et a la philosophie musicales / par Walter Howard ; avec la collaboration de Irmgard Auras ; traduit de l'allemand par Gisele Brelet. - 1re éd. - Paris : Presses Universitaires de France, 1963. - 184 str. - (Bibliotheque internationale de musicologie); Howard, Walter Die Tonmittel der Musik in ihren natürlichen Beziehungen (intervallische Melodie-Harmonielehre) in 230 Thesen - - Amsterdam: Senefelder, 1950. 49 S. : Notenbeisp.. - von Walter Howard unter Mitarb. von Irmgard Auras ; hrsg. von Irmgard Auras. CATHERINE NOLAN (2003). Combinatorial Space in Nineteenth- and Early Twentieth-Century Music Theory. Music Theory Spectrum, vol 25, 205-241. Abstract: Combinatorial space began to take shape in the nineteenth century through the co-agency of enumerative combinatorial processes and the modular arithmetic governing the system of 12 pitch classes, and its early exponents were removed from the atonal revolution of the early twentieth century. Combinatorial space is explored through considerations of geometric and algebraic representations by Carl Friedrich Weitzmann and Heinrich Vincent, followed by closer examination of the writings of Anatole Loquin, Ernst Bacon, and Walther Howard, who between 1871 and 1932 independently derived comprehensive inventories of the unique pitch-class collections or Tn-equivalence classes. Loquin derived his inventory through the number of combinations (subsets) of 11 elements, which correlate to the figured-bass classes in contemporary terminology; Bacon, through the partitions of 12; and Howard, through partitions of outer-intervals in subsets of 12. Selected writings from the 1920s by Herbert Eimert, Erwin Stein, Alois Hába, and Fritz Heinrich Klein are examined. These authors engage the same statistical results and enumerative processes as did Loquin, Bacon, and Howard, but understand them as a gateway to the expansion of harmonic resources of their time, not to further theoretical abstraction into equivalence classes. The article demonstrates that the formulations of combinatorial space in these nineteenth- and early twentieth-century writings contributes to the conceptual preparation of the pitch-class set and to a long tradition of mathematical modeling in music theory. (het volledig artikel is alleen tegen betaling digitaal te verkrijgen)

Terlouw, Cornelis. De FUNDES-procedure in onderwijsontwikkeling. Evaluatie van een procedure van onderwijsontwikkeling voor het leren probleemoplossen. Proefschrift Universiteit Twente. Enschede: Universiteit Twente; 1987

Thorndike, R. L. (ed.), Educational measurement. Washington, DC: American Council on Education, 1971.

Philip W. Tiemann and Susan M. Markle (1978). Analyzing instructional content: a guide to instruction and evaluation. Champaign, Illinois: Stipes. isbn 0875631622,

Tromp, D., Het oordeel van studenten in een individueel studie systeem. Onderwijs Research Dagen, 1979.

Tromp, Th.J.M., The acquisition of expertise in computer programming. Proefschrift, U.v.A., 1989.

Tuma, D. T., & F. Reif (eds.), Problem solving and education: issues in teaching and research. Hillsdale, N.J.: Erlbaum, 1980.

Tumblin & Gholson (1981). Hypothesis theory and the development of conceptual learning. PB, 90, 102-124.

Vaags, D. W., Over het oplossen van technische problemen. Proefschrift. Eindhoven: Technische Universiteit Eindhoven, 1975.

Marcel V. J. Veenman, Jan J. Elshout & Joost Meijer (1997). The generality vs domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 187-209.

Veenman, M. V. J., Samarapungavan, A., & Hamaker, C. (Red.). Themanummer De relatie tussen cognitieve en metacognitieve vaardigheden. TOR, 1992, 269-326. Met o.a. een overzichtsartikel van Marianne Elshout-Mohr Metacognitie van lerenden in onderwijsprocessen. 273-289.

Vermunt, J.D.H.M., & F.A.W.M. van Rijswijk, Analysis and development of students' skills in self-regulated learning. HE 1988, 647-682

Vernon, Ph.A., & S. Strudensky, Relationships between problem-solving and intelligence. Intell 1988, 12, 435-453

Verschuren, P.J.M., De probleemsteklling voor een onderzoek. Handleiding voor het maken van een probleemstelling voor onderzoek, scriptie, nota of artikel. Utrecht: Het Spectrum (Aula paperback 134), 1986?

Vos, H., Intuïtieve, empirische en theoretische redeneringen. TOR 1990, 15, 123-136.

Watkins, D., Depth of processing and the quality of learning outcomes. InstrSc 1983, 12, 49-58

Webb, N.M. (editor) Peer interaction, problem-solving, and cognition: multidisciplinary perspectives. Themanummer. IJER, 1989, 13, 1-119.

Westrhenen, J. van, De toetsing van onderwijsdoelen. Een empirische studie naar de functie van begrippen en begrippenstructuren in het onderwijsleerproces. Groningen: Wolters-Noordhoff, 1977.

White (1973). (a mathematical model for problem solving) In Eysenck, Measurement of intelligence: 246.

Wickelgren, W. A., Cognitive psychology. Englewood Cliffs, N.J.: Prentice-Hall, 1979.

Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In Anderson, J. R. (Ed.): Cognitive skills and their acquisition. Erlbaum. 1-55. pdf



Carl Murchison (Ed.) (1930). Psychologies of 1930. Clark University Press.



Williams, Drid Williams (2000). Anthropology and Human Movement. Searching for Origins. The Scarecrow Press. isbn 0810837072



Jean Piaget (1926/1932 2nd ed/1952 reprinted). The language and Thought of the Child. Routledge & Kegan Paul. online



Karel Soudijn & Henk Bergman (Red.) (1977). Ontwikkelingen in de psychologie. Boom.



Henk van der Molen, Peter van Drunen & Denise de Ridder (Red.) (1992). 100 jaar psychologie in Nederland. Themanummer. De Psycholoog, 27 #10.



James D. Eyring, Debra Steele Johnson & David J. Francis (1993). A Cross-Level Units-of-Analysis Approach to Individual Differences in Skill Acquisition. Journal of Applied Psychology, 78, 805-814. abstract



Robert K. Atkinson, Sharon J. Derry, Alexander Renkl & Donald Wortham (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-215.



John R. Anderson (1993). Rules of the Mind. Erlbaum. info




Lee W. Gregg (Ed.) (1974). Knowledge and Cognition. Erlbaum.




Jose Mestre & Brian Ross (Eds.) (2011). Cognition in Education. Elsevier Science. [als eBook in KB] info


Ik heb dit boek nog niet doorgebladerd. Interessante hoofdstukken in ieder geval: Sweller; Siegler; Rittle.



John R. Anderson (1983/1995). The Architecture of Cognition. Routledge. [als eBook in KB] info




Manita van der Stel (2011). Development of metacognitive skills in young adolescents : a bumpy ride to the high road Proefschrift Leiden open access




Clive Gamble, John Gowlett & Robin Dunbar (2014). Thinking big. How the evolution of social life shaped the human mind. Thames & Hudson. isbn 9780500051801

info




Robert J. Sternberg & Jean E. Pretz (Eds) (2005). Cognition & intelligence. Identifying the mechanisms of the mind. Cambridge University Press. isbn 0521534798 info


  1. Information processing and intelligence: where we are and where we are going: Earl Hunt
  2. Mental chronometry and the unification of differential psychology: Arthur Jensen
  3. Reductionism vs charting ways of examining the role of lower-order cognitive processes in intelligence: Lazar Stankov
  4. Basic information processing and the psychophysiology of intelligence: Aljoscha Neubauer and Andreas Fink
  5. The neural bases of intelligence: a perspective based on functional neuroimaging: Sharlene D. Newman and Marcel Adam Just
  6. The role of working memory in higher-level cognition domain specific vs domain-general perspectives: David Z. Hambrick, Michael J. Kane and Randall Engle
  7. Higher-order cognition and intelligence: Edward Necka and Jaroslaw Orzechowski
  8. Ability determinants of individual differences in skilled performance: Phillip Ackerman
  9. Complex problem solving and intelligence: empirical relation and causal direction: Dorit Wenke, Peter A. Frensch and Joachim Funke
  10. Intelligence as smart heuristics: Markus Raab and Gerd Gigerenzer
  11. The role of transferable knowledge in intelligence: Susan Barnett, Stephen J. Ceci and Hwakin Yang
  12. Reasoning abilities: David Lohman
  13. Measuring human intelligence with artificial intelligence: adaptive item generation: Susan Embretson
  14. Marrying intelligence and cognition: a developmental view: Mike Anderson
  15. From description to explanation in cognitive aging: Timothy A. Salthouse
  16. Unifying the field: cognition and intelligence: Jean Pretz and Robert J. Sternberg."



Wolfgang Schneider (2015). Memory development from early childhood through emerging adulthood. Springer info




Barry H. Schneider, Joyce Benenson, Márta Fülöp, Mihaly Berkics & Mónika Sándor (2010). Cooperation and competition. In Peter K. Smith & Craig H. Hart: The Wiley-Blackwell Handbook of Childhood Social Development.




Wolfgang Schneider (2015). Memory development from early childhood through emerging adulthood. Springer chapter previews




Ludmilla D. Nunes & Jeffrey D. Karpicke (2015 in press). Retrieval-Based Learning: Research at the Interface Between Cognitive Science and Education. concept




Maria Kharitonova, Warren Winter & Margaret A. Sheridan (2015). As Working Memory Grows: A Developmental Account of Neural Bases of Working Memory Capacity in 5- to 8-Year Old Children and Adults. Journal of Cognitive Science. abstract




Matthew Fisher, Mariel K. Goddu, and Frank C. Keil (2015). Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge Journal of Experimental Psychology: General, Advance online publication. http://dx.doi.org/10.1037/xge0000070 pdf




Sybren Polet (1993). De creatieve factor. Kleine kritiek der creative (on)rede. Wereldbibliotheek. isbn 902841637




Louis Alfieri, Patricia J. Brooks, Naomi J. Aldrich & Harriet R. Tenenbaum (2011). Does Discovery-Based Instruction Enhance Learning? Journa of Educational Psychology, 103, 1-18. pdf




Barak Rosenshine (2012). Principles of instruction. Research-based strategies that all teachers should know. American Educator, Spring 2012.




Mayer & Alexander Handbook of Research on Learning and Instruction info [als eBook in KB]




Tan, Seng Chee, So, Hyo Jeong, Yeo, Jennifer (Eds.) (2014). Knowledge creation in education. Springer. [eBook in KB] info


Singapore education. Interesting chapter: Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb: Carl Bereiter and Marlene Scardamalia



R. Keith Sawyer (Ed.) (2014 2nd). The Cambridge handbook of the learning sciences. Cambridge University Press [PEDAG. 48.a.526] [nog niet als eBook in KB] info


tweet. A curious mix of science and pseudoscience. This second edition essentially is a new book. The first edition is 2006. Has the world changed that much in 8 years? I don’t think so. International Society of the Learning Sciences, https://isls.org, what is it?



Richard E. Mayer (2001). What good is educational psychology? The case of cognition and instruction. Educational Psychologist, 36, 83-88. researchgate.net preview of complete article ;-)




Richard E. Mayer (2001). Changing conceptions of learning: A century of progress in the scientific study of education. In NSSE Yearbook 2001 Education across a century: The centennial volume. (34-75) PEDAG 40.a.99




F. Gobet (1998). Chess players' thinking revisited. Swiss Journal of Psychology, 57, 18-32. abstract




Nilli Lavie & Polly Dalton (2014). Load theory of attention and cognitive control. In Anna C. Nobre & Sabine Kastner: The Oxford Handbook of Attention (56-75) [in 2015 nog niet als eBook in KB] other publications by Lavie




John T. Serences & Sabine Kastner (2014). A multi-level account of selective attention. In Anna C. Nobre & Sabine Kastner: The Oxford Handbook of Attention (76-104). [in 2015 nog niet als eBook in KB] abstract & proof




Miranda Scolari, Edward F. Ester & John T. Serences (2015). Feature- and object-based attentional modulation in the human visual system. In Anna C. Nobre & Sabine Kastner: The Oxford Handbook of Attention (Ch. 20). [in 2015 nog niet als eBook in KB] abstract




Tim O'Shea & John Self (1983). Learning and teaching with computers. Artificial intelligence in education. Harvester Press. isbn 0710806655


A.o.: A history of computers in education [such as the Plato project]



Krutch, John Krutch (1981/1985). Kunstmatige intelligentie op uw computer. Kluwer. isbn 9020117718


BASIC programma’s; charmant boekje, eenvoudige programma's (programmas in het boek zijn geschreven in BASIC voor microcomputers (Level II BASIC van Microsoft voor de Tandy (Radio Shack) TRS-80))



David C. Geary (2005). The origin of mind. Evolution of brain, cognition, and general intelligence. Washington, DC: American Psychological Association. info




André Tricot & John Sweller (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review preview & concept


On biologically primary and biologically secondary 'skills'. Maybe the learning of the very young infant is insightful here? Then see Needham (2016).



Amy Work Needham (2016). Learning about objects in infancy. Routledge. [UB Leiden PSYCHO M2.1.0.-218] [eBook in KB] info


See also



Anne D. Pick & Eleanor J. Gibson (2000). Ecological Approach to Perceptual Learning and Development. Oxford University Press. [eBook in KB] info


See also



Etienne Wenger (1987). Artificial intelligence and tutoring systems. Computational and cognitive approaches to the communication of knowledge. Los Altos, California: Morgan Kaufmann. isbn 0934613265 [eBook in KB] (review - AI historical outline - Freedman [pdf]:"Wenger’s (1987) textbook contains a good map of the field for newcomers and descriptions of many classic systems")




Allan M. Collins & Elizabeth F. Loftus (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407-428. pdf





Anderson, J. R., & Pirolli, P. L. Spread of activation. (1984). Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 791-799. download pdf




Anderson, J. R. (1984). Spreading activation. In J. R. Anderson & S. M. Kosslyn (Eds.), Essays on Learning and Memory. San Francisco, CA: Freeman.pdf




H. Jaap van den Herik (1983). Computerschaak, schaakwereld en kunstmatige intelligentie. 's-Gravenhage: Academic Service. isbn 9062330932 open access




Joseph Rossman (1964). Industrial creativity. The psychology of the inventor. University Books. lccc 64-16161


Fun to read this together with Stellan Ohlsson (2011) Deep learning. Interesting stories on moments of insight. Lots of inventors etcetera were questioned by Rossman.



Haller Susan M. Haller, Susan W. McRoy & Alfred Kobsa (Eds) (1999). Computational Models for Mixed-Initiative Interaction. Kluwer. isbn 0792355725

contents




William J. Clancey (1987 2nd). Knowledge based tutoring. The GUIDON Program. The MIT Press. isbn 026203123X




Anderson, James A. Anderson & Edward Rosenfeld (Eds) (1998). Talking nets. An oral history of neural networks. MT Press. isbn 0262011670

< info




Martha C. Polson and J. Jeffrey Richardson (Eds) (1988). Foundations of intelligent tutoring systems. Hillsdale: Lawrence Erlbaum. isbn 0805800549

.


This discipline forces the researcher to strictly operationalize what it is to use knowledge (chapter by John Anderson) etcetera. Useful, even though dated.



Greg P. Kearsley (Ed.) (1987). Artificial intelligence and instruction; applications and methods. Amsterdam: Addison-Wesley. isbn 0201116545 [niet in UB Leiden]




Robert S. Siegler (1996). Emerging minds. The process of change in children’s thinking. Oxford University Press. isbn 0195077873 info




Edward E. Smith and Douglas L. Medin (1981). Categories and concepts. Harvard University Press. isbn 0674102754 info




Howard Gardner (1991). The unschooled mind. How children think and how schools should teach. Basic Books. isbn 0465088953

info




Carl H. Frederiksen and Joseph F. Dominic (Eds) (1981). Writing: The nature, development, and teaching of written communication. Volume 2: Process, development and communication. Erlbaum. isbn 0898591589.



Hamel, R., Elshout-Mohr, M., & Milikowski, M. (1999). Meesterschap. Zestien stukken over intelligentie, leren, denken en probleemoplossen voor Jan Elshout. Amsterdam: Vossiuspers AUUP.




Rudolf Groner, Maria Groner and Walter F. Bischof (Eds) (1983). Methods of heuristics. Hillsdale, N.J.: Lawrence Erlbaum. isbn 0898592518 <




Ernest R. Hilgard (Ed.) (1964). Theories of Learning and Instruction. NSSE.




Ernest R. Hilgard and Gordon H. Bower (1975 4th). Theories of learning. Prentice Hall. isbn 0139144579




Susan Carey (1985). Conceptual change in childhood. Cambridge, Massachusetts: MIT Press. Isbn 0262530732. 1987




K. Anders Ericsson (Ed.) (1996). The road to excellence. The acquisition of expert performance in the arts and sciences, sports and games. Erlbaum. isbn 0805822313




K. Anders Ericsson & Neil Charness (1994). Expert performance: its structure and acquisition. American Psychologist, 49, 725-747. pdf


The effects of extended supervised practice from an early age are more far-reaching than is commonly believed. Basic limits of working memory and sequential processing can be exceeded, and anatomical changes can also result.



Paul Bloom (2000). How children learn the meanings of words. MIT Press. isbn 0262024691 (Toetsvragen ontwerpen: hoofdstuk 4)




Peter Baumgartner & Sabine Payr (1995). Speaking minds. Interviews with twenty eminent cognitive scientists. Princeton University Press. isbn 0691036780




Edwin G. Boring (1929/1957). A history of experimental psychology. Appleton-Century Crofts. isbn 0390109886,




Elliot Eisner (Ed.) (1985). Learning and Teaching. The Ways of Knowing. 84th yearbook NSSE. issn 00775762




Jerome Bruner (1996). The Culture of Education. Harvard University Press. isbn 0674017952


This is work from the nineties. Mature insights in the fabric of education.

  1. Culture, mind, and education
  2. Folk pedagogy
  3. The complexity of educational aims
  4. Teaching the present, past, and possible
  5. Understanding and explaining other minds
  6. Narratives of science
  7. The narrative construal of reality
  8. Knowong as doing
  9. Psychology’s next chapter



Jerome Bruner (1986). Actual Minds, Possible Worlds. Harvard University Press. isbn 0674003667




David P. Ausubel (1963). The psychology of meaningful verbal learning. An introduction to school learning. New York: Grune & Stratton.




John R. Anderson, Christian Lebiere, and others (1998). The atomic components of thought. Erlbaum. isbn 0805828168 [UB Leiden PSYCHO C6.1.-171] [KB eBook]




Richard C. Anderson, Rand J. Spiro, and William E. Montague (Eds) (1977). Schooling and the acquisition of knowledge. Hillsdale: Lawrence Erlbaum. isbn 047099293X [UB Leidne 3394 C 13 ]




Paul S. Rosenbloom, John E. Laird & Allen Newell (Eds.) (1993). The Soar Papers. Research on integrated intelligence. MIT Press. isbn 0262181525 [out of print 2015] [UB Leiden 6292 A 14-15]




Michelene T. H. Chi, Robert Glaser, and Marshall J. Farr (Eds) (1989). The nature of expertise. Hillsdale: Erlbaum. isbn 0805804048,




W. K. Estes (1994). Classification and cognition. Clarendon Press. isbn 0195109740




Stanislas Dehaene (1997). The Number Sense. How the Mind Creates Mathematics. Oxford University Press. isbn 0195110048 info newr revised edition




Annette M. La Greca (Ed.) (1990). Through the eyes of the child. Obtaining self-reports from children and adolescents. London: Allyn and Bacon. isbn 0205123406 [UB Leiden PSYCHO M2.1.0.-83]




Roger C. Schank and Robert P. Abelson (1977). Scripts, plans, goals and understanding : an inquiry into human knowledge structures. Erlbaum. isbn  0470990333




David Klahr, Pat Langley, and Robert Neches (Eds) (1987). Production system models of learning and development. The MIT Press. isbn 0262111144 info / out of print




Pat Langley, Herbert A. Simon, Gary L. Bradshaw, & Jan M. Zytkow (1987). Scientific discovery. Computational explorations of the creative process. MIT Press. isbn 0262121166




Mettes, C. T. C. W., & A. Pilot (1980). Over het leren oplossen van natuurwetenschappelijke problemen; een methode voor ontwikkeling en evaluatie van onderwijs, toegepast op een cursus thermodynamica. Proefschrift. Enschede: Onderwijskundig Centrum Technische Universiteit Twente.




Miller, George A. Miller, Eugene Galanter & Karl H. Pribram, (1960). Plans and the structure of behavior. Holt, Rinehart and Winston. isbn 0030100755 archive.org



John E. Laird (2012). The SOAR Cognitive Architecture. The MIT Press. isbn 9780262122962 info




Ronald R. Schmeck (ed.) (1988). Learning Strategies and Learning Styles. Plenum.





John H., Keith J. Holyoak, Richard E. Nisbett, & Paul R. Thagard (1986). Induction, Processes of inference, learning and discovery. Cambridge, Mass: MIT Press.




Stephen M. Kosslyn (1994). Image and brain. The resolution of the imagery debate. Cambridge, Massachusetts: MIT Press. isbn 0262111845, info


On representations, and many other phenomena.



J. A. Scott Kelso (1995). Dynamic patterns. The self-organization of brain and behavior. The MIT Press. info




Kelso, J. A. Scott Kelso & David A. Engstrøm (2006). The complementary nature. The MIT Press. isbn 0262112914




Stanley Finger (2000). Minds behind the brain. A history of the pioneers and their discoveries. Oxford University Press. isbn 019508571X




Daniel G. Bobrow (Ed.) (1994). Artificial Intelligence in Perspective. MIT/Elsevier. isbn 0262521865 info




Ronald Hamel (1990). Over het denken van de architect. Een cognitief psychologische beschrijving van het ontwerpproces bij architecten. Amsterdam: AHA Books. isbn 9052460183




Richard E. Snow, Pat-Anthony. Federico and William E. Montague (Eds.) (1980). Aptitude, learning and instruction. Volume 2: cognitive process analyses of learning and problem solving. Erlbaum.




Herbert A. Simon (1991). Models of my life. Basic Books. isbn 0465046401




Lauren B. Resnick (Ed.) (1989). Knowing, learning, and instruction. Essays in honor of Robert Glaser. Erlbaum. isbn 0805804609




Gary F. Marcus (2001). The algebraic mind. Integrating connectionism and cognitive science. The MIT Press. isbn 0262133792, archive.org [might be currently on loan, however] review




Rosamond Mitchell and Florence Myles (2004). Second language learning theories. Hodder Arnold. Second edition (original one: 1998). isbn 0340807660




Charles M. Reigeluth (Ed.) (1987). Instructional theories in action. Lessons illustrating selected theories and models. Erlbaum. isbn 0898598257 [niet in UB Leiden anders dan via B.O.O., niet als eBook in KB]




David E. Rumelhart, James L. McClelland, and the PDP Research Group (1986). Parallel distributed processing. Explorations into the microstructure of cognition. Volume 1: Foundations. The MIT Press. info




Rumelhart, D.E., J.L. McClelland, and the PDP Research Group (1986). Parallel distributed processing. Explorations in the microstructure of cognition. Vol. 2 Psychological and biological models. MIT.info




McClelland, James L., and David A. Rumelhart (1988). Explorations in parallel distributed processing. A handbook of models, programs, and exercises. MIT. + program diskettes info




Alex Cherry Wilkinson (Ed.) (1983). Classroom computers and cognitive science. Academic Press. isbn 0127520708





Geraldine J. Clifford (1968/1984 pb). Edward L. Thorndike: The sane positivist. Wesleyan University Press. isbn 0819560928 [out of print] Amazon






Robert Glaser (Ed.) (1978). Advances in instructional psychology, volume 1. Erlbaum.




Jeroen J. G. van Merriënboer & Paul A. Kirschner (2012). Ten Steps to Complex Learning : A Systematic Approach to Four-Component Instructional Design. Routledge. [als eBook in KB] arXiv:1509.03390v1 [cs.AI]http://www.tensteps.info/




Stellan Ohlsson, Robert H. Sloan, György Turán & Aaron Urasky (2015). Measuring an Artificial Intelligence System's Performance on a Verbal IQ Test For Young Children. arXiv:1509.03390v1 [cs.AI] get pdf




Niels Taatgen, David Huss, Daniel Dickison & John R. Anderson (2008). The Acquisition of Robust and Flexible Cognitive Skills. Journal of Experimental Psychology-General, 137, 548-565. abstract; pdf concept




Klein, G. Klein (1998). Sources of power. How people make decisions. Cambridge, Massachusetts: MIT Press. Sources of power. How people make decisions. Cambridge, Massachusetts: MIT Press. isbn 0262112272


Het gaat om complexe beslissingen. Zoals het casus 'Vincennes', 'Apollo 13' de 'naturalistic decision making approach which views people as inherently skilled and experienced and documents human strengths and capabilities that so far have been downplayed or ignored.' Kan ik voor mijn ATM mooi gebruiken. Hoewel ik daar wat dubbel in ben, beschouw ik leerlingen als 'skilled' in de geciteerde zin, maar tegelijk als minder 'power' hebbend dan het geval zou kunnen zijn omdat de instrumenten ontbreken. Of anders gezegd: de beoordelingssituaties zijn zo complex dat het moeilijk is om te leren van je beslssingsfouten, als je dat zo mag noemen. Misschien zijn situaties ook wel zo gestructureerd dat bepaalde leerlingen wel tegen een muur op moeten lopen, dus falen, zonder dat je kunt spreken van beslissingsfouten bij die leerlingen. Zie ook Hammond (2000). Het boek nog eens bekijken, vanuit de misvatting van 21st-century skills, zou interessant kunnen zijn.



Gerd Gigerenzer (2007). Gut feelings. The intelligence of the unconscious. Penguin. isbn 9780713997514




G. Polya (1945/1957/1971). How to solve it. A new aspect of mathematical method. Princeton University Press. isbn 0691023565




Elger Abrahamse, Jean-Philippe van Dijck, Steve Majerus & Wim Fias (10 november 2015). Turning the Mind’s Eye Inward: The Interplay between Selective Attention and Working Memory. Frontiers in Human Neuroscience website (Research topic, series of articles, free access).




Andreas Obersteiner, Jo Van Hoof, Lieven Verschaffel and Wim Van Dooren (2015). Who can escape the natural number bias in rational number tasks? A study involving students and experts. British Journal of Psychology abstract




Marcel Veenman (april 2015). Metacognitie: Ken uzelve. De Psycholoog, april, 11-21. pdf




John M. Nicholas (Ed.) (1977). Images, perception and knowledge. Reidel. isbn 9027707820




Zach Shipstead, Thomas S. Redick & Randall W. Engle (2012). Is Working Memory Training Effective?. Psychological Bulletin. doi: 10.1037/a0027473 pdf


Poses some fundamental questions, where earlier research has been mainly empirically oriented (what works, instead of what works and why should/could that be the case?).



Antonija MITROVIC, Moffat MATHEWS, Stellan OHLSSON, Jay HOLLAND, Audrey MCKINLAY, Scott OGDEN, Anthony BRACEGIRDLE & Sam DOPPING-HEPENSTAL (2014). From Tutoring to Cognitive Rehabilitation: Exploiting CBM to Support Memory Training. In Liu, C.-C. et al. (Eds.) (2014). Proceedings of the 22nd International Conference on Computers in Education. Japan: Asia-Pacific Society for Computers in Education pdf




Ned Block (Ed.) 1980). Readings in philosophy of psychology. Harvard University Press. isbn 0674748751 0674748778




Perry R. Hinton (2016). The perception of people. Integrating cognition and culture. Routledge. [KB eBook] info


My interest in the topic: ‘the perception of students’, by their teachers, for example.



R. Duncan Luce, Robert R. Bush & Eugene Galanter (Eds.) (1965). Handbook of mathematical psychology. Wiley. archive.org volume II only




Gerd Gigerenzer & Daniel G. Goldstein (1996). Mind as computer: Birth of a metaphor. Creativity Research Journal, 9, 131-144. pdf




Slava Kalyuga , Anne-Marie Singh (2015). Rethinking the Boundaries of Cognitive Load Theory in Complex Learning Educational Psychology Review, 28, 831-852. abstract




Learning theories listing, and short descriptions




John Sweller (2015). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition abstract




Ouhao Chen, Slava Kalyuga, John Sweller (2016). The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect. Educational Psychology Review first online abstract [I do not have access]




Tamara van Gog & John Sweller (2015). Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review first online abstract [I do not have access]




Jeffrey D. Karpicke & William R. Aue (2015). The Testing Effect Is Alive and Well with Complex Materials. Educational Psychology Review, 27, 317-326. pdf




David C. Geary (1995). Reflections of evolution and culture in children's cognition. Implications for mathematical development and instruction. American Psychologist, 50, 24-36. pdf [Biologically primary and biologically secondary abilities]


André Tricot & John Sweller (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review preview & concept



Geary, D (2007).  Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology, Ch 1 in Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology, JS Carlson & JR Levin (Eds). Information Age Publishing. [info] Chapter 1 pdf




John Sweller (). Story of a research program. Education Review webpage




Arthur I. Gates (1917). Recitation as a factor in memorizing. Dissertation. archive.org




Tania Lombrozo (2016). Explaining to yourself can be a powerful mechanism for learning. How, why and when does explaining lead to new learning? APA Psychological Science Agenda | March 2016 page




Todd S. Braver (Ed.) (2016). Motivation and cognitive control.. Psychology Press. [PSYHO C4.-81] [eBook in KB] See also Botvinick & Braverinfo




Matthew Botvinick & Todd Braver (). Motivation and Cognitive Control: From Behavior to Neural Mechanism. Annu. Rev. Psychol. 2015. 66:83–113 open access pdf




Bernard Weiner (2013). Cognitive views of human motivation. Elsevier Science. [eBook in KB]




Psychology of Learning and Motivation [eBooks in KB]




Jonathan M. Fawcett, Evan F. Risko & Alan Kingstone (Eds.) (2015). The handbook of attention. MIT. [PSYCHO C11.-48] info


No contents specified on MIT website, but see here.



John Sweller, Paul Ayres & Slava Kalyuga (2011). Cognitive Load Theory. Springer. preview [I have no access, not in library Leiden, not in Royal Library]




Maya Bar-Hillel & Ruma Falk (1982). Some teasers concerning conditional probabilities. Cognition 11 109-122. pdf




Michelle M. Arnold & D. Stephen Lindsay (2007). 'I remember/know/guess that I knew it all along!': Subjective experience versus objective measures of the knew-it-all-along effect. Memory & Cognition, 35, 1854-1868. pdf




David F. Feldon (2006). The implications of research on expertise for curriculum and pedagogy. Educ Psychol Rev. pdf




Gordon D. Logan (1997). The automaticity of academic life: Unconscious applications of everyday life. In Robert S. Wyer, Jr. (Ed.) The automaticity of daily life. Advances in Social Cognition, Volume X.




Kihlstrom, J.F.  (2008).  The automaticity juggernaut.  In J. Baer, J.C. Kaufman, & R.F. Baumeister (Eds.), Are We Free? Psychology and Free Will (pp. 155-180).  New York: Oxford University Press. webpage




Robert R. Hoffman (Ed.) (2014). The psychology of expertise. Cognitive research and empirical AI. Psychology Press. [eBook in KB]




Robert R. Hoffman (1996). How Can Expertise be Defined? Implications of Research From Cognitive Psychology. In R. Williams, W. Faulkner & J. Fleck (Eds.), (1996). Exploring Expertise (pp. 81–100). Edinburgh, Scotland: University of Edinburgh Press. pdf


Might be dated, nice article however.



Dylan Wiliam (28 April 2016). Learning styles: what does the research say? blog




Henri Poincaré (). Mathematical discovery. Ch. 3 in Science and Method (46-63). (transl. Francis Maitland, preface Bertrand Russell) archive.org




Facilitating Representation Change in Insight Problems Through Training. John Patrick and Afia Ahmed (2014). Journal of Experimental Psychology: Learning, Memory, and Cognition. 532-543. pdf


'The problem of how to improve insight'



A cognitive procedure for representation change in verbal insight problems. Patrick, John; Ahmed, Afia; Smy, Victoria; Seeby, Helen; Sambrooks, Katie Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 41(3), May 2015, 746-759. http://dx.doi.org/10.1037/xlm0000045 [nog ophalen: researchgate.net]




John Sweller (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In David C. Geary & Dniel S. Barch (Eds.). Evolutionary Perspectives on Child Development and Education (291-306). preview




Yingying Wang, Meaghan V. Mauer, Talia Raney, Barbara Peysakhovich, Bryce L. C. Becker, Danielle D. Sliva and Nadine Gaab (2016). Development of Tract-Specific White Matter Pathways During Early Reading Development in At-Risk Children and Typical Controls. Cerebral Cortex, 2016, 1–17 doi: 10.1093/cercor/bhw095 researchgate.net




Julia X. Li and Karin H. James (2016). Handwriting Generates Variable Visual Output to Facilitate Symbol Learning. Journal of Experimental Psychology: General, 145, No. 3, 298–313. pdf




K. Kotovsky & H.A. Simon (1990). What makes some problems really hard: explorations in the problem space of difficulty. Cognitive Psychology, 22, 143-183.concept versionChinese Ring Puzzle; transfer




Bill Thompson, Simon Kirby, and Kenny Smith (2016). Culture shapes the evolution of cognition. PNAS vol. 113 no. 16 Bill Thompson,  4530–4535, doi: 10.1073/pnas.1523631113 pdf




Bill Thompson, Simon Kirby and Kenny Smith (2016). Culture shapes the evolution of cognition. PNAS open access




Ben Williamson (May 17, 2016). Cognitive computing & #AI are the future of #edtech & #education itself, claim Pearson & IBM codeactsineducation.wordpress.com/2016/05/17/ai-cognitive-systems-education/ blog




Cubie King & David Von Drehle (2016). Encounters with the Arch-Genius, David Gelernter. The artificial intelligence pioneer has some radical ideas about the supremacy of the human mind. page




K A Paller (2009). Memory Consolidation: Systems




A. P. Melis (2015). The evolutionary roots of human collaboration: coordination and sharing of resources. Ann N Y Acad Sci. 2013 Sep;1299:68-76. doi: 10.1111/nyas.12263 abstract



Jeffrey A. Greene, William A. Sandoval & Ivar Bråten (Eds.) (2016). Handbook of epistemic cognition. Routledge. info


Uit de constructivistische hoek, revisionisme.



James E. Mazur and Reid Hastie (1978). Learning as Accumulation: A Reexamination of the Learning Curve. Psychological Bulletin, 85, 1256-1274. abstract




Abraham Sagiv (1979). General growth model for evaluation of an individual's progress in learning. Journal of Educational Psychology, 71, 866-881. abstract




Ouhao Chena, Slava Kalyuga, John Sweller (2016). Relations between the worked example and generation effects on immediate and delayed tests. Learning and Instruction, 45, 20-30.abstract [no access, paywalled] [See also Greg Ashman on element interactivity and expertise in this context blog




Siegfried Engelmann (Author), Douglas Carnine: Theory of Instruction: Principles and Applications Kindle Edition ($9.99). For Dutch residents: as eBook available in KB.




Cyriel M. A. Pennartz (2915). The brain's representational power. On consciousness and the integration of modalities. MIT. info


Imagination: The capacity to mentally transcend time, place, and/or circumstance [p. 3]. Isn’t that also a good description of creativity? In a certain sense, at least? See Ch. 24. Imagination and Personal Creativity, by Mark A. Runco and Jeremy Pina abstract



John R. Anderson, Aryn A. Pyke & Jon M. Fincham (Juy 20, 2016). Hidden Stages of Cognition Revealed in Patterns of Brain Activation. Psychological Science abstract & concept




Fiction: Simulation of Social Worlds. Keith Oatley (2016). Trends in Cogntive Sciences, 20, 618-628. free




Thomas S. Redick & Zach Shipstead & Elizabeth A. Wiemers & Monica Melby-Lervag & Charles Hulme (2016). What’s Working in Working Memory Training? An Educational Perspective. Educ Psychol Rev (2015) 27:617–633 DOI 10.1007/s10648-015-9314-6 abstract




Robert H. Logie & Nelson Cowan (2015). Perspectives on working memory: introduction to the special issue. Mem Cogn (2015) 43:315–324 DOI 10.3758/s13421-015-0510-x page




Michael Chow · Andrew R. A. Conway (2015). The scope and control of attention: Sources of variance in working memory capacity. Mem Cogn (2015) 43:325–339 DOI 10.3758/s13421-014-0496-9 abstract




Ola Ozernov-Palchik, Xi Yu, Yingying Wang and Nadine Gaab (2016). Lessons to be learned: How a comprehensive neurobiological framework of atypical reading development can inform educational practice. ScienceDirect researchgate




David Geary (). Primal Brain in the Modern Classroom DOI: 10.1038/scientificamericanmind0911-44 44-49 scientific american mind september/October 2011 Niet gewoon online, wel via researchgate.net




Prins, P.J.M., Ponsioen, A.J.G.B., & Ten Brink, E.L. (2011). Gebruik je hersens! Het verbeteren van executieve functies bij kinderen door oefening en training. De Psycholoog, 46(11), 38-48. pdf ophalen




Paul Ibbotson, Michael Tomasello (September 7, 2016). Evidence Rebuts Chomsky's Theory of Language Learning. Much of Noam Chomsky’s revolution in linguistics—including its account of the way we learn languages—is being overturned. Scientific American web




Ann M. Colley: Cognitive motor skills pp 229-248 in: Dennis H. Holding (Ed.) (1989 2nd). Human skills.




KNAW Symposium Machinale Intelligentie webpage




Paul A. Howard-Jones, Daniel Ansari, Bert De Smedt, Diana Laurillard, Sashank Varma, Brian Butterworth, Usha Goswami, Michael S. C. Thomas Birkbeck (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016). Psychological Review, 123, 620-627. researchgate.net




Mary Henle (d.) (1971). The selected papers of Wolfgang Köhler Liveright. isbn 0871405059




Richard J. Herrnstein & Edwin G. Boring (Eds.) (1965). A source book in the history of psychology. Harvard University Press. lccc 65-11595 info




Robert L. Solso & Dominic W. Massaro (Eds.) (1995). The science of the mind: 2001 and beyond. Oxford University Press. isbn0195080645 info is lacking.




Simon Kemp (1990). Medieval psychology. Greenwood Press. isbn 0313267340




L. S. Hearnshaw (1964). A short history of British psychology 1840 - 1940. Methuen.


a.o.: Spener.



Robert Cummins 7 John Pollock (Eds.) (1991). Philosophy and AI. Essays at the interface. MIT Press. isbn 0262031809




James H. Capshew (1999). Psychologists on the march. Science, practice, and professional identity in America, 1929-1969. Cambridge UP. isbn 0521565855 info




Addie Johnson & Robert W. Proctor (2016). Skill acquisition & training. Achieving expertise in simple and complex tasks. Routledge. info


Just take a look at its content listing. Remark there is no mention of 21st century skills, soft skills, or generic skills. Indeed, skills are domain specific everywhere. However, there is a section on problem-solving skill. Guess what? It is domain-specific, heavily contingent on long term memory knowledge. Many topics regularly in discussion on Twitter and in blogs on social media are treated here in a professional manner, yet accessible.



Donald A. Norman (Ed.) (1981). Perspectives on cognitive science. ABLEX. isbn 0893910716




Using Load Reduction Instruction (LRI) to boost motivation and engagement Andrew J. Martin (2016). researchgate.net




Daniel T. Willingham (2009). Why don’t students like school? Wiley. [KB eBook]




Daniel T. Willingham (2015). Raising kids who read. Wiley. [KB eBook]




Edward L. Thorndike (). Educational Psychology. Volume 3. Mental work and fatigue and individual differences and their causes. archive.org


A quote on Latin,



Edward L. Thorndike (1013). Educational Psychology. Volume 1. The original nature of man. Teachers College, Columbia University. archive.org




Robbie Case, Yukari Okamoto, Sharon Griffin, Anne McKeough, Charles Bleiker, Barbara Henderson, Kimberly Marra Stephenson, Robert S. Siegler and Daniel P. Keating (1996). The Role of Central Conceptual Structures in the Development of Children's Thought. Monographs of the Society for Research in Child Development, Vol. 61, No. 1/2, The Role of Central Conceptual Structures in the Development of Children's Thought (1996), pp. i+iii-vi+1-295 read online free




Mary Hegarty & David A. Waller (2005) Individual differences in spatial abilities. In Priti Shah & Akira Miyake (Eds.) The Cambridge Handbook of Visuospatial Thinking (122-169). info




Michael S. Humphreys & Kerry A. Chalmers (2016). Thinking about human memory. Cambridge University Press. [PSYCHO C3.0.-293] info




Beyond feedback: Developing student capability in complex appraisal. D. Royce Sadler (2009). Assessment & Evaluation in Higher Education pdf concept




Thomas Suddendorf, Melissa Brinums & Kana Imuta (2016). Shaping one's future self. The development of deliberate practice. [pdf concept text via researchgate.net] 343-366 in Kourken Michaelian, Stanley B. Klein & Karl K. Szpunar: Seeing the future. Theoretical perspectives on future-oriented mental time travel. Oxford University Press. [PSYCHO C6.1.-332] info




Maciej Chudek, MichaelMuthukrishna & Joseph Henrich (2016). Cultural evolution. In David M. Buss (Ed.) The handbook of evolutionary psychology (749-769). pdf




Peter M. Todd, Ralph Hertwig & Ullrich Hoffrage: Evolutionary cognitive psychology. In David M. Buss (Ed.) The handbook of evolutionary psychology. final draft of 2005 chapter




Declan Smithies & Daniel Stoljar (Eds.) (201). Introsepction and consciousness. Oxford UP. [PSYCHO D8.2.0-102]


Might this be useful? I doubt it. Most topics: perception.



Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” Evidence From a Meta-Analytic Review Monica Melby-Lervåg, Thomas S. Redick, Charles Hulme download




Daniel Willingham (Aug 12, 2016). Whn knowledge is unforgettable. The Atlantic blog




Carver, Sharon ; Klahr, David (2001). Cognition and instruction : twenty-five years of progress. LEA. [UBL PEDAG. 48.a.339  niet gezien] contents




Jerry Carlson & Joel R. Levin (Eds.) (2007). Educating the Evolved Mind. Conceptual Foundations for an Evolutionary Educational Psychology. Information Age Publishing. [eBook in KB] [UBL online only] info




Meike Jipp, Phillip L. Ackerman (2016). The Impact of Higher Levels of Automation on Performance and Situation Awareness. A Function of Information-Processing Ability and Working-Memory Capacity. ournal of Cognitive Engineering and Decision Making abstract & references




Susan Chipman (Ed.) (2017). The Oxford Handbook of Cognitive Science info




Susan Chipman (2010). Applications in Education and Training: A Force Behind the Development of Cognitive Science. Topics in Cognitive Science. open access




Nelson Cowan (2000). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-185. pdf




Nelson Cowan (2015). George Miller's magical number of immediate memory in retrospect: Observations on the faltering progression of science. Psychol Rev. 2015 Jul;122(3):536-41. doi: 10.1037/a0039035 open access




Walter Kintsch, Vimla L. Patel & K. Anders Ericsson (1999). The role of long-term working memory in text comprehension. Psychologia, 42, 186-198 pdf




Editors: David Geary, Daniel Berch, Robert Ochsendorf, Kathleen Mann Koepke (Dec. 2016). Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, Volume 3. Academic Press. info


Just a collection of chapters by a bunch of different authors? Or is it more? I have no access (yet?) to this book. There seem not to be any reviews yet. No abstracts of chapters either.



Daniel T. Willingham (2009). Why Don't Students Like School : A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. John Wiley & Sons [eBook KB] info




Michael N. Jones (Ed.) (2017). Big data in cognitive science. Psychology Press. [UBL PSYCHO C6.-174] info




Mihaly Csikszentmihalyi (1975). Beyond boredom and anxiety. The experience of play in work and games. Jossey-Bass. 0875892612




Richard E. Nisbett, David H. Krantz, Christopher Jepson & Ziva Kunda (1983). The Use of Statistical Heuristics in Everyday Inductive Reasoning Psychological Revew, 90, 339-363. pdf




Eric Amsel & K. Ann Renninger (Eds.) (1997). Change and development. Issues of theory, method, and application. LEA.0805818251




Wayne A. Wickelgren (1974). How to solve problems. Elements of a theory of problems and problem solving. Freeman. isbn 0716708450 [public: students]




Marion Perlmutter (Ed.) (1986). Perspectives on intellectual development. The Minnesota Symposia on Child Psychology LEA. 0898597846




Crossing borders: A citation analysis of connections between Cognitive Science and Educational Research … and the fields in between. Jan Youtie Gregg E. A. Solomon Stephen Carley Seokbeom Kwon Alan L. Porter (2017). Research Evaluation, Volume 26, Issue 3, 1 July 2017, Pages 242–255, https://doi.org/10.1093/reseval/rvx020 researchgate




Daniel S. Levine & Samuel J. Leven (Eds.) (1992). Motivation, emotion, and goal direction in neural networks. LEA. 0805804471 info




Cognitive load theory: research that teachers really need to understand. 2017. Centre for Education Statistics and Evaluation download




Merideth Gattis (Ed.) (2001). Spatial schemas and abstract thought. MIT 0262072130 9780262072137 info


Ruimteliijk inzicht.

  1. Space as a basis for abstract thought; Merideth Gattis
  2. Spatial Representation and the Use of Spatial Codes in Animals; William A. Roberts
  3. Thinking through Maps; Lynn S. Liben
  4. Spatial schemas in Depictions; Barbara Tversky
  5. Cultural Specificity of Spatial Schemas as Manifested in Spontaneous Gestures; Sotaro Kita, Eve Danzinger and Christel Stolz
  6. Space on Hand: The Exploitation of Signing Space to Illustrate Abstract Thought; Karen Emmorey
  7. Children's Mathematics: Lost and Found in Space; Peter Bryant and Sarah Squire
  8. Spatial Metaphors in Temporal Reasoning; Dedre Gentner
  9. Reading Pictures: Constraints on Mapping Conceptual and Spatial Schemas; Merideth Gattis
  10. Spatial Representation as Cause and Effect: Circular Causality Comes to Cognition; Brendan McGonigle and Margaret Chalmers
  11. A Process Model of Human Transitive Inference; John E. Hummel and Keith J. Holyoak



Doug Lemov 10.03.17 RETRIEVAL PRACTICE: A TEACHERS' DEFINITION AND VIDEO EXAMPLES blog




Amalric, Marie, Denghien, Isabelle, Dehaene,Stanislas, On the role of visual experience in mathematical development:Evidence from blind mathematicians.Developmental Cognitive Neuroscience open access




Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners. Ian M. Lyons and others (2017). preprint [ao: Daniel Ansari]




Annette Taylor (2017). How to Help Students Overcome Misconceptions. blog




Christopher P. Dwyer (2017). Critical thinking. Conceptual perspectives and practical guidelines. Cambridge UP. PSYCHO C6.2.-84 info




Optimizing Learning in College. Tips From Cognitive Psychology. Adam L. Putnam, Victor W. Sungkhasettee, Henry L. Roediger (2016). Perspectives on Psychological Science. open access




Cortical circuits for mathematical knowledge: evidence for a major subdivision within the brain's semantic networks. Marie Amalric, Stanislas Dehaene (2018). Philosophical Transactions of the Royal Society B, Biological Sciences open access




A random-matrix theory of the number sense T. Hannagan, A. Nieder, P. Viswanathan, S. Dehaene (2018). Philosophical Transactions of the Royal Society B, Biological Sciences open access




Report of the Task Group on Conceptual Knowledge and Skills Francis “Skip” Fennell, Chair Larry R. Faulkner Liping Ma Wilfried Schmid Sandra Stotsky Hung-Hsi Wu pdf




Karl Duncker (1935/1963 Neudruck). Zur Psychologie des produktiven Denkens. Berlin: Springer. lccc 35-35396 info


'Landmark in the history of cognitive psychology' (Newell, 1985)



Cerveau et apprentissage. website


Stanis Dehaene: La Fondation "La main à la pâte" propose énormément d'informations sur les sciences cognitives de l'apprentissage, ainsi que des questions-réponses à destination des enseignants: ‪https://www.fondation-lamap.org/node/22173 ‬



Susan E. F. Chipman (Ed.) (2017). The Oxford handbook of cognitive science. Oxford University Press. PSYCHOC6.-176 info


Cognitive architectures. Wow.



2014 Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Edited by Mark A. McDaniel, Regina F. Frey, Susan M. Fitzpatrick, & Henry L. Roediger, III open




Herbert A. Simon (1990). Invariants of human behavior. Ann. Rev. Psychol. 41, 1-19. open




Greg P. Kearsley (ed) (1987). Artificial intelligence and instruction; applications and methods. Amsterdam: Addison-Wesley. isbn 0201116545.




Ellen Winner (1988).The point of words. Children's understanding of metaphor and irony. Harvard UP. 0674681258 (nieuwe editie in 1997 uitgekomen) [niet in KB, niet in UBL] info


Research showing understanding of metaphor to be a domain-specific skill, not a general one. ‘Conceptual domains and the acquisition of metaphor’ by Frank C.Keil 1986 https://pdfs.semanticscholar.org/e4d3/a1b3b0c778c730b877b2a08a30af5e382a23.pdf treated in Ellen Winner ‘The point of words’ Ch 4 ‘Constraints on metaphor comprehension’



Allen Newell and Herbert A. Simon (1972). Human problem solving. Englewood Cliffs, N.J.: Prentice Hall.




Automaticity and multiple memory systems F. Gregory Ashby∗ and Matthew J. Crossley WIREs Cogn Sci 2012, 3:363–376. doi: 10.1002/wcs.1172




Paul Kirschner (23 fabruari 2018). Iedereen Haat Directe Instructie (Terwijl het Werkt!) blog




Willis D. Ellis (Ed.) (1938/1967). A source book of gestalt psychology. Routledge & Kegan Paul.




Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies P.-Y.Oudeyer, J.Gottlieb, M.Lopes Progress in Brain Research Volume 229 , 2016, Pages 257-284 abstract


via Harold Bekkering.



Semb, G. B., Ellis, J. A., & Araujo (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85, 305-316 abstract




Roger C. Schank (1982). Dynamic memory. A theory of reminding and learning in computers and people. Cambridge University Press. isbn 0521248582




Richard M. Sorrentino & E. Tory Higgins (ed.) (1986). Handbook of motivation and cognition. Foundations of social behavior. Wiley. isbn 0471910074




Jacqueline P. Leighton (2017 ). Using think-aloud interviews and cognitive labs in educational research. Oxford University Press. [UB Leiden PEDAG 51.d.185] info, personale website




Gordon Willis (2015). Analysis of the Cognitive Interview in Questionnaire Design. Oxford University Press [als eBook in KB] info




Jacqueline P. Leighton (2013). Item difficulty and interviewer knowledge effects on the accuracy and consistency of examinee response processes in verbal reports. Applied Measurement in Education, 26, 136-157. abstract




K. L. Taylor & J.-P. Dionne (2000). Accessing problem-solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing. Journal of Educational Psychology, 92, 413-425. abstract




Jacqueline P. Leighton (2004). Avoiding misconception, misuse, and missed opportunities: The collection of verbal reports in educational achievement testing. Educational Measurement: Issues and Practice, 23, 6-15. abstract




Mislevy (2006) Cognitive psychology and educational assessment. In Brennan: Educational Measurement (4th edition).




H. S. Kim, S. Embretson (2010). Cognitive Psychology and Educational Statistics. In International Encyclopedia of Education (Third Edition) 2010, Pages 84–92. abstract




E. Kirk & K. Anders Ericsson (2001). Think aloud instructions. Supplementary material to Mark C. Fox, K. Anders Ericsson, and Ryan Best (2011). Do Procedures for Verbal Reporting of Thinking Have to Be Reactive? A Meta-Analysis and Recommendations for Best Reporting Methods. Psychologogical Bulletin, 137, 316-344. html




Editors(s): Kristen Miller, Stephanie Willson, Valerie Chepp, José‐Luis Padilla (2014). Cognitive interviewing methodology. [niet inUB Leiden, niet als eBook in KB]info




Elizabeth S. Spelke (2017) Core Knowledge, Language, and Number, Language Learning and Development, 13:2, 147-170, DOI: 10.1080/15475441.2016.1263572 pdf




Roel J.F.J. Ariës (2018). An evidence-based approach to working-memory-based training in secondary education to improve reasoning test achievements. pdf


Ik geloof er niets van, maar ik moet eerlijk zeggen dat ik het stuk niet heb gelezen ;-) De claim lijkt immers te zijn dat er zoiets bestaat als een generieke vaardigheid 'redeneren'. Dat is natuurlijk iets anders dan 'fluid intelligence', anders had er fluid intelligence' gestaan. Toch? Kijk vooral ook even naar de promotores en de beoordelingscommissie!



\> de Boer, H., Donker, A.S., Kostons, D.D.N.M., van der Werf, G.P.C., Long- term effects of metacognitive strategy instruction on student academic performance: A meta-analysis, Educational Research Review (2018), doi: 10.1016/j.edurev.2018.03.002. abstract




Darinka Trübutschek , Sébastien Marti, Henrik Ueberschär & Stanislas Dehaene (2018). Probing the limits of activity-silent non-conscious working memory open




Karl Ulrich Mayer and Heike Solga (Eds.) (2008). Skill Formation: Interdisciplinary and Cross‐National Perspectives. New York: Cambridge University Press, 2008. PEDAG. 40.g.143




Yana Weinstein & Megan Sumeracki, with Oliver Caviglioli (2019). Understanding how we learn. A visual guide. Routledge. isbn 9781138561724 info












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