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. online [dead link]



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, Robert R. Hoffman, Aaron Kozbelt and A. Mark Williams (Eds.) (2018) The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press. [UB Leiden Psycho C6.1 -346] info & marketing excerpt of Introduction & Table of contents & Introduction pdf