0470326573 Ben Wilbrink literature on cognition

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.

TABLE OF CONTENTS

Continous State and Action Spaces.- Relational and First-Order Knowledge Representation.- Hierarchical Approaches.- Predictive Approaches.- Multi-Agent Reinforcement Learning.- Partially Observable Markov Decision Processes (POMDPs).- Decentralized POMDPs (DEC-POMDPs).- Features and Function Approximation.- RL as Supervised Learning (or batch learning).- Bounds and complexity.- RL for Games.- RL in Robotics.- Policy Gradient Techniques.- Least Squares Value Iteration.- Models and Model Induction.- Model-based RL.- Transfer Learning in RL.- Using of and extracting Knowledge in RL.- Biological or Psychological Background.- Evolutionary Approaches.- Closing chapter, prospects, future issues.

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

Robert J. Sternberg: Creativity in ethical reasoning 62-74
Qin Li & MihalyCsikszentmihalyi: Moral creativity and creative morality 75-91
James Noonan & Howard Garner: Creative artists and creative scientists: Where does the buck stop? 92-117
Arthur Cropley: Neglect of creativity in education: a moral issue 250-264

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

Bradley R. Buchsbaum & Mark D'Esposito: Working memory. abstract
John Wixted & Denise J. Cai: Memory consolidation abstract
Eiling Yee, Evangelia G. Chrysikou, and Sharon L. Thompson-Schill: Semantic memory view
Lila Davachi & Jared Danker: Cognitive neuroscience of episodic memory abstract

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?

chapters, among others,
Peter M. Todd, Thomas T. Hills & Trevor W. Robbins: Building a Foundation for Cognitive Search 1-10 pdf
Thomas T. Hills & Reuven Dukas: The Evolution of Cognitive Search 11-24 pdf
David W. Stephens, Iain Couzin & Luc-Alain Giraldeau: Ecological and Behavioral Approaches to Search Behavior 25-46 pdf
Joshua W. Brown & Derek E. Nee: Executive Control of Cognitive Search 69-80 pdf
Catharine A. Winstanley a.o.: Search, Goals, and the Brain 125-156 pdf
Thorsten Pachur a.o.: Unpacking Cognitive Search: Mechanisms and Processes 237-255 [geen vrij beschikbare pdf gevonden]

from the contents

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?

Contents, a.o.
- 1. Creative thinking and problem solving with depictive and descriptive representations Wolfgang Schnotz, Christiane Baadte, Andreas Mülle and Renate Rasch
- 2. Instructional considerations in the use of external representations: the distinction between perceptually-based depictions and pictures that represent conceptual models Stella Vosniadou
- 4. Representational fluency and flexibility in the domain of linear functions: A choice/no choice study Ana Acevedo Nistal, Wim van Dooren, Geraldine Clarebout, Jan Elen, & Lieven Verschaffel
- 5. Representations and proof: the case of the Isis problem Brian Greer, Dirk De Bock, & Wim Van Dooren
- 6. Secondary school students’ availability and activation of diagrammatic strategies for learning from texts Michael Schneider, Catrin Rode and Elsbeth Stern
- 7. Conceptual change in learning electricity: On the role of virtual and concrete external representations Tomi Jaakkola, Sami Nurmi & Erno Lehtinen
- 8. Using static and dynamic visualisations to support the comprehension of complex dynamic phenomena in the natural sciences Peter Gerjets, Birgit Imhof , Tim Kühl , Vanessa Pfeiffer, Katharina Scheiter, and Sven Gemballa
- 9. The role of external representations in learning combinatorics and probability theory Bas Kolloffel, Tessa H. S. Eysink, and Ton de Jong
- 10. Symbolizing and the development of meaning in computer-supported algebra education Koeno Gravemeijer, Michiel Doorman, and Paul Drijvers
- 11. The "numbers are points on a line" analogy: Does it have an instructional value? Xenia Vamvakoussi
- 12. Use of external representations in science: prompting and reinforcing prior knowledge activation Sandra Wetzels, Liesbeth Kester, & Jeroen van Merriënboer
- 13. Visualization of argumentation as shared activity Gijsbert Erkens, Paul Kirschner &, Jeroen Janssen
  site Routledge

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

- Prior Susan A. Ambrose and Marsha C. Lovett: Knowledge is More Than Content: Skills and Beliefs Also Impact Learning
- Courtney M. Clark and Robert A. Bjork: When and Why Introducing Difficulties and Errors Can Enhance Instruction
- Chee Ha Lee and Slava Kalyuga: Expertise Reversal Effect and Its Instructional Implications
- John A. C. Hattie and Gregory C. R. Yates: Using Feedback to Promote Learning
- Richard E. Mayer: Research-Based Principles for Designing Multimedia Instruction
- Sharon Bertsch and Bryan Pesta: Generating Active Learning
- Mary A. Pyc, Pooja K. Agarwal, and Henry L. Roediger, III: Test-enhanced Learning
- Jennifer L. Chiu and Michelene T.H. Chi: Supporting Self-Explanation in the Classroom
- Khuyen Nguyen and Mark A. McDaniel: Potent Techniques to Improve Learning from Text
- Alexander Renkl: Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving
- Shana K. Carpenter: Spacing and Interleaving of Study and Practice
- Joyce Ehrlinger and E. Ashley Shain: How Accuracy in Students’ Self Perceptions Relates to Success in Learning
- John Girash: Metacognition and Instruction
- Keith Millis, Arthur C. Graesser, and Diane F. Halpern: Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science
- Regan A. R. Gurung: Assessing the Impact of Instructional Methods
- Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O'Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala: Applying the Science of Learning: The Cognition Toolbox
- Debra Swoboda: Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar
- Stephen L. Chew: Helping Students to Get the Most Out of Studying
- Nate Kornell and Janet Metcalfe: The Effects of Memory Retrieval, Errors and Feedback on Learning
- Catherine Overson: Applying Multimedia Principles to Slide Shows for Academic Presentation
- Annette K. Taylor and Patricia Kowalski: Student misconceptions: Where do they come from and what can we do?
- Natalie K. Lawrence: Examining the Benefits of Cumulative Exams
- Samuel Pazicni and Daniel T. Pyburn: Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course
- Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes: The Influence of Guiding Questions on Skilled- and Less-Skilled Readers’ Understanding of Written Discourse

[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/

“This chapter introduces the Survey of Adult Skills (PIAAC). It first gives a brief overview of how and why the demand for skills has been changing over the past decades, focusing particularly on the advent and widespread adoption of information and communication technologies and on structural changes in the economy. It then describes how the survey — the first international survey of adult skills to directly measure skills in literacy, numeracy and problem solving in technology-rich environments — can assist policy makers in responding to the challenges of a rapidly changing global labour market.”

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

from the Contents
Among others: Chi, M.T.H., Learning From Observing An Expert’s Demonstration, Explanations, and Dialogues.
Staszewski, J.J., Cognitive Engineering Based on Expert Skill.
Chase, C.C., Motivating Persistence in the Face of Failure: Equipping Novice Learners with the Motivational Tools of Experts.
Charness, N., Approaches to the Study of Life-Span Chess Expertise.
Siegler, R.S., How Do People Become Experts?
Gobet, F., Chunks and Templates in Semantic Long-term Memory: The Importance of Specialization.
Ericsson, K.A., Exceptional Memory and Expert Performance: From Simon and Chase’s Theory of Expertise to Skilled Memory and Beyond.
Kotovsky, K., Expertises. Posner, M.I., The Expert Brain. Righi, G., Category-Selective Recruitment of the Fusiform Gyrus with Chess Expertise.
Tarr, M.J., Kingon, A., Beilock, S.L., Expert Performance: From Action to Perception to Understanding.
Anderson, J.R., Betts, S., Ferris, J.L., Fincham, J.M., Neural Imaging be Used to Investigate Learning in an Educational Task? doc concept
Ansari, D., The Emergence of a Multi-level Approach to the Study of Skill Acquisition and Expertise.

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

from the Contents
Among others: H.A. Mieg, Focused Cognition: Information Integration and Complex Problem Solving by Top Inventors.
S.G. Hutchins, T. Kendall, The Role of Cognition in Team Collaboration during Complex Problem Solving.
L.A. Zimmerman, J.M. Sestokas, C.A. Burns, Using High Fidelity Computerized Training to Prepare Commanders for Operational Decision Making.
D. Snowden, Naturalizing Sense-making.
G. Klein, D. Snowden, C.L. Pin, Anticipatory Thinking.
L. Dibello, D. Lehmann, W. Missildine, How Do You Find an Expert? Identifying Blind Spots and Complex Mental Models among Key Organizational Decision Makers Using a Unique Profiling Tool.
L. Millitello, W. Wong, S.S. Kirschenbaum, E. Patterson, Systematizing Discovery in Cognitive Task Analysis.
M.S. Cohen, Knowns, Known Unknowns, and Unknown Unknowns: Time and Uncertainty in Naturalistic Decision Making.

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. 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

Zie ook: Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S. A. (2011). Differential effects of reasoning and speed training in children. Developmental Science, 14, 582-590.
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, USA, 105, 6829-6833. doi:10.1073/pnas. 0801268105html
A recent study, Mackey, Hill, Stone, and Bunge (2011; see Table 1), took a unique approach to training by incorporating aspects of laboratory-based and of ecologically based intervention methods. Computerized and noncomputerized games that required relational integration, the simultaneous processing of multiple relations between stimuli, were chosen. Relational integration is thought to be integral to fluid reasoning ability, which is a strong predictor of school performance. In this study, the children (age seven-nine; low socioeconomic status) participated in an eight-week session of fluid reasoning training or of processing speed training in a classroom setting where games were played individually and in groups. The children in the reasoning group showed significant improvement in the number of matrix reasoning problems, a measure of fluid intelligence, completed after training. This large effect is particularly impressive, given the widely held belief that fluid reasoning is a static trait that is not amendable to training (cf. Jaeggi, Buschkuehl, Jonides, & Perrig, 2008, for a similar training effect on fluid reasoning in adults). These results provide a first step toward integrating ecologically valid approaches with rigorous laboratory-tested methodologies to achieve promising changes in mental abilities.

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

slotzin: The results of the present study support the view that providing high amounts of explicit, direct guidance—at least in early stages of learning—can be particularly effective in promoting robust understanding of scientific procedures and concepts in children.

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 Unworth & Randall W. Engle (2007). The nature of individual differences in working memory capacity: Active maintenance in primary memory and controlled search from secondary memory. Psychological Review, 114, 104-132. semanticscholar.org

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

Nash Unsworth, Thomas S. Redick, Richard P. Heitz, James M. Broadway and Randall W. Engle (2009). Complex working memory span tasks and higher-order cognition: A latent-variable analysis of the relationship between processing and storage. Memory, 17, 635-654. pdf

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

o.a.:
Het inleidende hoofdstuk is op de Cambridge website beschikbaar. Geweldig informatief is het niet.
2. The quality of learning at university: integrative understanding and distinctive ways of thinking Noel Entwistle; [Oppervlakkig, meer een overzicht van publicaties. Tikje romantisch, te weinig op hard onderzoek gebaseerd; denkt in lijn met bijv. De Corte en Verschaffel, dus een zweem van nieuw leren en constrcutivisme. Zie het werk van Entwistle vooral als motiverend om meer van leerprocessen te weten te komen.
3. Dispositions and the quality of learning Augusto Riveros, Stephen P. Norris, Denyse V. Hayward and Linda M. Phillips; [Ik heb niet de indruk dat dit begrip ‘dispositie’ toegevoegde waarde heeft.
4. Education for rational thought Maggie M. Toplak, Richard F. West and Keith E. Stanovitch; Wie kan er nu tegen rationeel denken zijn? Deze auteurs stellen rationeel denken boven kritisch denken. Nou ja, wat moeten we ermee? West en Stanovitch worstelen met domeinspecifieke rationaliteit (de enige rationaliteit?), en komen daar ook niet goed uit, naar hun eigen gevoelen.
6. Enhancing learning through constructive alignment John Biggs; Biggs is enthousiast over PBL (McMaster’s problem based learning, later ook in Maastricht); sophisticated constructivisme. Ik heb er niets mee, geloof ik.
7. Framing the features of good quality knowledge for teachers and students Michael J. Lawson and Helen Askell-Williams; Gaat over dezelfde akker als voorgaande hoofdstukken al deden.
8. Theory building and the pursuit of understanding in history, social studies, and literature Carl Bereiter and Marlene Scardamalia; Interessante beschouwing, maar als zodanig levert dit verhaal geen stevige informatie. Dat is wel vaker het probleem met het enthousiasme van Bereiter.
9. Fostering self-regulated learning by journal writing - how should instructional support be designed to promote high quality learning? Matthias Nuckles, Sandra Huber and Alexander Renkl; Een intelligente vorm vagn reflecteren? Meta-cognitie? Ik heb er niets mee, geloof ik.
10. Promoting learning skills in undergraduate students Allyson Fiona Hadwin and Philip H. Winne; Leren studeren in het kwadraat. Leidt dat niet af van het werken aan het beheersen van de inhoud van het onderhanden vak?
11. Using technology to foster meaningful learning environments Neil H. Schwartz and Richard Schmid; Bekend type pleidooi voor de inzet van ICT in het onderwijs.
14. Deeper learning in reading comprehension John R. Kirby, Kate Cain and Bozena White; Tekstbegrip
12. Quality learning from texts we read: what does it take? Panayiota Kendeou and Gregory Trevors; Gaat niet echt over wat ik zelf onder tekstbegrip versta, geloof ik. Kan de moeite waard zijn vanwege de enorme literatuurlijst?
15. Knowledge acquisition from verbal and pictorial information Wolfgang Schnotz, Christiane Baadte, Amy Johnson and Christoph Mengelkam; Interessante thematiek. De onvermijdelijke Mayer natuurlijk ook.
16. Future directions John R. Kirby and Michael J. Lawson.

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

Introduction : Training MURI project / Alice F. Healy and Lyle E. Bourne Jr. (Prima overzicht, helaas niet online beschikbaar gesteld, schrijf Bourne aan voor een pdf, of beter: word lid van de KB)
Empirically valid principles of training / Alice F. Healy, Vivian I. Schneider, and Lyle E. Bourne Jr.
Basic research on training principles / Alice F. Healy, Lyle E. Bourne Jr., and other members of the Healy-Bourne laboratory
Role of attention in training / Christopher D. Wickens
Training and transfer of basic components of skill / Robert W. Proctor, Motonori Yamaguchi, and James Miles
Automation and effective training / Benjamin Clegg and Eric Heggestad
Impact of Technology on Training / Stephen Goldberg and Paula Durlach
Training Taxonomy : Tasks, methods, and performance measures / William D. Raymond, Alice F. Healy, and Lyle E. Bourne Jr.
Instance-based models of training / Cleotilde Gonzalez
Component-process models of training / Carolyn J. Buck-Gengler
Training models : Comparison, evaluation, and optimization / Bengt Fornberg and William D. Raymond
Over-arching quantitative framework of training / Matt Jones ... [et al.]
Principles applicable to education and training / Mark A. McDaniel
Training for real world job performance [genoemd in 2e notitie voor hoorzitting TK rekentoets] / Immanuel Barshi, Loukia Loukopoulos,
- Immanuel Barshi (2012). Evidence Report: Risk of Performance Errors Due to Training Deficiencies. pdf
Conclusions : Current status of knowledge about training / Lyle E. Bourne Jr. & Alice F. Healy.

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.

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.

The Use of Spatial Structure in Working Memory: A Comparative Standpoint; C.De Lillo
The Emergence of Linear Sequencing in Children: A Continuity Account and a Formal Model; M.McGonigle-Chalmers & I.Kusel
Sensitivity to Quantity: What Counts Across Species?; S.T.Boysen & A.M.Yocom
PART II: COMPLEXITY IN ROBOTS
Editorial Introduction; D.McFarland
Towards Cognitive Robotics: Robotics, Biology and Developmental Psychology; M.Lee, U.Nehmzow & M.Rodriguez
Structuring Intelligence: The Role of Hierarchy, Modularity and Learning in Generating Intelligent Behaviour; J.J.Bryson
Epistemology, Access, and Computational Models; G.Luger
Reasoning About Representations in Autonomous Systems: What Pólya and Lakatos Have To Say; A.Bundy 167-185
PART III: LANGUAGE, EVOLUTION AND THE COMPLEX MIND
Editorial Introduction; K.Stenning
How to Qualify for a Cognitive Upgrade: Executive Control, Glass Ceilings, and the Limits of Simian Success; A.Clark
Private Codes and Public Structures; C.Allen
The Emergence of Complex Language; W.Hinzen
Language Evolution: Enlarging the Picture; K.Stenning & M.Van Lambalgen
Epilogue: Reminiscences of Brendan McGonigle Index

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

Ik vermoed dat dit onderzoek is in de hoek van sociaal constructivisme
The Ambiguity of Errors for Work and Learning: Introduction to the Volume Johannes Bauer and Christian Harteis.- Part A: Errors, their Learning Potential, and the Processes of Learning from Errors.- Errors and Learning from Errors at Work Stephen Billett. [Proefschrift van Bauer is online beschikbaar, zie beneden] - Tracing Outcomes of Learning from Errors on the Level of Knowledge Martin Gartmeier and Elke Schüttelkopf .- Towards a Theory of Negative Knowledge (NK): Almost-Mistakes as Drivers of Episodic Memory Amplification Fritz Oser, Catherine Näpflin, Christine Hofer, and Philipp Aerni.- Professional knowledge is (also) knowledge about errors Hans Gruber and Michael Mohe.- Part B: Methodological strategies.- Research on Errors and Learning from them: Methodological Perspectives Klaus Mehl and Theo Wehner.- Measuring Organizational Climate for Learning from Errors at Work Daniel Putz, Jan Schilling, and Annette Kluge.- Part C: Learning from Errors in the Professions.- Innovation by Learning from Mistakes: The Relationships between Team Characteristics, Error Orientation, and Team Innovation Marianne van Woerkom.- Error Orientation and Intuitive Decision Making: Results of an Exploratory Study in the Domain of Emergency Medicine Christian Harteis and Franziska Frost.- Human Fallibility and Learning from Errors at Work Johannes Bauer, Martin Gartmeier, and Christian Harteis.- Part D: Enabling Learning from Errors.- Managing Errors during Training Nina Keith. abstract - Reflecting on Learning from Errors in School Instruction Findings and Suggestions from a Swiss-German Video Study Inger Marie Dalehefte, Manfred Prenzel, and Tina Seidel. abstract - Learning from Errors: The Role of After-Event Reviews Shmuel Ellis. abstract - Incident Reporting Systems in Hospitals: How does Learning Occur Using this Organizational Instrument? Yvonne Pfeiffer and Theo Wehner.- Conclusion.- Research on Human Fallibility and Learning from Errors at Work: Challenges for Theory, Research, and Practice Christian Harteis, Johannes Bauer, and Helmut Heid.

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

oa. Herbert A. Simon & Allen Newell: Human problem solving: the state of the theory in 1970 (131-152);
John Corcoran: Mathematical reasoning and the structure of language. 179-194;
John Corcoran: The nature of a correct theory of proof and its value 195-206;
John Corcoran: Two theories of proof 207-224;
Joseph M. Scandura: A theory of mathematical knowledge: can rules account for creative behavior 225-236

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

Zie Ferguson-Hessler (1989, blz. 129): Vaags vond goede resultaten van studenten in de volgende instructieconditie: “ . . . het bekijken van een videoopname van een onervaren oplosser (gespeeld door een ouderejaars student), die de oplossing doorwerkte en daarbij een aantal bekende fouten maakte, die ter plekke gecorrigeerd werden door een docent.” Plaatsvervangend leren dus, lijkt me. Voor het leren van fouten (van jezelf, van anderen) zie Stellan Ohlsson (2011) Deep Learning.

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.

I. Foundations
Anatomic Magnetic Resonance Imaging of the Developing Child and Adolescent Brain Jay N. Giedd, Michael Stockman, Catherine Weddle, Maria Liverpool, Gregory L. Wallace, Nancy Raitano Lee, Francois Lalonde, and Rhoshel K. Lenroot
II. Memory, Meaning, and Representation
Semantic and Associative Relations in Adolescents and Young Adults: Examining a Tenuous Dichotomy Ken McRae, Saman Khalkhali, and Mary Hare
Representation and Transfer of Abstract Mathematical Concepts in Adolescence and Young Adulthood Jennifer A. Kaminski and Vladimir M. Sloutsky abstract
A Value of Concrete Learning Materials in Adolescence Kristen P. Blair and Daniel L. Schwartz (95-122). geen abstract beschikbaar?
abstract There are disagreements about the appropriate role of concrete materials for learning. We clarify the assumptions underlying different uses of concrete materials and abstract symbols in instruction for learning new mathematical ideas. We argue that despite the potential structural isomorphism of concrete materials and abstract representations, they engage different psychological processes. We describe several studies highlighting the unique psychological properties of concrete materials and abstract concepts for learning. We propose the coevolution hypothesis, in which concrete materials and symbols work together to help students discover the structure both in the world and in the abstract representations. In a classroom study with sixth-grade students learning about proportion and ratio, students who received instruction consistent with the coevolution hypothesis showed improved initial learning and greater transfer than students who first learned abstract symbols and mathematical principles and then applied them to concrete materials as practice.
Dit onderzoek levert dus resultaten die op gespannen voet staan met de theorie van Stellan Ohlsson. Wat is er aan de hand? Het werk van Ohlsson is bij deze auteurs kennelijk niet bekend, de lijn van onderzoek waarin Ohlsson werkt waarschijnlijk evenmin. Probleem met dit hoofdstuk is dat het een verhalend overzicht geeft, dus geen onderzoekrapport.
Higher-Order Strategic Gist Reasoning in Adolescence Sandra B. Chapman, Jacquelyn F. Gamino, and Raksha Anand Mudar
III. Learning, Reasoning, and Problem Solving
Better Measurement of Higher Cognitive Processes Through Learning Trajectories and Diagnostic Assessments in Mathematics: The Challenge in Adolescence Jere Confrey [Jere Confrey zit in de hoek van ‘design experiments’, zie Cobb, P., Confrey, J., diSessa, A., LehReview of Educational Research, R., & Schauble, L. (2003).Design experiments in educational research. Educational Researcher, 32(1), 9-13. [niet binnengehaald; zie http://edr.sagepub.com/content/32/1/9.short geen abstract
Adolescent Reasoning in Mathematical and Nonmathematical Domains: Exploring the Paradox Eric Knuth, Charles Kalish, Amy Ellis, Caroline Williams, and Mathew D. Felton geen abstract [Wat zou de paradox zijn? Het gaat over het leveren van beiwjs. In de wiskunde doe je dat deductief, terwijl in andere vakken en domeinen diezelfde leerlingen op natuurljke wijze inductief redeneren. Maar ja, inductie is niet sluitend . . . . Het thema van dit hoofdstuk lijkt dus wel heel relevant, maar ik weet niet of de behandeling ervan interessant is (het is nogal verkennend, is mijn globale indruk)
- Eric Knuth publications:
- The following is a representative sample of publications.
- Knuth, E.J., Kalish, C.W., Ellis, A.B., Williams, C., & Felton, M. (2011). Adolescent reasoning in mathematical and non-mathematical domains: Exploring the paradox. Washington, DC: American Psychological Association.
- Cai, J., & Knuth, E.J. (2011). Early algebraization: A global dialogue from multiple perspectives. ZDM/Springer.
- Boerst, T., Confrey, J., Heck, D., Knuth, E.J., Lambdin, D., White, D., Baltzley, P., & Quander, J. (2010). Strengthening research by designing for coherence and connections to practice. Journal for Research in Mathematics Education, 41(3), 216-235.
- Knuth, E.J., Choppin, J., & Bieda, K. (2009). Proof in middle school: Moving beyond examples. Mathematics Teaching in Middle School, 15(4), 206-211.
- Blanton, M., Stylianou, D., & Knuth, E.J. (2009). Teaching and Learning Proof across the grades: A K-16 perspective. New York, New York: Routledge.
- Knuth, E.J., Stephens, A., McNeil, N., & Alibali, M. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37(4), 297-312.
- McNeil, N., Grandau, L., Knuth, E.J., Alibali, M., Stephens, A., Hattikudur, S., & Krill, D. (2006). Middle-school students' understanding of the equal sign: The books they read can't help. Cognition & Instruction, 24(3), 367-385.
- Nathan, M.J., & Knuth, E.J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2), 175-207. abstract [gaat erover hoe een leraar zijn klassikale onderwijs omgooit naar reform-didactiek; kan grappig en verhelderend zijn (vakmanschap buiten haakjes gezet?)]
- Knuth, E.J. (2002). Secondary school mathematics teachers' conceptions of proof. Journal for Research in Mathematics Education, 33(5), 379-405.
- Knuth, E.J. (2000). Student understanding of the Cartesian Connection: An exploratory study. Journal for Research in Mathematics Education, 31(4), 500-508.]
Training the Adolescent Brain: Neural Plasticity and the Acquisition of Cognitive Abilities Sharona M. Atkins, Michael F. Bunting, Donald J. Bolger, and Michael R. Dougherty
Higher Cognition is Altered by Noncognitive Factors: How Affect Enhances and Disrupts Mathematics Performance in Adolescence and Young Adulthood Mark H. Ashcraft and Nathan O. Rudig geen abstract [Ik ben op dit moment niet echt geïnteresseerd in angst voor wiskunde]
IV. Judgment and Decision Making
Risky Behavior in Adolescents: The Role of the Developing Brain Adrianna Galván
Affective Motivators and Experience in Adolescents' Development of Health-Related Behavior Patterns Sandra L. Schneider and Christine M. Caffray
Judgment and Decision Making in Adolescence: Separating Intelligence From Rationality Keith E. Stanovich, Richard F. West, and Maggie E. Toplak
A Fuzzy Trace Theory of Adolescent Risk Taking: Beyond Self-Control and Sensation Seeking Christina F. Chick and Valerie F. Reyna
V. Epilogue
Paradoxes in the Adolescent Brain in Cognition, Emotion, and Rationality Valerie F. Reyna and Michael R. Dougherty

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

Part I. Introduction: 1. Introduction to computational cognitive modeling Ron Sun; Part II. Cognitive Modeling Paradigms: 2. Connectionist models of cognition Michael Thomas and James McClelland; 3. Bayesian models of cognition Thomas Griffiths, Charles Kemp, and Joshua Tenenbaum; 4. Dynamical systems approaches to cognition Gregor Schoener; 5. Declarative/ logic-based computational cognitive modeling Selmer Bringsjord; 6. Constraints in cognitive architectures Niels Taatgen and John Anderson; Part III. Computational Modeling of Various Cognitive Functionalities and Domains: 7. Computational models of episodic memory Kenneth Norman, Greg Detre, and Sean Polyn; 8. Computational models of semantic memory Timothy Rogers; 9. Models of categorization John Kruschke; 10. Micro-process models of decision making Jerome Busemeyer and Joseph Johnson; 11. Models of inductive reasoning Evan Heit; 12. Mental logic, mental models, and simulations of human deductive reasoning Philip Johnson-Laird and Yingrui Yang; 13. Computational models of skill acquisition Stellan Ohlsson; 14. Computational models of implicit learning Axel Cleeremans and Zoltan Dienes; 15. Computational models of attention and cognitive control Nicola De Pisapia, Grega Repov and Todd Braver; pdf 16. Computational models of developmental psychology Thomas Shultz and Sylvain Sirois; 17. Computational models of psycholinguistics Nick Chater and Morten Christiansen; 18. Computational models in personality and social psychology Stephen Read and Brian Monroe; 19. Cognitive social simulation Ron Sun; 20. Models of scientific explanation Paul Thagard and Abninder Litt; 21. Cognitive modeling for cognitive engineering Wayne Gray; 22. Models of animal learning and their relations to human learning Francisco Lopez and David Shanks; 23. Computational modeling of visual information processing Pawan Sinha and Benjamin Balas; 24. Models of motor control Ferdinando Mussa-Ivaldi and Sara Solla; Part IV. Concluding Remarks: 25. An evaluation of computational modeling in cognitive science Margaret Boden; 26. Putting the pieces together again Aaron Sloman.
[niet online][nog niet gezien [UB Leiden PSYCHO C6.-144]

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.

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

Dat is even slikken: de titel is gelijk aan die van een website etc http://atc21s.org/, een project gesponsord door Cisco, Intel en Microsoft. Er is niets mis met sponsoring in het algemeen, maar juist op dit onderwerp doet het zeer.
2. Binkley, Marilyn, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, & Mike Rumble (2010). Defining 21st century skills. University of Melbourne. pdf
3. pdf
4. Beno Csapo, John Ainley, Randy E. Bennett, Thibaut Latour & Nancy Law: Technological issues for computer-based assessment. pdf
5. Marlene Scardamalia, John Bransford, Bob Kozma & Edys Quellmalz: New assessments and environments for knowledge building. pdf
6. Linda Darling-Hammond: Policy frameworks for new assessment. white paper version

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.

Laat in een mooie experimentele opzet zien dat PBL effectiever is dan ‘lecture and discussion’, althans voor de specifieke situatie en materialen in het onderzoek.
Dit onderzoek is mede een antwoord op de kritiek van Kirschner, Sweller & Clark (2006) op minimally guided instruction
opsporen: Schwartz, D., & Bransford, J. (1998). A time for telling. Cognition and Instruction, 16, 475-522. Schwartz, D., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129-184. Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 44-58.

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.

NB zie artikel Wirkala & Kuhn 2011 met een mooi experimentje PBL. Wat niet aanemelijker maakt dat Maastricht met zijn PBL op de goede weg is.
1. Introduction; sustainability of PBL and innovation in medical education at Maastricht University; 2. History of problem-based learning in medical education; 3. The problem-based learning process; 4. Designing a problem-based learning medical curriculum; 5. Schmidt & Moust: Designing problems; 6. The role of a tutor; 7. Basic sciences in problem-based learning; 8. The introduction of real (ambulatory) patients early in the curriculum; 9. Simulated patients; 10. Skills training; 11. Communication skills; 12. Learning how to learn, teaching how to teach; 13. E-learning; 14. Alternative instructional problem-based learning formats; 15. How to organize the transition from a traditional curriculum to a PBL curriculum; 16. Curriculum governance; 17. Quality assurance; 18. Faculty development; 19. The institutialization of student participation in the evaluation: From passionate volunteers to skilled students delegates; 20. Hybrid learning spaces; learning resources and facilities; 21. Assessment; 22. Progress testing; 23. Research in education; 24. A review of the evidence: effects of problem-based learning on students and graduates of Maastricht Medical School; 25. Internationalization; 26. A role for problem-based learning in higher education in the developing world

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

- 1 The Role of Knowledge in Discourse Comprehension: A Construction-Integration Model by Walter A. Kintsch
- 2 Act: A Simple Theory of Complex Cognition by John R. Anderson [American Psychologist, 1996, 51, 355-365]
- 3 A Preliminary Analysis of the Soar Architecture as a Basis for General Intelligence by Paul S. Rosenbloom, John E. Laird, Allen Newell, and Robert McCarl
- 5 A Capacity Theory of Comprehension: Individual Differences in Working Memory by Marcel A. Just and Patricia A. Carpenter
- 6 How Neural Networks Learn from Experience by Geoffrey E. Hinton
- 8 Learning Representations by back-Propagating Errors by David E. Rumelhart, Geoffrey E. Hinton, and Ronald J. Williams
- 9 Forward Models: Supervised Learning with a Distal Teacher by Michael I. Jordan and David E. Rumelhart
- 11 A self-Organizing Neural Network for Supervised Learning, Recognition, and Prediction by Gail A. Carpenter and Stephen Grossberg
- 16 An Integrated Theory of List Memory by John R. Anderson, Dan Bothell, Christian Lebiere, and Michael Matessa
- 17 Why There Are Complementary Learning Systems in Hippocampus and Neocortex: Insights from the Successes and Failures of Connectionist Models of Learning and Memory by James L. McClelland, Bruce L. McNaughton, and Randall C. O'Reilly
- 19 How People Learn to Skip Steps by Stephen B. Blessing and John R. Anderson
- 20 Acquisition of Children's Addition Strategies: A Model of Impasse-Free, Knowledge-Level Learning by Randolph M. Jones and Kurt Van Lehn
- 25 Interference in Short-Term Memory: The Magical Number Two (or Three) in Sentence Processing by Richard L. Lewis
- 32 Deduction as Verbal Reasoning by Thad A. Polk and Allen Newell
- 33 Project Ernestine: Validating a GOMS Analysis for Predicting and Explaining Real-World Task Performance by Wayne D. Gray, Bonnie E. John, and Michael E. Atwood
- 37 Is Human Cognition Adaptive? by John R. Anderson 1193-1229
- 38 Précis of Unified Theories of Cognition by Allen Newell 1231-1259

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]

Voor empirisch onderzoek naar leerplannen op Davydovse leest geschoeid: zie ook Miriam Wolters, 1978
B. van Oers noemt (p. 130) onderzoek waar 10-jarigen in verschillende talstelsels opgaven maken. Komt dat idee van het Land van Acht misschien mede uit Russische hoek?
Jo Nelissen heeft zich op Davydovs terrein begeven (eind zeventiger jaren)
Opzoeken: H. Freudenthal (1979). Lessen van Sovjet rekenonderwijskunde. Pedagogische Studiën, 56, 17-25.
Opzoeken: H. Freudenthal (1979). Structuur van de wiskunde en wiskundige structuren; een onderwijskundige analyse. Pedagogische Studiën, 56, 51-61.

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.

a.o. Wertheimer: Numbers and numerical concepts in primitive peoples. - Wertheimer: The syllogism and productive thinking 274-282 - Zeigarnik: On finished and unfinished tasks

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.

Part I: Skilled Memory. Waters, Kunnmann, Metacognition and Strategy Discovery in Early Childhood. Ornstein, Grammer, Coffman, Teachers’ "Mnemonic Style" and the Development of Skilled Memory. Schneider, Metacognition and Memory Development in Childhood and Adolescence. Part II: Math And Science. Siegler, Lin, Self-Explanations Promote Children’s Learning. 85-112 [rapporteert experimentjes; niet interessant, geen theoretisch kader] ; H. S. Waters, T. E. A. Waters, Bird Experts: A Study of Child and Adult Knowledge Utilization. Kuhn, Pease, The Dual Components of Developing Strategy Use: Production and Inhibition. Mayer, Fostering Scientific Reasoning with Multimedia Instruction. Martha Carr, The Importance of Metacognition for Conceptual Change and Strategy Use in Mathematics.(ik zal hier een kopie van maken, wisk) Part III: Reading, Writing, and Academic Performance. Afflerbach, Cho, Determining and Describing Reading Strategies: Internet and Traditional Forms of Reading. Harris, Santangelo, Graham, Metacognition and Strategies Instruction in Writing. C. Cornoldi, Metacognition, Intelligence, and Academic Performance. Part IV: Conclusion. Waters, Schneider, Common Themes and Future Challenges.

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

abstract Tutors often make use of explanations that do not promote learning. One reason for the ineffectiveness of explanations might lie in tutors' failure to take into account a tutee's understanding in order to individualize instruction. To test whether tutors provide more effective explanations when they are assisted in assessing a tutee's understanding, we conducted an experiment (N = 30 dyads of tutors and tutees) and varied whether tutors received information about a tutee's individual knowledge level. Results showed that only tutors provided with information about the tutee were able to customize instruction. As a consequence, the individualized explanations lowered the incidence of clarifying questions on the part of the tutees, deepened their understanding, and reduced the number of false beliefs about newly learned concepts. The findings suggest that a diagnosis-based approach to support tutors in developing a model of the tutee effectively contributes to the individualization of instruction in tutoring.

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 ????]

Theory, Research, and Models. R.D. Tennyson, F. Schott, Instructional Design Theory, Research, and Models. Part I:Theoretical Foundations of Instructional Design. S. Dijkstra, Theoretical Foundations of Instructional Design: Introduction and Overview. K-H. Flechsig, Cultural Transmission, Teaching and Organized Learning as Culture-Embedded Activities. M. Molenda, Historical and Philosophical Foundations of Instructional Design: A North American View. R.D. Tennyson, R.L. Elmore, Learning Theory Foundations for Instructional Design. G. Steiner, Educational Learning Theory. R.D. Tennyson, K. Breuer, Psychological Foundations for Instructional Design Theory. F. Schott, M.P. Driscoll, On the Architechtonics of Instructional Theory. Part II:Research Foundations for Instructional Design. R.D. Tennyson, Research Foundations for Instructional Design: Introduction and Overview. R.E. Clark, S.B. Blake, Designing Cognitively-Based Training for the Far Transfer of Problem Solving Expertise. R. Snow, Individual Differences. T. Andre, Selected Microinstructional Methods to Facilitate Knowledge Construction: Implications for Instructional Design. W. Einsiedler, Research on Instructional Methods: A European Perspective. N.M. Seel, W.D. Winn, Research on Media and Learning: Distributed Cognition and Semiotics. S.M. Ross, G.R. Morrison, Measurement and Evaluation Approaches in Educational Technology: Historical Roots and Current Practices. Part III:Models of Instructional Design. N.M. Seel, Models of Instructional Design: Introduction and Overview. W. Dick, A Model for the Systematic Design of Instruction. H-D. Haller, Alternative Instructional Models and Knowledge-Organization and Design-Support with CEDID. M.D. Merrill, Instructional Transaction Theory: An Instructional Design Model Based on Knowledge Objects. F. Schott, P. Seidl, PLANA: An ID Model Focusing on Instructional Task Analysis. R.D. Tennyson, Instructional System Development: A Problem Solving Approach. J.J.G. van Merriënboer, S. Dijkstra, The Four-Component Instructional Design Model for Training Complex Cognitive Skills. K.J. Klauer, Instructional Design Theory: A Field in the Making.

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]

Contents: Preface. Introduction. Part I: The Field of Intellectual Styles. Surveying the Field of Intellectual Styles. Part II: Empirical Studies: Individual Models. Styles Research: Student Oriented. Styles Research and Applications: Teacher Oriented. Styles Research and Applications in Nonacademic Settings. Part III: Empirical Studies: Integrative Models and the Theory of Mental Self-Government. Existing Integrative Models of Styles. The Theory of Mental Self-Government and Its Research. Part IV: Intellectual Styles: Reconceptualization and Application. A Threefold Model of Intellectual Styles. Conclusions and Future Directions.
reviewed

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

Eugene Sadler-Smith: 1 A Duplex Model of Cognitive Style pdf
The Disposition to Understand for Oneself at University and Beyond: Learning Processes, the Will to Learn, and Sensitivity to Context 29 Noel Entwistle and Velda McCune
Revisiting the Value Issue in Intellectual Styles 63 Li-fang Zhang and Robert J. Sternberg
How Are Intellectual Styles Related to Creativity Across Multiple Domains? 87 James C. Kaufman and John M. Baer
Reaffirming Style as an Individual Difference: Toward a Global Paradigm or Knowledge Diaspora? 107 Steve Rayner and Elizabeth R. Peterson
Problem Solving, Creativity, and the Level-Style Distinction 137 Kathryn W. Jablokow and Michael J. Kirton
The Place of Cognitive Style in Pedagogy: Realizing Potential in Practice [dit hoofdstuk nog eens goed bekijken, tzt] 169 Carol Evans and Michael Waring
Learning Styles Applied: Harnessing Students’ Instructional Style Preference 209 Joseph S. Renzulli and Erin E. Sullivan
What Is So Stylish About Styles? Comments on the Genetic Etiology of Intellectual Styles 233 Elena L. Grigorenko
Cognitive Styles and Their Relevance for Business and Management: A Review of Development Over the Past Two Decades 253 Steven J. Armstrong and Eva Cools
Epilogue--Intellectual Styles: Nehru Jacket or Solid Blue Blazer? 291 Li-fang Zhang and Robert J. Sternberg

Christopher Peacocke (2008/2010). Truly understood. Oxford University Press. isbn 9780199581979 info On understanding.

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.]

K. Anders Ericsson (Ed.) The Cambridge Handbook of EThe road to excellencexpertise and Expert Performance (2nd) 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

Part I Introduction and Perspectives
1 An Introduction to the Second Edition of The Cambridge Handbook of Expertise and Expert Performance: Its Development, Organization, and Content 3 k. anders ericsson
2 A Sociological/Philosophical Perspective on Expertise: The Acquisition of Expertise through Socialization 21 harry collins and robert evans
3 Reframing Expertise and its Development: A Lifeworld Perspective 33 gloria dall'alba
4 The Evolution of Expertise 40 bo winegard, benjamin winegard, and david c. geary info
- PART I INTRODUCTION AND PERSPECTIVE 2. Two Approaches to the Study of Experts’ Characteristics 21 Michelene T. H. Chi - 3. Expertise, Talent, and Social Encouragement 31 Earl Hunt PART II OVERVIEW OF APPROACHES TO THE STUDY OF EXPERTISE - BRIEF HISTORICAL ACCOUNTS OF THEORIES AND METHODS - 4. Studies of Expertise from Psychological Perspectives 41 Paul J. Feltovich, Michael J. Prietula, & K. Anders Ericsson - 5. Educators and Expertise: A Brief History of Theories and Models 69 Ray J. Amirault & Robert K. Branson - 6. Expert Systems: A Perspective from Computer Science 87 Bruce G. Buchanan, Randall Davis, & Edward A. Feigenbaum - 7. Professionalization, Scientific Expertise, and Elitism: A Sociological Perspective 105 Julia Evetts, Harald A. Mieg, & Ulrike Felt -
- PART III METHODS FOR STUDYING THE STRUCTURE OF EXPERTISE - 8. Observation of Work Practices in Natural Settings 127 William J. Clancey - 9. Methods for Studying the Structure of Expertise: Psychometric Approaches 147 Phillip L. Ackerman & Margaret E. Beier - 10. Laboratory Methods for Assessing Experts’ and Novices’ Knowledge 167 Michelene T. H. Chi - 11. Task Analysis 185 Jan Maarten Schraagen - 12. Eliciting and Representing the Knowledge of Experts 203 Robert R. Hoffman & Gavan Lintern - 13. Protocol Analysis and Expert Thought: Concurrent Verbalizations of Thinking during Experts’ Performance on Representative Tasks 223 K. Anders Ericsson - 14. Simulation for Performance and Training 243 Paul Ward, A. Mark Williams, & Peter A. Hancock -
- PART IV METHODS FOR STUDYING THE ACQUISITION AND MAINTENANCE OF EXPERTISE - 15. Laboratory Studies of Training, Skill Acquisition, and Retention of Performance 265 Robert W. Proctor & Kim-Phuon L. Vu - 16. Retrospective Interviews in the Study of Expertise and Expert Performance 287 Lauren A. Sosniak - 17. Time Budgets, Diaries, and Analyses of Concurrent Practice Activities 303 Janice M. Deakin, Jean Côté, & Andrew S. Harvey - 18. Historiometric Methods 319 Dean Keith Simonton -
- PART V DOMAINS OF EXPERTISE PART V.A PROFESSIONAL DOMAINS - 19. Expertise in Medicine and Surgery 339 Geoff Norman, Kevin Eva, Lee Brooks, & Stan Hamstra - 20. Expertise and Transportation 355 Francis T. Durso & Andrew R. Dattel - 21. Expertise in Software Design 373 Sabine Sonnentag, Cornelia Niessen, & Judith Volmer - 22. Professional Writing Expertise 389 Ronald T. Kellogg - 23. Professional Judgments and “Naturalistic Decision Making” 403 Karol G. Ross, Jennifer L. Shafer, & Gary Klein - 24. Decision-Making Expertise 421 J. Frank Yates & Michael D. Tschirhart - 25. The Making of a Dream Team: When Expert Teams Do Best 439 Eduardo Salas, Michael A. Rosen, C. Shawn Burke, Gerald F. Goodwin, & Stephen M. Fiore -
- PART V.B ARTS, SPORTS, & MOTOR SKILLS - 26. Music 457 Andreas C. Lehmann & Hans Gruber - 27. Expert Performance in Sport: A Cognitive Perspective 471 Nicola J. Hodges, Janet L. Starkes, & Clare MacMahon - 28. Artistic Performance: Acting, Ballet, and Contemporary Dance 489 Helga Noice & Tony Noice - 29. Perceptual-Motor Expertise 505 David A. Rosenbaum, Jason S. Augustyn, Rajal G. Cohen, & Steven A. Jax -
- PART V.C GAMES AND OTHER TYPES OF EXPERTISE - 30. Expertise in Chess 523 Fernand Gobet & Neil Charness - 31. Exceptional Memory 539 John M. Wilding & Elizabeth R. Valentine - 32. Mathematical Expertise 553 Brian Butterworth pdf - 33. Expertise in History 569 James F. Voss & Jennifer Wiley -
- PART VI GENERALIZABLE MECHANISMS MEDIATING EXPERTISE AND GENERAL ISSUES - 34. A Merging Theory of Expertise and Intelligence 587 John Horn & Hiromi Masunaga - 35. Tacit Knowledge, Practical Intelligence, and Expertise 613 Anna T. Cianciolo, Cynthia Matthew, Robert J. Sternberg, & Richard K. Wagner - 36. Expertise and Situation Awareness 633 Mica R. Endsley - 37. Brain Changes in the Development of Expertise: Neuroanatomical and Neurophysiological Evidence about Skill-Based Adaptations 653 Nicole M. Hill & Walter Schneider - 38. The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance 683 K. Anders Ericsson - 39. Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs 705 Barry J. Zimmerman 40. - Aging and Expertise 723 Ralf Th. Krampe & Neil Charness - 42. Modes of Expertise in Creative Thinking: Evidence from Case Studies 761 Robert W. Weisberg
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
- - 1 The Measurement and Development of Professional Performance: An Introduction to the Topic and a Background to the Design and Origin of This Book - K. Anders Ericsson, Ray S. Perez, David W. Eccles, Laura Lang, Eva L. Baker, John D. Bransford, Kurt VanLehn, and Paul Ward 1
  - Section 1: Challenges in Past and Contemporary Efforts to Measure and Train the Objective Performance of Professionals 25
  - 2 The 20th-Century Revolution in Military Training - Ralph E. Chatham 27
  - 3 Developing Professional Expertise with a Cognitive Apprenticeship Model: Examples from Avionics and Medicine - Susanne P. Lajoie 61
  - 4 Leadership Development and Assessment: Describing and Rethinking the State of the Art - Michael D. Mumford, Tamara L. Friedrich, Jay J. Caughron, and Alison L. Antes 84
  - 5 Revolutions, Leaders, and Diagnosticians: Reflections on the Themes in Chapters 2-4 - Earl B. Hunt 108
  - Section 2:Past and Contemporary Efforts to Design Instruction, Train, and Maintain Professional Performance 129
  - 6 Research on Past and Current Training in Professional Domains: The Emerging Need for a Paradigm Shift - Jeroen J. G. van Merriënboer and Eddy W. Boot 131
  - 7 Designing Training for Professionals Based on Subject Matter Experts and Cognitive Task Analysis - Jan Maarten Schraagen 157
  - 8 How to Help Professionals Maintain and Improve Their Knowledge and Skills: Triangulating Best Practices in Medicine - Dave A. Davis 180
  - 9 Advances in Specifying What Is to Be Learned: Reflections on the Themes in Chapters 6-8 - Richard E. Mayer 203
  - Section 3:The Assessment and Training of Skilled and Expert Performers in The Military 213
  - 10 Toward a Second Training Revolution: Promise and Pitfalls of Digital Experiential Learning - Ralph E. Chatham 215
  - 11 Evaluating Pilot Performance - Brian T. Schreiber, Winston Bennett, Jr., Charles M. Colegrove, Antoinette M. Portrey, David A. Greschke, and Herbert H. Bell 247
  - 12 Contrasting Submarine Specialty Training: Sonar and Fire Control - Susan S. Kirschenbaum, Shelley L. McInnis, and Kevin P. Correll 271
  - 13 Training Complex Cognitive Skills: A Theme-Based Approach to the Development of Battlefield Skills- -Scott B. Shadrick and James W. Lussier 286
  - 14 Structuring the Conditions of Training to Achieve Elite Performance: Reflections on Elite Training Programs and Related Themes in Chapters 10-13 - Robert A. Bjork 312
  - Section 4:The Development of Expertise and Expert Performance 331
  - 15 The Influence of Learning Research on the Design and Use of Assessment 333 - Eva L. Baker 333
  - 16 Acquiring Conceptual Expertise from Modeling: The Case of Elementary Physics - Kurt VanLehn and Brett van de Sande 356
  - 17 Teaching for Expertise: Problem-Based Methods in Medicine and Other Professional Domains - Henny P. A. Boshuizen 379
  - 18 Enhancing the Development of Professional Performance: Implications from the Study of Deliberate Practice - K. Anders Ericsson 405
  - 19 It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15-18 - John D. Bransford and Daniel L. Schwartz 432
  - 20 The Value of Expertise and Expert Performance: A Review of Evidence from the Military - J. D. Fletcher 449
  - 21 Expertise in the Management of People: A New Frontier for Research on Expert Performance - Susan E. F. Chipman 470
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).books.google
Jacqueline P. Leighton & Robert Sternberg (Eds) (2004). The nature of reasoning. Cambridge University Press. info
- 1. Defining and describing reason;
- 2. Anton E. Lawson: Reasoning and brain function fc;
- 3. Gilhooly: Working memory and reasoning;
- 4. Evans Feeney: The role of prior belief in reasoning;
- 5. Vittorio Girotto: Task understanding. fc;
- 6. Keith Stenning & Padraic Monaghan: Strategies and knowledge representation. fc;
- 7. Johnson-Laird: Mental models and reasoning;
- 8. David P. O'Brien: Mental-logic theory: what it proposes and reasons to take this proposal seriously. fc;
- 9. Roberts: Heuristics and reasoning: making deduction simple;
- 10. Marsh Todd Gigerenzer: Cognitive heuristics: reasoning the fast and frugal way;
- 11. Jacqueline P. Leighton: The assessment of logical reasoning. https://sci-hub.se/10.1017/CBO9780511818714.011
- 12. The development of deductive reasoning;
- 13. Cummins: The evolution of reasoning;
- 14. Stanovich Sa West: Individual differences in thinking, reasoning, and decision making; https://sci-hub.se/10.1017/CBO9780511818714.014
- 15. Raymond S. Nickerson: Teaching reasoning. fc;
- 16. Robert J. Sternberg: What do we know about the nature of reasoning? fc)
  - (Ook: Lawson, A.E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2(4), 307-338.
Richard L. Gregory (2009). Seeing through illusions. Oxford University Press. isbn 9780192802859
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
- Gaat over relational structure die onder problemen ligt. Zo'n relational structure kan een wiskundig model zijn, bijvoorbeeld. Lijkt me een interessant artikel, mogelijk een aardige techniek om problemen te kenschetsen, zodat de ontwerper van toetsvragen er weer verder mee kan werken? pdf beschikbaar op website Cognitive Science pdf
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.
- Argumenteren is een superieure manier van motiveren: in dialoog met een ander die kan tegenspreken, uitdagen, toelichting vragen, etcetera. Het is niet hetzelfde als disputeren: tegenovergestelde standpunten verdedigen als een academische opdracht (of in de rechtzaal).
- Ik heb de opgave over evolutietheorie gebruikt als voorbeeld in paragraaf 5.5 over theorieën en wetten.
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.
- content
- Evan Heit, Ulrike Hahn, and Aidan Feeney (2005). Defending Diversity 87-99 pdf concept
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.
- abstract
  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. https://global.oup.com/academic/product/causal-learning-9780195176803?q=causal%20learning&lang=en&cc=nl#
  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.
  - (ao: Howard V. Meredith: Methods of studying physical growth - Eleanor J. Gibson and Vivian Olum: Experimental methods of studying perception in children - Charles C. Spiker: Research methods in children's learning - Barbel Inhelder and Benjamin Matalon: The study of problem solving and thinking - Anne Anastasi: Standardized ability testing - Leon J. Yarrow: Interviewing children - Urie Bronfenbrenner and Henry N. Ricciuti: The appraisal of personality characteristics in children)
  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.
  - P. Y. Gal'perin: Intellectual capabilities among older preschool children: On the problm of training and mental development. 526-546
  - Heinz Heckhausen: The development of achievement motivation. 600-668
  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]
  - Studies als deze zijn van groot belang voor inzicht in de bijzondere moeilijkheden die leerlingen kunnen hebben met opgaven met tegelijkertijd talige en visuele gegevens.
  - Zie ook downloads op Hegarty Spatial Thinking Lab's site
  Willemien Visser (2006). The cognitive artifacts of designing. Routledge. books.google
  - Willemien Visser (2006). Both generic design and different forms of designing. Paper presented at Wonderground, the 2006 DRS (Design Research Society) International Conference, Lisbon, Portugal, 1-5 November 2006. pdf of revised paper
  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
  More...
  Kalyga, S., Ayers, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
  
  William Bechtel and Adele Abrahamsen (2002). Connectionism and the mind. Parallel processing, dynamics, and evolution in networks. Blackwell. isbn 0631207139 [niet als eBook in KB]
  
  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]
  - gezien, geen aanleiding tot aantekeneningen, nuttig afsluitend hoofdstuk van Dehaene, nuttig waarschuwend hoofdstuk van John T. Bruer (zijn werk nog eens opzoeken)
  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.
  - Other articles in the same journal:
  - Patricia A. Alexander (2003). The development of expertise: The journey from acclimation to proficiency. 10-14
  - Philip L. Ackerman (2003). Cognitive ability and non-ability tratit determinants of expertise. 15-20
  - Susanne P. Lajoie (2003). Transitions and trajectories for studies of expertise. 21-25
  Peter David Blanck (Ed.) (1993). Interpersonal expectations. Theory, research, and applications. Cambridge University Press. isbn 0521428327
  - Robert Rosenthal: Interpersonal expectations: Some antecedents and some consequences abstract - Elisha Babad: Pygmalion - 25 years after interpersonal expectations in the classroom abstract [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. 10.1037/0278-7393.33.3.586 pdf
    
    Wolfgang Stroebe and Miles Hewstone (2000). European review of social psychology. Volume 11. Wiley.
    - (a.o. Gün R. Semin: Language as a cognitive and behavioral structuring resource: question-answer exchanges 75-104)
    Wolfgang Stroebe and Miles Hewstone (2002). European review of social psychology. Volume 12. Wiley.
    - (a.o. Michael T. Schmitt and Nyla R. Branscombe: The meaning and consequences of perceived discrimination in disadvantaged and privileged social groups - John McClure: Goal-based explanations of actions and outcomes - Paul B. Paulus et aliis: Social and cognitive influences in group brainstorming: Predicting production gains and losses)
    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).
    - a.o.
      Daniel Kahneman & Shane Frederick: A Model of Heuristic Judgment 267-295 pdf
      Robert J. Sternberg, Todd I. Lubart, James C. Kaufman & Jean E. Pretz: Creativity. scan [review of diverse approaches of the topic of creativity]
      Michelene T. H. Chi & Stellan Ohlsson: Complex declarative learning. (371-399) pdf
      Marsha C. Lovett & John R. Anderson: Thinking as a Production System 401 -430 concept
      Robert g. Morrison: Thinking in Working Memory 457-474
      C. R. Gallistel & Rochel Gelman: Mathematical Cognition 559-588 pdf
      Robert J. Sternberg: Intelligence. reprinted in ‘Explorations in giftedness’. Google.books
    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
    - Part One General Approaches to Thinking and Reasoning
    - ( . . . ) Knowledge Representation Arthur B. Markman
    - Computational Models of Higher Cognition Leonidas A. A. Doumas and John E. Hummel
    - Mental function as genetic expression: Emerging insights from cognitive neurogenetics. Adam E. Green & Kevin N. Dunbar. 90-111 ( . . . )
    - Part Two Deductive, Inductive, and Abductive Reasoning
    - Dual-Process Theories of Deductive Reasoning: Facts and Fallacies: Jonathan St. B. T. Evans 115
    - Inference with Mental Models: P.N. Johnson-Laird 134
    - Similarity: Robert L. Goldstone and Ji Yun Son 155
    - Concepts and Categories: Memory, Meaning, and Metaphysics: Lance J. Rips, Edward E. Smith, and Douglas L. Medin 177
    - Causal Learning: Patricia W. Cheng and Marc J. Buehner 210
    - Analogy and Relational Reasoning: Keith J. Holyoak 234
    - Explanation and Abductive Inference: Tania Lombrozo 260
    - Rational Argument: Ulrike Hahn and Mike Oaksford 277
    - Part Three Judgment and Decision Making
    - Decision Making: Robyn A. LeBoeuf and Eldar Shafir 301
    - Judgmental Heuristics: A Historical Overview: Dale W. Griffin, Richard Gonzalez, Derek J. Koehler, and Thomas Gilovich 322 ( . . . )
    - Part Four Problem Solving, Intelligence, and Creative Thinking
    - Problem Solving: Miriam Bassok and Laura R. Novick 413
    - On the Distinction Between Rationality and Intelligence: Implications for Understanding Individual Differences in Reasoning: Keith E. Stanovich 433 pdf
    - Cognition and the Creation of Ideas: Steven M. Smith and Thomas B. Ward 456
    - Insight: J. Jason van Steenburgh, Jessica I. Fleck, Mark Beeman, and John Kounios 475
    - Genius: Dean Keith Simonton 492
    - Part Five Modes of Thinking
    - Development of thinking in chidren; Susan A. Gelman & Brandy N. Frazier 513
    - Development of Quantitative Thinking: John E. Opfer and Robert S. Siegler 585 download concept ( . . . )
    - Part Six Thinking in Practice
    - Scientific Thinking and Reasoning: Kevin N. Dunbar and David Klahr 701
    - Legal Reasoning: Barbara A. Spelman and Frederick Schauer 719
    - Medical Reasoning and Thinking: Vimla L. Patel, Jose F. Arocha, and Jiajie Zhang 736
    - Thinking in Business: Jeffrey Loewenstein 755
    - Musical Thought: William Forde Thompson and Paolo Ammirante 774
    - Learning to Think: Cognitive Mechanisms of Knowledge Transfer: Kenneth R. Koedinger and Ido Roll 789 pdf
    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
    - "These kinds of CAD concepts are particularly difficult to learn, because there is an incommensurability between the categorical structure or schema to which students attempt to assimilate these concepts and the veridical categorical structure or schema to which they ought to assimilate them. The role of incommensurability in the development of scientific understanding can be illustrated with an analysis of the concept of diffusion."
    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. abstract
    
    Rickheit & Habel (Eds.) (1999). Mental Models in Discourse Processing and Reasoning pdf of book
    
    Robert J. Sternberg (Ed.) (1988). The nature of creativity. Cambridge University Press. isbn 0521338921
    - Beth A. Hennessey & Teresa M. Amabile: The conditions of creativity 11-41
    - E. Paul Torrance: The nature of creativity as manifest in testing 43-75
    - Frank Barron: Putting creativity to work 76-98
    - Calvin W. Taylor: Various approaches to and definitions of creativity 99-123
    - Robert J. Sternberg: A three-facet model of creativity 125-147
    - Robert W. Weisberg: Problem solving and creativity 148-176
    - Pat Langley and Randolph Jones: A computational model of scientific insight 177-201
    - Philip J. Johnson-Laird: Freedom and constraint in creativity 202-219
    - Roger C. Schank: Creativity as a mechanical process 220-240
    - Howard Gardner: Creative lives and creative works: a synthetic scientific approach 298-322
    - Mihaly Csikszentmihhalyi: Society, culture, and person: a systems view of creativity 325-339
    - Herbert J. Walberg: Creativity and talent as learning 340-361
    - Dean Keith Simonton: Creativity, leadership, and chance 386-426
    - Twila Z. Tardiff & Robert J. Sternberg: What do we know about creativity?
    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
    - "An exercise in a detailed protocol analysis of a case study of a student being tutored in solving a mechanics problem is presented. It shows what misconceptions the student exhibited, whether these misconceptions were removed, and what actions triggered the learning. The results of this case study support the suggestion that tutor actions that prompt for co-construction (which includes self-explanation) may be the most beneficial in producing deep learning, in the sense of removing misconceptions."
    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
    - " the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning. "
    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
    - from the abstract This paper seeks to compare the psychologies of Thorndike and Dewey by focusing on their respective treatments of habit in human learning and behavior. The issue is of more than historic interest in that a focus on this aspect of their positions not only reveals much about the two and their contributions to current thought but also provides a point of perspective for a more general reappraisal of the foundations of the learning sciences today. Habits, for Thorndike, could be divided into the instinctive and the acquired.
    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
    - [Memory Retrieval and Content Effects in Conditional Reasoning: A Developmental Mental Models Account. S. Handley, A. Feeney, Representation, Pragmatics, and Process in Model-Based Reasoning. R.M.J. Byrne, Whether, Although, and Other Conditionals. J. St. B.T. Evans, D.E. Over, S.J. Handley, Rethinking the Model Theory of Conditionals. M.J. Roberts, Mental Models and Falsification: It Depends on the Task. V. Dierckx, A. Vandierendonck, Modeling Something That Is Believed to Be False: The Competition of Scripts and Models in Linear Reasoning. W. Schaeken, J-B. Van der Henst, W. Schroyens, The Mental Models Theory of Relational Reasoning: Premises' Relevance, Conclusions' Phrasing, and Cognitive Economy. V. Girotto, M. Gonzalez,] P. N. Johnson-Laird and Eugenia Goldvarg-Steingold: Models of cause and effect, 167-188 - David W. Green: A mental model theory of informal argument - Karl Christoph Klauer and Thorsten Meiser: Training effects in deductive reasoning: A theory-based review. [not available online] [Ik maak even geen kopieën van dit boek PSYHO C6.1-267, want waarschijnlijk komt het wel in questia]
    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
    - o.a.
      Roberts, Contextual facilitation methodology as a means of investigating domain specific cognition 13-38 (pdf bij Roberts aangevraagd)
      Stenning & van Lambalgen, Explaining the domain generality of human cognition. Extreme Domain Specificity and Cognitive Development (geen online versie 29-1-2007).
      Halford & Andrews, Domain general processes in higher cognition: Analogical reasoning, schema induction and capacity limitations (geen online versie 29-1-2007)
      Overton & Dick, A competence-procedural and developmental approach to logical reasoning
      Happaney & Zelazo, Less specificity in higher cognitive mechanisms: Evidence from theory of mind (geen online versie 29-1-2007)
      Moses & Sabbagh, Interactions between domain-general and domain-specific processes in the development of children's theories of mind (geen online versie 29-1-2007)
      Mix & Sandhofer, Do we need a number sense? Extreme Domain Specificity versus Domain General Intelligence
      Roberts, Do problem solvers need to be intelligent? Simonton, Creativity: Specialised expertise or general cognitive processes?(geen online versie 29-1-2007)
      Adey, The CASE for a general factor in intelligence
      Gottfredson, Innovation, fatal accidents, and the evolution of general intelligence
    Carl Bereiter (2002). Education and mind in the knowledge age. Erlbaum. online availability
    - • preface • chapter 1 Our Oldest Unchallenged Folk Theory at Last Faces Its Day of Reckoning • chapter 2 Keeping the Brain in Mind • chapter 3 Knowledge Outside the Mind • chapter 4 The Knowing Mind • chapter 5 Aspects of Knowledgability • chapter 6 New Theory of Mind: A Rough Sketch • chapter 7 Educational Planning: Reacting to the Future • chapter 8 Putting Learning in Its Proper Place • chapter 9 Subject Matter That Matters • chapter 10 Critical Thinking, Creativity, and Other Virtues • chapter 11 Can Education Become a Modern Profession? • chapter 12 Why Educational Reform Needs a New Theory of Mind
    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
    - contents Preface Prof. dr. dr. h.c. Erik De Corte: A Biographical Sketch Introduction Part I: Learning and Development 1. Curriculum, Pedagogy, and Learning in Early Childhood: Sites for Struggle - Sites for Progress Elizabeth Wood and Neville Bennett 2. Mathematics in the Mind: Architecture, Development, and Educational Implications Andreas Demetriou and Areti Panaoura 3. Attentional Processes, Abstraction, and Transfer in Early Mathematical Development Erno Lehtinen and Minna M. Hannula 4. Examining Mathematics Learning From a Conceptual Change Point of View: Implications for the Design of Learning Environments Stella Vosniadou and Xenia Vamvakoussi pdf Part II: Learning, Reasoning, and Problem Solving 5. Reasoning With Mental Tools and Physical Artifacts in Everyday Problem-Solving Roger Saljo, Ann-Charlotte Eklund, and ?sa Makitalo 6. Modelling for Life: Developing Adaptive Expertise in Mathematical Modelling From an Early age Wim Van Dooren, Lieven Verschaffel, Brian Greer, and Dirk De Bock [Ik kan hier geloof ik weinig of niets mee, schreef ik er in 2008 bij. Misschien kan ik het nu wel plaatsen?] Part III: Motivational and Emotional Aspects of Learning 7. Motivated Learning: What Is it and How can it Be Enhanced? Monique Boekaerts and Rob Martens 8. Student Learning in Context: Understanding the Phenomenon and the Person Noel Entwistle, Velda McCune, and Max Scheja 9. The ?Unhappy Moralist? Effect: Emotional Conflicts Between Being Good and Being Successful Fritz Oser, Evi Schmid, and Lisa Hattersley Part IV: Learning and Assessment 10. Educational Assessment: Towards Better Alignment Between Theory and Practice James W. Pellegrino and Daniel T. Hickey 11. Learning and the Emerging New Assessment Culture Filip Dochy, David Gijbels, and Mien Segers Part V: Learning and Technology 12. The Difficult Marriage Between Education and Technology: Is the Marriage Doomed? Gavriel Salomon and Dani Ben-Zvi 13. Computer Support for Collaborative Learning Environments Heinz Mandl, Bernhard Ertl, and Birgitta Kopp 14. E-pedagogies for Networked Learning Robert-Jan Simons and Maarten de Laat Part VI: Instructional and Organizational Designs for Learning 15. From Individual Learning to Organizational Designs for Learning Lauren B. Resnick and James P. Spillane 16. From Plato to Brown and Beyond: Theory, Practice, and the Promise of Design Experiments Denis C. Phillips and Jonathan R. Dolle Contributors Author Index Subject Index
    Monique Boekaerts, Paul Pintrich, Moshe Zeidner (Eds) (2000). Handbook of Self-Regulation. Academic Press.
    
    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
    - Introduction: Framing The Transfer Problem James M. Royer, Jose P. Mestre, and Robert J. Dufresne vii
      1. Efficiency and Innovation in Transfer Daniel L. Schwartz, John D. Bransford, and David Sears 1 pdf
      2. Fuzzy-Trace Theory: Implications for Transfer in Teaching and Learning Christopher R. Wolfe, Valerie F. Reyna, and Charles J. Brainerd 53
      3. David Hammer, Andrew Elby, Rachel E. Scherr, and Edward F. Redish (2005).Resources, Framing, and Transfer 89 pdf concept
      4. What Coordination Has to Say About Transfer Andrea A. diSessa and Joseph F. Wagner 121
      Zie ook dissertatie parnafes http://socrates.berkeley.edu/~oritp/dissertation.pdf
      5. Knowledge Representation and Coordination in the Transfer Process Robert Dufresne, Jose Mestre, Thomas Thaden-Koch, William Gerace, and William Leonard 155 (zie Thaden-Koch e.a. 2004, waarvan wel een pdf beschikbaar is http://groups.physics.umn.edu/physed/Talks/ThadenKochPERC2003.pdf en de pdf van de dissertatie van Thaden-Koch http://physics.unl.edu/~rpeg/TTKthesis/TTKthesis091103.pdf
      6. Dynamic Transfer: A Perspective from Physics Education Research N. Sanjay Rebello, Dean A. Zollman, Alicia R. Allbaugh, Paula V. Engelhardt, Kara E. Gray, Zdeslav Hrepic, and Salomon F. Itza-Ortiz 217. (Previous paper pdf)
      7. Theory, Level, and Function: Three Dimensions for Understanding Transfer and Student Assessment Daniel T. Hickey and James W. Pellegrino 251pdf
      8. Reframing the Evaluation of Education: Assessing Whether Learning Transfers Beyond the Classroom Susan M. Barnett and Stephen J. Ceci 295
      Transfer Between Variants of Mathematics Test Questions Mary E. Morley, René R. Lawless, and Brent Bridgeman 313 [vreselijke tekst, brrrrrr)
      10. Transfer of Mathematical Problem-Solving Procedures Acquired Through Physical Science Instruction: When You Don't See It, Why Not? Zbigniew Dziembowski and Nora Newcombe 337 (irrelevant gedoe)
      11. How Far Can Transfer Go? Making Transfer Happen Across Physical, Temporal, and Conceptual Space Milton D. Hakel and Diane F. Halpern 357 (ambitieuze titel, komt weinig uit)
      12. Transfer of Learning in Informal Education: The Case of Television Shalom M. Fisch, Heather Kirkorian, and Daniel Anderson 371
    Susan M. Barnett and Stephen J. Ceci (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.
    - Nog geen fc? Is een heel uitvoerig artikel.
      "Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested."
    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)
    - abstract This article describes TAPS, an integrated theory of problem solving derived in part from systematic observations of adolescents and young adults trained to talk aloud while solving complex, multischema word problems. We present a detailed analysis of the macroprocesses and meta-processes underlying problem-solving performance in older students, and contrast this analysis with previous models that deal primarily with microprocesses, simple word problems, and very young children. TAPS is proffered as a useful theory that furnishes prescriptions for training.
    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.
    - abstract Past research on the timing and content of feedback on student learning in computer-based learning environments has shown that directed or corrective feedback helps with immediate learning, whereas guided and metacognitive feedback help in gaining deep understanding of the domain and developing the ability to transfer this knowledge. Feedback becomes important in discovery learning environments, where novice students are often over-whelmed by the cognitive load associated with learning and organizing new knowledge while at the same time monitoring their own learning progress. We focus on feedback mechanisms in Betty’s Brain, a teachable agent system in the domain of river ecosystems. Our goal is to help improve students’ abilities to monitor their agent, Betty’s knowledge, and, in the process their own learning and understanding. Our studies demonstrate the effectiveness of guided metacognitive feedback in preparing students for future learning. Springer
    Krittaya Leelawong, Joan Davis, Nancy Vye, Gautam Biswas (2002). pdf
    - abstract The idea that teaching others is a powerful way to learn is both intuitively compelling, and one that has garnered support in the research literature. The present study investigates aspects of the “learning by teaching” process that contribute to enhanced learning outcomes for students. We developed a computer-based teachable “agent” that students explicitly teach using concept maps. Results indicate that providing students with opportunities to quiz their agent decreases the amount of irrelevant information and increases the proportion of causal information in students’ maps, whereas having opportunities to query their agent increases the interconnectedness of concepts in students’ maps. The results point to the importance of including various forms of feedback in designing teachable agent environments that promote learning.
    John Anderson ACT-R theory website met massa's publicaties http://act-r.psy.cmu.edu/publications/index.php
    
    Monique Volman (2006). Het 'nieuwe leren': oplossing of nieuw probleem? Pedagogiek, 26, 14-25.
    - Monique probeert een brug te bouwen tussen 'voor- en tegenstanders.'
    - Nee, dit tijdschrift is nog volledig van de oude orde: geen online tekst, zelfs de Engelse summary niet.
    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
    
    Frithjof Dau, Marie-Laure Mugnier and Gerd Stumme (Eds) (2005). Common semantics for sharing knowledge: Contributions to ICCS 2005 13th International Conference on Conceptual Structures, ICCS 2005. Kassel University Press. pdf
    
    Max Euwe (1952). Oordeel en plan de strategie van het schaakspel. Van Goor Zonen.
    
    Lee J. Cronbach & Richard E. Snow (1977). Aptitudes and instructional methods. Irvington. isbn 0470150661
    
    Hope J. Hartman (Ed.) (2001). Metacognition in learning and instruction. Theory, research and practice. Dordrecht: Kluwer. [PSYCHO C6.1-231 UB Leiden]>
    
    Marcel Mirande (2000). Stilstaan bij een haastig medium. Over de betekenis van het Internet in het onderwijs. Muiderberg: Coutinho.
    
    Herbert Simon (1969/1976). Psychologie en systeemtheorie Utrecht: Het Spectrum. Aula 569. [The sciences of the artificial. MIT Press]
    
    S. Gathercole (Ed.). Models of short-term memory. Hove, UK: Lawrence Erlbaum.[PSYCHO C3.0-136 UB Leiden]
    - (ao: Neil Burgess and Graham J. Hitch: A connectionist model of STM for serial order (see also www2.psy.uq.edu.au/CogPsych/ Noetica/Articles/Ng_MayberyNoeticaFinal.pdf) - George Houghton, Tom Hartley and David W. Glasspool: The representation of words and nonwords in short-term memory: Serial order and syllable structure (see also: http://psyche.cs.monash.edu.au/v2/psyche-2-25-houghton.html) - Martin, R. C., and Lesch, M.F. (1996). Associations and dissociations between language impairment and list recall: Implications for models of short-term memory. (see also: psych.rice.edu/brainandlanguagelab/ posters/hamiltonmartin.CNS2003.pdf) - Richard Schweickert, Cathrin Hayt, Lora Hersberger, and Lawrence Geuntert: How many words can working memory hold? A model and a method.)
    Rochlin, G. I. (1997). Trapped in the net. The unanticipated consequences of computerization. Princeton University Press.
    - (inserts: Volkskrant 12-6-2004 'Tunnelvisie op de scheepsbrug.' NRC M 2003? 'Honderdzestien per uur', luchtverkeersleiders Schiphol, Philip L. Ackerman and Ruth kanfer (1993). Integrating laboratoty and field study for improving selection: Development of a battery for predicting air traffic controller success. Journal of Applied Psychology, 78, 413-432)
    Willem J. M. Levelt (1996). Waar komen gesproken woorden vandaan? De Psycholoog, 434-437.
    pdf
    
    Köhler, Wolfgang (1929/1947). Gestalt psychology. An introduction to new concepts in modern psychology.
    
    Nuttin, Joseph (1953). Tâche réussite et échec; Théorie de la conduite humaine. Louvain: Publications Universitaires de Louvain. On Edward Thorndike, etcetera.
    
    Gowan, John Curtis, George D. Demos, and E. Paul Torrance (Eds) (1967). Creativity: its educational implications. New York: Wiley. LCCC 67-21105,
    - (ao: H. A. Simon: Understanding creativity - E. P. Torrance: Toward the more humane education of gifted children - J. P. Guilford: Potentiality for creativity - J. P. Guilford: Frames of reference for creative behavior in the arts - B. B. Strasser: The use of questions as an aspect of teacher's behavior)
    Simon, Herbert A. (Ed) (1977). Models of discovery and other topics in the methods of science. Dordrecht: Reidel.
    - (articles by Herbert A. Simon: Symmetric tests of the hypothesis that the mean of one normal population exceeds that of another - Statistical tests as a basis for 'Yes-No' choices - Predicition and hindsight as confirmatory evidence - On judging the plausibility of theories - Causal ordering and identifiability - On the definition of the causal relation - (with Rescher) Spurious correlation: a causal interpretation - Cause and counterfactual - The logic of rational decision - The logic of heuristic decision making - Theory of automata; a discussion - (with Ando) Aggregation of variables in dynamic systems - The theory of problem solving 214-244 Information Processing, 71, 261-277, 1972, niet online in 2024 - The organization of complex systems 245-263 - Thinking by computers 268-285 - Scientific discovery and the psychology of problem solving 286-303 - The structure of ill-structured problems 304-325 preview - Does scientific discovery have a logic? 326-337 - Discussion: The Meno paradox 338-343 - The axioms of Newtonian mechanics 349-369 - Discussion: The axiomatization of classical mechanics - Definable terms and primitives in axion systems - A note on almost-everywhere definability - The axiomatization of physical theories - (with Groen) Ramsey eliminability and the testability of scientific tehories - Identifiability and the status of theoretical terms )
    Elena L. Grigorenko, Elisa Mambrino & David D. Preiss (Eds.) (2012). Writing: A Mosaic of New Perspectives. Psychology Press. [in KB als eBook] site [zie daar voor de inhoudsopgave en preview]
    Sternberg, Robert J., and Elena L. Grigorenko (Eds) (2003). The psychology of abilities, competencies, and expertise. Cambridge University Press. [PSYCHO C6.1.-234 UB Leiden]
    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.
    
    Janice Glasgow, N. Hari Narayanan & B. Chandrasekaran (Eds.) (1995). Diagrammatic reasoning. Cognitive and computational perspectives. Cambridge, Massachusetts: The MIT Press. isbn 0262571129 info
    - ao:
    - Brian Funt: Problem solving with diagrammatic representations [Artificial Intelligence, 13, 1980, 201-230]
    - Jill Larkin and Herbert Simon: Why a diagram is (sometimes) worth 10000 words [Cognitive Science, 11, 1987, 65-99]
    - Robert Lindsay: Imagery and inference [Cognition, 29, 1988, 229-250]
    - Nancy Nersessian: How do scientists think? Capturing the dynamics of conceptual change in science [Cognitive models of science, 1992, 3-45]
    - Dehjuan Wang, John Lee, and Henk Zeevat: Reasoning with diagrammatic representations
    - Yulin Qin and Herbert Simon: Imagery and mental models in problem solving [niet online, althans niet in deze volledige versie]
    - Janice Glasgow and Dimitri Papadias: Computational imagery [Cognitive Science, 16, 1992, 355-394]
    - Kenneth Koedinger and John Anderson: Abstract planning and perceptual chunks: elements of expertise in geometry [Cognitive Science, 14, 1992, 511-550]
    - Francesco Gardin and Bernard Meltzer: Analogical representations of naive physics [Artificial Intelligence, 38, 1989, 139-159]
    - Gordon Novak: Diagrams for solving physical problems https://www.cs.utexas.edu/users/novak/chap94.html
    James G. Holland, Carol Solomon, Judith Doran and Daniel A. Frezza (1976). The analysis of behavior in planning instruction. Reading, Massachusetts: Addison-Wesley. isbn 020102912X,
    
    Linschoten, J. (1959). Op weg naar een fenomenologische psychologie. De psychologie van William James. Utrecht: Bijleveld.
    
    Suls, Jerry (Ed.) (1982). Psychological perspectives on the self. Volume 1. Hillsdale: Lawrence Erlbaum. isbn 0-89859-197-X.
    
    Breuker, Joost Breuker (1980). In kaart brengen van leerstof. Onderwijskundige informatie voor het Hoger Onderwijs. Utrecht; Antwerpen: Het Spectrum; 1980; (AulaPocket 801);
    
    John R. Hayes & Linda S. Flower (1986). Writing research and the writer. American Psychologist, 41, 1106-1113.
    
    Gagné, Robert M. Gagné (1970, 2nd ed.). The conditions of learning. sbn 039100693
    
    Hilgard, E. R. (1977). Divided consciousness: Multiple controls in human thought and action. Wiley.
    
    Révész, G. (1952). Talent en genie. Leiden: Brill. [De Groot promoveerde bij Révész]
    
    N. E. Miller & J. Dollard (1945). Social learning and imitation. Kegan Paul, Trench, Trubner & Co.
    
    Schelfhout (2002). Kritische beschouwingen bij het constructivisme. Naar een evenwichtsmodel voor het verwerven van kennis en competenties. Tijdschrift voor Hoger Onderwijs, 20, p. 94-124. open access https://www.tvho.nl/edition.php?id=60
    
    W. K. Estes (Ed.) (1978). Handbook of learning and cognitive processes, volume 5, Human information processing. Hillsdale, New Jersey: Lawrence Erlbaum. isbn 0470263105, (ao Herbert A. Simon: Information-processing theory of human problem solving - James G. Greeno: Natures of problem-solving abilities) (Simon geeft een overzicht van 25 jaar theorievorming in een paar bladzijden, is dus vreselijk oppervlakkig. Greeno lijkt maar moeilijk los te komen van probleemoplossen in laboratorium-situaties.) Shepard, Roger N.; Cooper, Lynn A. (1982). Mental images and their transformations. MIT Press. ISBN 0-262-19222-4.
    Eleanor J. Gibson and Harry Levin (1975). The psychology of reading. MIT Press. isbn 0262070634. (keywords cognitive development linguistics learning understanding skills writing)
    
    Estes, W. K. (Ed.) (1976 ). Handbook of learning and cognitive processes, volume 3, approaches to human learning and motivation. Hillsdale, New Jersey: Lawrence Erlbaum. ISBN 0-470-15121-8. (i.a. Leo Postman: Methodology of human learning - Douglas L. Medin: Theories of discrimination learning and learning set - Bernard Weiner: Motivation from the cognitive perspective)
    Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples. Review of Educational research, 70, 181-214.
    Bohm, D. (1998). On creativity. Routledge. '01
    
    John R. Anderson (Ed.) (1981). Cognitive skills and their acquisition. Erlbaum. Lots of info on the contribtons, see here [literature/skills.htm] Anderson, J.R., Cognitive psychology and its implications. San Francisco: Freeman, 1980.
    Anderson, R. C., How to construct achievement tests to assess comprehension. Review of Educational Research, 1972, 42, 145-170.
    Armitage e.a. (1970). Towards a model of the upper secundary school system. JRStSoc A, 133: 166. fc
    Bakels, H. L. (red.), Nederlands recht in kort bestek. Deventer: Kluwer, 1971.
    BAKER, G. P., & P. M. S. HACKER, Wittgenstein: Understanding and meaning; an analytical commentary on the Philosophical Investigations, (Volume 1), Oxford, Basil Blackwell, 1980. Het (late) werk van Wittgenstein is direct relevant voor een aantal van de onderwerpen die in hoofdstuk 3 zijn aangesneden. Dat geldt vooral de vraag hoe termen gedefinieerd kunnen en mogen worden, maar ook de vraag waaruit blijkt of de betekenis van een bepaalde term ‘begrepen’ is (door de student bijvoorbeeld). Niet dat Wittgenstein hierop antwoorden geeft die je ‘onderwijskundig’ zou kunnen noemen: veeleer is het zo dat hij de grenzen afbakent waarbinnen de onderwijs-
    Baker, G. P., & P. M. S. Hacker, Wittgenstein: understanding and meaning; an analytical commentary on the Philosophical Investigations. Oxford: Basil Blackwell, 1980.
    Barnes, B. R., & Clawson, E. U. (1975). Do advance organizers facilitate learning? Review of Educational Research, 45, 637-659.
    Barr, A., & E. A. Feigenbaum, The handbook of artifical intelligence, Volume I. Los Altos, California: Kaufman, 1981.
    Beck, I.L., M.G. McKeown, E E.W. Gromoll, Learning from social studies texts. Cogn & Instr 1989, 6, 99-152
    Belleza (1981). Mnemonic devices: classification, characteristics, and criteria. Review of Educational Research, 51, 247-275. geheugen
    Nuel D. Belnap, Jr., and Thomas B. Steel, Jr. (1976). The logic of questions and answers. London: Yale University Press.
    Bereiter,Carl; Scardamalia,Marlene. The psychology of written composition. Hillsdale/NJ: Lawrence Erlbaum; 1987. 389 blz.; XIX 6-32; ISBN: 0-8058-0038-7.
    Bhaskar, R., & H.A. Simon, Problem solving in semantically rich domains: an example from engineering thermodynamics. Cognitive Science, 1977, 1, 193-215.
    Birenbaum, M., & K.K. Tatsuoka, The effect of a scoring system based on the algorithm underlying the students' response patterns on the dimensionality of achievement test data of the problem solving type. JEM 1983, 20, 17- . toetsanalyse
    BREUKER, J., In kaart brengen van leerstof, Aula 801, Utrecht, Het Spectrum, 1980. Behandelt het schematiseren als methode om globale samenhangen in de leerstof in kaart te brengen. Geeft naast een ‘minicursus schematiseren’ ook enkele theoretische achtergronden bij de schematiseermethode.
    Brown, A.L., & J.D. Day, Macrorules for summarizing texts: the development of expertise. JVerbLearnVerbBeh 1983, 22, 1-14. vragen tekst
    Clancey, W.J., Acquiring, representing, and evaluating a competence model of diagnostic strategy. In Chi, Glaser & Farr, 1989, 343-418. diagnostiek
    John R. Anderson (1996). ACT: A simple theory of complex cognition. questia American Psychologist, 51, 355-365. (Award address).
    Anderson, J. R. et aliis (1993). Rules of the mind. Hillsdale, New Jersey: Lawrence Erlbaum. [UB Leiden PSYCHO C6.1.-67 ] Hoofdstuk 2: Knowledge representation. (chunks dus) Hoofdstuk 7 (Anderson, Conrad & Corbett) The LISP Tutor and skill acquisition. Over declaratieve en procedurele kennis, chunks, e.d. fc (van Pieter Been)
    John R. Anderson and Christian Lebiere (2002). The Newell Test for a Theory of Mind. Behavioral and Brain Sciences (in press) pdf preprint
    - abstract Newell (1980, 1990) proposed that cognitive theories be developed trying to satisfy multiple criteria to avoid theoretical myopia. He provided two overlapping lists of 13 criteria that the human cognitive architecture would have to satisfy to be functional. We have distilled these into 12: flexible behavior, real-time performance, adaptive behavior, vast knowledge base, dynamic behavior, knowledge integration, natural language, learning, development, evolution, and brain realization. There would be greater theoretical progress if we evaluated theories by a broad set of criteria such as these and attended to the weaknesses such evaluations revealed. To illustrate how theories can be evaluated we apply them to both classical connectionism (McClelland & Rumelhart, 1986; Rumelhart & McClelland, 1986) and the ACT-R theory (Anderson & Lebiere, 1998). The strengths of classical connectionism on this test derive from its intense effort in addressing empirical phenomena in domains like language and cognitive development. Its weaknesses derive from its failure to acknowledge a symbolic level to thought. In contrast, ACT-R includes both symbolic and subsymbolic components. The strengths of the ACT-R derive from its tight
      integration of the symbolic with the subsymbolic. Its weaknesses largely derive from its failure as yet to adequately engage in intensive analyses of issues related to certain criteria on Newell’s list.
    A. Baddeley (1994). The magical number seven: Still magic after all these years? Psychological Review, 101, 353-356. pdf [miller.1956.html in map cogn] ... However, its major influence stems not from this but from the demonstration that immediate memory span is relatively insensitive to amount of information per item. In emphasizing the importance of the recoding of information and developing the concept of chunking, Miller set the agenda for the next phase of cognitive spychology in which information processing concepts went beyond the confines of information theory. This article continues to be cited because these underlying ideas continue to be fruitful.
    
    Alan Baddeley (2012). Working Memory: Theories, Models, and Controversies. Annual Review of Psychology. open access Busato, V. V., Prins, F. J., Hamaker, C., & Visser, K. H. (1995). Leerstijlenonderzoek gerepliceerd; de samenhang tussen leerstijlen en intelligentie. TOR, 20, 332-341. This replication study shows condsiderable evidence for the four learning styles as proposed by Jan Vermunt (1992). De onderzoekers nemen in de replicatie ook intelligentie mee, op aanwijzing van Fré Riemersma, omdat Vermunt dat in zijn dissertatie niet deed. Een leuk patroon komt daar dan uit: de begrijpende stijl hangt positief, de ongestructureerde stijl negatief samen met intelligentie. Maar ja, het zijn allemeel heel zwakke verbanden, en als je dan kijkt naar de groep proefpersonen, het zullen wel weer eerstejaars psychologiestudenten zijn geweest, dan heb ik mijn twijfels daarbij.
    
    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
    - met:
    - Kenneth S. Pope 1996). Memory, abuse, and science. AP, 51, 957-974; comments: 987-997; reply 997-1006
    - James W. Pennebaker & Amina Memon (1996). Recovering memories in context: Thoughts and elaborations on Bowers and Farvolden (1996).. PB, 119, 381-385.
    - Kenneth S. Bowers & Peter Varvolden (1996). The search for canonical experience: Reply to Pennebaker and Memon (1996). PB, 119, 386-389.
    - Ineke Wessel & Harald Merckelbach (2004). Hervonden herinneringen. Tien jaar verder. De Psycholoog, 410-416
    - Frits Abrahams (1992). Interview met Hans Crombag. NRC Handelsblad, Zaterdags Bijvoegsel, blz. 3
    H. F. M. Crombag, P. J. van Koppen en W. A. Wagenaar (1992). Dubieuze zaken. De psychologie van het strafrechtelijk bewijs. Olympus. isbn 9046701034
    
    Elshout-Mohr , M., & Van Hout-Wolters, B. H. A. M. (1995). Actief leren en studeren: acht soorten instructieleerepisodes. Pedagogische Studiën, 72, 273-300.
    
    Elshout-Mohr, M. (1994). Feedback in self-instruction. European Education, 26, 58-73. = Terugkoppeling in het kader van zelf-instructie. Ped St. 1991, 68, 305-314.
    
    Elshout-Mohr, M., & Meijer, J. (1996). Instrumentconstructie voor de meting van algemene vaardigheden VOCL '93. Amsterdam: SCO.
    
    Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. PsRev, 102, 211-245.
    
    K. Anders Ericsson & Jacqui Smith (Eds.) (1991). Toward a general theory of expertise. Prospects and limits. Cambridge University Press. isbn 0521406129 [UB Leiden 2940 G 14 ]
    - Naar gebieden van expertise: schaken; natuurkunde; geneeskunde; sport, dans; muziek; schrijven. expert judgment; representation
    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
    Festinger, L. (1957). A theory of cognitive dissonance. Stanford UP. '95 (reissue 1962)
    Festinger, L. A theory of cognitive dissonance. Retrospective review by Harold B. Gerard. ContPs, 1994, 39, 1013-1017.
    Ganzach, Yoah (1994). Theory and configurality in expert and layperson judgment. JAP, 79, 439-448. specifiek voor beoordelen van abuse van kinderen. geen kopie
    GimferReview of Educational Research, P. (1993). The roots of Miró.Köln: Könemann. (The creative process of Miro’s art) '97
    Gleick, J. (1992). Genius. The life and science of Richard Feynman. New York: Pantheon. '96
    
    A. D. de Groot (1946). Het denken van den schaker. Een experimenteel psychologische studie. Amsterdam: Noord-Hollandsche Uitgevers Maatschappij. dbnl
    Hoeksteen van de uidige cognitieve psychologie.
    
    Groot, A. D. de (1965). Thought and choice in chess. The Hague: Mouton.
    - (the same year also an American edition by Basic books) (The original Dutch book is from 1946 and has deeply influenced the early thinking of for example Herbert Simon and Alan Newell on cognitive psychology and artificial intelligence.) p. 308 (zomaar opengeslagen, dus niet op een zoektocht door het boek gebaseerd): We should keep in mind, however, that all ‘masterly’ achievements - fascinating discoveries included - in general as in chess, are based on a body of ‘mastery’ that is acquired by experience (and hard work), namely, mastery over an extensive, differentiated system of immediately actualizable dispositions for typical problem transformations; or in other words: mastery over a highly composite set (program) of general and specific perceptual and thought habits (routines). (gebruikt voor 'inzicht' in mijn algemeen toetsmodel). In de oorspronkelijke uitgave, A. D. De Groot (1946). Het denken van den schaker. Een experimenteel-psychologische studie. Amsterdam: Noord-Hollandsche Uitgevers Maatschappij. p. 241: De grondslag van alle ‘meesterlijke’ prestaties, ook op schaakgebied, is de ‘ervaring’ van den meester, dat systeem van onmiddellijk actualiseerbare disposities tot typische probleemtransformaties, dat stelsel van algemeene en speciale denkgewoonten, waarover hij beschikt.
    - About the friendly relation between Herb Simon and AD de Groot see hier, en de voorafgaande tweet heeft eveneens een scan van p. 206, met een brief van Simon aan De Groot
    Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational research, 60, 549-571. fc onder motiv.
    James. W. (1890/1952). The principles of psychology. Chicago: Encyclopædia Britannica. '99
    Johnson-Laird, P. N., Byrne, R. M. J., & Schaken, W. (1994). Why models rather than rules give a better account of propositional reasoning: a reply to Bonatti and to O’Brien, Braine, and Yang. PsRev, 101, 734-739. (de beide kritische commentaren staan in hetzelfde nummer).
    Wim Kayzer (1995). Vertrouwd en o zo vreemd. Over geheugen en bewustzijn. Amsterdam: Contact. isbn 9025405940, 606 blz. paperback, alleen onderkant lichte plankschade, vrijwel als nieuw,WEGGEVEN
    Koedinger, K., & Anderson, J. (1992). Abstract planning and perceptual chunks. Cognitive Science, 14, 511-550. Reprinted in Chandrasekaran, B., Glasgow, J., Narayanan, N. H. (Eds) (1995). Diagrammatic reasoning. Cognitive and computational perspectives (p. 577-626). London: AAAI Press / The MIT Press. '97
    
    Hans Kuyper (1980). About the saliency of social comparison dimensions. Dissertation Groningen University. See also this article, based on the dissertation. En Pieternel Dijkstra, Hans Kuyper, Greetje van der Werf, Abraham P. Buunk en Yvonne G. van der Zee (2008). Social Comparison in the Classroom: A Review. Review of Educational Research, Vol. 78, No. 4, 828-879. abstract
    
    Pat Langley, Herbert A. Simon, Gary L. Bradshaw, and Jan M. Zytkow (1987). Scientific discovery. Computational explorations of the creative process. Cambridge, Mass.: MIT Press.
    
    Lillard, A. (1998). Ethnopsychologies: cultural variations in theories of mind. Psychological Bulletin, 123, 3-32. fc Met twee commentaren en een reply. Opgeborgen in het boek va Geert Hofstede, bij gebrek aan een betere plaats.
    
    Fodor, J. A. Fodor (1998). Concepts. Where cognitive science went wrong. Clarendon Press. isbn 0198236360
    
    Rosch, E., en Mervis, C.B. Family resemblances: studies in the internal structure of categories. Cognitive Psychologie, 1975, 7, 573-605.
    
    Margolis, Eric Margolis & Stephen Laurence (Eds) (1999). Concepts. Core readings. The MIT Press. isbn 0262631938
    - Ik had het bange vermoeden dat ik veel van deze stukken al zou hebben, maar dat blijkt integendeel juist niet het geval, slechts bij uitzondering (agianst definitions van Fodor, boek van Smith & Medin). Een knaller, dus. Het boek begint met een uitvoerige verhandeling speciaal voor dit boek geconcipieerd:
    - Laurence & Margolis: Concepts and cognitive science. 3-81.
    - Plato: Eutyphro. 87-100.
    - Bruner, J., Goodnow, J., & Austin, G. (1956). The process of concept attainment. Ch. 3 of A study of thinking. Transaction Publishers. 101-124.
    - Katz, J. (1972). Excerpt from his Semantic Theory. 125-150.
    - Quine, W. (1953, 1961, 1980). Two dogmas of empiricism. in From a logical point of view. Harvard University Press. 153-170.
    - Wittgenstein exc Philosophical investigations. 171-174.
    - Putnam, H. (1970). Is semantics possible? In H. Kiefer & M. Munitz, eds. Languages, neliefs and metap[hysics, vol. 1. 177-189.
    - Rosch, E. (1978). Principles of categorization. In E. Rosch and B. Lloyd, eds., Cognition and categorization. Lawrence Erlbaum Associates. pdf . 189-206.
    - Smith, E. E., & D. L. Medin, Categories and concepts. Cambridge, Mass.: Harvard University Press, 1981. ch 7 hieruit: The exemplar view. 207-222.
    - Armstrong, S., Gleitman, L., and Gleitman, H. (1983). What some concepts might not be. Cognition, 13. hier: 225-260.
    - Osherson, D., & Smith, E. (1981). On the adequacy of prototype theory as a theory of concepts. Cogniiton, 9. hier; 261-278.
    - Rey, G. (1983). Concepts and stereotypes. Cogniiton, 15. hier: 279-300. [is een kritiek op Smith & Medin]
    - Jackendoff, R. (1989). What is a concept, that a person may grasp it? Mind & Language, 4. hier: 305-334.
    - Peacocke, C. (1996). Précis of A study of concepts. Philosophy and Phenomenological Research, 56, 2. hier: 335-338.
    - Rey, G. (1996). Resisting primitive compulsions. Philosophy and Phenomenological Research, 56. Hier: 339-344.
    - Peacocke, C. (1996). Excerpt from his Can possession conditions individuate concepts? Philosophy and Phenomenological Research, 56, 433-440. hier: 345-351.
    - Smith, E., Osherson, D., Rips, L., & Keane, M. (1988). Combining prototypes: A selective modification model. Cognitive Science, 12. 355-390.
    - Lakoff, G. (1987). Cognitive models and prototype theory. In U. Neisser (Ed.) Concepts and conceptual development: ecological and intellectual factors in categorization. Cambridge university Press. 391-424.
    - Murphy, G., & Medin, D. (1985). The role of theories in conceptual coherence. Psychological Review, 92. 425-458.
    - Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds) The epigenesis of mind: Essays on biology and cognition. Lawrence erlbaum Associates. 459-488.
    - Fodor, J., Garrett, M., Walker, E., & Pares, C. (1980). Excerpt from their 'Against definitions.' Cognition, 8. 491-512.
    - Fodor, J. (1991). Information and representation. In P. Hanson (Ed.) Information, language, and cognition. University of British Columbia Press. 513-524.
    - Millikan, R. (1998). A common structure for concepts of individuals, stuffs, and real kinds: More mama, more milk, and more mouse. Behavioral and Brain Sciences, 21. 525-548.
    - Margolis, E. (1998). How to acquire a concept. Mind and Language, 13. 549-568.
    - Baillargeon, R. (1993). The object concept revisited: New directions in the investigation of infants’ physical knowledge. In C. Granrund (Ed.) Visual perception and cognition in infancy. 571-612.
    - Gelman, S., & Wellman, H. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38. 613-637
    Martin, E. (1965). Concept utilization. In Luce, R. D., Bush, R. R., & Galanter, E. (Eds.) (1965). Handbook of mathematical psychology. vol. III, 205-248.
    Mayer (1995). The search for insight: Grappling with Gestalt psychology's unanswered questions. In Sternberg, R. J., & Davidson, J. E. (Eds.) (1995). The nature of insight (p. 3-32). Cambridge, Massachusetts: The MIT Press. p. 3: The goal of this chapter is to explore several paths that have been taken in the search for insight, including viweing insight as (1) completing a schema, (2) reorganizing visual information, (3) reformulating a problem, (4) overcoming a mental block, and (5) finding a problem analog. p. 5: In summary, in the search for insight, researchers have limited their focus to representation rather than solution processes, to nonroutine rather than routine problems, and to productive rather than reproductive thinking.
    Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Ps.Rev., 85, 207-238.
    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. Niet online, wel enkele artikelen, hierbeneden. Mettes, Pilot, & Roossink (1981). Linking factual and procedural knowledge etc.... Instr.Sc., 10, 333-361. pdf
    Mettes, C. T. C. W., Pilot, A., Roossink, H. J., & Kramers-Pals, H. (1981). Teaching and learning problem solving in science: Part II: Learning problem solving in a thermodynamics course. Journal of Chemical Education, 58(1), 51. doi:10.1021/ed058p51 pdf
    George A. Miller (1956/1994). The magical number seven. plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97. html Partially reprinted in PR 101, 343-352. Psychological Abstracts: A variety of researches are examined from the standpoint of information theory. it is shown that the unaided observer is severely limited in terms of the amount of information he can receive, process, and remember. However, it is shown that by the use of various techniques, e.g. use of several stimulus dimensions, recoding, and various mnemonic devices, this informational bottleneck can be broken.
    Nelson, Th. O. (1996). Consiousness and metacognition. AP, 51, 102-116.
    Pelz, D. C., & Andrews, F. M. (1966). Scientists in organizations. Productive climates for research and development. New York: Wiley. '99
    Greg A. Perfetto, John D. Bransford and Jeffery J. Franks (1983). Constraints on access in a problem-solving context. Memory & Cognition, 11, 24-31. Gaat over transfer. Zie op dat onderwerp ook John D. Bransford and Daniel L. Schwartz (1999). Rethinking transfer: Simple proposal with multiple implications. In Review of Educational Research, volume 24, chapter 3, 60-100. fc in map tvr Gebruikt in SPA_module 5 Learning
    
    Stephen P. Schwartz (1979). Natural kind terms. Cognition, 7, 301-315.
    
    Posner, M. I. Posner (ed.) (1989). Foundations of cognitive science. The MIT Press. isbn 0262161125 info
    - Herbert A. Simon., & Kaplan, C. A. Foundations of cognitive science. 1-47.
      Pylyshyn, Z. W. Computing in cognitive science. 49-91.
      Allen Newell, Rosenbloom, P. S., & Laird, J. E. Symbolic architectures for cognition. 93-131.
      Rumelhart, D. E. The architecture of mind: a connectionist approach. 133-159.
      Wasow, T. Grammatical theory. 161-206.
      Barwise, J., & Etchemendy, J. Model-theoretic semantics. 207-243.
      Bower, G. H., & Clapper, J. P. Experimental methods in cognitive science. 245-299.
      Sejnowski, T. J., & Churchland, P. S. Brain and cognition. 301-356.
      Steven Pinker, Language acquisition. 359-399.
      Pollatsek, A., & Rayner, K. Reading. 401-435.
      Grosz, B. J., Pollack, M. E., & Sidner, C. L. Discourse. 437-467.
      Johnson-Laird, P. N. Mental models. 469-499.
      Smith, E. E. Concepts and induction. 501-525.
      VanLehn, K. Problem solving and cognitive skill acquisition. 527-579. report
      Hildreth, E. C., & Ullman, S. The computational study of vision.
      Allport, A. Visual attention. 631-681.
      Schacter, D. L. Memory. 683-725.
      Jordan, M. I., & Rosenbaum, D. A. Action. 727-767.
      D’Andrade, R. G. Cultural cognition. 795-829.
      Harman, G. Some philosophical issues in cognitive science: Qualia, Intentionality, and the Mind-Body problem. 831-847.
    Rapoport, A., & Budescu, D. V. (1997). Randomization in individual choice behavior. Psychological Review, 104, 603-617. fc Gaat over het vermogen om signalen te onderscheiden tegen een achtergrond van herrie. Daar zijn mensen dus zwak in, ze kunnen geen random reeksen produceren. Het artikel poneert een theorie voor dit onvermogen, waarbij het korte termijn geheugen als de limiterende factor oprtreedt.
    Sayre, K. M., & Crosson, F. J. (Eds.) (1963). The modeling of mind. Computers and intelligence. Notre Dame: Indiana: University of Notre Dame Press. '98 o.a. Newell, The chess machine. Wittgenstein, Remarks on mechanical mathematics.
    Shriffin, R. M., & Nosofsky, R. M. (1994). Seven plus or minus two: A commentary on capacity limitations. Psychological Review, 101, 357-361.
    D. J. Stewart (Ed.) (1967). Automaton theory and learning systems. New York: Academic Press. (a.o.: Gordon Pask: Man as a system that needs to learn)
    Babbage, D. Swade (2000). The cogwheel brain. Charles babbage and the quest to build the first computer. Little, Brown and Company. isbn 0316648477
    Babbage, D. Swade (2000). The cogwheel brain. Charles babbage and the quest to build the first computer. Viking. isbn 0670910201
    cogn -- Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: reality or myth? American Psychologist, 51, 1153-1166. The myth that offering a reward reduces creativity and the intrinsic interest of a task has grown far beyond what the data can support. Rewards can increase creativity, and negative effects of rewards occur under highly restricted and easily avoided conditions.
    Cotton, J. W., J. P. Gallagher, & S. P. Marshall, The identification and decomposition of hierarchical tasks. AERJ 1977, 14, 189-212. geen kopie? hiërarchisch model
    Crombag, H. F. M., J. L. de Wijkerslooth, & E. H. van Tuyll van Serooskerken, Over het oplossen van casusposities. Groningen: Tjeenk Willink, 1972.
    H. F. M. Crombag, J.G. Gaff & T.M. Chang (1975). Study behavior and academic performance. Tijdschrift voor Onderwijsresearch, 1, 3-14. annotatie in tmsrm file
    Csikszentmihalyi, M. (1993). The evolving self. A psychology for the third millennium. New York: HarperCollins. '94
    Cunningham, D. J. (1972). The retention of connected discourse. Review of Educational Research, 42, 47-71. geheugen
    Ausubel (1978). In defence of advance organizers: a reply to the critics. Review of Educational Research, 48, 251-257.
    Bangert-Drowns, R.L., Kulik, C-L.C., Kulik, J., & Morgan, M.T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.
    ddt - Barnes & Clawson (1975). Do advance organizers facilitate learning? Review of Educational Research, 45, 637-659.
    ddt - Bereday, G. Z. F., & Lauwerys, J. A. (Eds.) (1961). Concepts of excellence in education. The year book of education 1961. London: Evans.
    ddt - Entwistle, N. (1990). Teaching for learning: retrospect and prospect. In Vedder, P. (Ed.) (1990), Fundamental studies in educational research (p. 175-208). Amsterdam: Swets & Zeitlinger.
    ddt - Hartley & Davies (1976). Pre instructional strategies. Review of Educational Research, 46, 239-265.
    ddt - Kohnstamm, Ph. (1952). Keur uit het didactisch werk. Groningen: Wolters.
    ddt - Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61, 179-212.
    ddt - Lamberigts, R. J. A. G., Verhagen, E. J., & Gerris, J. R. M. (1986). COÖperatieve leergroepen in het perspectief van onderzoek. Pedagogische Studiën, 63, 262-274. fc
    
    Luiten, Ames & Ackerson (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17, 211-218.
    ddt - Mayer (1979). Can advance organizers influence meaningful learning? Review of Educational Research, 49, 371-383.
    ddt - Michalski (1983). A theory and methodology of inductive learning. AI, 20, 111-161.
    ddt - Mirande, M. J. A., & Wardenaar, E. (1983/1988). Scriptieproblemen. Groningen: Wolters-Noordhoff.
    ddt - Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational research, 65, 129-144. fc
    Dijkstra, S., The development of the representation of conceptual knowledge in memory and the design of instruction. Instr Sc 1988, 17, 339-350
    Dochy, F.J., & S.J. van Luyk, Handboek vaardigheidsonderwijs. Lisse: Swets & Zeitlinger, 1987. 'toets vaardigheden'
    Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434. gezien.
    Elen, J., & J. Lowyck, Een cognitief model voor de ontwikkeling van schriftelijk studiemateriaal. TvHO 1989, 7, 89-100
    Elshout-Mohr, M., Communicatiepatronen: een hulpmiddel bij het bestuderen van studieteksten. TvTaalbeh 1983, 5, 1-18
    Elshout-Mohr, M., Landelijk Overleg Studievaardigheden: ontwikkelingen in verleden en toekomst. LOS-Contact 21, december 1989, 4-7.
    Elshout-Mohr, M., M.M. van Daalen-Kapteijns en S. Strawski, Opnemen van studievaardigheden in het onderwijsprogramma. In Oosterhuis-Geers e.a. 1989, 49-56.
    Elshout-Mohr, M., M.M. van Daalen-Kapteijns, & M. Sprangers, The topic-comment technique to study expository text. JExE 1988, 56, 83-90
    Elstein, A. S., L. S. Shulman, & S. A. Sprafka, Medical problem solving; an analysis of clinical reasoning. London: Harvard University Press, 1978.
    ENGESTROEM, Yrjoe Training for change: new approach to instruction and learning in working life/ Yrjoe Engestroem. -- Geneva: International Labour Office, 1994. -- 148p. *GrBick: 85.62 E1
    Entwistle,Noel. Styles of learning and teaching. An integrated outline of educational psychology for students, teachers and lecturers. Chichester enz.: Wiley; 1986; 293 blz.; XVIII 3-24; ISBN 0-471-10013-7.
    Farr, R., Reading: what can be measured? Newark, Del.: International Reading Association, 1969.
    feedback - Balzer, W.K., M.E. Doherty, & R. O'Connor, Jr., Effects of cognitive feedback on performance. PB 1989, 106, 410-433.
    Ferrell, B.G., A factor analytic comparison of four learning-styles instruments. JEP 1983, 75, 33-39
    Gagné, E.D., Long term retention of information following learning from prose. Review of Educational Research, 1978, 48, 629-665. Verwijst naar theorie en onderzoek van kintsch (1974; Kintsch et al 1975) All these studies of the importance of content clearly show the greater recall of information that is more impotan; two show an increasing effect of importance over time. ... The greater number of retrieval cues will result in more frequent rehearsal of important than of unmportant nodes during the retention interval. The result of this biased rehearsal is that the effect of importance will be greater at long-term than at immediate recall. fc opgeruimd
    Galotti, K.M., Approaches to studying formal and everyday reasoning. PB 1989, 105, 331-351. argumenteren
    Gopnik, I., & M. Gopnik (eds.), From models to modules: studies in cognitive science from the McGill workshop. Norwood, N.J., Ablex, 1986.
    Gorsky, P., & Finegold, M. (1994). The role of anomaly and of cognitive dissonance in restructuring students’ concepts of force. InstrSc, 22, 75-91. grappig?
    Graaf, E. de, & J. A. M. Galesloot, De ontwikkeling van een toetsmethode voor 'medisch probleemoplossen.' In H. G. Schmidt (red.), Probleemgestuurd onderwijs; bijdragen tot de Onderwijsresearchdagen 1981. Harlingen: Flevodruk, 1982. SVO reeks 57.
    Grave, W. de, & M.L. de Volder, Schematiseren en probleemgestuurd leren In De Grave & Nuy (1987, 16-24).
    
    Michael P. Weinstock, Yair Neuman, Amnon Glassner. (2006) Identification of Informal Reasoning Fallacies as a Function of Epistemological Level, Grade Level, and Cognitive Ability. Journal of Educational Psychology 98:2, 327 (nog opzoeken)
    Suppes, P., Macken, E., & Zanotti, M. (1978). The role of global psychological models in instructional technology. In Glaser, R. (Ed.) (1982). Advances in instructional psychology, volume 1 (p. 229-259. Erlbaum
    Gregson, R. A. M., Psychometrics of similarity. London: Academic Press, 1975.
    Griffioen, J., & Damsma, H. (1978). Zeggenschap. Grondslagen en een uitwerking van een didactiek van het Nederlands in het voortgezet onderwijs. Groningen: Woltrs-Noordhoff.
    Groen, G.J., & V.L. Patel, The relationship between comprehension and reasoning in medical expertise. In Chi, Glaser & Farr, 1989, 287-310. diagnostiek
    Hall, Wilson, & Patterson (1981). Mnemotechnics. Journal of Educational Psychology, 73, 345-357. (geheugentechnieken)
    HEMPEL, C. G., Fundamentals of concept formation in empirical science, London, The University of Chicago Press, Ltd., 1972 (1952). Er is in wetenschapsfilosofische hoek weinig aandacht voor zaken die slechts zijdelings betrekking hebben op vragen rond opkomst en ondergang van wetenschapsparadigma’s. Hempel is een van de uitzonderingen: in dit kleine boekje behandelt hij de wijze waarop de termen in een wetenschappelijke theorie functioneren, hoe zij zich ontwikkelen in hun betekenis, definitieproblemen e.d.
    Higbee (1979). Recent research on visual menomonics: historical roots and educational fruits. Review of Educational Research, 49, 611-629. (geheugentechnieken) gs mnemonics
    Airasian & Bart (1975). Validating a priori instructional hierarchies. JEM, 12, 163-175.
    Anderson (1976). An empirical investigation of individual differences in time to learn. Journal of Educational Psychology, 68, 226-233. diff
    Baird, & White (1982). Promoting self-control of learning. Instr.Sc., 11, 227-247.
    Bangert, R.L., Kulik, J.A., & Kulik, C-L.C. (1983). Individualized systems of instruction in secondary schools. Review of Educational Research, 53, 143-258. (Findings from studies of individualized college teaching are strikingly different from these secondary school findings.)
    Bax, A. E., Van Berkel, H. J. M., & Van den Boomen, I. J. H. C. (1Red.) (1997). Leren te leren: Ontwikkelen van menselijk kapitaal. Tijdschrift voor Hoger Onderwijs, 15 (1), 3-84. open access https://www.tvho.nl/edition.php?id=60o.a. De Vijlder, F. J.: Het Kennisdebat: waar gaat het om? 9-17. Rizen, J. M. M.: Investeren in mensen. 18-25. Schmidt, H. G.: Drie factoren die verhinderen dat mensen zelfstandig leren kennis verwerven. 26-33. Wijnen, W. H. F. W.: Studiehuis: een bruikbaar concept voor het onderwijs. Cohen, M. J.: Onderwijsverandering in universitair bestuur. 75-79.
    Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364. fc [constructivism ]
    Bjorklund, D. F. (1997). The role of immaturity in human development. Psychological Bulletin, 122, 153-169. It is proposed that viewing immaturity as sometimes adaptive to the developing child alters how children and their development are viewed. (immaturity as a form of protection from overstimulation / adaptive value of immature sensory systems / consequences of early learning on later learning / language acquisitio; when less is more/ adaptive value of cogitive immaturity / metacognition) Bijv. de slotalinea on de paragraaf over metacognitie: Thus, young children's poor metacognition may provide them an advantage (cf. Bjorklund at al., 1993); a child with better metacognitive skills may realize quickly that the extra effort being put into the task is not resulting in improved performance and thus resort to a nonstrategic approach. In contrast, by being out of touch with the relationship between strategy use and task performance, utilizationally deficient children may persist in using a strategy until it becomes sufficiently efficient to result in improved task performance. In this case, children's immature cognition is adaptive, leading to eventual (though not immediate) benefits.
    Bosch, H. van den, & Gerritsen, R. (1997). Het verwerven van conceptuele competentie als doelstelling van wetenschappelijk onderwijs. Tijdschrift voor Hoger Onderwijs, 15, 365-390. open access https://www.tvho.nl/edition.php?id=60Piet Vroon zou dit een uiting van Zulo-isme noemen, een poging om op academisch niveau intelligentie te trainen. Dat is erg onaardig uitgedrukt, maar de misvatting dat kennis steeds minder belangrijk wordt, omdat die toch snel veroudert, en dat je dus moet leren om kennis op te zoeken, kan het onderwijs, de UvA, en de faculteiten die hiermee in zee gaan grote schade berokkenen (plus de studenten die door dergelijk on-onderwijs worden getroffen).
    Bosker, R. J., Creemers, B. P. M., & Scheerens, J. (1994). Conceptual and methodological advances in educational effectiveness research. Int. J. Educ. Res. vol. 21, 121-231. '94
    Braun, C. (1976). Teacher expectation: sociopsychological dynamics. Review of Educational Research, 46, 185-213.
    
    J. Cameron & W. D. Pierce (1994). Reinformcement, reward, and intrinsic motivation: a meta-analysis. Review of Educational Research, 64, 363-424.
    Campbell, Bypassing as a way of adapting self instruction programs to individual differences. JEP 1093, 54, 337-345.
    Dolmans, D. H. J. M. (1994). Het leren van de student in probleemgestuurd onderwijs. OvO, 23, 42-44. Maastrichtse systeem. Onderzoek heeft laten zien dat studenten in hoge mate in staat zijn zelf te bepalen wat relevenat is om te bestuderen. Studenten worden tijdens de loop van hun studie meer zelfwerkzaam (dat haalt je de koekoek).
    
    J. B. Dusek & G. Joseph (1983). The bases of teacher expectancies: a meta-analysis. Journal of Educational Psychology, 75, 327-346.
    M. Elshout-Mohr, M.M. van Daalen-Kapteijns (1993). Leren door studeren.Muiderberg: Dick Coutinho. isbn 9062839053
    Elshout-Mohr, M., & van den Bijtel, J. (1994). Reflecteren: een nuttige ambachtelijke vaardigheid. SCO-rapport 352. Zie ook bv. Korthagen, F. A. J., & Wubbels, Th. (1989). De effecten van een opleiding die tot doel heeft aanstaande leraren te leren reflecteren. TOR, 214-226.
    Fernald & DuNam (1975). Effects of individualized instruction upon low- and high-achieving students, study behavior, and students' evaluation of mastery. JExE, 43, nr. 4, 27-34.
    Ford (1981). Recent approaches to the study and teaching of 'effective learning' in higher education. Review of Educational Research, 51, 345-377. Gaat over 'understanding', dus over inzicht zou je kunnen zeggen. Misschien ook van belang voor 'verklaren' in toetsvragen.
    Harrow, Anita J. (1972). A taxonomy of the psychomotor domain. New York: McKay. '94
    Hill, & McGaw (1981). Testing the simplex assumptions underlying Bloom's taxonomy. American Educational Research Journal, 18, 93-101.
    Hurst, B. M. (1980). An integrated approach to the hierarchical order of the cognitive and affective domains. Journal of Educational Psychology, 72, 293-303.
    D. W. Johnson, G. Maruyama, R. Johnson, D. Nelson & L. Skon (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: a meta-analysis. Psychological Bulletin, 89, 47-62. pdf Klein, J. D., Erchul, J. A., & Pridemore, D. R. (1994). Effects of individual versus cooperative learning and type of reward on performance and continuing motivation. ContEP, 19, 24-32.
    
    Avraham N. Kluger & Angelo DeNisi (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin, 119, 254-284. pdf
    - citeert: To relate feedback directly to behavior is very confusing. Results are contradictory and seldom straight-forward. (Ilgen, Fisher, & Taylor, 1979, p. 368) The effects of manipulation of KR [knowledge of results] on motor learning . . . reveal . . . some violent contradictions to earlier beliefs about KR, and some glaring absences in our knowledge. (Salmom, Schmidt, & Walter, 1984, p. 378). Feedback does not uniformly improve performance. (Baleazar, Hopkins, & Suarez, 1985, p. 65) Few concepts in psychology have been written about more uncriti-. cally and incorrectly than that of feedback. . . . Actually, feedback is only information, that is, data, and as such has no necessary consequences at all. (Latham & Locke, 199 1, p. 224). p. 278: Implications.
    Kulik, Kulik & Cohen (1979). A meta-analysis of outcome studies of Keller's personalized system of instruction. AP, 34, 307-319.
    Kunen, Cohen, & Solman (1981). A levels-of-processing analysis of Bloom's taxonomy. Journal of Educational Psychology, 73, 202-211.
    Larkin, & Reif (1976). Analysis and teaching of a general skill for studying scientific text.
    MacDonald-Ross (1973). Behavioral objectives - A critical review. InstrSc, 2, 1-52
    Madaus e.a. (1973). A causal model analysis of Bloom's taxonomy. American Educational Research Journal, 10, 253-262.
    Mayer, & Greeno (1972). (het onderwijzen van het begrip binomiale kans). Journal of Educational Psychology, 63, 165-173.
    McReady & Dayton (1980). JEdSt, 5, 129-156. fc
    McRobbie, C. J., & Ellett, C. D. (Eds.) (1997). Advances in research on educational learning environments. Int. J. Educ. Res., 27, 267-354. Ellett e.a. School learning environment, organizational structures ad effectiveness: a synthesis of research in 443 schools. 273-282. M. Brekelmans, P. van den Eeden, J. Terwel & Th. Wubbels. Student characteristics and learning environment interactions in mathematics and physics education: a resource perspective. 283-292. Taylor, Fraser & Fisher. Monitoring constructivist classroom learning environments. 293-302. K. Tobin. Alternative perspectives on authentic learning environments in elementary science. 303-310. McRobbie e.a. Multiple learning environments in the physics classroom. 333-342.
    
    Joost Meijer, J. (1996). Learning potential and fear of failure. A study into the predictive validity of learning potential and the role of anxious tendency. proefschrift UvA. Amsterdam: Uitgeverij Guus Bauer.
    Moust, J. (1993). De rol van tutoren in probleemgestuurd onderwijs. Contrasten tussen student- en docent-tutoren. Maastricht: Uiversitaire Pers Maastricht. proefschrift. '96
    Neidt, & Hedlund (1969). Longitudinal relationships between cogitive and affective learning outcomes. JExE, 37(3), 56.
    Nichols, J. D. (1996). Cooperative learning: a motivational tool to enhance student persistence, self-regulation, and efforts to please teachers and parents. Tijdschrift voor Onderwijsresearch, 22, 246-260.
    Nussbaum, & Novick (1982). Alternative frameworks, conceptual conflict and accommodaton: toward a principled teaching strategy. Instr.Sc., 11, 183-200.
    O'Neil, H. F. (Ed.) (1978). Learning strategies. Academic Press.
    Odé, J., & Tiesinga, L. (1997). PGO: Alles of niets? Onderzoek van Onderwijs, 26 (2), 22-24. Probleemgestuurd onderwijs.
    
    David L. Watson and Roland G. Tharp (1972). Self-directed behavior: Self-modification for personal adjustment. Brooks/Cole. isbn 0818500352,
    
    Reckase, M. D., & McKinley, R. L. (1982). The validation of learning hierarchies. ACT res. rep. ONR-82-2.
    Rowell, Simon, & Wiseman (1969). Verbal reception, guided discovery and the learning of schemata. Br Journal of Educational Psychology, 39, 233-244.
    Sagiv, A. (1979). General growth model for evaluation of an individual's progress in learning. Journal of Educational Psychology, 71, 866-881.
    Salemi & Tauchen (1982). Estimation of nonlinear learning models. JASA 77, 725.
    Schmidt, H. G. (ed). Problem-based learning. Special issue Instructional Science 1995(4), 247-340.
    Schouwenburg, H. C. (1996). Een onderzoek naar leerstijlen. TOR, 21, 151-161.
    Schwartz, & Kulhavy (1981). Map features and the recall of discourse. ContEdPs, 6, 151-158.
    G. M. Seddon (1978). The properties of Bloom's taxonomy for the cognitive domain. Review of Educational Research, 48, 303-323. 1st page
    Robert E. Slavin (Ed.) (1996). Education for all. Contexts of learning. Swets & Zeitlinger. isbn 9026514735 info: https://www.routledge.com/Education-for-All-1st-Edition/Slavin/p/book/9789026514739 < De 2e editie van het boek, 2008: Two Million Children: Success for All, info: http://us.corwin.com/en-us/nam/2-million-children/book230744
    Slavin, R. E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21, 43-69. pdfThis paper is adapted from Slavin (1992).
    Slavin, R.E. (1980). Cooperative learning. Review of Educational Research, 50, 315-342. Slavin, R. E. (1977). Classroom reward structure: an analytical and practical review. Review of Educational Research, 47, 633-650.
    Sweller, John, & Chandler, Paul (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-234. cognitive load theory. gezien. niet oninteressant. questia From the abstract: " It was concluded that an analysis of both intrinsic and extraneous cognitive load can lead to instructional designs generating spectacular gains in learning efficiency."
    John Sweller (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. pdf
    Thompson, S.B. (1980). Do individualized mastery and traditional instructional systems yield different course effects in college calculus? American Educational Research Journal, 17, 361-371. (zorgvuldig experiment. "In general, the superiority of achievement and attitude outcomes claimed for the Keller plan in many reports was not observed in this study.) ex mastery.
    Tobias (1976). Achievement treatment interactions. Review of Educational Research, 46, 61-74.
    Tucker (1966). Learning theory and multivariate experiment: illustration by determination of generalized learning curves. In Cattell (Ed.) 476-501.
    Vermunt, J., & Van der Sanden, J. (Eds.) (1996). Leerstijlen. Themanummer TOR 21(4), 289-348 .
    Vos, P., Zelfstudie als functie van onderwijsdeelname: hypothesetoetsing. TOR 1985, 10, 228-238.
    Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-295. Using evidence accumulated from 61 research experts, 91 meta-analyses, and 179 handbook chapters and narrative reviews, the data for analysis represent ovr 11,000 relationships. Three methods - content analyses, expert ratings, and results from meta-analyses - are used to quantify the importance and consistency of variables that influence learning. Regardless of which method is employed, there is moderate to substantial agreement on the categories exerting the greatest influence on school learning as well as those that have less influence. The results suggest an emergent knowledge base for school learning. Generally, proximal variables (e.g., psychological, instructional, and home environment) exert more influence than distal variables (e.g., demographic, policy, and organizational). The robustness and consistency of the findings suggest they can be used to inform educational policies and practices.
    Watkins (1983). Depth of processing and the quality of learning outcomes. InstrSc, 12, 49-58.
    Waxman, H. C., & Walberg, H. J. (1982). The relation of teaching and learning: a review of reviews of process-product research. ContEdRev, 1, 103-120. fc
    Weinstein, e.a. (1981). Training versus instruction in the acquisition of cognitive learning strategies. ContEdPs, 6, 159-166.
    West, Ch. K., & Anderson, Th. H. (1976). The question of preponderant causation in teacher expectancy research. Review of Educational Research, 46, 613-630.
    IntJHuman-Computer Studies. Themanummer: Sisyphus: Models of problem solving. 1994, 40, 185-401.
    Jacobs, D., Eco en Verschuren over het afbakenen van een onderzoek. OvO, 1988 # 1, 10-12
    Jardine, N., & R. Sibson, Mathematical taxonomy. London: Academic Press, 1980.
    Jaspars, J.M.F. (1987). Mental model of causal reasoning. In Crombag, H.F.M., van der Kamp, L.J.Th., & Vlek, C.A.J. (Red.) De psychologie voorbij: ontwikkelingen rond model, metriek en methode in de gedragswetenschappen. Lisse: Swets & Zeitlinger. 11-28.
    Johnson, R. E. (1975). Meaning in complex learning. Review of Educational Research, 45, 425-459.
    Kaplan, C.A., & Simon, H.A. (1990). In search of insight. Cognitive Psychology, 22, 374-
    Klausmeier, H. J., Learning and teaching concepts. London: Academic Press, 1980.
    Lloyd K. Komatsu (1992). Recent views of conceptual structure. Psychological Bulletin, 112, 50-526. pdf
    
    Langerak, W. F., Herkennen versus herinneren, oftewel meerkeuze versus opstelvragen. Tijdschrift voor Onderwijsresearch, 1979, 4, 140-143.
    Larkin, J.H. , & H.A. Simon, Why a diagram is (sometimes) worth ten thousand words. CognSc 1987, 11, 65-99. representatie, probleemoplossen, schematiseren
    Guldemond, H. (1994). Van de kikker en de vijver. Groepseffecten op individuele leerprestaties. Apeldoorn: Garant. (Uit stukje in Mesomagazine 1995 nr. 82) Centrale vraag in het onderzoek is in hoeverre de leerprestaties van kinderen beinvloed worden door de prestaties van medeleerlingen. frog-pond effect Guldemond komt erop uit dat heterogeen groeperen verre te prefereren boven homogeen.
    
    H. B. Reed, B. (1938/1992). Meaning as a factor in learning. Journal of Educational Psychology, 84, 395-399. (reprint).
    
    William A. Brownell (1947/1992). Criteria of Learning in Educational Research. Journal of Educational Psychology, 84, 400-404.
    - For research relating to these more complex learning tasks we need additional criteria, to supplement and at times even to supplant those of rate and accuracy in the function taught. I shall be able to consider only three such criteria: (1) changes in level of process in learning; that is, changes in the organization of behavior during the course of learning; (2) the retention of learned activities; and (3) the transferability of learned activities. I shall take up these criteria in order.
    Macdonald-Ross, M., Scientific diagrams and the generation of plausible hypotheses: an essay on the history of ideas. Instructional Science, 1979, 8, 223-234.
    Markle, S. M., & P. W. Tiemann, Really understanding concepts: or in frumious pursuit of the jabberwock. Champaign, Illinois: Stipes, 1970.
    Merrill, M. D., & R. D. Tennyson, Teaching concepts: an instructional design guide. Englewood Cliffs, N.J.: Educational Technology Publications, 1977.
    
    Allen Newell (1990). Unified theories of cognition. Harvard University Press.
    - In de fantastische Allen Newell Collection hoofdstukgsgewijs beschikbaar, bijvoorbeeld 1st draft chapter 1
    Nickles, Th. (ed.), Scientific discovery, logic, and rationality. Dordrecht: Reidel, 1980.
    Nilsson (1979). Perspectives on memory research. LEA. D-1 NILS geheugen
    Noordman, L. G. M., & W. Vonk, Lezen: het begrijpen van tekst. Nederlands Tijdschrift voor de Psychologie, 1981, 36, 385-408.
    Frank, Stefan L. Frank, Mathieu Koppen, Leo G. M. Noordman & Wietske Vonk (2003). Modeling knowledge-based inferences in story comprehension. Cognitive Science, 27, 875-910. pdf in map toetsvragen [http://csjarchive.cogsci.rpi.edu/2003v27/i06/p0875p0910/00000140.PDF]
    Leo Noordman & Wietske Vonk (1998). Discourse comprehension. In Angela D. Friederici: Language Comprehension: A Biological Perspective. Springer. pdf
    Kent Bach (2008). On referring and not referring. In Jeannette K. Gundel & Nancy Hedberg: Reference. Inerdisciplinary perspectives (17-58). Oxford University Press. pdf draft 2004
    Novak, J.D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. AERJ 28, 117-154.
    O'Neil, H.F., Jr. (ed.), Learning strategies. New York, Academic Press, 1978.
    O'Neil, H.F., Jr., & C.D. Spielberger (eds.) Cognitive and affective learning strategies. New York: Academic Press, 1979.
    Oddi, L.F. Perspectives on self-directed learning. AEQ 1987, 38, 21-31.val numeriek rendement XVI 5-26
    Oosterhuis-Geers, J.A., B.H.A.M. van Hout Wolters, A. Pilot & C. Terlouw (red.) Economisch studeren. Groningen: Wolters-Noordhoff, 1989
    Osherson, D.N., E.E. Smith, O. Wilkie, A. López, & E. Shafir, Category-based induction. Psychological Review, 1990, 97, 185-200.
    Paivio & Desrochers (1981). Mnemonic techniques in second language learning. Journal of Educational Psychology, 73, 78-795. geheugen Met verwijzing naar enkele ondertussen historische studies van Feinaigle (1813), Julliot (1919), Loisette (1895). Zouden die publicaties geheimen prijsgeven over hoe het er in het onderwijs van die dagen aan toe ging/
    Part VIII in Arkes & Hammond 1986. expert judgment
    Pask, G., Styles and strategies of learning. BrJEP 1976, 46, 128-148.
    Pask,Gordon. Conversation and support. Inaugural address 30/11'87 IWA, UvA. Amsterdam: SCO; 1987; 46 blz.; 258/87.
    Patterson, M. E., Dansereau, D. F., & Newbern, D. (1992). Effects of communication aids and strategies on cooperative teaching. Journal of Educational Psychology, 84, 453-461. (Students interacting with a knowledge map were found to perform better than students using a text, and students who were given a atretegy performed better than those who were not given a strategy.)
    Perkins, D.N., & R. Simmons, Patterns of misunderstanding: an integrative model for science, math, and programming. Review of Educational Research 1988, 58, 303-326 misvattingen
    Pieters, J.M.; Treep, M.J. De praktijk leren door simuleren. Een overzicht naar praktijksimulaties in Nederland. Enschede: OCTO (Onderzoek CentrumToegepaste Onderwijskunde Universiteit Twente); 1989. XX 3-19.
    Pilot, A., B. Van Hout-Wolters, en H. Kramers-Pals. Schriftelijk studiemateriaal. Utrecht: Het Spectrum
    Pirolli, P., & Russell, D.M. (1990). The instructional design environment technology to support design problem solving. Instructional Science, 19, 121-144.
    Popham, W. J., Modern educational measurement. London: Prentice-Hall, 1981.
    Anthony R. Pratkanis, Steven J. Breckler and Anthony G. Greenwald (Eds.) (1989). Attitude structure and function. London: Erlbaum. isbn 0805803238,
    Pressley, Levin, Delaney (1982). Mnemonic Keyword Method. Review of Educational Research, 52, 61-91.
    Abas, P., A. Broekers-Knol c.s., Een methode voor het oplossen van casusposities. Arnhem: Gouda Quint, 1985.
    Bhaskar, R., & H.A. Simon, Problem solving in semantically rich domains: an example from engineering thermodynamics. Cognitive Science, 1977, 1, 193-215.
    Clement, J., Observed methods for generating analogies in scientific problem solving Cogn Sc 1988, 563-586
    Crombag, H.F.M., J.L. de Wijkerslooth, & E.H. van Tuyll van Serooskerken, Over het oplossen van casusposities. Groningen: Tjeenk Willink, 1972.
    M. Elshout-Mohr (1987). Het oplossen van problemen. In B. van Oers en C. F. van Parreren, 147-169. Wolters Noordhoff, 1987. [Oppervlakkig, nogal progressivistisch; jammer dat in die hectische jaren we elkaars stukken niet meer bespraken? Ik was op dat moment nogwel tijdelijk aanvoerder van de groep hoger onderwijs in het SCO-Kohnstamm]
    Falmagne, J.-C., M. Koppen, M. Villano, J.-P. Doignon, & L. Johannesen, Introduction to knowledge spaces: how to build, test, and search them. Psychological Review, 1990, 97, 201-224.
    Gick, M.L., & Holyoak, K.J. (1983). Schema induction and analogical transfer. Cognitive psychology, 15, 1-38. ("The function of examples in learning was discussed in light of the present study.").
    Gick, M.L., & Holyoak, K.J. (1980). Analogical problem solving .Cognitive psychology, 12, 306-355. geen kopie?
    Christopher R. Bearman, Linden J. Ball and Thomas C. Ormerod (2002). An Exploration of Real-World Analogical Problem Solving in Novices. in Gray, W. D. and Schunn, C. (eds.), Proceedings of the 24th conference of the cognitive science society, held in Fairfax Virginia, Mahwah, New Jersey, Lawrence Erlbaum Associates, 2002, 101-6. pdf
    Graaf, E. de, & J.A.M. Galesloot, De ontwikkeling van een toetsmethode voor 'medisch probleemoplossen.' In H.G. Schmidt (red.), Probleemgestuurd onderwijs; bijdragen tot de Onderwijsresearchdagen 1981. Harlingen: Flevodruk, 1982. SVO reeks 57.
    Hayes, J.R., & H.A. Simon, Why are some problems hard? Evidence from Tower of Hanoi. CognPs 1985, 17, 248-294
    Jansweijer, Wouter. PDP: Een benadering vanuit de kunstmatige intelligentie van probleemoplossen en leren door doen in een semantisch rijk domein. Enschede: Sneldruk; 1988; 242 blz. (Proefschrift UvA); XVIII 6-60. kunstmatige intelligentie/probleemoplossen.
    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.
    Leeuw, L. de (1981). Leeralgoritmen, heuristieken en instructie-algoritmen. Ped St 58, 123-130.
    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-
    Ramsden, P., & N.J. Entwistle, Effects of academic departments on students' approaches to studying. BrJEPs 1981, 51, 368-383
    Rapoport, A., Semantics. New York: Thomas Y. Crowell, 1975.
    Reder, L. M., The role of elaboration in the comprehension and retention of prose: a critical review. Review of Educational Research, 1980, 50, 5-53.
    Reder, L.M., The role of elaboration in the comprehension and retention of prose: a critical review. Review of Educational Research, 1980, 50, 5-53.
    Reigeluth, Ch. M. (1993). Principles of educational systems design. IJER, 19, 117-131.
    Resing, W.C. (1990). Intelligentie en leerpotentieel. Een onderzoek naar het leerpotentieel van jonge leerlingen uit het basis- en speciaal onderwijs. Amsterdam: Swets & Zeitlinger. Besproken in De Psycholoog, 27, nr. 1, 22-23, door J. Laros.
    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.
    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.
    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
    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) . Abstract: https://psycnet.apa.org/record/1993-35372-001
    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. Sips-Veurink, J., & F.J.N. Buck, De afstudeeropdracht in het HBO: een voorstel voor een cursusopzet. In Oosterhuis-Geers e.a. 1989, 173-184
    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
    Southall, C., Credit banking. In Moon, B., (Ed.), Modular curriculum. London: Paul Chapman, 1988: 173-187
    Sparks, C. P., Open versus secure testing. Personnel Psychology, 1980, 33, 1-2.
    Spence, Jonathan (1983/1987). Het geheugenpaleis van Matteo Ricci. De missie van een jezuiet in China, 1552-1610. Amsterdam: Elsevier. ISBN 90-10-05858-1.
    Sperry, R. W. (1993). The impact and promise of the cognitive revolution. AP, 48, 878-885.
    Stratman, J. F. (1994). Investigating persuasive processes in legal discourse in real time: cognitive biases and rhetorical strategy in appeal court briefs. Discourse Processes, 17, 1-57.
    
    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. 10.1146/annurev.ps.43.020192.003055 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.
    Allen Newell & Paul S. Rosenbloom (1981). Mechanisms of skill acquisition and the law of practice. In Anderson, J. R. (Ed.): Cognitive skills and their acquisition. Erlbaum. 1-55. pdf
    
    Williams, Drid Williams (2000). Anthropology and Human Movement. Searching for Origins. The Scarecrow Press. isbn 0810837072
    - Merkwaardig boek. Sectie II bijvoorbeeld (121 -196): Records and references - Objectivity and subjectivity / Universality / Time. Sectie III (197-248): Ancient dances - Movement literacy/evidence - The basic structures of argument
    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.
    - J. G. L. C. Lodewijks & P. R. J. Simons: Onderwijspsychologie 137-155
    - P. L. Harris: Cognitieve ontwikkeling 196-210
    - J. J. Elshout: Probleemoplossen 211-226 [voor mij niet echt van belang;populariseert goed]
    Henk van der Molen, Peter van Drunen & Denise de Ridder (Red.) (1992). 100 jaar psychologie in Nederland. Themanummer. De Psycholoog, 27 #10.
    - G. Heymans (rede 20-9-1909). De toekomstige eeuw der psychologie 406-417
    - Idolen 447-452 [o.a. Crombag: Het denken van den schaker; Dehue: De empirische discussie; De Groot: Talent en genie; Hofstee: Idolen van de psycholoog; Merckelbach: Idolen van de psycholoog; Snijders: Idolen van de psycholoog; Wagenaar: Idolen van de psycholoog
    - Zie ook Willem K. B. Hofstee (november 1992): Persoonlijkheidstaxonomie 1929-1992: wordt er vooruitgang geboekt? 465-472
    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. pdfSomewhat confused, see the concluding section. Atkinson Derry Renkl Wortham 2000 Learning from examples: Instructional principles from the worked examples research
    
    John R. Anderson (1993). Rules of the Mind. Erlbaum. info
    
    Lee W. Gregg (Ed.) (1974). Knowledge and Cognition. Erlbaum. info and contents [historisch, maar daarom nog niet irrelevant]
    - James G. Greeno: Processes of learning and comprehension 17-28
    - Herbert A. Simon & Glenn Lea: Problem solving and rule induction: a unified view 105-127 download
      - Discussions in the psychological literature of cognitive processes generally treat separately a category of behavior called "problem solving," on die one hand, and a category called "concept attainment," "pattern induction," or "rule discovery," on the other. We will use the phrase "rule induction" to refer to any of the diverse tasks in the second category. We find this division already in the 1938 edition of Woodworth's Experimental Psychology, where the penultimate chapter is devoted to problem-solving behavior, and the final chapter primarily to rule induction. In explanation of this organization, Woodworth comments: Two chapters will not be too many for the large topic of thinking, and we may make the division according to the historical sources of two streams of experimentation, which do indeed merge in the more recent work. One stream arose in the study of animal behavior and went on to human problem solving; the other started with human thinking of the more verbal sort [Woodworth, 1938, p. 746]. Far from merging, the two streams are still treated as quite distinct in more recent works. For example, in his 1968 Annual Review survey of artificial intelligence studies and their relevance to psychology, Earl Hunt devotes separate sections to "deductive problem solving" and "inductive problem solving," his categories corresponding closely to those introduced above. Similar categories appear in the principal contemporary textbooks. This dichotomization cannot be regarded as satisfactory, for it fragments theories of thinking into subtheories with no apparent relation between them. In proposing information processes to account for problem solving, the theorist then assumes no responsibility for the relevance of these processes to concept attainment or other rule induction tasks, and vice versa. It is of course possible that these two kinds of thinking activity are entirely separate and independent, but possibility is not plausibility. It would be (verder niet getranscribeerd: er zit veel beelmateriaal in dit hoofdstuk)
    - Earl Hunt: Quote the Raven? Nevermore! 129-158 abstract
    - J. R. Hayes & H. A. Simon: Understanding written problem instructions 167-200 pdf
    - James Moore & Allen Newell: How can Merlin understand? 201-252 pdf
      - This paper adresses the question: 'How is it possible to understand?'. The source of knowledge for what we have to say is a long-standing research effort to produce an understanding program called Merlin.
        201
    - R. Reddy & A. Newell: Knowledge and its representation in a speech understanding system 253-286
    - David Klahr: Understanding understanding systems 295-300
    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.
    - Testing effects - Henry L. Roediger III, Adam Putnam & Megan A. Smith
      Cognitive load theory - John Sweller
      Advances in the science of instruction - Richard Mayer
      Motivation and learning - Timothy J. Nokes & Daniel M. Belenky
      On the interplay of emotion and cognitive control: Implications for enhancing academic achievement - Sian Beilock & Gerardo Ramirez
      There's Nothing So Practical as a Good Theory - Robert Siegler & Lisa Fazio
      Bridging from cognitive science to the classroom: Using comparison to support mathematical problem solving - Bethany Rittle-Johnson & Jon Star
      Understanding the patterns of incorrect responses to science questions: the influence of automatic, implicit processes - Andrew Heckler
      Conceptual problem solving in physics - Jose P. Mestre, Jennifer Docktor, Natalie Strand & Brian H. Ross
      Contents
    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
    - General introduction
    - Relation between intellectual ability and metacognitive
    - skillfulness as predictors of learning performance of young students performing tasks in different domains
    - Development of metacognitive skillfulness: A longitudinal study 41 Metacognitive skills and intellectual ability of young adolescents: 55
    - A longitudinal study from a developmental perspective
    - The increasing role of metacognitive skills in math: 79 A cross-sectional study from a developmental perspective
    - Methodological issues 99
    - General discussion 115
    - Samenvatting (Summary in Dutch) 131
    - References 141
    - Criteria for assessing the quality of metacognitive skillfulness in history
    - Criteria for assessing the quality of metacognitive skillfulness in math
    - Correlations between intellectual ability, metacognitive skills, 155 and learning performance over the years
    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
    - Much of the early research in strategy development focused on factors resposible for production deficiencies, the subsequent failure to transfer an acquired strategy to a new situation, and how to improve children's strategy effectiveness (see reviews by Presley and Van Meter 1993; Schneider and Pressley 1997). Several studies showed that insufficient mental capacity and a lack of domain specifi knowledge were partially responsible for production deficiencies in young children and that these deficiencies are overcome by most children after they gain experience with memory tasks in typical school settings.
      p. 316
      Presley and Van Meter 1993 Memory strategies: natural development and use following instruction. In Robert Pasnak & Mark L. Howe: Emerging themes in cognitive development. Volume II Competencies. info [niet als eBook in KB, feb. 2015]
      Schneider and Pressley 1997 Memory development between two and twenty. Erlbaum
    - D. F. Bjorklund & W. Schneider (1996). The interaction of knowledge, aptitude, and strategies in children's memory performance. In H. Reese (Ed), Advances in child development and behavior ( Vol. 26, 59-89. [Als eBook in KB]
    - Stephen J. Ceci & Jeffrey K. Liker (1986). A day a the races. A study of IQ, expertise, and cognitive complexity. Journal of Experimental Psychology: General, 115, 255-266. abstract
    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
    - Much of the early research in strategy development focused on factors resposible for production deficiencies, the subsequent failure to transfer an acquired strategy to a new situation, and how to improve children's strategy effectiveness (see reviews by Presley and Van Meter 1993; Schneider and Pressley 1997). Several studies showed that insufficient mental capacity and a lack of domain specifi knowledge were partially responsible for production deficiencies in young children and that these deficiencies are overcome by most children after they gain experience with memory tasks in typical school settings.
      p. 316
      Presley and Van Meter 1993 Memory strategies: natural development and use following instruction. In Robert Pasnak & Mark L. Howe: Emerging themes in cognitive development. Volume II Competencies. info [niet als eBook in KB, feb. 2015]
      Schneider and Pressley 1997 Memory development between two and twenty. Erlbaum
    - D. F. Bjorklund & W. Schneider (1996). The interaction of knowledge, aptitude, and strategies in children's memory performance. In H. Reese (Ed), Advances in child development and behavior ( Vol. 26, 59-89. [Als eBook in KB]
    - Stephen J. Ceci & Jeffrey K. Liker (1986). A day a the races. A study of IQ, expertise, and cognitive complexity. Journal of Experimental Psychology: General, 115, 255-266. abstract
    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
    - “The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do.”
      from the abstract
    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]
    - Introduction to Research on Learning, Patricia A. Alexander and Richard E. Mayer
      Learning to Read, Emily Fox and Patricia A. Alexander
      Learning to Write, Susan De La Paz and Deborah McCutchen
      Learning Mathematics, Ann R. Edwards, Indigo Esmonde, and Joseph F. Wagner
      written by non-mathematicians? Not critical enough of pseudosciencific constructivis and situationism.
      Learning Science, Richard Duschl and Richard Hamilton
      Learning History, Linda Levstik
      Learning a Second Language, Min Wang
      Learning Motor Skill in Physical Education, Catherine D. Ennis and Ang Chen
      Learning to Think Critically, Christina Bonney and Robert J. Sternberg
      Learning to Self-Monitor and Self-Regulate, Marcel V. J. Veenman
      Learning with Motivation, Eric M. Anderman and Heather Dawson
      Introduction to Research on Instruction, Patricia A. Alexander and Richard E. Mayer
      Instruction Based on Feedback, John Hattie and Mark Gan
      Instruction Based on Examples, Alexander Renkl
      Instruction Based on Self-Explanation, Brenda A. Fonseca and Michelene T. H. Chi
      Instruction Based on Peer Interaction, Kathryn R. Wentzel and Deborah E. Watkins
      Instruction Based on Cooperative Learning, Robert E. Slavin
      Instruction Based on Inquiry, Sofie M. M. Loyens and Remy M. J. P. Rikers
      Instruction Based on Discussion, P. Karen Murphy, Ian A. G., Wilkinson, and Anna O. Soter
      Instruction Based on Tutoring, Arthur C. Graesser, Sidney D'Mello, and Whitney Cade
      Instruction Based on Visualizations, Richard E. Mayer
      Instruction Based on Computer Simulation, Ton de Jong
    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
    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
    - Nilli Lavie1, Diane M. Beck & Nikos Konstantinou (2014). Blinded by the load: attention, awareness and the role of perceptual load. Phil. Trans. R. Soc. B 369: 20130205. http://dx.doi.org/10.1098/rstb.2013.0205 webpage
    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
    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
    - ao Curry McGuinn: An analysis of initiative selection in collaborative task-oriented discourse - James C. Lester, Brian A. Stone and Gary D. Stelling: Lifelike pedagogical agents for mixed-initiative problem solving in constructivist learning environments - Nancy Green and Sandra Carberry: A computational mechanism for initiative in answer generation
    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.
    - a.o.: John R. Anderson: The expert module 21-54 pdf -
      Kurt VanLehn: Student modeling pdf [zie ook Student modeling from conventional test data: A Bayesian approach without priors pdf -
      Appendix I: Selected intelligent tutoring systems
    Greg P. Kearsley (Ed.) (1987). Artificial intelligence and instruction; applications and methods. Amsterdam: Addison-Wesley. isbn 0201116545 borrow online from archive.org
    - ao
      William J. Clancy: Methodology for building an intelligent tutoring system. 193-228
      Matthew W. Lewis, Robert Milson & John R. Anderson: The teacher's apprentice: Designing an intelligent authoring system for high school mathematics. 269-301
    Robert S. Siegler (1996). Emerging minds. The process of change in children's thinking. Oxford University Press. isbn 0195077873 info
    - 1: Whose Children are we Talking About?
      2: Evolution and Cognitive Development
      3: Cognitive Variability: The Ubiquity of Multiplicity
      4: Strategic Development: Trudging up the Staircase or Swimming with the Tide
      5: The Adaptivity of Multiplicity
      6: Formal Models of Strategy Choice or Plasterers and Professors
      7: How Children Generate New Ways of Thinking
      8: A New Agenda for Cognitive Development
    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.
    - ao.: Rexford Brown: National assessments of writing ability - Linda Flower, John R. Hayes: Plans that guide the composing process - Richard Young: Problems and the composing process - Marlene Scardamalia: How children cope with the cognitive demands of writing - E. D. Hirsch, Jr., and David P. Harrington: Measuring the communicative effectiveness of prose - David R. Olson, Nancy Torrance: Learning to meet the requirements of written text: language development in the school years
    Hamel, R., Elshout-Mohr, M., & Milikowski, M. (1999). Meesterschap. Zestien stukken over intelligentie, leren, denken en probleemoplossen voor Jan Elshout. Amsterdam: Vossiuspers AUUP.
    - o.a. Huub van den Bergh: Genereren en genereren is twee - Marianne Elshout-Mohr: Training in cognitieve strategieën: effecten en processen. Christiaan Hamaker: Leerstijlen: categorieën of dimensies? - Ronald Hamel: Probleemoplossen en begrijpen - Jan Hoeks: Diagnostiek van dyslexie: het Structure-of-Intellect model in de praktijk. - Paul Kamsteeg: De dubbele paradox van inzicht onderwijzen per computer. - Joost Meijer: Leerpotentieel en intelligentie: voortzetting van een debat over een complexe problematiek. - Marisca Milikowski: De kunst van het denken - Fré Riemersma: Leren door vinden en bezinnen: feedback als element bij het leren van schoolse taken. - Dick Tromp: De verwerving van deskundigheid in het programmeren: een weerzien. - Marcel Veenman: 'It takes two to tango': over het samenspel van intellectuele en metacognitieve vaardigheden - Nico Frijda: Het kunnen van Jan Elshout.
    Ernest R. Hilgard (Ed.) (1964). Theories of Learning and Instruction. NSSE.
    - (Interessant overzicht van het denken begin zestiger jaren! o.a.
    - J. McDonald: The influence of learning theories on education (1900-1950) 1-26;
    - Karl H. Pribram: Neurological notes on the art of education 78-110;
    - Frank Restle: The relevance of mathematical models for education. 111-132;
    - J. W. Getzels: Creative thinking, problem-solving, and instruction. 240-267;
    - N. L. Gage: Theories of teaching. 268-285;
    - Paul Woodring: Reform movements from the point of view of psychological theory. 286-305;
    - Jerome S. Bruner: Some theorems on instruction illustrated with reference to mathematics. 306-335;
    - John B. Carroll: The analysis of reading instruction: perspectives from psychology and linguistics. 336-353;
    - Sidney L. Pressy: Autoinstruction: perspectives, problems, potentials. 354-370.
    - A. A. Lumsdaine: Educational technology, programed learning, and instructional science. 371-401;
    - Ernest R. Hilgard: A perspective on the relationship between learning theory and educaional practices. 402-415
    Ernest R. Hilgard and Gordon H. Bower (1975 4th). Theories of learning. Prentice Hall. isbn 0139144579
    - The nature of learning theory: origins and characteristics - Thorndike's connectionism - Pavlov's classical conditioning - Guthrie's contiguous condiitioning - Tolman's sign learning - Hull's systematic behavior theory - Skinner's operant conditioning - Gestalt theory - Functionalism - Piaget's developmental psychology - Freud's psychodynamics - Mathematical learning theory - Information processing theories of behavior - Neurophysiology of learning - Recent developments - Theory of instruction
    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 table of contents -->
    
    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)
    - precis
      short abstract: Normal children learn tens of thousands of words, and do so quickly and efficiently, often in highly impoverished environments. In How children learn the meanings of words, I argue that word learning is the product of a set of cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people. These capacities are powerful, early emerging, and to some extent uniquely human.
    Peter Baumgartner & Sabine Payr (1995). Speaking minds. Interviews with twenty eminent cognitive scientists. Princeton University Press. isbn 0691036780
    - ao: Dennett Cicourel Churchland Fodor Lakoff Newell Putnam Searle Simon Wilensky Winograd Zadeh. Mooi boek, helicopter views.
    Edwin G. Boring (1929/1957). A history of experimental psychology. Appleton-Century Crofts. isbn 0390109886 archive.org
    
    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
    - o.a." The inspiration of Vygotsky
      Vygotsky’s book finally appeared in English in 1962. I was asked to write an introduction to it. By then I had learned enough about Vygotsky from Alexander Romanovitch Luria, with whom I had become close friends, that I welcomed this added goad to close study. I read the translation-in-progress with meticulous care, and with growing astonishment. For Vygotsky was plainly a genius. Yet it was an elusive form of genius. In contrast to, say, Piaget, there was nothing massive or glacial about the flow of his thought or about its development. Rather, it was like the later Wittgenstein: at times aphoristic, often sketchy, vivid in its illuminations.
    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]
    - Anderson & Lebiere: Introduction
      Anderson & Lebiere: Knowledge representation 1956
      Anderson, Lebiere & Lovett: Performance 57-100
      Anderson & Lebiere: Learning 101-142
      Anderson, Matessa & Lebiere: The visual interface 143-166
      Byrne & Anderson: Perception and action 167-200
      Anderson, Bothell, Lebiere & Matessa: List memory 201-254
      Lovett: Choice 255-296
      Lebiere & Anderson: Cognitive arithmetic 297-342
      Salvucci & Anderson: Analogy 343-384
      Schunn & Anderson: Scientific discovery 385-428
      Anderson & Lebiere: Reflections 429-460
    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 ]
    - H. S. Broudy: Types of knowledge and purposes of education -
    - Jeffery J. Franks: Schooling and the facilitation of knowledge -
    - David R. Olson: The languages of instruction: on the literate bias of schooling -
    - David E. Rumelhart and Andrew Ortony: The representation of knowledge in memory -
    - Rand J. Spiro: Remembering information from text: the 'state of schema' approach -
    - Bonnie J. F. Meyer: The structure of prose: effects on learning and memory and inplications for educational practice -
    - Ketherine Nelson: Cognitive development and the acquisition of concepts -
    - Robert S. Wyer, Jr.: Attitudes, beliefs, and information acquisition -
    - Earl Hunt: We know who knows, but why? -
    - Allan Collins: Processes in acquiring knowledge -
    - David C. Berliner and Barak Rosenshine: The acquisition of knowledge in the classroom [report version: https://files.eric.ed.gov/fulltext/ED146158.pdf ]
    - Robert M. Gagné: Schooling and the relevance of research: general discussion of the conference -
    - Richard C. Anderson: The notion of schemata and the educational enterprise: general discussion of the conference
    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]
    - a.o.:
    - A. Newell (1969): Heuristic programming: Ill-structured problems. 3-54 [in Aronofsky: Progress in Operations Research, III] Concept: https://stacks.stanford.edu/file/druid:ww570qb0845/ww570qb0845.pdf
    - A. Newell (1980): Reasoning, problem solving, and decision processes: The problem space as a fundamental category. 55-80 {in Nickerson: Attention and performance VIII]
    - A. Newell & P. S. Rosenbloom(1981): Mechanisms of skill acquisition and the law of practice. 81-135 [in R. D. Anderson: Cognitive skills and their acquisition]
    - A. Newell (1982): The knowledge level. 136-176 Artificial Intelligence, 18, 87-127
    - P. S. Rosenbloom & A. Newell (1987): Learning by chunking: A production-system model of practice. 177-243. [In Klahr, Langley, Neches: Production system models of learning and development]
    - J. E. Laird & A. Newell (1983): A universal weak method. 245-292 [Tech. report #83-141]
    - P. S. Rosenbloom & A. Newell (1986): The chunking of goal hierarchies: A generalized model of practice. 293-334 In Michalsky , Carbonell & Mtchell: Machine learning ol II
    - J. E.Laird, P. S. Rosenbloom & A. Newell (1984): Towards chunking as a general learning mechanism. 335-339 [Proceedings AAAI 188-192
    - Laird, Rosenbloom & Newell: Chunking in Soar (1986): The anatomy of a general learning mechanism. 351-386 [In Machine learning vol I]
    - Laird, Newell: Rosenbloom (1987): Soar: an architecture for general intelligence. 463-526 [Artificial Intelligence, 33, 1-64
    - Unruh, Rosenbloom & Laird (1987): Dynamic abstraction problem solving in SOAR 549-560 [Proceedings etc ]
    - Newell, Rosenbloom & Laird(1989): Symbolic architectures for cognition. 754-792 [in Posner: Foundations of cognitive science]
    - D. A. Norman (1991): Approaches to the study of intelligence. 793-812 [Artificial Intelligence, 47, 327-346
    - Rosenbloom, Laird, Newell & R. McCarl (1991): A preliminary analysis of the Soar architecture as a basis for general intelligence. 860-896 [Artificial Intelligence, 47, 289-325]
    - Rosenbloom, Newell & Laird (1991): Towards the knowledge level in Soar: The role of the architecture in the use of knowledge 897-933 [In VanLehn: Architextures for intelligence
    - A. Unruh & Rosenbloom (1989): Abstraction in problem solving and learning. 959-973 [Proceedings etc]
    - M. Tambe, Newell & Rosenbloom (1990): The problem of expensive chunks and its solution by restricting expressiveness. 1123-1172 [in Machine learning, 5, 299-348]
    - Lehman, Lewis & Newell (1991). Integrating knowledge sources in language comprehension. 1309-1314 [in Proceedings etc ] Newell, G. R. Yost, Laird, Rosenbloom & E. Altmann (1991): Formulating the space computational model. 1321-1359 [in Rashid et al: CMU Computer science]
    - T. Simon, A. Newell & D. Klahr (1991): A computational account of children’s learning about number conservation. 1360-1399. [ in Fishes, Pazzani & Langley: Concept formation: knowledge & experience in unsupervised learning]
    Michelene T. H. Chi, Robert Glaser, and Marshall J. Farr (Eds) (1989). The nature of expertise. Hillsdale: Erlbaum. isbn 0805804048,
    - ao:
    - Beth Adelson and Elliot Soloway: A model of software design
    - - Jeanette A. Lawrence: Expertise on the bench: Modeling magistrates' judicional decision-making
    - - James F. Voss and Timothy A. Post: On the solving of ill-structured problems
    - - Guy J. Groen and Vimla L. Patel: The relationship between comprehension and reasoning in medical expertise
    - - Alan Lesgold, Harriet Rubinson, Paul Feltovich, Robert Glaser, Dale Klopfer, and Yen Wang: Expertise in complex skill: diagnosing X-ray pictures
    - - William J. Clancey: Acquiring, representing, and evaluating a competence model of diagnostic strategy
    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
    Quite interesting.
    
    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
    - ao: Robert Neches, Pat Langley, and David Klahr: Learning, development, and production systems 1-54 - Yuichiro Anzai: Doing, understanding, and learning in problem solving 55-98 - Pat Langley: A general theory of discrimination learning 99-162 - Robert Neches: Learning through incremental refinement of procedures 163-220
    - Paul Rosenbloom and Allen Newell: Learning by chunking: A production system model of practice 221-286
    - Stellan Ohlsson: Truth versus appropriateness: Relating declarative to procedural knowledge 287-328
    - Clayton Lewis: Composition of productions 329-358
    - Ian Walace, David Klahr, and Kevin Bluff: A self-modifying production system model of cognitie development 359-436
    - John Anderson: Production systems, learning, and tutoring 437-457
    - books.google preview
    Pat Langley, Herbert A. Simon, Gary L. Bradshaw, & Jan M. Zytkow (1987). Scientific discovery. Computational explorations of the creative process. MIT Press. isbn 0262121166
    
    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.
    - Ronald Ray Schmeck: An introduction to strategies and styles of learning.
    - Noel Entwistle: Motivational factors in students’ approaches to learning.
    - Ference Marton: Describing and improving learning.
    - Gordon Pask: Learning strategies, teaching strategies, and conceptual or learning style.
    - J. P. Das: Simultaneous-successive processing and planning: implications for school learning.
    - Patricia McCarthy & Ronald Ray Schmeck: Students’ self-concepts and the quality of learning in public schools and universities.
    - Paul Ramsden: Context and strategy: Situational influences on learning.
    - John Biggs: Approaches to learning and to essay writing.
    - John R. Kirby: Style, strategy, and skill in reading.
    - E. P. Torrance & Z. L. Rockenstein: Styles of thinking and creativity.
    - Claire E. Weinstein: Assessment and training of student learning strategies.
    - Ronald Ray Schmeck: Strategies and styles: An integration of varied perspectives.
    John H., Keith J. Holyoak, Richard E. Nisbett, & Paul R. Thagard (1986). Induction, Processes of inference, learning and discovery. Cambridge, Mass: MIT Press.
    - A framwork for induction
      Rule-based mental models
      Modification of rules
      Computational implementation of inductive systems
      Conditioning and covariation detction
      Category formation
      Modeling the physical and social worldsGeneralization adn knowledge of variability
      Learning inferential rules
      Analogy
      Scientific discovery
      Eplogue: Toward a theory of induction
    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
    - The volume is dedicated to Allen Newell and concludes with a section of fourteen essays devoted to a retrospective on the strength and vision of his work.
    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 1: Cognitive process analyses of aptitudes (scan van boek manuscript via Scholar binnengehaald); Volume 2: cognitive process analyses of learning and problem solving. Erlbaum. 0898590434 & 0898590469
    - Federico: Adaptive instruction: trends and issues 1-26
    - Richard E. Snow: Aptitude processes 27-64
    - Andrew M. Rose: Information-processing aptitudes 65-86
    - Earl Hunt: The foundations of verbalcomprehension 87-104 Interessant hoofdstuk hoor.
    - John R. Frederiksen: Component skills in reading: Measurement of individual differences through chronometric analsis 105-138
    - John B. Carroll: Discussion: Aptitude processes, theory, and the real world 139-148
    - Lynn A. Cooper: Spatial information processing: Strategies for research 149-176
    - James W. Pellegrino & Robert Glaser: Components of inductive reasoning 177-218
    - Robert J. Sternberg, Martin JGuyote, & Margaret E. Turner: Deductive reasoning 219-246
    - Nathan Kogan: A cognitive-style approach to metaphorisc thinking 247-282
    - Robert C. Calfee & Larry V. Hedges: Independent process analysis and aptitude-treatment interactions 293-314
    - Jowseph W. Rigney: Cognitive learning strategies and dualities in information processing 315-342
    - James G. Greeno: Some examples of cognitive task analysis with instructional implications. 1-21. - "Joe has 3 marbles."
      William D. Rohwer, Jr: An elaborative conception of learner differences 23-46
      Kurt VanLehn & John Seely Brown: Plannng nets: a representation for formalizing analogies and semantic models of proceduralskills 95-138
      Stephen M. Kosslyn & Pierre Jolicoeur: A theory-based approach to the study of individualdifferences in mental imagery 139-176
      John R. Anderson,, Kline, P. J., & Beasley, Ch. M., Jr.: Complex learning processes p. 199-236 pdf of concept
      Richard M. Millward: Models of concept formation 245-276
      Thomas J. Shuell: Learning theory, instructional theory, and adaptstion 277-302
      Robert Glaser:General discussion: relationships between aptitude learning, and instruction 309-325
    Herbert A. Simon (1991). Models of my life. Basic Books. isbn 0465046401
    
    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
    
    Geraldine J. Clifford (1968/1984 pb). Edward L. Thorndike: The sane positivist. Wesleyan University Press. isbn 0819560928 [out of print] Amazon
    - Educational psychology online
    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
    - John R. Anderson (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406 get pdf
    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
    - (original contributions as well as reprints of classical articles:
      a.o.
      Zenon W, Pylyshyn: What the mind's eye tells the mind's brain: a critique of mental imagery [Psychol. Bull. 80, 1-24];
      B. R. Bugelski: The association of images [or.];
      Allan Paivio: Images, propositions, and knowledge [or.];
      George W. Baylor, Bernard Racine: Mental imagery and the problems of cognitive representation: a computer simulation approach [or.]
      Steven Rosenberg: The separation and integration of related semantic information [or.]
      Aaron Sloman: Interactions between philosophy and Artificial intelligence: The role of intuition and non-logical reasoning in intelligence [Art. Intell. 2, 209-225]
      D. O. Hebb: Concerning imagery [Psychol. Rev. 75, 466-477]
      Karl H. Pribram: Holonomy and structure in the organization of perception [or.];
      Mary Henle: On the distinction between the phenomenal and the physical object [or.]
      D. W. Hamlyn: Unconscious inference and judgment in perception [or.];
      D. O. Hebb: To know your mind [or.]
    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
    - Prospective memory, or remembering to perform actions in the future, is of crucial importance for everyday life (Titov & Knight, 2000). Prospective memory failure can interfere with independent living, as it can result in forgetting to take medication, switch off the stove or missing doctor’s appointments. It is a complex cognitive ability, which requires dynamic coordination of multiple cognitive abilities: spatial navigation, retrospective memory, attention and executive functioning (Knight & Titov, 2009).
    Ned Block (Ed.) 1980). Readings in philosophy of psychology. Harvard University Press. isbn 0674748751 0674748778
    - a.o.
      Hempel: The logical analysisof psychology
      Putnam: Brains and behavior
      Noam Chomsky: A review of B. F. Skinner's Verbal Behavior
      Donald Davidson: Mental events
      Jerry A. Fodor: Special sciences, or the disunity of science as a working hypothesis
      Hilary Putnam: The nature of mental states
      Daniel Dennett: A cure for the common code?
      Field: Mental representation II 78-115
      Rey: What are mental images? II 117-127
      Dennett: The nature of images and the introspective trap II 128-134
      Fodor: Imagistic representation II 135-149
      Stephen M. Kosslyn & James R. Pomerantz: Imagery, propositions, and the form of internal representations II 150-169
      Pylyshyn: Imagery and artificial intelligence II 170-196
      Fodor, Fodor & Grarrett: The psychological unreality of semantic representations. II 230-252
      Katz: The real status of semantic representations II 253-277
      Part IV Innate Ideas II 279-359
      Noam Chomsky: On cognitive capacity
      Hilary Putnam: What is innate and why? (discussed by Chomsky, reply by Putnam)
    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
    - a.o.:
      Patrick Suppes: Basic measurement theory I, 1-77 pdf [not quite the same technical report version online on website Suppes]
      Allen Newell & Herbert A. Simon: Computers in psychology I, 361-428 [not reprinted anywhere? The chapter is not mentioned in http://digitalcollections.library.cmu.edu/portal/main.jsp?smd=2&nid=81543/85811/85812/86032]
      Saul Sternberg: Stochastic learning theory II, 1-120 [pdf of vol. II in archive.org, see above]
      R. Duncan Luce & Patrick Suppes: Preference, utility, and subjective probability III 249-410 pdf
    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
    - In the first section, I make a distinction between biologically primary folk knowledge and abilities, that is, competencies that are components of evolved cognitive domains, and biologically secondary knowledge and abilities, that is, competencies acquired through formal or informal training. In this first section, I focus on primary abilities because these are the foundation for the construction of secondary abilities through formal education. In the second section, I discuss the evolution of general intelligence and how this evolution relates to the primary abilities discussed in the first section. In these first two sections, I provide more detail than might, at first read, seem to be needed. The details are necessary, however, if we are going to make a serious attempt to understand academic learning from an evolutionary perspective and are going to generate explicit and testable hypotheses about the relation between evolved cognitive and social biases and this learning. In the final section, I discuss the historical and schooling-based emergence of secondary abilities, focusing on potential cognitive and social mechanisms involved in the building of secondary competencies, and using reading and scientific reasoning as examples.
      p. 3
    John Sweller (). Story of a research program. Education Review webpage
    - Specifically, why could my participants easily solve their problems but seem to learn little from the exercise? I needed to determine their problem solving strategy and needed to analyse why that strategy was preventing learning. It took several years during the 1980s to identify the relevant cognitive structures and functions with much of the work continuing to use puzzle problems.
      3
    - The function of problem solving using means-ends analysis seemed to be to reach the goal of a problem, not to learn, where learning was defined as transferring knowledge to long-term memory.
    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. [PSYCHO 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 paywalled
    
    Bernard Weiner (2013). Cognitive views of human motivation. Elsevier Science. [eBook in KB]
    - Cognitive Views of Human Motivation contains papers that were first presented during a symposium at the annual convention of the American Association for the Advancement of Science (AAAS), held in San Francisco in February 1974.
    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.
    - Andrew M. Olney a.o.: Attention in educational contexts: The role of the learning task in guiding attention. 623-642 online
      Geoffrey F. Woodman & Steven J. Luck: Using working memory to control attentional deployment to items in complex scenes. 173-197
    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
    - References
      Adey, P. S., Fairbrother, R. W., Wiliam, D., Johnson, B., & Jones, C. (1999). A review of research related to learning styles and strategies. London, UK: King’s College London Centre for the Advancement of Thinking.
      Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 188-205). Cambridge, MA: MIT Press.
      Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London, UK: Learning and Skills Development Agency.
      Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. A. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
    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
    - Knowledge can be categorized into biologically primary knowledge that can be acquired automatically through natural activities such as play without explicit tuition and biologically secondary knowledge that needs to be taught explicitly. During secondary learning, human cognition constitutes a natural information processing system that has evolved to mimic the architecture of biological evolution.
      from the abstract
    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.
    - a.o. Chapter 3. Argumentative Reasoning (Kalypso Iordanou, Panayiota Kendeou, & Katinka Beker). 39-53 [treated here as a generic thinking skill, imo a misconception]
      Chapter 10. Mathematical Epistemic Cognition (Fien Depaepe, Erik De Corte, & Lieven Verschaffel). 147-164
      Many scholars have criticized the way in which mathematics is traditionally taught in schools, with a strong emphasis on the transmission of a fixed body of knowledge from the teacher to passive learners. For a number of years mathematics educators have argued for another way to conceive mathematics lessons that is more authentic to the discipline (Lampert, 1990). Within the discipline, mathematical knowledge develops gradually over time through a proces of “zig-zag” from making assumptions and testing these assumptions, resulting in their acceptance or rejection. Stated differently, the focus should be on making a deliberate conjecture and examining that conjecture (e.g. by means of counterexamples)rather than following the rules prescribed by the teacher.
      p. 153
    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
    - p. 866: In the present study a general approach was used to evaluate individual achievement and time in learning as well as in other cognitive functions. Carroll's (1963) presentation of time as a central variable in school learning made a significant contribution toward a quantitative evaluation of the time needed by an individual to meet a certain task criterion. Several recent studies employed a quantitative approach to time as an independent variable in the learning process (Bloom, 1974; Chant & Luenberger, 1976; Hicklin, 1976; Larsen, Markosian, & Suppes, 1978; Suppes, Pletcher, & Zanotti, 1976; Sagiv & Taub, Note 1: Sagiv, Note 2; White, Note 3). Carroll (1963) and Bloom (1974) discussed the time during which the learner is actually engaged in learning - that is, the actual time on task. The latter includes overt activities in which the student appears to be attending, working on the task, or taking part in discussions and other active modes of learn mg. The time on task also includes covert activities of relevant thoughts related to design activities leading the subject to a mastery of the task in the shortest possible time. Evidence shows that subjects with the same rate learning constant R (Equation 1) have different achievement levels. Since rate learning constant is an ability measure (e.g., Hicklin, 1976), it is reasonable to assume that subjects may differ in the extent to which their thought activities are directly related to raising or lowering their achievement levels. Hence the learning time alone cannot be in general a single variable affecting the achievement level as is the case in learning equations (Hicklin, 1976; Hovland, 1951, pp. 677-678) of the form
      P(T) = Pf (1 - e ^-RT), (1)
      in which R is the rate performance constant depending on individual ability (Hicklin, 1976), T is time, P(T) is the performance level at time T, and Pf is the performance limit.
    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
    - Creativity and imagination differ in part because the former involves discretion [e.g. knowing when to be original and when to be conventional] and intentionality, and these are not functional until preadolescence or even adolescence. Implications of this chapter may insure that the imagination of young children grows into an adaptive expression of creativity. [abstract]
      
      The creative ideas and behaviors of children are often original and appropriate, but only relative to personal standards, hence the label personal creativity. What is creative for a child might not be original and appropriate by social standards, yet according to the story of personal creativity, it is still creativity. [p. 380]
    - Sureyya Yoruk1 and Mark A. Runco (2014). The neuroscience of divergent thinking.Review article. Activitas Nervosa Superior, 56, No. 1-2 pdf
    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
    - This paper aims to disambiguate the genetic, environmental, cognitive, and neurobiological components that are involved in predisposing a child to developing dyslexia. In particular, it integrates current experimental evidence on the development of the reading brain with Pennington’s [5] multiple deficit model (MDM) of developmental disorders and van Bergen’s extended ‘intergenerational multiple deficit model’ of dyslexia [iMDM, 6].
    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
    - • Part VII: Cerebral Localization • 44. René Descartes on the Interaction of Mind and Brain, 1650 • 45. Franz Joseph Gall on Phrenology, the Localization of the Functions of the Brain, 1825 • 46. Pierre Jean Marie Flourens on the Functions of the Brain, 1824 • 47. Paul Broca on the Speech Center, 1861 • 48. Gustav Fritsch and Eduard Hitzig on Cerebral Motor Centers, 1870 • 49. John Hughlings Jackson on Dissolution of the Nervous System, 1884 • 50. Shepherd Ivory Franz on the Variability of the Motor Centers, 1915 • 51. Karl Spencer Lash!ey on Cerebral Equipotentiality and Mass Action, 1929 • 52. Henry Head on Vigilance, 1926 • Part XI: Evolution and Individual Differences • 77. Charles Robert Darwin on the Theory of Evolution, 1859 • 78. Francis Galton on the Inheritance of Intelligence, 1869 • 79. Francis Galton on Mental Capacity, 1883 • 80. James McKeen Cattell on Mental Tests, 1890 • 81. Alfred Binet and Victor Henri on the Psychology of Individual Differences, 1895 • 82. Hermann Ebbinghaus on the Completion Test, 1897 • 83. Stella Emily Sharp on a Test of Mental Testing, 1899 • 84. Clark Wissler on the Inadequacy of Mental Tests, 1901 • 85. Charles Edward Spearman on General Intelligence, 1904 • 86. William Stern on the Mental Quotient, 1912 • Part XIV: Learning • 95. Hermann Ebbinghaus on the Learning of Nonsense Syllables, 1995 • 96. Mary Whiton Calkins on the Learning of Paired Associates, 1896 • 97. Edward Lee Thorndike on Animal Learning, 1898 • 98. Robert Mearns Yerkes on the Intelligence of the Turtle, 1901 • 99. Willard Stanton Small on the Maze, 1901 • 100. Edward Lee Thorndike and Robert Sessions Woodworth on Transfer of Training, 1901 • 101. Ivan Petrovich Pavlov on Conditioned Reflexes, 1904 • 102. Wolfgang Kohler on the Insight of Apes, 1917
    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
    - a.o.
      Robert Cummins: Cross-domain inference and problem embedding 23-38
      Clark Glymour, Kevin Kelly & Peter Spirtes: Artificial intelligence and hard problems: The expected complexity of problem solving 105-128
    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
    - Donald A. Norman: What is cognitive science? 1-12
      Herbert A. Simon: Cognitive science: The newest scence of the artificial 13-26 download
      Allen Newell: Physical symbol systems 37-86
      Marvin Minsky: K-lines: A theory of memory 87-104
      Roger C. Schank: Lnguage and memory 105-146
      P. N. Johnson-Laird: Mental models in cognitive science 147-192
      George Lakoff and Mark Johnson: The metaphorical structure of the human conceptual system 193-206
      John Searle: The intentionality of intention and action
      Terry Winograd: What does it mean to understand language? 231-264
    Andrew J. Martin (2016). Using Load Reduction Instruction (LRI) to boost motivation and engagement 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,
    - Again it is said : "Who can doubt the enormous disciplinary value of the study of Latin and Greek when we see the admirable intellects of the men so trained in the English universities?" But being born from the class whose children go to the university of itself ensures to an individual uncommon mental ability.
      To avoid this confusion of causes which train with those which select is extremely hard. Any class of individuals studied because they have been subjected to a certain training is almost sure to be a class not only trained by but also selected by that training.
      p. 282
    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
    - Contents: 1. Overview of how to analyze memory tasks pdf 2. Analysing the goals of a task 3. The importance of thinking about cues and targets 4. Theoretical analyses involving the use of information and its complexity 5. Opportunity for learning 6. The discrimination problems posed by different memory tasks 7. Controlling human memory 8. Episodic memory 9. Conclusions.
    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
    - Psychological models for the development of mathematical understanding: rational numbers and functions: Robbie Case, Mindy Kalchman, Joan Moss 1-38
      Similarity of form and substance: modeling material kind: Leona Schauble, Margie Pligge, Dolores Strom, Richard Lehrer 39-74
      Cognitive development and science education: ships that pass in the night or beacons of mutual illumination?: Zhe Chen, Eva Erdosne Toth, David Klahr 75-120
      The role of the teacher in making sense of classroom experiences and effecting better learning: Jim Minstrell 121-150
      The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning: Shirley J. Magnusson, Annemarie Sullivan Palincsar 151-194
      Cognition, instruction, and the quest for meaning: Robert S. Siegler 195-204
      Learning to research anbout learning: Herbert A. Simon 205-226
      What role do cognitive architectures play in intelligent tutoring systems?: Kevin Gluck, John R. Anderson 227-263
      BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms: Iris Tabak, Anthony J. Leone, Brian K. Smith, Franci Steinmuller, William A. Sandoval, Brian Reiser 263-306
      Tools to assist learning by doing: achieving and assessing efficient technology for learning: Alan Lesgold, Martin Nahemow 307-346
      A collaborative convergence on studying reasoning processes: a case study in Statistics: Marsha Lovett 347-384
      Cognition and instruction: Enriching the laboratory school experience of children, teachers, parents, and undergraduates: Sharon M. Carver 385-426
      Themes in cognitive science and education: Earl Hunt 427-438
      A third metaphor for learning: Toward a Deweyan form of transactional inquiry: Timothy Koschmann 439-454
      Supporting the improvement of learning and teaching in social and institutional context: Paul Cobb 455-478
      Affect and effect in cognitive approaches to instruction: Sam Wineburg, Pam Grossman 479-492
      Progress then and now: Robert Glaser 493-509
    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
    - Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology. David C. Geary. 1-99. pdf
      Knowledge, Abilities, and Will, Phillip L. Ackerman.
      Instructing Evolved Minds: Pedagogically Primary Strategies for Promoting Biologically Secondary Learning, Daniel B. Berch.
      The Most Educable of Animals, David F. Bjorklund.
      Educating the Evolved and the Developing Mind: Commentary on Geary’s “Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology”, Andreas Demetriou.
      What is the Meaning of Evolutionary Psychology for Education?, Earl Hunt.
      Evolution of Scientific Thinking: Comments on Geary’s “Educating the Evolved Mind”, David Klahr.
      Evolutionary Biology and Educational Psychology, John Sweller.
      Educating the Evolved Mind: Reflections and Refinements, David C. Geary.
    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
    - An Introduction to Cognitive Science: Susan E. F. Chipman
      ACT-R and Beyond: Dario D. Salvucci
      A Summary of the EPIC Cognitive Architecture: David E. Kieras
      The CAPS Family of Cognitive Architectures: Sashank Varma
      Connectionism and the Emergence of Mind: Stephen J. Flusberg and James L. McClelland
      The Leabra Cognitive Architecture: How to Play 20 Principles with Nature and Win!: Randall C. O’Reilly, Thomas E. Hazy, and Seth A. Herd
      The CLARION Cognitive Architecture: Toward a Comprehensive Theory of the Mind: Ron Sun
      Concepts, Meaning, and Conceptual Relationships: Bradley C. Love
      An Integrative Account of Psychological Time: Hedderik van Rijn and Niels A. Taatgen
      The Central Questions of Spatial Cognition: Allison S. Liu and Christian D. Schunn
      Causal Relations: Kant, Unity, and Diversity: Clayton Lewis
      The Cognitive Science Approach to Learning and Memory: Matthew M. Walsh and Marsha C. Lovett
      Problem Solving: Stephen K. Reed
      Decision-Making: A Cognitive Science Perspective: Cleotilde Gonzalez
      What Brain Imaging Reveals About the Nature of Multitasking: Marcel Adam Just and Augusto Buchweitz
      Cognitive Linguistics: Vyvyan Evans
      WordNet: An Electronic Lexical Resource: Christiane Fellbaum
      VerbNet: Capturing English Verb Behavior, Meaning, and Usage: Martha Palmer, Claire Bonial, and Jena D. Hwang
      Natural Language Processing: Sergei Nirenburg and Marjorie J. McShane
    Susan Chipman (2010). Applications in Education and Training: A Force Behind the Development of Cognitive Science. Topics in Cognitive Science. open access
    - 3.3. Mathematics learning
      A project supported by the McDonnell Foundation CSEP program, to which I was an advisor, realized one of the goals that I had hoped to achieve in the NIE program: effec- tively teaching early number understanding at the time of school entry in a way that closed the gap between advantaged and disadvantaged children (Case, Griffin, & Kelly, 1999). Case had defined what he considered to be the cognitive structure of early num- ber understanding, and a preschool curriculum of game-like activities was shown to result in much improved number understanding, closing the socioeconomic gap in readi- ness for the normal elementary school math curriculum. Further, it was shown that teachers could easily and effectively implement the curriculum. In my personal view, there is sufficient research evidence to support the policy that every school serving disadvantaged populations should be using it. Case and his associates did continue to pursue this approach into the teaching of more advanced mathematical content, including rational numbers and functions (Kalchman, Moss, & Case, 2001), with impressive success for rational numbers, obtaining effect sizes of 2.5–3.5 standard deviations (Moss & Case, 1999). Unfortunately, this line of research seems to have ended as a result of Case’s untimely death.
      392
    - During these years, research on mathematics learning shared the funding problems of all educational research, but it was also hindered by the rising situated cognition movement. Both the teaching of pure mathematics and the standard cognitive approach of analyzing and researching the underlying cognitive structures in order to teach them relatively directly came under attack. Although I believe that the situated cognition movement highlighted some research issues worthy of more attention—issues of motivation and cultural influences—it also trashed the accomplishments of the standard cognitive approach just as they were becoming ready for practical application.
      392
    - Despite skirmishes on the right and the left (Lave, 1988), the standard cognitive approach was well represented in these years by the artificially intelligent tutors of programming and high school mathematics built by John Anderson and his associates. Anderson began his work with intelligent tutors primarily because he wanted to study human learning on a real- istic scale (numerous personal communications), but he was also interested in improving mathematics education. The LISP Tutor, an ONR project, was in fact thoroughly exploited as a laboratory in which to study processes of human learning and instructional strategies (Anderson, Conrad, & Corbett, 1989). Anderson’s first Geometry Tutor, which taught proof-making, was developed at about the same time under NSF support and was the first tutor to be tested in an almost normal school environment. Schofield’s observational ethno- graphic study of the introduction of the Geometry Tutor, an ONR project (Schofield, 1995), revealed that students were very much engaged with the tutor, being reluctant to leave it, despite the very plain, unadorned interface. Apparently there is considerable motivational value in a tutor that meets the student exactly where he or she is, enabling mastery of a sub- ject with a reputation for difficulty.
      392
    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
    - a.o Brendan Johns, Douglas J. K. Mewhort & Michael N. Jones: Small worlds and bog data: Examining the simplification assumption in cognitive modeling. http://btjohns.com/pubs/JMJ_BigData_2016.pdfpdf
    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
    
    Wayne A. Wickelgren (1974). How to solve problems. Elements of a theory of problems and problem solving. Freeman. isbn 0716708450 [public: students]
    
    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
    - a.o.:
      J.P. Banquet, M. Smith, W. Guenther, Top-Down Processes, Attention, and Motivation in Cognitive Tasks
      C.A. Cruz, Knowledge-Representation Networks: Goal Direction in Intelligent Neural Systems
      R.L. Dawes, Perfect Memory
    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.
    - ao
      Paul Harmon: Intelligent job aids: how AI will change training in the next five years 165-190
      William J. Clancey: Methodology for building an intelligent tutoring system 193-228
      Beverly P. Woolf: Theoretical frontiers in building a machine tutor 229-268
      aMatthew W. Lewis, Robert Milson & John R. Anderson: The teacher's apprentice: Designing an intelligent authoring system for high school mathematics 269-302
    Ellen Winner (1988).The point of words. Children's understanding of metaphor and irony. Harvard UP. 0674681258 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.
    - Introduction 1 / Information processing systems 19 / Task environments 55 / Problem solving 87 / Cryptarithmetic: task analysis 143 / Cryparithmetic: behavior of a single subject 163 / Cryptarithmetic: a broader view 239 / Logic 403 / Chess 661 / The theory of human problem solving 785 / Epilogue 869 Historical addendum 873
    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
    - Andersen, I. G., & Andersen, S. C. (2017). Student-centered instruction and academic achievement: linking mechanisms of educational inequality to schools’ instructional strategy. British Journal of Sociology of Education, 38, 533-550.
      Brophy, J. (1979). Advances in teacher research. Journal of Classroom Instruction, 15, 1–7.
      Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82, 300-329.
      Rosenshine, B. V. (1976) Classroom instruction. In N. Gage (Ed.), The Psychology of Teaching Methods, 75th Yearbook of the National Society for the Study of Education, Chicago, IL: University of Chicago Press.
      Rosenshine, B. V. (1979). Content, time, and direct instruction. In P. L. Peterson & H. J. Walberg (Eds.), Research on teaching: Concepts. findings and implications(pp. 28-56). Berkley, CA: Mccutchan Publishing.
      Stockard, J., Wood, T. W., Coughlin, C., & Khoury, C. R. (2018, online first). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research.
      literatuur bij de 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
    - i.a. E. Tory Higgins, Timothy Strauman, Ruth Klein: Standards and the process of self-evaluation: multiple affects from multiple stages - Robert A, Wicklund: Orientation to the environment versus preoccupation with human potential - Michael Ross and Michael Conway: Remembering one’s own past: the construction of personal histories - Russel H. Fazio: How do attitudes guide behavior? - Bernard Weiner: Attribution, emotion, and action - Yaacov Trope: Self-enhancement and self-assessment in achievement behavior - Richard M. Sorrentino and Judith-Ann C. Short: Uncertainty orientation, motivation, and cognition - Julius Kuhl: Motivation and information processing: a new look at decision making, dynamic change, and action control - Abraham Tesser: Some effects of self-evaluation maintenance on cognition and action
    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
    - . . . determining whether person X can use or apply his or her knowledge to solve a given task would take us beyond ceomprehension and nvolve problem-solving processes. That is not the focus of this partticular chapter [on cognitive laboratory interview procedures, bw]. Comprehension and understanding as used in this chapter, are used only to denote a breadth and depth of knowledge that permits responses to informational questions of a given level of difficulty.
      59
    Gordon Willis (2015). Analysis of the Cognitive Interview in Questionnaire Design. Oxford University Press [als eBook in KB] info
    - Cognitive interviewing, based on the self-report methods of Ericsson and Simon, is a key form of qualitative research that has developed over the past thirty years. The primary objective of cognitive interviewing, also known as cognitive testing, is to understand the cognitive mechanisms underlying . . .
    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
    
    David Geary (2019) Introduction: Cognitive Foundations of Mathematics Interventions and Early Numeracy Influences. In Cognitive Foundations for Improving Mathematical Learning, Volume 5 info [no preprint yet available?] Via Greg Ashman https://twitter.com/greg_ashman/status/1033970846002556928
    
    Pavol Hardos (2018). Who exactly is an expert? On the problem of defining and recognizing expertise. Sociológia 50, 268-288pdf
    
    Learning to focus on number. Manuela Piazza, Vito De Feo, Stefano Panzeri & Stanislas Dehaene https://doi.org/10.1016/j.cognition.2018.07.011abstract
    
    Maria Wirzberger, Guenter Daniel Rey, Josef F. Krems (2017). Modeling cognitive load effects in an interrupted learning task: An ACT-R approach. 39th Annual Meeting of the Cognitive Science Society (CogSci)At: London, UK Project: Modeling cognitive load factors in instructional design researchgate
    
    Kai-Fu Lee (2018). AI Superpowers: China, Silicon Valley, and the New World Order Kindle Edition $1.13
    
    M. T.. H. Chi & S. J. Ceci (1987). Content knowledge: Its role, representation, and restructuring in memory development. In H. W. Reese (Ed.) Advances in Cchld development and behavior, vol 20, 99-141. sci-hub
    
    Free cognitive load theory resources. Greg Ashman (November 16, 2018) blog
    
    John Sweller (8 September 2017) Tes talks to… John Sweller. The godfather of cognitive load theory writes that teachers need to recognise the working memory limits of their students and that this dictates that problem-solving, inquiry-based learning and other common pedagogies have no place in the classroom. article
    
    Efrat Furst (December 2018). Reconsolidation. The 'life' of memory trace. blog
    
    Eduard J. Furst (1981). Bloom's Taxonomy of educational objectoves for the cognitive domain: Philosophicl and educational issues. Review of Educational Research, 51, 441-453. 10.3102/00346543051004441 blog
    
    John Sweller & Jeroen J. G. van Merriënboer & Fred Paas3 (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review pdf
    
    Cognitive Architecture and Instructional Design: 20 Years Later John Sweller1 & Jeroen J. G. van Merriënboer 2 & Fred Paas 2019 Educational Psychology Reviewopen
    cognitive load theory
    
    Vittorio Busato Interviews Elizabeth Loftus. 'Mijn onderzoek heeft me toleranter gemaakt' open
    
    Daniel T. Willingham (2017). A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers.Mind, Brain, and Education. pdf
    
    Epigenetic regulation of memory formation and maintenance. Iva B. Zovkic, Mikael C. Guzman-Karlsson and J. David Sweatt (2013). Learning & Memory, 20, 61-74 open
    
    Daniel T. Willingham (2019). The digital expansion of the mind gone wrong in education.Journal of Applied Research in Memory and Cognition, 8, 20-24. open
    
    Jeroen J.G. van Merriënboer & Paul A. Kirschner (2018 3rd). Ten steps to complex learning. A systematic approach to four component instructional design. Routledge ingfo
    
    Pedro Pinheiro-Chagas, Manuela Piazza, Stanislas Dehaene (2018). Decoding the processing stages of mental arithmetic with magnetoencephalography. Cortex, 114, 124-139. open
    
    Lien Peters, Bert De Smedt (2018). Arithmetic in the developing brain: A review of brain imaging studies. DevelopmentalNeuralScience, 30, 265-279. open
    
    Stanislas Dehaene (2019). Educating the brain. youtube
    
    Lauren Gravitz (25 July, 2019). The importance of forgetting. Nature, 571 pdf
    
    Keith E. Stanovich (1999). Who is rational? Studies of individual differences in reasoning. Erlbaum. [UBL FSW BF442 S73 1999] reviewed by David Hitchcock in Informal Logic
    
    John Sweller (2019). I had an idea in the 1980s and to my surprise, it changed education around the world. The Conversation page
    
    Paul R. Pintrich, David R. Cross, Robert B. Kozma, Wilbert J. McKeachie (1986). Instructional psychology. Ann. Rev. Psychol. /986. 37:61/-5/ open
    Teacher-made tests (625); Cognitive psychology and testing (625); Strategic reading (628); Reading instruction (629); Learning strategies and study skills (639); Wagoner, S. 1 983. Comprehension monitoring: What it is and what we know about it. Read. Res. Q. 1 8:328-46 ; Walberg, H., Pascarella, E., Haertel, G., Junker, L., Boulanger, D. 1 982. Probing a model of educational productivity in high school science with national assessment samples. J. Educ. Psychol. 74:295-307; White, B. 1 984. Designing computer games to help physics students understand Newton's laws of motion. Cognit. Instr. 1 :69-108; Glaser, R. 1984. Education and thinking-the role of knowledge. Am. Psychol. 39:93-104; Curtis, M., Glaser, R. 1983. Reading theory and the assessment of reading achievement. J. Educ. Meas. 20:133-47
    
    W. K. Estes (1991). Cognitive architectures from the standpoint of an experimental psychologist. Ann. Rev. Psychol. 42:1-28. free
    
    Cognitive Development: Foundational Theories of Core Domains Henry M. Wellman and Susan A. Gelman (1992). Annual Review of Psychology Vol. 43, 1992 free
    
    Earl Hunt (1989). Cognitive Science: Definition, Status, and Questions. Annual Review of Psychology, Vol. 40, 1989 free
    
    Lance J. Rips (1990). Reasoning. Annual Review of Psychology, 1990, 41: 321-53.
    free
    
    Human Learning and Memory: Connections and Dissociations D L Hintzman Annual Review of Psychology Vol. 41, 1990 free
    
    CHI, MICHELENE T. H. and BREM, SARAH K.(2009) 'Contrasting Ohlsson's Resubsumption Theory With Chi's Categorical Shift Theory', Educational Psychologist, 44:1, 58-63 . Available from: https://www.researchgate.net/publication/233309907_Contrasting_Ohlsson%27s_Resubsumption_Theory_With_Chi%27s_Categorical_Shift_Theory [accessed Jul 29 2020].researchgate.net
    
    Marie Amalrica & Stanislas Dehaene (2016?). Origins of the brain networks for advanced mathematics in expert mathematicians. PNAS pdf
    
    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). scan
    Simon believes in general problem solving skills, as of this date. Maar het is dubbel, want veel kennis is een voorwaarde: zie p. 82.
    
    Robert Sternberg (2008). Applying psychological theories to educational practice. American Educational Research Journal, 45, 150-165. 10.3102/0002831207312910 JSTOR preview
    - Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence.
      abstract
    Jill H. Larkin (1981). Enriching formal knowledge: A model for learning to solve textbook physics problems. Ch. 10 in John R. Anderson: Cognitive skills and their acquisition. Erlbaum. 1980 paper version
    
    Don Mellenbergh (maart 2007). Herinneringen aan A.D. de Groot (1914-2006). Hoogleraar, schaker, denkpsycholoog, methodoloog, onderwijskundige, wetenschapsfilosoof en essayist. Examens, Tijdschrift voor de Onderwijskpraktijkartikel €
    
    Loredana Buchan, Momna Hejmadi, Liam Abrahams & Laurence D. Hurst (2020). A RCT for assessment of active human-centred learning finds teacher-centric non-human teaching of evolution optimal npj Science of Learning volume 5, Article number: 19 open access & press release [via Greg Ashman https://twitter.com/greg_ashman/status/1336760774652428288]
    
    Royer, J. M., Carlo, M. S., Dufresne, R., & Mestre, J. (1996). The assessment of levels of domain expertise while reading. Cognition and Instruction, 14(3), 373–408. 10.1207/s1532690xci1403_4 abstract
    
    Daniel Willingham (2008). What Is Developmentally Appropriate Practice? Ask the cognitive scientist. researchgate.net
    
    Carroll, John B. (1989), The Carroll Model: A 25-Year Retrospective and Prospective View, Educational Researcher, 18 (1) 26-31. Preview: ‪https://jstor.org/stable/1176007?seq=1…‬ Via scihub het hele artikel: ‪https://sci-hub.st/10.2307/1176007‬
    
    Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press. pdf
    
    Ab Dijksterhuis (). Het slimme onbewuste. Denken met gevoel. Bert Bakker. 9789035129689 VPRO Boeken met Wim Brands
    Ik moet dit gaan gebruiken bij het uitleggen hoe autonome processen achter ons 'denken' zitten.
    
    Rudolf Groner, Maria Groner and Walter F. Bischof (Eds) (1983). Methods of heuristics. Hillsdale, N.J.: Lawrence Erlbaum. isbn 0898592518 https://doi.org/10.4324/9781315825649
    ao
    Marina Groner, Rudolf Groner & Walter F. Bischof: Approaches to heuristics: A historical view 1-18
    F. Klix: An evolutionary approach to cognitive processes and creativity in human being 19-36
    B. . van der Waerden: Inspiration and thinking in mathematics 69-78
    Patrick Suppes: Heuristics and the axiomatic method 79-88
    Adriaan D. de Groot: Heuristics, mental programs, and intelligence. 109-130
    Marvin Minsky: Jokes and the logic of the cognitive unconscious 171-194
    Allen Newell: The heuristic of George Polya and its relation to artificial intelligence. 195-244 scan 21 Mb [Een voorloper in de vorm van een artikel in 1970: pdf] scan 21 Mb of the Newell chapter.)
    Saul Amrel: Problems of representation in heuristic problem solving: Related issues in the development of expert systems 245-350
    Douglas B. Lenat: Toward a theory of heuristics 351-404
    Routledge info paywalled chapters
    
    B. L. van der Waerden (1954). Einfall und Überlegung in der Mathematik. Elemente der mathematik, IX, 49-72. online, de voorbeelden zijn niet eenvoudig, hoor.
    
    Michelene Chi & Miriam Bassok: Learning from Examples via Self-Explanations pp 251-282 In Lauren B. Resnick (Ed.) (1989). Knowing, learning, and instruction. Essays in honor of Robert Glaser. Erlbaum. info Routledge UB Leiden PEDAG. 48.a.242-; download pdf of chapter & report version of chapter
    
    M. David Merrill (2002). First Principles of Instruction. ETR&D, Vol. 50, No. 3, 2002, pp. 43–59 pdf
    
    Raymond W. Gibbs, Jr. (Ed.) (2008) The Cambridge Handook of Metaphor and Thought. Cambridge uUO. 9780521600866 550 pp softcover info / contents
    
    Elliot Eisner (Ed.) (1985). Learning and Teaching. The Ways of Knowing. 84th yearbook NSSE. issn 00775762
    
    Zhang, L., Kirschner, P.A., Cobern, W.W. et al. There is an Evidence Crisis in Science Educational Policy. Educ Psychol Rev (2021). https://doi.org/10.1007/s10648-021-09646-1 read only
    
    Metacognition and Self-Regulation: Evidence Review. Daniel Muijs, Christian Bokhove (May 2020) pdf
    The EEF Guidance Report Metacognition and Self-Regulated Learning is available at: https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and- self-regulated-learning/
    
    William D. Marks, Jun Yokose, Takashi Kitamura and Sachie K. Ogawa (2022). Neuronal Ensembles Organize Activity to Generate Contextual Memory. REVIEW article Front. Behav. Neurosci. | https://doi.org/10.3389/fnbeh.2022.805132 open
    
    Xinming Zhu & Herbert A. Simon (1987). Learning Mathematics From Examples and by Doing. Cognition and Instruction, volume 4. abstract and pdf learnlab.org
    Scholar: geciteerd door 608 [Ju;y 2022]
    
    Michelene T. H. Chi (2021). Translating a Theory of Active Learning: An Attempt to Close the Research-Practice Gap in Education. Topics in Cognitive Science 13 (2021) 441–463 open access
    
    Kenneth R. Koedinger, Paulo F. Carvalho, Ran Liu, and Elizabeth A. McLaughlin (2023). An astonishing regularity in student learning rate. PNAS open
    
    L.R. Squire, B. Knowlton, G. Musen - (1993) The structure and organization of memory. Annual review of psychology pdf
    
    Evan Selinger & Robert P. Crease (Eds) (2006). The philosophy of expertise. Columbia University Press. isbn 0231136447 info
    
    Jill H. Larkin (1989). What kind of knowledge transfers? In Lauren B. Resnick (Ed.) (1989). Knowing, learning, and instruction. Essays in honor of Robert Glaser. Erlbaum. 283-305 book Ik heb een hard copy uit het boek.
    - the common elements theory - common elements as general problem-solving skill - lack of success in identifying general problem-solving techniques -
    
    Jennifer A. Kaminski, Vladimir M. Sloutsky, Andrew F. Heckler (2008). The Advantage of Abstract Examples in Learning Math. DOI: 10.1126/science.1154659 · Source: PubMed researchgate
    
    Elizabeth S. Spelke (2022). What babies know. Volume I. Core knowledge and composition. Oxford University Press. info
    
    Amedee Marchand Martella, Alyssa P. Lawson ^ Daniel H. Robinson (2024). How Scientific Is Cognitive Load Theory Research Compared to the Rest of Educational Psychology? Educ. Sci. 2024, 14(8), 920; https://doi.org/10.3390/educsci14080920 open
    
    October, 2021 | January 2024 | November 2024 \ contact ben at at at benwilbrink.nl
    http://www.benwilbrink.nl/literature/cognitie.htm http://goo.gl/7RtGW