Adams, F., & Aizawa, K. (2008). The bounds of cognition. Oxford: Blackwell.Google Scholar

Adler, A. (1992). Understanding human nature (C. Brett, Trans.). Oxford: Oneworld Publications. (Original work published 1927)Google Scholar

Alac, M., & Hutchins, E. (2004). I see what you are saying: Action as cognition in fMRI brain mapping practice. Journal of Cognition and Culture, 4(3–4), 629–662.CrossRefGoogle Scholar

Alasuutari, P. (1995). Researching culture: Qualitative method and cultural studies. Thousand Oaks, CA: Sage.Google Scholar

Alcoff, L. (2006). Visible identities: Race, gender and the self. Oxford: Oxford University Press.CrossRefGoogle Scholar

Alloy, L. B., & Abramson, L. Y. (1988). Depressive realism: Four theoretical perspectives. In Alloy, L. B. (Ed.), Cognitive processes in depression (pp. 223–265). New York: Guilford.Google Scholar

Alper, J. (1993). The pipeline is leaking all the way. Science, 260, 409–411.CrossRefGoogle ScholarPubMed

Alsop, R., Fitzsimmons, A., & Lennon, K. (2002). Theorizing gender. Cambridge: Polity Press.Google Scholar

Anscombe, G. E. M. (1966). Intentions. Oxford: Blackwell.Google Scholar

Anderson, M. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91–130.CrossRefGoogle Scholar

Arnold, M. B. (1960). Emotion and personality: Vol. 1. Psychological aspects. New York: Columbia University Press.Google Scholar

Atkins, K. (2005). Self and subjectivity. Oxford: Blackwell.CrossRefGoogle Scholar

Auxier, R. (2002). Preface. In Auxier, R. & Hahn, L. E. (Eds.). The philosophy of Marjorie Grene (pp. xvii–xx). Library of Living Philosophers Series. Peru, IL: Open Court Publishing.Google Scholar

Baars, B. J. (1986). The cognitive revolution in psychology. New York: Guilford.Google Scholar

Bannister, D., & Mair, J. M. M. (1968). The evaluation of personal constructs. London: Academic Press.Google Scholar

Baron-Cohen, S., Bolton, P., Wheelwright, S., Short, L., Mead, G., Smith, A., & Scahill, V. (1998). Autism occurs more often in families of physicists, engineers, and mathematicians. Autism, 2, 296–301.CrossRefGoogle Scholar

Barsalou, L. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645.CrossRefGoogle ScholarPubMed

Bechara, A. (2004). The role of emotion in decision-making: Evidence from neurological patients with orbitofrontal damage. Brain and Cognition, 55(1), 30–40.CrossRefGoogle ScholarPubMed

Beck, A. (1970). Depression: Causes and treatment. Philadelphia: University of Pennsylvania Press.Google Scholar

Becvar, A., Hollan, J., & Hutchins, E. (2008). Representing gestures as cognitive artifacts. In Ackerman, M. S., Halverson, C., Erickson, T., & Kellogg, W. A. (Eds.), Resources, co-evolution, and artifacts: Theory in CSCW (pp. 117–143). New York: Springer.CrossRefGoogle Scholar

Bedford, E. (1962). Emotions. In Chappell, V. C. (Ed.), The philosophy of mind (pp. 110-126). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Bennett, M. R., & Hacker, P. M. S. (2003). Philosophical foundations of neuroscience. Oxford: Blackwell.Google Scholar

Ben-Ze'ev, A. (2000). The subtlety of emotion. Cambridge, MA: MIT Press.Google Scholar

Berkson, W. & Wettersten, J. (1984). Learning from Error: Karl Popper's Psychology of Learning. LaSalle, IL: Open Court.Google Scholar

Bickhard, M. H. (2008). Are You Social? The Ontological and Developmental Emergence of the Person. In Mueller, U., Carpendale, J. I. M., Budwig, N., & Sokol, B. (Eds.) Social Life and Social Knowledge (pp. 17–42). New York: Taylor & Francis.Google Scholar

Billig, M. (2002). Henri Tajfel's cognitive aspects of prejudice. British Journal of Social Psychology, 41, 171–188.CrossRefGoogle ScholarPubMed

Bloor, D. (1976). Knowledge and social imagery. London, UK: Routledge & Kegan Paul.Google Scholar

Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press. (Original work published in French as Le sens practique, 1980)Google Scholar

Bowlby, J. (1991). Charles Darwin, a new life. New York: Norton.Google Scholar

Brentano, F. (1995). Psychology from an empirical standpoint (P. Simons, Trans.). New York: Routledge. (Original work published as Psychologie vom empirischen Standpunkt, 1874)Google Scholar

Bridgman, P. (1950). Reflections of a physicist. New York: The Philosophical Library.Google Scholar

Brightman, E. S. (1943). Personality as a metaphysical principle. In Brightman, E. S. (Ed.), Personalism in theology (pp. 40–63). Boston: Boston University Press.Google Scholar

Brockmeier, J. (2009). Reaching for meaning: Human agency and the narrative imagination. Theory & Psychology, 19(2), 213–233.CrossRefGoogle Scholar

Brown, R. (2000). Social Identity Theory: past achievements, current problems and future challenges. European Journal of Social Psychology, 30, 745–778.3.0.CO;2-O>CrossRefGoogle Scholar

Brown, B. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810–834.CrossRefGoogle Scholar

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.CrossRefGoogle Scholar

Brown, R. (2002). Henri Tajfel's ‘Cognitive aspects of prejudice’ and the psychology of bigotry. British Journal of Social Psychology, 41, 195–197.CrossRefGoogle Scholar

Brown, S. (2007). Intergroup processes: Social identity theory: Introduction. In Langdridge, D. & Taylor, S. (Eds.), Critical readings in social psychology (pp. 133–135). Maidenhead, UK: Open University Press.Google Scholar

Burke, P. J., & Stets, J. E. (2009). Identity theory. New York: Oxford University Press.CrossRefGoogle Scholar

Burns, L., Einaudi, P., & Green, P. (2009). S&E graduate enrollments accelerate in 2007; Enrollments of foreign students reach new high (NSF Report 09-314). Retrieved from National Science Foundation, Division of Science Resources Statistics, http://www.nsf.gov/statistics/infbrief/nsf09314/nsf09314.pdf.Google Scholar

Burrelli, J. (2008). Thirty-three years of women in S&E faculty positions (NSF Report 08–308). Retrieved from National Science Foundation, Division of Science Resources Statistics, http://www.nsf.gov/statistics/infbrief/nsf08308/.Google Scholar

Butler, J. (1990). Gender trouble and the subversion of identity. New York: Routledge.Google Scholar

Butler, J. (1993). Bodies that matter: On the discursive limits of “sex.” New York: Routledge.Google Scholar

Carlone, H., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.CrossRefGoogle Scholar

Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: MIT Press.Google Scholar

Carnap, R. (1935). Philosophy and logical syntax. London: K. Paul, Trench, Trübner & Co., Ltd.Google Scholar

Carruthers, P., Stich, S., & Segal, M. (2002). The cognitive basis of science. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Chandrasekharan, S., & Nersessian, N. J. (2008). Counterfactuals in science and engineering. Behavioral and Brain Sciences, 30, 454–455.Google Scholar

Chandrasekharan, S., & Osbeck, L. (2010). Rethinking situatedness: Environmental structure in the time of common code. Theory and Psychology, 20(2), 171–207.CrossRefGoogle Scholar

Christensen, B. T., & Schunn, C. D. (2008). The role and impact of mental simulation in design. Applied Cognitive Psychology, 22, 1–18.Google Scholar

Clancey, W. J. (1997). Situated cognition: on human knowledge and computer representations. Cambridge, UK: Cambridge University Press.Google Scholar

Clark, A. (2003). Natural-born cyborgs: Minds, technologies, and the future of human intelligence. Oxford, UK: Oxford University Press.Google Scholar

Clark, S., & Corcoran, M. (1986). Perspective on the professional socialization of women: A case of accumulative disadvantage. Journal of Higher Education, 57(1), 20–43.Google Scholar

Clewell, B., & Campbell, P. (2002). Taking stock: Where we've been, where we are, where we are going. Journal of Women and Minorities in Science and Engineering, 8, 255–284.CrossRefGoogle Scholar

Conefrey, T. (1997). Gender, culture and authority in a university life sciences laboratory. Discourse and Society, 8(3), 313–340.CrossRefGoogle Scholar

Connell, R. (2002). Gender. Cambridge: Polity Press.Google Scholar

Craik, K. (1943). The nature of explanation. Cambridge: Cambridge University Press.Google Scholar

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Grosset/Putnam.Google Scholar

Damasio, A. R. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex. Philosophical Transactions of the Royal Society of London B, 351, 1413–1420.CrossRefGoogle ScholarPubMed

Damasio, A. R. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt, Brace.Google Scholar

D'Andrade, R. G. (1995). The development of cognitive anthropology. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. New York: Cambridge University Press.CrossRefGoogle Scholar

Danziger, K. (1997). Naming the mind: How psychology found its language. London: Sage.Google Scholar

Daston, L., & Galison, P. (2007). Objectivity. New York: Zone Books.Google Scholar

Davidson, R. J., & Sutton, S. K. (1995). Affective neuroscience: The emergence of a discipline. Current Opinion in Neurobiology, 5, 217–224.CrossRefGoogle ScholarPubMed

Davies, B., & Harré, R. (1999). Positioning and personhood. In Harré, R. & Langenhove, (Eds.), Positioning theory (pp. 32–52). Oxford: Blackwell.Google Scholar

Deaux, K., Reid, A., Mizrahi, K., & Ethier, K. A. (1995). Parameters of social identity. Journal of Personality and Social Psychology, 68, 280–291.CrossRefGoogle Scholar

deFina, A., Schiffrin, D., & Bamburg, M. (Eds.). (2006). Discourse and identity. Studies in Interactional Sociolinguistics. New York: Cambridge University Press.CrossRefGoogle Scholar

Deigh, J. (1994). Cognitivism in the theory of emotions. Ethics, 104(4), 824–854.CrossRefGoogle Scholar

Mey, M. (1982). The cognitive paradigm. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Denzin, N. K. (1971). The logic of naturalistic inquiry. Social Forces, 50, 166–182.CrossRefGoogle Scholar

Sousa, R. (1995). Emotion. In Guttenplan, S. (Ed.), A companion to the philosophy of mind (p. 270). Oxford: Blackwell.Google Scholar

Sousa, R. (1997). The rationality of emotion (5th printing). Cambridge, MA: MIT Press.Google Scholar

Devos, T., & Banaji, M. (2003). Implicit self and identity. In Leary, M. R. & Tangney, J. B. (Eds.), Handbook of self and identity (pp. 133–175). New York: Guilford.Google Scholar

Welde, K., Laursen, S., & Thiry, H. (2007). Women in science, technology, engineering and math (STEM). Retrieved from http://www.socwomen.org/socactivism/stem_fact_sheet.pdf.

Dewey, J. (1896). The reflex arc concept in psychology. Psychological Review, 3, 357–370.CrossRefGoogle Scholar

Dewey, J. (1910). How we think. New York: Heath.CrossRefGoogle Scholar

Dewey, J. (1926). Art and education. Merion: Barnes Foundation Press.Google Scholar

Dewey, J. (1929). Experience and nature. London: George Allen & Unwin.CrossRefGoogle Scholar

Dewey, J. (1930). The quest for certainty: A study of the relation of knowledge and action. London: Allen & Unwin.Google Scholar

Dewey, J. (1938a). Experience and education. New York: Collier.Google Scholar

Dewey, J. (1938b). Logic: The theory of inquiry. New York: Henry Holt.Google Scholar

Dewey, J., & Bentley, A. (1949). Knowing and the known. Boston: Beacon.Google Scholar

Dixon, J. (2007). Prejudice, conflict, and conflict resolution. In Holloway, W., Lucey, H. & Phoenix, A. (Eds.), Social psychology matters (pp. 145–172). Maidenhead, UK: Open University Press.Google Scholar

Donald, M. (1991). Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition. Cambridge, MA: Harvard University Press.Google Scholar

Dreyfus, H. (1997). Intuitive, deliberative, and calculative models of expert performance. In Zsambok, C. & Klein, G. (Eds.), Naturalistic decision making (pp. 17–28). Mahwah, NJ: Erlbaum.Google Scholar

Dreyfus, H., & Dreyfus, S. (1979). The scope, limits, and training implications of three models of aircraft pilot emergency response behavior. Berkeley, CA: Operations Research Center.CrossRefGoogle Scholar

Dreyfus, H., & Dreyfus, S. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Berkeley, CA: Operations Research Center.CrossRefGoogle Scholar

Dunbar, K., & Blanchette, I. (2001). The in vivo/in vitro approach to cognition: The case of analogy. TRENDS in Cognitive Science, 5, 334–339.CrossRefGoogle ScholarPubMed

Duncombe, R. L. (1945). Personal equation in astronomy. Popular Astronomy, 4(42), 63-75.Google Scholar

Eberhardt, J. (2005). Imaging race. American Psychologist, 60(2), 181–190.CrossRefGoogle ScholarPubMed

Edwards, D. (1997). Discourse and cognition. London: Sage.Google Scholar

Eiduson, B. (1962). Scientists: Their psychological world. New York: Basic Books.Google Scholar

Eisenhart, M., & Finkel, E. (2001). Women (still) need not apply. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 13–23). New York: Routledge.Google Scholar

Elgin, C. Z. (1996). Considered judgment. Princeton: Princeton University Press.Google Scholar

Ellis, A. (1977). Anger: How to live with and without it. Secaucus, NJ: Citadel Press.Google Scholar

Elster, J. (1996). Rationality and the emotions. Economic Journal, 106, 1386–1397.CrossRefGoogle Scholar

Emirbayer, M., & Goldberg, C. A. (2005). Pragmatism, Bourdieu, and collective emotions in contentious politics. Theory and Society, 34(5/6), 469–518.CrossRefGoogle Scholar

Endedy, N., Goldberg, J., & Welsh, K. (2005). Complex dilemmas of identity. Science Education, 90, 68–90.CrossRefGoogle Scholar

Engeström, Y. (1999). Activity theory and individual and social transformation. In Engeström, Y. & Miettinen, R. (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Engeström, Y., & Miettinen, R. (1999). Perspectives on activity theory. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Erikson, E. (1959). Identity and the life cycle. New York: International Universities Press.Google Scholar

Etzkowitz, H., Kemelgor, C., Neuschatz, M., Uzzi, B., & Alonzo, J. (1994). The paradox of critical mass for women in science. Science, 266, 51–54.CrossRefGoogle ScholarPubMed

Etzkowitz, H., Kemelgor, C., & Uzzi, B. (2000). Athena unbound: The advancement of women in science. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar

Evnine, S. (2008). Epistemic dimensions of personhood. New York: Oxford University Press.CrossRefGoogle Scholar

Fairbairn, W. R. D. (1954). An object-relations theory of the personality. New York: Basic Books.Google Scholar

Fanon, F. (1967). Black skin, white masks. New York: Grove Press. (Original work published 1952)Google Scholar

Fausto-Sterling, A. (2000). Sexing the body. New York: Basic Books.Google Scholar

Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290–309.CrossRefGoogle ScholarPubMed

Feist, G. J. (2006a). The psychology of science and the origins of the scientific mind. New Haven, CT: Yale University Press.Google Scholar

Feist, G. (2006b). The past and future of the psychology of science. Review of General Psychology, 10(2), 92–97.CrossRefGoogle Scholar

Feist, G. J., & Gorman, M. E. (1998). Psychology of science: Review and integration of a nascent discipline. Review of General Psychology, 2, 3–47.CrossRefGoogle Scholar

Ferreira, M. (2002). The research lab: A chilly place for graduate women. Journal of Women and Minorities in Science and Engineering, 8(1), 85–98.CrossRefGoogle Scholar

Ferriman, K., Lubinski, D., & Benbow, C. (2009). Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood. Journal of Personality and Social Psychology, 97(3), 517–532.CrossRefGoogle ScholarPubMed

Fetzer, J. (2003). The sky is not falling…accepting failure to create innovation in experimentation. Annals of Biological Chemistry, 375(5), 597–598.Google ScholarPubMed

Feyerabend, P. (1975). Against method. Scranton, PA: Verso Books.Google Scholar

Fine, M., Weis, L., Pruitt, L., & Burns, A. (2004). Off white: Readings on race, power, and society (2nd ed.). New York: Routledge.Google Scholar

Fink, B. (2007). Fundamentals of psychoanalytic technique: A Lacanian approach for practitioners. New York: Norton.Google Scholar

Fodor, J. A. (1980). Methodological solipsism considered as a research strategy in cognitive psychology. Behavioral and Brain Sciences, 3, 63–109.CrossRefGoogle Scholar

Foucault, M. (1977). What is an author? In Bouchard, D. (Ed.), Language, counter-memory, practice: Selected essays and interviews (pp. 113–138). Ithaca, NY: Cornell University Press.Google Scholar

Fox, M. F. (2000). Organizational environments and doctoral degrees in science and engineering departments. Women's Studies Quarterly, 28, 47–61.Google Scholar

Fox, M. F., & Mohapatra, S. (2007). Social-organizational characteristics of work and publication productivity among academic scientists in doctoral granting departments. Journal of Higher Education, 78, 542–571.CrossRefGoogle Scholar

Franken, R. (2006). Human motivation (6th ed.). Florence, KY: Wadsworth.Google Scholar

Fransella, F. (1995). George Kelly. London: Sage.Google Scholar

Freud, S. (1960). The ego and the id (G. Strachey, Trans.). New York: Norton. (Original work published 1923)Google Scholar

Fridlund, A. J. (1994). Human facial expression: An evolutionary view. San Diego: Academic Press.Google Scholar

Fridlund, A. J., & Russell, J. A. (2006). The functions of facial expressions: What's in a face? In Manusov, V. & Patterson, M. L. (Eds.), Sage handbook of nonverbal communication (pp. 299–320). Newbury Park, CA: Sage.Google Scholar

Galison, P. (1997). Image and logic: A material culture of microphysics. Chicago: University of Chicago Press.Google Scholar

Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Garfinkel, H., & Sacks, H. (1970). On formal structures of practical action. In McKinney, J. C. & Tiryakian, E. A. (Eds.), Theoretical sociology: Perspectives and developments (pp. 338–366). New York: Appleton-Century-Crofts.Google Scholar

Gavey, N. (1989). Feminist poststructuralism and discourse analysis. Psychology of Women Quarterly, 13, 459–475.CrossRefGoogle Scholar

Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge.Google Scholar

Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.Google Scholar

Gentner, D. & Stevens, A. L. (1983). Mental Models. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

Gergen, K. J. (2000). An invitation to social construction. London: Sage.Google Scholar

Gergen, K. (2001). Self-narration in social life. In Wetherell, M., Yates, S., & Taylor, S. (Eds.), Discourse theory and practice: A reader (pp. 247–260). London: Sage.Google Scholar

Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton-Mifflin.Google Scholar

Giere, R. N. (1988). Explaining science: A cognitive approach. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Giere, R. N. (Ed.). (1992). Cognitive models of science. Minnesota Studies in the Philosophy of Science, Vol. 15. Minneapolis: University of Minnesota Press.Google Scholar

Gilbert, N., & Mulkey, M. (1984). Opening Pandora's box. Cambridge: Cambridge University Press.Google Scholar

Giorgi, A. (1970). Psychology as a human science: A phenomenologically based approach. New York: Harper & Row.Google Scholar

Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs forcing. Mill Valley, CA: Sociology Press.Google Scholar

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Piscataway, NJ: Aldine Transaction.Google Scholar

Godfrey-Smith, P. (2002). Dewey on naturalism, realism and science. Philosophy of Science, 69, S25–S35.CrossRefGoogle Scholar

Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.Google Scholar

Gooding, D. C. (1985). In nature's school: Faraday as a natural philosopher. In Gooding, D. & James, F. (Eds.), Faraday rediscovered (pp. 105–135). London: Macmillan.CrossRefGoogle Scholar

Gopnik, A. (1996). The scientist as a child. Philosophy of Science, 63, 485–514.CrossRefGoogle Scholar

Gorman, M. (1997). Mind in the world: Cognition and practice in the invention of the telephone. Social Studies of Science, 27, 583–624.CrossRefGoogle Scholar

Gorman, M. E., & Carlson, W. B. (1990). Interpreting invention as a cognitive process: The case of Alexander Graham Bell, Thomas Edison, and the telephone. Science, Technology, and Human Values, 15, 131–164.CrossRefGoogle Scholar

Gorman, M. E., Tweney, R. D., Gooding, D., & Kincannon, A. P. (2005). Scientific and technological thinking. Mahwah, NJ: Erlbaum.Google Scholar

Graver, M. (2007). Stoicism and emotion. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Greeno, J. G. (1989). Situations, mental models, and generative knowledge. In Klahr, D. & Kotovsky, K. (Eds.), Complex information processing (pp. 285–318). Hillsdale, NJ: Erlbaum.Google Scholar

Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5–26.CrossRefGoogle Scholar

Greenspan, P. (2003). Emotions, rationality, and mind/body. In Hatzimoysis, A. (Ed.), Philosophy and the emotions (pp. 113–126). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Grene, M. (2002). Intellectual autobiography. In Auxier, R. & Hahn, L. E. (Eds.), The philosophy of Marjorie Grene (pp. 3–28). Library of Living Philosophers Series. Peru, IL: Open Court.Google Scholar

Griffiths, P., & Scarantino, A. (2008). Emotions in the wild: The situated perspective on emotion. In Robbins, P. & Aydede, M. (Eds.), The Cambridge handbook of situated cognition (pp. 437–453). Cambridge: Cambridge University Press.Google Scholar

Gross, D. M. (2006). The secret history of emotion. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Guthrie, R. V. (1998). Even the rat was white. Boston, MA: Allyn and Bacon.Google Scholar

Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834.CrossRefGoogle ScholarPubMed

Haidt, J. (2007). The new synthesis in moral psychology. Science, 18(316), 998–1002.CrossRefGoogle Scholar

Hall, R., Stevens, R., & Torralba, T. (2002). Disrupting representational infrastructure in conversation across disciplines. Mind, Culture, and Activity, 9, 179–210.CrossRefGoogle Scholar

Hall, S. (2001). Foucault: Knowledge and discourses. In Wetherell, M., Taylor, S., & Yates, S. (Eds.), Discourse theory and practice: A reader (pp. 72–81). London: Sage.Google Scholar

Hall, R., Wickert, K., & Wright, K. (2010). How does cognition get distributed? Case studies of making concepts general in technical and scientific work. In Banich, M. & Caccamise, D. (Eds.), Generalization of knowledge: Multidisciplinary perspectives. New York: Psychology Press.Google Scholar

Hamilton, K. (2004). Faculty science positions continue to elude women of color. Black Issues in Higher Education, 21(23), 36–40.Google Scholar

Haraway, D. (1991). Simians, cyborgs, and women. New York: Routledge.Google Scholar

Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.Google Scholar

Harding, S. (1996). Rethinking standpoint epistemology: What is ‘strong objectivity’? In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 235–248). Oxford: Oxford University Press.Google Scholar

Harmon, E., & Nersessian, N. J. (2008). Cognitive partnerships on the benchtop: Designing to support scientific researchers. In Proceedings of the 7th ACM Conference on Designing Interactive Systems – DIS 2008 (pp. 119–128). New York: ACM.Google Scholar

Harré, R. (1986). The social construction of emotions. London: Blackwell.Google Scholar

Harré, R. (1992). What is real in psychology: A plea for persons. Theory and Psychology, 2(2), 153–158.CrossRefGoogle Scholar

Harré, R. (1998). The singular self: An introduction to the psychology of personhood. London: Sage.Google Scholar

Harré, R., & Gillett, G. (1994). The discursive mind. London: Sage.Google Scholar

Harré, R., & Moghaddam, F. (2003). Introduction: The self and others in traditional psychology and in positioning theory. In Harré, R. & Moghaddam, F. (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 1–11). Westport, PA: Praeger.Google Scholar

Harré, R., & Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory and Psychology, 19(1), 5–31.CrossRef

Harré, R., & Van Langenhove, L. (1999). The dynamics of social episodes. In Harré, R. & L. Langenhove, (Eds.), Positioning theory: moral contexts of intentional action (pp. 1–13). Oxford, Blackwell.Google Scholar

Heberlein, A., & Adolphs, R. (2004). Impaired spontaneous anthropomorphizing despite intact perception and social knowledge. Proceedings of the National Academy of Sciences, 101(19), 7487–7491.CrossRefGoogle ScholarPubMed

Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). New York: Harper and Row.Google Scholar

Held, B. S. (2007). Psychology's interpretive turn: The search for truth and agency in theoretical and philosophical psychology. Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Hempel, C. (1952). Fundamentals of concept formation in empirical science. Chicago: University of Chicago Press.Google Scholar

Henwood, F., & Miller, K. (2001). Boxed in or coming out? On the treatment of science, technology and gender in educational research. Gender and Education, 13, 237–242.CrossRefGoogle Scholar

Hesse, M. B. (1966). The explanatory function of metaphor. Notre Dame, IN: University of Notre Dame Press.Google Scholar

Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-HallGoogle Scholar

Horkheimer, M., & Adorno, T. (1973). The dialectics of enlightenment. New York: Continuum. (Original work published 1944)Google Scholar

Horney, K (1945). Our inner conflicts: A constructive theory of neurosis. New York: Norton.Google Scholar

Horowitz, A., & Bekoff, M. (2007). Naturalizing anthropomorphism: Behavioral prompts to our humanizing of animals. Anthrozoös, 20(1), 23–35.CrossRefGoogle Scholar

Huffman, K. (2010). Psychology in action (9th ed.). New York: John Wiley & Sons.Google Scholar

Hunter, A. B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36–74.CrossRefGoogle Scholar

Hutchins, E. (1995a). How a cockpit remembers its speeds. Cognitive Science, 19, 265–288.CrossRefGoogle Scholar

Hutchins, E. (1995b). Cognition in the wild. Cambridge, MA: MIT Press.Google Scholar

Isaacson, W. (2007). Einstein: His life and universe. New York: Simon & Schuster.Google Scholar

James, W. (1890). The principles of psychology (Vols. 1–2). New York: Henry Holt.Google Scholar

James, W. (1884). What is an emotion?Mind, 9, 188–205.CrossRefGoogle Scholar

James, W. (1896). The sentiment of rationality. (Reprinted from The will to believe and other essays). Cambridge, MA: University Press.Google Scholar

James, W. (2003). Pragmatism: A new name for some old ways of thinking. New York: Barnes and Noble. (Original work published 1907)Google Scholar

Jenkins, A. H. (1995). Psychology of African Americans: A humanistic approach. Needham, MA: Allyn & Bacon.Google Scholar

Johnson, A. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91, 805–821.CrossRefGoogle Scholar

Johnson, M. (2007). The meaning of the body. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Johnson-Bailey, J. (2002). Race matters: The unspoken variable in the teaching-learning transaction. New Directions for Adult and Continuing Education, 93, 39–49.CrossRefGoogle Scholar

Johnson-Bailey, J. (2004). Hitting and climbing the proverbial wall: Participation and retention issues for black graduate women. Race, Ethnicity and Education, 7, 231–249.CrossRefGoogle Scholar

Johnson-Laird, P. N. (1983). Mental Models. Cambridge, MA: Harvard University Press.Google Scholar

Jones, C., & Shorter-Gooden, K. (2003). Shifting: The double lives of black women in America. New York: Harper Collins.Google Scholar

Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103.CrossRefGoogle Scholar

Jordan, D. (2006). Sisters in science: Conversations with black women scientists about race, gender, and their passion for science. West Lafayette, IN: Purdue University Press.Google Scholar

Kant, I. (1965). Section 16 of section of Analytic of concepts. (Reprinted from N. K. Smith, Trans., Transcendental logic, London: R & R. Clark).Google Scholar

Keller, E. F. (1995). Reflections on gender and science. New Haven, CT: Yale University Press. (Original work published 1985)Google Scholar

Keller, E. F. (1996). Language and ideology in evolutionary theory: Reading cultural norms into natural law. In Keller, E. F. & Longino, H. E. (Eds.) (pp. 154–172). Feminism and science. Oxford: Oxford University Press.Google Scholar

Keller, E. F. (2001). Gender and science: An update. In Wyer, M., Barbercheck, M., Geisman, D., Öztürk, H., & Wayne, M. (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 132–140). New York: Routledge.Google Scholar

Keller, E. F. & Grontkowski, C. (1996). The mind's eye. In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 187–202). Oxford: Oxford University Press. (Originally published 1983)Google Scholar

Keller, E. F., & Longino, H. E. (1996). Feminism and science. Oxford, UK: University Press.Google Scholar

Kelly, G. A. (1955). The psychology of personal constructs (Vols. 1–2). New York: Norton.Google Scholar

Kelly, G. A. (1963). A theory of personality: The psychology of personal constructs. New York: Norton.Google Scholar

Kelly, G. A. (1964). The language of hypothesis. Journal of Individual Psychology, 20, 137–154.Google Scholar

Kelly, G. (1969). Man's construction of his alternatives. In B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 66–93). New York: Wiley.Google Scholar

Kerr, E. A. (2001). Toward a feminist natural science: Linking theory and practice. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 386–406). New York: Routledge.Google Scholar

Kiesling, S. (2006). Hegemonic identity making. In deFina, A., Schiffrin, D., & Bamburg, M. (Eds.), Discourse and identity (pp. 261–287). Studies in Interactional Sociolinguistics. New York: Cambridge University Press.Google Scholar

Kinder, D. R., & Sears, D. O. (1981). Prejudice and politics: Symbolic racism versus racial threats to the good life. Journal of Personality and Social Psychology, 40(3), 414–431.CrossRefGoogle Scholar

Kirschner, S. (2006). Psychology and pluralism: Toward the psychological studies. Journal of Theoretical and Philosophical Psychology, 26(1–2), 1–17.CrossRefGoogle Scholar

Kitcher, P. (1993). The advancement of science. Oxford: Oxford University Press.Google Scholar

Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.Google Scholar

Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125, 524–543.CrossRefGoogle Scholar

Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.Google Scholar

Koch, S. (1992). Wundt's creature at age zero – and as centurian: Some aspects of the institutionalization of psychology. In Koch, S. & Leary, D. (Eds.), A century of psychology as science. Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Koch, S. (1993). “Psychology” or “the psychological studies”?American Psychologist, 48(8), 902–904.CrossRefGoogle Scholar

Konstan, D. (2006). The emotions of the ancient Greeks: Studies in Aristotle and Greek literature. Toronto: University of Toronto Press.CrossRefGoogle Scholar

Korobov, N. (2010). A discursive psychological approach to positioning. Qualitative Research in Psychology.CrossRef

Kövecses, Z. (2000). Metaphor and emotion. Language, culture and body in human feeling. Cambridge: Cambridge University Press.Google Scholar

Kruglanski, A., & Ajzen, I. (1983). Bias and error in human judgment. European Journal of Social Psychology, 19, 448–468.Google Scholar

Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.Google Scholar

Kuhn, T. (1977). Objectivity, value judgment, and theory choice. In Kuhn, T. (Ed.), The essential tension: Selected studies in scientific tradition and change (pp. 320–339). Chicago: University of Chicago Press.Google Scholar

Kurz-Milcke, E., Nersessian, N. J., & Newstetter, W. (2004). What has history to do with cognition? Interactive methods for studying research laboratories. Journal of Cognition and Culture, 4, 663–700.CrossRefGoogle Scholar

Lacan, J. (1998). The seminar of Jacques Lacan. Book XX: Encore, 1972–1973 (J.-A. Miller, Ed., & B. Fink, Trans.). New York: Norton.Google Scholar

Lacey, H. (1999). Is science value free? Values and scientific understanding. London: Routledge.Google Scholar

Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.Google Scholar

Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh. New York: Basic Books.Google Scholar

Lakoff, G., & Nunez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.Google Scholar

Lamiell, J. (2003). Beyond individual and group differences: Human individuality, scientific psychology, and William Stern's critical personalism. Thousand Oaks, CA: Sage.Google Scholar

Lamiell, J. T. (2009). Some philosophical and historical considerations relevant to William Stern's contributions to developmental psychology. Zeitschrift für Psychologie, 217(2), 66–72.CrossRefGoogle Scholar

Lamiell, J. (2010). Translation of William Stern's “Psychology and personalism.” New Ideas in Psychology, 28, 110–134.CrossRefGoogle Scholar

Laqueur, T. (1990). Making sex: Body and gender from the Greeks to Freud. Cambridge, MA: Harvard University Press.Google Scholar

Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.Google Scholar

Latour, B. (2005). Reassembling the social. An introduction to actor network theory. New York: Oxford University Press.Google Scholar

Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton, NJ: Princeton University Press. (Original work published 1979)Google Scholar

Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Leggon, C. (1997). The scientist as academic. Daedalus, 126(4), 221–245.Google Scholar

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press.CrossRefGoogle Scholar

Lave, J., & Wegner, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar

Lazarus, R. S. (2006). Stress and emotion: A new synthesis. New York: Springer.Google Scholar

Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–169.CrossRefGoogle Scholar

Lazarus, A., Averill, J. R., & Opton, E. M. (1970). Toward a cognitive theory of emotions. In Arnold, M. B. (Ed.), Feelings and emotions (pp. 207–232). New York: Academic Press.Google Scholar

LeDoux, J. (1996). The Emotional brain: The mysterious underpinnings of emotional life, New York: Simon and Schuster.Google Scholar

LeDoux, J. (1998). Fear and the brain: Where have we been, and where are we going?Biological Psychiatry, 44(12), 1229–1238.CrossRefGoogle ScholarPubMed

Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Lewins, R., & Lewontin, R. (1985). The dialectical biologist. Cambridge, MA: Harvard University Press.Google Scholar

Lloyd, G. (1996). Reason, science, and the domination of matter. In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 41–56). Oxford: Oxford University Press. (Original work published 1993)Google Scholar

Longino, H. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ: Princeton University Press.Google Scholar

Longino, H. E. (2001). Can there be a feminist science? In Wyer, M., Barbercheck, M., Geisman, D., Öztürk, H., & Wayne, M. (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 216–222). New York: Routledge.Google Scholar

Longino, H. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.Google Scholar

Louis, W. R. (2008). Intergroup positioning and power. In Moghaddam, F. M., Harré, R., & Lee, N. (Eds.), Global conflict resolution through positioning analysis (pp. 21–39). New York: Springer.CrossRefGoogle Scholar

Lutz, C., & White, G. M. (1986). The anthropology of emotions. Annual Review of Anthropology, 15, 405–436.CrossRefGoogle Scholar

Lynch, M. (1993). Scientific practice and ordinary action: Ethnomethodology and social studies of science. Cambridge: Cambridge University Press.Google Scholar

Machamer, P., & Osbeck, L. (2004). The social in the epistemic. In Machamer, P. & Wolters, G. (Eds.), Science, values, and objectivity. Pittsburgh: University of Pittsburgh Press.CrossRefGoogle Scholar

Mahoney, M. (2004). Scientist as subject: The psychological imperative. Cambridge, MA: Ballinger Publishing. (Original work published 1976)Google Scholar

Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM settings: Identity formation and its discontents. Science Education, 93(3), 485–510.CrossRefGoogle Scholar

Malone, K. R., & Kelly, S. D. (2006). Women in science: Should we bother with a psychoanalytic viewpoint? Psychoanalysis, Culture & Society, 10, 207.CrossRefGoogle Scholar

Malone, K., Nersessian, N. J., & Newstetter, W. (2005). Gender writ small: Gender enactments in organization and knowledge transmission in a biomedical engineering laboratory. Journal of Women and Minorities in Science and Engineering, 11, 61–82.CrossRefGoogle Scholar

Mannix, M. (2002). Facing the problem, American Society for Engineering Education Prism, 12(2), 19–24.Google Scholar

Manuel, F. E. (1968). A portrait of Isaac Newton. Cambridge, MA: Harvard University Press.Google Scholar

Maquet, J. (1993). Objects as instruments, objects as signs. In Lubar, S. & Kingery, W. D. (Eds.), History from things: Essays on material culture (pp. 30–40). Washington, DC: Smithsonian Institution.Google Scholar

Margolis, J. (2003). The unraveling of scientism. Ithaca, NY: Cornell University Press.Google Scholar

Martin, J., Sugarman, J. H., & Thompson, J. (2003). Psychology and the question of agency. Albany, NY: SUNY Press.Google Scholar

Maslow, A. (1966). The psychology of science: A reconnaissance. New York: Harper & Row.Google Scholar

Maslow, A. H. (1987). Motivation and personality. New York: Harper & Bros. (Original work published 1954)Google Scholar

Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence. Science and myth. Cambridge, MA: MIT Press.Google Scholar

McAllister, J. W. (1996). Beauty and revolution in science. Ithaca, NY: Cornell University Press.Google Scholar

McGuire, T., & Tuchanska, B. (2001). Science unfettered: Philosophical study in sociohistorical ontology. Athens, OH: Ohio University Press.Google Scholar

McIlwee, J., & Robinson, J. (1992). Women in engineering. Albany, NY: SUNY Press.Google Scholar

Mead, G. H. (1932). The philosophy of the present. La Salle, IL: Open Court Publishing.Google Scholar

Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist (Morris, C. W., Ed.). Chicago: University of Chicago Press.Google Scholar

Menary, R. (2007). Cognitive integration: Mind and cognition unbounded. New York: Palgrave MacMillan.CrossRefGoogle Scholar

Mills, C. W. (1997). The racial contract. Ithaca, NY: Cornell University Press.Google Scholar

Mitroff, I. (1974). The subjective side of science: Philosophical inquiry into the psychology of the Apollo Moon ScientistsAmsterdam: Elsevier.Google Scholar

Moghaddam, F. (1998). Social psychology: Exploring universals across cultures. New York: W. H. Freeman.Google Scholar

Moghaddam, F. (1999). Reflexive positioning: Culture and private discourse. In R. Harré and L. von Langenhove, Positioning theory (pp. 74–86). Oxford, UK: BlackwellGoogle Scholar

Moody, J. (2003). Recruiting and retaining women and minority faculty: An interview with JoAnn Moody (interview by Nancy E. Carriuola). Journal of Developmental Education, 27, 18–34.Google Scholar

Moore, S., & Oaksford, M. (2002). Emotional cognition. Amsterdam: John Benjamins.CrossRefGoogle Scholar

Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52, 250–260.CrossRefGoogle Scholar

Mulkay, M., & Gilbert, G. N. (1982). Accounting for error: How scientists construct their social world when they account for correct and incorrect belief. Sociology, 16(2), 165–183.CrossRefGoogle Scholar

Myers, D. (2002). Discrimination. In Social psychology (7th ed., p. 330). Boston: McGraw Hill(6).Google Scholar

Nasir, S., & Saxe, G. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18.CrossRefGoogle Scholar

Neal, M. A. (2005). New black man. New York: Routledge.Google Scholar

Nelson, D. J., & Rogers, D. C. (2002). A national analysis of diversity in science and engineering faculties at research universities. Retrieved from http://www.now.org/issues/diverse/diversity_report.pdf.

Nelson, L. H. (1990). Who knows: From Quine to a feminist empiricism. Philadelphia: Temple University Press.Google Scholar

Nersessian, N. J. (1984). Faraday to Einstein: Constructing meaning in scientific theories. Dordrecht: Martinus Nijhoff/Kluwer.CrossRefGoogle Scholar

Nersessian, N. J. (1992a). How do scientists think? Capturing the dynamics of conceptual change in science. In Giere, R. N. (Ed.), Cognitive models of science (pp. 3–45). Minneapolis: University of Minnesota Press.Google Scholar

Nersessian, N. J. (1992b). In the theoretician's laboratory: Thought experimenting as mental modeling. PSA 1992, 2, 291–301.Google Scholar

Nersessian, N. J. (1995a). Opening the black box: Cognitive science and the history of science. Osiris, 10, 194–211.CrossRefGoogle Scholar

Nersessian, N. J. (1995b). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4(3), 203–226.CrossRefGoogle Scholar

Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. In Carruthers, P., Stich, S., & Siegal, M. (Eds.), The cognitive basis of science (pp. 133–153). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Nersessian, N. J. (2005). Interpreting scientific and engineering practices: Integrating the cognitive, social, and cultural dimensions. In Gorman, M. E., Tweney, R. D., Gooding, D. C., & Kincannon, A. P. (Eds.), Scientific and technological thinking (pp. 17–56). Hillsdale, NJ: Erlbaum.Google Scholar

Nersessian, N. J. (2006a). The cognitive-cultural systems of the research laboratory. Organization Studies, 27(1), 125–145.CrossRefGoogle Scholar

Nersessian, N. J. (2006b). Model-based reasoning in distributed cognitive systems. Philosophy of Science, 72, 699–709.CrossRefGoogle Scholar

Nersessian, N. J. (2008a). Creating scientific concepts. Cambridge, MA: MIT Press.Google Scholar

Nersessian, N. J. (2008b). Mental modeling in conceptual change. In Vosniadou, S. (Ed.), International handbook of conceptual change (pp. 391–416). New York: Routledge.Google Scholar

Nersessian, N. (2009). How do engineering scientists think? Model-based simulation in biomedical engineering research laboratories. Topics in Cognitive Science, 1(3).CrossRefGoogle ScholarPubMed

Nersessian, N. J., & Chandrasekharan, S. (2009). Hybrid analogies in conceptual innovation in science [Special issue]. Cognitive Systems Research Journal, 10, 178–188.CrossRefGoogle Scholar

Nersessian, N. J., Kurz-Milcke, E., & Davies, J. (2005). Ubiquitous computing in science and engineering research laboratories: A case study from biomedical engineering. In Gerassimos Kouzelis, M. S., Pournari, M., & Tselfes, V. (Eds.), Knowledge in the new technologies (pp. 167–195). Berlin: Peter Lang.Google Scholar

Nersessian, N. J., Kurz-Milcke, E., Newstetter, W. C., & Davies, J. (2003). Research laboratories as evolving distributed cognitive systems. Proceedings of the 25th Annual Conference of the Cognitive Science Society, 857–862.

Nersessian, N. J., Newstetter, W. C., Kurz-Milcke, E., & Davies, J. (2003). A mixed-method approach to studying distributed cognition in evolving environments. Proceedings of the International Conference on Learning Sciences, 307–314.

Nersessian, N. J., & Patton, C. (2009). Model-based reasoning in interdisciplinary engineering. In Meijers, A. W. M. (Ed.), The handbook of the philosophy of technology & engineering sciences (pp. 678–718). New York: Springer.Google Scholar

Neu, J. (2000). A tear is an intellectual thing: The meaning of emotions. Oxford: Oxford University Press.Google Scholar

Newell, Allen; Shaw, J. C., & Simon, Herbert A. (1958). Elements of a theory of human problem solving. Psychological Review, 65(3), May, 1958. 151–166.CrossRefGoogle Scholar

Newell, A., & Simon, H. A. (1976). Computer science as empirical enquiry. Communications of the ACM, 19, 113–126.CrossRefGoogle Scholar

Newstetter, W. (2005). Designing Cognitive Apprenticeships in Biomedical Engineering. Journal of Engineering Education, 94(2), 207–213.CrossRefGoogle Scholar

Newstetter, W., Kurz-Milcke, E., & Nersessian, N. J. (2004). Cognitive partnerships on the bench tops. Proceedings of 2004 ICLS Conference, 372–379.

Newstetter, W., Nersessian, N. J., Kurz-Milcke, E., & Malone, K. R. (2002). Laboratory learning, classroom learning: Looking for convergence/divergence in biomedical engineering. In Proceedings of the International Conference on Learning Sciences (pp. 315–321). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math = male, me = female, therefore math ≠ me. Journal of Personality and Social Psychology, 83(1), 44–59.CrossRefGoogle ScholarPubMed

Nussbaum, M.C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Olsen, D., Maple, S. A., & Stage, F. (1995). Women and minority faculty job satisfaction: Professional role interests, professional satisfactions, and institutional fit. The Journal of Higher Education, 66(3), 267–293.Google Scholar

Olson, K. (2002). Who gets promoted? Gender differences in science and engineering academia. Journal of Women and Minorities in Science and Engineering, 8, 347–362.CrossRefGoogle Scholar

Ortner, S. (1995). Resistance and the problem of ethnographic refusal. Comparative Studies in Society and History, 37(1), 173–193.CrossRefGoogle Scholar

Osbeck, L., & Good, J. M. M. (2005, August). Re-presenting representation: “Distributed cognition,” innovation, and conceptual change in science. Paper presented at the Annual Meeting of the American Psychological Association, Washington, DC.Google Scholar

Osbeck, L. M., Malone, K. R., & Nersessian, N. J. (2007). Dissenters in the sanctuary: Evolving frameworks in “mainstream” cognitive science. Theory and Psychology, 17(2), 243.CrossRefGoogle Scholar

Osbeck, L., & Nersessian, N. J. (2006). The distribution of representation. Journal for the Theory of Social Behavior, 36(2), 141–160.CrossRefGoogle Scholar

Osbeck, L., Newstetter, W., & Nersessian, N. J. (2006). Positioning in the laboratory. Paper presented at International Society for Psychology of Science. Zacatecas, Mexico.

Papadopoulos, D. (2008). In the ruins of representation: Identity, individuality, subjectification. British Journal of Social Psychology, 47(1), 139–165.CrossRefGoogle ScholarPubMed

Parkinson, B., Fischer, A. H., & Manstead, A. S. R. (2005). Emotions in social relations: Cultural, group, and interpersonal processes. New York: Psychology Press.Google Scholar

Parrott, G., & Harré, R. (1996). The emotions: Social, cultural, and biological dimensions. London: Sage.Google Scholar

Perrig, W., & Kintsch, W. (1985). Propositional and situational representations of text. Journal of Memory and Language, 24, 503–518.CrossRefGoogle Scholar

Petroski, H. (2008). Success through failure: The paradox of design. Princeton, NJ: Princeton University Press.Google Scholar

Pham, M. T. (2007). Emotion and rationality: A critical review and interpretation of empirical evidence. Review of General Psychology, 11(2), 155–178.CrossRefGoogle Scholar

Pickering, A. (1984). Constructing quarks: A sociological history of particle physics. Chicago: University of Chicago Press.Google Scholar

Pickering, A. (1987). Forms of life: Science, contingency, and Harry Collins. British Journal for the History of Science, 20, 213–221.CrossRefGoogle Scholar

Pickering, A. (1995). The mangle of practice: Time, agency, & science. Chicago: University of Chicago Press.CrossRefGoogle Scholar

Poggenpoel, M., & Myburgh, C. (2003). The researcher as research instrument in educational research: A possible threat to trustworthiness? Education, 124, 418–421.Google Scholar

Pols, E. (1982). The acts of our being: a reflection on agency and responsibility. Amherst: University of Massachusetts Press.Google Scholar

Polanyi, M. (1964). Science, faith, and society. Chicago: University of Chicago Press. (Original work published 1946)Google Scholar

Polanyi, M. (1973). Personal knowledge: Towards a post-critical philosophy. Chicago: University of Chicago Press. (Original work published 1958)Google Scholar

Prediger, D. J. (1982). Dimensions underlying Holland's hexagon: Missing link between interests and occupations?Journal of Vocational Behavior, 21(3), 259–287.CrossRefGoogle Scholar

Prinz, J. (2007). The emotional construction of morals. Oxford: Oxford University Press.Google Scholar

Proctor, H., & Parry, G. (1978). Constraint and freedom: The social origin of personal constructs. In Fransella, F. (Ed.), Personal construct psychology 1977 (pp. 157–170). London: Academic Press.Google Scholar

Protevi, J. (2007). Series description. New directions in philosophy and cognitive science. New York: Palgrave.Google Scholar

Redman, P. (2005). The narrative formation of identity revisited: Narrative construction, agency and the unconscious. Narrative Inquiry, 15(1), 25–44.CrossRefGoogle Scholar

Reichenbach, H. (1938). Experience and prediction. Chicago: University of Chicago Press.Google Scholar

Resnick, L. B. (1996). Situated learning. In Corte, E. & Weinert, F. E. (Eds.), International encyclopedia of developmental and instructional psychology (pp. 341–347). Oxford: Elsevier Science.Google Scholar

Ribeiro, B. (2006). Footing, positioning, voice: Are we talking about the same thing. In deFina, A., Schiffrin, D., & Bamburg, M. (Eds.), Discourse and identity (pp. 48–82). Cambridge: Cambridge University Press.Google Scholar

Richards, G. (1996). Putting psychology in its place. London: Routledge.Google Scholar

Robinson, D. N. (1989). Aristotle's psychology. New York: Columbia University Press.Google Scholar

Robinson, D. N. (2007). Theoretical psychology: What is it and who needs it?Theory and Psychology, 17(2), 187–198.CrossRefGoogle Scholar

Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology: General, 104(3), 192–233.CrossRefGoogle Scholar

Roseman, I. J. (1991). Appraisal determinants of discrete emotions. Cognition and Emotion, 5, 161–200.CrossRefGoogle Scholar

Rosser, S. (1997). Re-engineering female friendly science. New York: Teachers College Press.Google Scholar

Rosser, S. V. (1999). Different laboratory/work climates: Impacts on women in the workplace. Annals of the New York Academy of Sciences, 869, 95–101.CrossRefGoogle Scholar

Rosser, S. V. (2001). Are there methodologies appropriate for the natural sciences and do they make a difference? In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 123–144). New York: Routledge.Google Scholar

Rosser, S. V. (2004). The science glass ceiling: Academic women scientists and the struggle to succeed. New York: Routledge.CrossRefGoogle Scholar

Rouse, J. (1996). Engaging science: How to understand its practices philosophically. Ithaca, NY: Cornell University Press.Google Scholar

Rouse, J. (2002). How scientific practices matter: Reclaiming philosophical naturalism. Chicago: University of Chicago Press.Google Scholar

Rowlands, M. (1999). The body in mind. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Rychlak, J. F. (1990). George Kelly and the concept of construction. International Journal of Personal Construct Psychology, 3(1), 7–20.CrossRefGoogle Scholar

Rychlak, J. F. (1997). In defense of human consciousness. Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Ryle, G. (1949). The concept of mind. Chicago: University of Chicago Press.Google Scholar

Schaffer, S. (1988). Astronomers mark time: Discipline and the personal equation. Science in Context, 2, 115–145.CrossRefGoogle Scholar

Schatzki, T., Knorr Cetina, K., & Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: RoutledgeGoogle Scholar

Schiebinger, L. (1999). Has feminism changed science?Cambridge, MA: Harvard University Press.Google Scholar

Schiebinger, L. (2001). Creating sustainable science. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 466–483). New York: Routledge.Google Scholar

Schiebinger, L. (2002). Mainstreaming gender analysis into science. Journal of Women and Minorities in Science and Engineering, 8, 381–394.CrossRefGoogle Scholar

Scott, J. (1996). Gender: A useful category of historical analysis. In Scott, J. (Ed.), Feminism and history (pp. 152–182). Oxford: Oxford University Press.Google Scholar

Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.Google Scholar

Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three year study. Science Education, 88(4), 493–534.CrossRefGoogle Scholar

Shepardson, C. (1998). Human diversity and the sexual relation. In Lane, C. (Ed.), Psychoanalysis and race (pp. 41–64). New York: Columbia University PressGoogle Scholar

Shoemaker, S. (1984). Personal identity: A materialist's account. In Shoemaker, S. & Swinburne, R. (Eds.), Personal identity (pp. 89–97). Oxford: Blackwell.Google Scholar

Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. Oxford: Oxford University Press.Google Scholar

Simon, H. A., Langley, P. W., & Bradshaw, G. (1981). Scientific discovery as problem solving. Synthese, 47, 1–27.CrossRefGoogle Scholar

Simonton, D. K. (1988). Scientific genius: A psychology of science. Cambridge: Cambridge University Press.Google Scholar

Simonton, D. K. (2004). Creativity in science. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Sinclair, B. (2004). Technology and the African-American experience. Cambridge, MA: MIT Press.Google Scholar

Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-Crofts.Google Scholar

Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.Google Scholar

Smith, J. A. (Ed.) (2003). Qualitative psychology: A practical guide to research methods. London: Sage.

Smythe, W. (1998). Toward a psychology of persons. Mahwah, NJ: Erlbaum.Google Scholar

Solomon, R. C. (1976). The passions. New York: Doubleday.Google Scholar

Solomon, R. C. (1993). The philosophy of emotions. In Lewis, M. & Haviland, J. M. (Eds.), Handbook of emotions (pp. 3–15). New York: Guilford.Google Scholar

Solomon, R. (2003). Not passion's slave: Emotions and choice. New York: Oxford University Press.CrossRefGoogle Scholar

Sonnert, G., & Holton, G. (1995). Who succeeds in science?New Brunswick, NJ: Rutgers University Press.Google Scholar

Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart, and Winston.Google Scholar

Steele, C. M. (2003). Through the back door to theory. Psychological Inquiry, 14, 314–317.CrossRefGoogle Scholar

Steele, J. (2003). Children's gender stereotypes about math: The role of stereotype stratification. Journal of Applied Social Psychology, 33(12), 2587–2606.CrossRefGoogle Scholar

Stepan, N. L. (1996). Race and gender: The role of analogy in science. In Keller, E. F. & Longino, H. (Eds.), Feminism and science (pp. 121–136). Oxford: Oxford University Press.Google Scholar

Stern, W. (1906). Person und Sache: System der philosophischen Weltanschauung: Band l. Ableitung und Grundlehre [Person and world: A system of a philosophical worldview: Vol. 1. Introduction and basic principles]. Leipzig: Barth.Google Scholar

Stem, W. (1917). Die Psychologie und der Personalismus [Psychology and personalism]. Leipzig: Barth.Google Scholar

Sternberg, R. J. (2001). Psychology: In search of the human mind (3rd ed.). Ft. Worth, TX: Harcourt College Publishers.Google Scholar

Storer, N. W. (1966). The social system of science. New York: Holt, Rinehart, & Winston.Google Scholar

Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University PressCrossRefGoogle Scholar

Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). London: Sage.Google Scholar

Stryker, S., & Burke, P. (2000). The past, present and future of identity theory. Social Psychology Quarterly, 63, 284–297.CrossRefGoogle Scholar

Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions (2nd ed.). Cambridge: Cambridge University Press.Google Scholar

Szpirko, J. (2000, July). Can the categories of the Real, the Symbolic and the Imaginary be exported to other fields of knowledge than psychoanalysis? Presented at Les Etats Généraux de la Psychanalyse. Retrieved from http://www.etatsgeneraux-psychanalyse.net/TEXTE/Jean Szpirko/EGP. Site is no longer available. [Earlier version of article can be found in French as Szpirko, J. (1994). Les catégories RSI sont-elles exportables? Les Carnets de Psychanalyse (Le Réel, la Réalité) n° 5/6.]

Tajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223, 96–102.CrossRefGoogle Scholar

Tajfel, H. (1982). Social identity and intergroup relations. Cambridge: Cambridge University Press.Google Scholar

Tajfel, H., Billig, M., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 2, 149–178.CrossRefGoogle Scholar

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup behavior. In Austin, W. G. & Worchel, S. (Eds.), Psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks/Cole.Google Scholar

Tashakkori, A., & Teddlie, C. (Eds). (2002). Handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage.Google Scholar

Tatum, B. (1997). Why are all the black kids sitting together in the cafeteria?New York: Basic Books.Google Scholar

Taylor, S. (2005). Self-narration as rehearsal: A discursive approach to the narrative formation of identity. Narrative Inquiry, 15, 45–50.CrossRefGoogle Scholar

Thagard, P. (2008). Hot thought. Cambridge, MA: MIT Press.Google Scholar

Tissaw, M. (2010). A critical look at critical (neo)personalism: Unitas multiplex and the ‘person’ concept. New Ideas in Psychology, 28(2), 159–167.CrossRefGoogle Scholar

Titchener, E. B. (1912). The schema of introspection. American Journal of Psychology, 23, 485–508.CrossRefGoogle Scholar

Tobin, K., & Roth, W.-M. (2007). Identity in science: What for? Where to? How? In Roth, W.-M. & Tobin, K. (Eds.), Science, learning, and identity: Sociocultural and cultural-historical perspectives (pp. 339–345). Rotterdam: Sense Publishing.Google Scholar

Tolman, C. W. (1998). Sumus Ergo Sum: The ontology of self and how Descartes got it wrong. In Smythe, W. E. (Ed.), Toward a psychology of persons (pp. 3–24). Mahwah, NJ: Erlbaum.Google Scholar

Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.Google Scholar

Tomasello, M. (2003). The key is social cognition. In Gentner, D. & Goldin-Meadow, S. (Eds.), Language in mind: Advances in the study of language and thought (pp. 47–57). Cambridge, MA: MIT Press.Google Scholar

Toulmin, S. (1972). Human understanding: Vol. I. The collective use and evolution of concepts. Princeton, NJ: Princeton University Press.Google Scholar

Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity. Chicago: University of Chicago Press.Google Scholar

Trafton, J. G., Trickett, S. B., & Mintz, F. E. (2005). Connecting internal and external representations: Spatial transformations of scientific visualizations. Foundations of Science, 10, 89–106.CrossRefGoogle Scholar

Traweek, B. S. (1988). Beamtimes and lifetimes: The world of high energy physicists. Cambridge, MA: Harvard University Press.Google Scholar

Trickett, S. B., & Trafton, J. G. (2007). “What if….”: The use of conceptual simulations in scientific reasoning. Cognitive Science, 31, 843–876.CrossRefGoogle ScholarPubMed

Trower, C. A., & Chait, R. P. (2002). Faculty diversity: Too little for too long. Harvard Magazine, 104(4), 33–98.Google Scholar

Turner, J. C. (1982). Toward a cognitive redefinition of the social group. In Tajfel, H. (Ed.), Social identity and intergroup relations (pp. 15–40). Cambridge: Cambridge University Press.Google Scholar

Turner, J. C., Brown, R., & Tajfel, H. (1979). Social comparison and group interest in ingroup favoritism. European Journal of Social Psychology, 9, 187–204.CrossRefGoogle Scholar

Turner, S. (1994). The social theory of practices. Chicago: University of Chicago Press.Google Scholar

Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124–1131.CrossRefGoogle ScholarPubMed

Tweney, R. D. (1989). A framework for the cognitive psychology of science. In Gholson, B., Shadish, W. R., Neimeyer, R. A., & Houts, A. C. (Eds.), Psychology of science: Contributions to metascience (pp. 342–366). New York: Cambridge University Press.CrossRefGoogle Scholar

Tweney, R. (1992). Stopping time: Faraday and the scientific creation of perceptual order. Physis: Revista Internazionale di Storia Della Scienza, 29, 149–164.Google Scholar

Tweney, R. D., Doherty, M. E., & Mynatt, C. R. (Eds.). (1981). On scientific thinking. New York: Columbia University Press.Google Scholar

Valian, V. (1999). Why so slow? The advancement of women. Cambridge, MA: MIT Press.Google Scholar

Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.Google Scholar

Langenhove, L., & Harré, R. (1999). Positioning and the writing of science. In Harré, R. & Langenhove, L. (Eds.), Positioning theory (pp. 102–115). Oxford: Blackwell.Google Scholar

Vanheule, S., & Verhaeghe, P. (2009). Identity through a psychoanalytic looking glass, Theory & Psychology, 19(3), 391–411.CrossRefGoogle Scholar

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.CrossRefGoogle Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Trans.). Cambridge, MA: Harvard University Press.Google Scholar

Watson, D. L. (1938). Scientists are human. London: Watts & Co.Google Scholar

Watson, J. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177CrossRefGoogle Scholar

Watson, J. D. (1969). The double helix. New York: New American Library.Google Scholar

Wenger, E. (1998). Communities of practice: Language, meaning, and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.Google Scholar

Weigman, R. (1998). American anatomies: Theorizing race and gender (2nd Printing). Durham, NC: Duke University Press. Originally published 1995.

Wellman, H. (1990). The child's theory of mind. Cambridge, MA: MIT Press.Google Scholar

West, C., & Zimmerman, D. (1987). Doing gender. Gender and Society, 1, 125–151.CrossRefGoogle Scholar

Wetherell, M. (1998). Positioning and interpretive reperatoires: Conversation analysis and post-structuralism in dialogue. Discourse & Society, 9(3), 387–412.CrossRefGoogle Scholar

Wilkinson, S., & Kitzinger, C. (2003). Constructing identities: A feminist conversation analyst approach to positioning in action. In. Harré, R. & Moghaddam, F. M. (Eds.), The self and others (pp. 157–180). Westport, CT: Praeger.Google Scholar

Wilson, R. (2004). Boundaries of the mind: The individual in the fragile sciences. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55(1), 159–169.CrossRefGoogle ScholarPubMed

Wittgenstein, L. (1953). Philosophical investigations (G. E. M. Anscome, Trans.). Oxford: Blackwell.Google Scholar

Wollheim, R. (1999). On the emotions (The Ernst Cassirer Lectures, 1991). New Haven: Yale University Press.Google Scholar

Xie, Y., & Shauman, K. A. (2003). Women in science: Career processes and outcomes. Cambridge, MA: Harvard University Press.Google Scholar

Young-Bruehl, E. (1996). Anatomy of prejudices. Cambridge, MA: Harvard University Press.Google Scholar

Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21(2), 179–217.CrossRefGoogle Scholar

Zuckerman, H., Cole, J. R., & Bruer, J. T. (Eds.). (1991). The outer circle: Women in the scientific community. New York: Norton.Google Scholar