Book contents
- How We Think and LearnTheoretical Perspectives and Practical Implications
- How We Think and Learn
- Copyright page
- Contents
- Acknowledgments
- 1 The General Nature of Human Cognition and Learning: Probably Not Quite What You Think It Is
- 2 The Human Brain: The Hardware of Our Thinking and Learning
- 3 Cognition and Learning as Constructive Processes: Finding Order in Chaos
- 4 Key Components of the Human Memory System: An Overly Simplistic Yet Useful Model
- 5 In-Depth Cognitive Processing: Maximizing the “Long-Term” in Long-Term Memory
- 6 Remembering, Forgetting, and Misremembering: Why Long-Term Memory Isn’t Always Dependable
- 7 Metacognition: Thinking about Thinking
- 8 Conceptual Change: Revising Our Understandings When Revisions Are Called For
- 9 Bringing Other Factors into the Picture: How Emotions, Dispositions, and Attributions Affect Thinking and Learning
- 10 Self-Regulating Our Behavior: Turning Intentions into Actions
- Book part
- References
- Index
- References
References
Published online by Cambridge University Press: 02 March 2017
Book contents
- How We Think and LearnTheoretical Perspectives and Practical Implications
- How We Think and Learn
- Copyright page
- Contents
- Acknowledgments
- 1 The General Nature of Human Cognition and Learning: Probably Not Quite What You Think It Is
- 2 The Human Brain: The Hardware of Our Thinking and Learning
- 3 Cognition and Learning as Constructive Processes: Finding Order in Chaos
- 4 Key Components of the Human Memory System: An Overly Simplistic Yet Useful Model
- 5 In-Depth Cognitive Processing: Maximizing the “Long-Term” in Long-Term Memory
- 6 Remembering, Forgetting, and Misremembering: Why Long-Term Memory Isn’t Always Dependable
- 7 Metacognition: Thinking about Thinking
- 8 Conceptual Change: Revising Our Understandings When Revisions Are Called For
- 9 Bringing Other Factors into the Picture: How Emotions, Dispositions, and Attributions Affect Thinking and Learning
- 10 Self-Regulating Our Behavior: Turning Intentions into Actions
- Book part
- References
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- How We Think and LearnTheoretical Perspectives and Practical Implications, pp. 177 - 222Publisher: Cambridge University PressPrint publication year: 2017
References
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207–245.Google Scholar
Afflerbach, P., & Cho, B.-Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In Waters, H. S. & Schneider, W. (Eds.), Metacognition, strategy use, and instruction (pp. 201–225). New York, NY: Guilford.Google Scholar
Albert, D., Chein, J., & Steinberg, L. (2013). The teenage brain: Peer influences on adolescent decision making. Current Directions in Psychological Science, 22, 114–120.CrossRefGoogle ScholarPubMed
Alexander, P. A., & Disciplined Reading and Learning Research Laboratory. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47, 259–280.Google Scholar
Alexander, P. A., & Jetton, T. L. (1996). The role of importance and interest in the processing of text. Educational Psychology Review, 8, 89–121.CrossRefGoogle Scholar
Altmann, E. M., & Gray, W. D. (2002). Forgetting to remember: The functional relationship of decay and interference. Psychological Science, 13, 27–33.Google Scholar
Amsterlaw, J. (2006). Children’s beliefs about everyday reasoning. Child Development, 77, 443–464.CrossRefGoogle ScholarPubMed
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.Google Scholar
Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York, NY: Worth.Google Scholar
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111, 1036–1060.Google Scholar
Anderson, J. R., & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396–408.CrossRefGoogle Scholar
Anderson, M. C. (2009). Motivated forgetting. In Baddeley, A., Eysenck, M. W., & Anderson, M. C. (Eds.), Memory (pp. 217–244). Hove, England: Psychology Press.Google Scholar
Anderson, M. C., & Levy, B. J. (2009). Suppressing unwanted memories. Current Directions in Psychological Science, 18, 189–194.CrossRefGoogle Scholar
Andiliou, A., Ramsay, C. M., Murphy, P. K., & Fast, J. (2012). Weighing opposing positions: Examining the effects of intratextual persuasive messages on students’ knowledge and beliefs. Contemporary Educational Psychology, 37, 113–127.Google Scholar
Andre, T., & Windschitl, M. (2003). Interest, epistemological belief, and intentional conceptual change. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 173–197). Mahwah, NJ: Erlbaum.Google Scholar
Andriessen, J. (2006). Arguing to learn. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 443–459). Cambridge, England: Cambridge University Press.Google Scholar
Aplin, L. M., Farine, D. R., Morand-Ferron, J., Cockburn, A., Thornton, A., & Sheldon, B. C. (2015). Experimentally induced innovations lead to persistent culture via conformity in wild birds. Nature, 518, 538–541.Google Scholar
Arbib, M. (Ed.). (2005). Action to language via the mirror neuron system. New York, NY: Cambridge University Press.Google Scholar
Arrigo, J. M., & Pezdek, K. (1997). Lessons from the study of psychogenic amnesia. Current Directions in Psychological Science, 6, 148–152.Google Scholar
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11, 181–184.Google Scholar
Aslin, R. N., & Newport, E. L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current Directions in Psychological Science, 21, 170–176.Google Scholar
Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626–639.CrossRefGoogle Scholar
Atir, S., Rosenzweig, E., & Dunning, D. (2015). When knowledge knows no bounds: Self-perceived expertise predicts claims of impossible knowledge. Psychological Science, 26, 1295–1303.Google Scholar
Atkins, S. M., Bunting, M. F., Bolger, D. J., & Dougherty, M. R. (2012). Training the adolescent brain: Neural plasticity and the acquisition of cognitive abilities. In Reyna, V. F., Chapman, S. B., Dougherty, M. R., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 211–241). Washington, DC: American Psychological Association.Google Scholar
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W. & Spence, J. T. (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2). New York, NY: Academic Press.Google Scholar
Atkinson, R. K., Levin, J. R., Kiewra, K. A., Meyers, T., Kim, S., Atkinson, L. A., … Hwang, Y. (1999). Matrix and mnemonic text-processing adjuncts: Comparing and combining their components. Journal of Educational Psychology, 91, 342–357.CrossRefGoogle Scholar
Atran, S., Medin, D. L., & Ross, N. O. (2005). The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112, 744–776.CrossRefGoogle ScholarPubMed
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York, NY: Grune & Stratton.Google Scholar
Azevedo, R., & Witherspoon, A. M. (2009). Self-regulated learning with hypermedia. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 319–339). New York, NY: Routledge.Google Scholar
Bachevalier, J., Malkova, L., & Beauregard, M. (1996). Multiple memory systems: A neuropsychological and developmental perspective. In Lyon, G. R. & Krasnegor, N. A. (Eds.), Attention, memory, and executive function (pp. 185–198). Baltimore, MD: Paul H. Brookes.Google Scholar
Baddeley, A. D. (2001). Is working memory still working? American Psychologist, 56, 851–864.CrossRefGoogle ScholarPubMed
Baddeley, A. D. (2007). Working memory, thought and action. Oxford, England: Oxford University Press.Google Scholar
Baddeley, A. D., Eysenck, M. W., & Anderson, M. C. (2009). Memory. Hove, England: Psychology Press.Google Scholar
Baer, J., & Garrett, T. (2010). Teaching for creativity in an era of content standards and accountability. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 6–23). New York, NY: Cambridge University Press.Google Scholar
Bahrick, H. P. (1984). Semantic memory content in permastore: Fifty years of memory for Spanish learned in school. Journal of Experimental Psychology: General, 113, 1–29.CrossRefGoogle ScholarPubMed
Baillargeon, R., & DeVos, J. (1991). Object permanence in young infants: Further evidence. Child Development, 62, 1227–1246.Google Scholar
Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W. Y., Franklin, M. S., & Schooler, J. W. (2012). Inspired by distraction: Mind wandering facilitates creative incubation. Psychological Science, 23, 1117–1122.Google Scholar
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3–38.Google Scholar
Balch, W., Bowman, K., & Mohler, L. (1992). Music-dependent memory in immediate and delayed word recall. Memory and Cognition, 20, 21–28.Google Scholar
Baldwin, C. L. (2007). Cognitive implications of facilitating echoic persistence. Memory and Cognition, 35, 774–780.Google Scholar
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. (2008). Toward an agentic theory of the self. In Marsh, H. W., Craven, R. G., & McInerney, D. M. (Eds.), Self-processes, learning, and enabling human potential (pp. 15–49). Charlotte, NC: Information Age.Google Scholar
Banich, M. T. (2009). Executive function: The search for an integrated account. Current Directions in Psychological Science, 18, 89–94.Google Scholar
Barab, S. A., & Dodge, T. (2008). Strategies for designing embodied curriculum. In Spector, J. M., Merrill, M. D., van Merriënboer, J., & Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 97–110). New York, NY: Erlbaum.Google Scholar
Bargai, N., Ben-Shakhar, G., & Shalev, A. Y. (2007). Posttraumatic stress disorder and depression in battered women: The mediating role of learned helplessness. Journal of Family Violence, 22, 267–275.Google Scholar
Bargh, J. A., & Morsella, E. (2008). The unconscious mind. Perspectives on Psychological Science, 3, 73–79.Google Scholar
Barkley, R. A. (1996). Critical issues in research on attention. In Lyon, G. R. & Krasnegor, N. A. (Eds.), Attention, memory, and executive function (pp. 307–326). Baltimore, MD: Paul H. Brookes.Google Scholar
Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50, 533–573.Google Scholar
Barron, E., Riby, L. M., Greer, J., & Smallwood, J. (2011). Absorbed in thought: The effect of mind wandering on the processing of relevant and irrelevant events. Psychological Science, 22, 596–601.Google Scholar
Barrouillet, P., & Camos, V. (2012). As time goes by: Temporal constraints in working memory. Current Directions in Psychological Science, 2, 413–419.Google Scholar
Bastardi, A., Uhlmann, E. L., & Ross, L. (2011). Wishful thinking: Belief, desire, and the motivated evaluation of scientific evidence. Psychological Science, 22, 731–732.Google Scholar
Bauer, P. J., DeBoer, T., & Lukowski, A. F. (2007). In the language of multiple memory systems: Defining and describing developments in long-term declarative memory. In Oakes, L. M. & Bauer, P. J. (Eds.), Short- and long-term memory in infancy and early childhood: Taking the first steps toward remembering (pp. 240–270). New York, NY: Oxford University Press.Google Scholar
Bäuml, K.-H. T., & Samenieh, A. (2010). The two faces of memory retrieval. Psychological Science, 21, 793–795.Google Scholar
Baxter Magolda, M. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 89–102). Mahwah, NJ: Erlbaum.Google Scholar
Beardsley, P. M., Bloom, M. V., & Wise, S. B. (2012). Challenges and opportunities for teaching and designing effective K–12 evolution curricula. In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 287–310). Oxford, England: Oxford University Press.CrossRefGoogle Scholar
Beeman, M. J., & Chiarello, C. (1998). Complementary right- and left-hemisphere language comprehension. Current Directions in Psychological Science, 7, 2–8.Google Scholar
Behrmann, M. (2000). The mind’s eye mapped onto the brain’s matter. Current Directions in Psychological Science, 9, 50–54.Google Scholar
Beilock, S. L., & Carr, T. H. (2001). On the fragility of skilled performance: What governs choking under pressure? Journal of Experimental Psychology: General, 130, 701–725.Google Scholar
Beilock, S. L., & Carr, T. H. (2004). From novice to expert performance: Memory, attention, and the control of complex sensorimotor skills. In Williams, A. M. & Hodges, N. J. (Eds.), Skill acquisition in sport: Research, theory, and practice (pp. 309–327). London, England: Routledge.Google Scholar
Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and “choking under pressure” in math. Psychological Science, 16, 101–105.Google Scholar
Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48, 243–270.Google Scholar
Bendixen, L. D., & Feucht, F. C. (Eds.). (2010). Personal epistemology in the classroom: Theory, research, and implications for practice. Cambridge, England: Cambridge University Press.Google Scholar
Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39, 69–80.Google Scholar
Benes, F. M. (2007). Corticolimbic circuitry and psychopathology: Development of the corticolimbic system. In Coch, D., Dawson, G., & Fischer, K. W. (Eds.), Human behavior, learning, and the developing brain: Atypical development (pp. 331–361). New York, NY: Guilford.Google Scholar
Benton, S. L., Kiewra, K. A., Whitfill, J. M., & Dennison, R. (1993). Encoding and external-storage effects on writing processes. Journal of Educational Psychology, 85, 267–280.Google Scholar
Bergman, E. T., & Roediger, H. L. III (1999). Can Bartlett’s repeated reproduction experiments be replicated? Memory & Cognition, 27, 937–947.CrossRefGoogle ScholarPubMed
Bernstein, D. M., & Loftus, E. F. (2009). The consequences of false memories for food preferences and choices. Perspectives on Psychological Science, 4, 135–139.Google Scholar
Berntsen, D. (2010). The unbidden past: Involuntary autobiographical memories as a basic mode of remembering. Current Directions in Psychological Science, 19, 138–142.Google Scholar
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660.Google Scholar
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, England: Cambridge University Press.Google Scholar
Bjorklund, D. F., & Green, B. L. (1992). The adaptive nature of cognitive immaturity. American Psychologist, 47, 46–54.Google Scholar
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Merrill/Prentice Hall.Google Scholar
Boesch, C. (2012). From material to symbolic cultures: Culture in primates. In Valsiner, J. (Ed.), The Oxford handbook of culture and psychology (pp. 677–694). New York, NY: Oxford University Press.Google Scholar
Bohn-Gettler, C. M., & Rapp, D. N. (2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology, 103, 562–577.Google Scholar
Booth, J. R. (2007). Brain bases of learning and development of language and reading. In Coch, D., Fischer, K. W., & Dawson, G. (Eds.), Human behavior, learning, and the developing brain: Typical development (pp. 279–300). New York, NY: Guilford.Google Scholar
Bower, G. H. (1994). Some relations between emotions and memory. In Ekman, P. & Davidson, R. J. (Eds.), The nature of emotion: Fundamental questions (pp. 303–305). New York, NY: Oxford University Press.Google Scholar
Bower, G. H., Black, J. B., & Turner, T. J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177–220.Google Scholar
Bower, G. H., & Forgas, J. P. (2001). Mood and social memory. In Forgas, J. P. (Ed.), Handbook of affect and social cognition (pp. 95–120). Mahwah, NJ: Erlbaum.Google Scholar
Bower, G. H., Karlin, M. B., & Dueck, A. (1975). Comprehension and memory for pictures. Memory and Cognition, 3, 216–220.Google Scholar
Bowers, J. S., Mattys, S. L., & Gage, S. H. (2009). Preserved implicit knowledge of a forgotten childhood language. Psychological Science, 20, 1064–1069.Google Scholar
Braasch, J. L. G., Goldman, S. R., & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105, 561–578.Google Scholar
Brainerd, C. J., & Reyna, V. F. (1992). Explaining “memory free” reasoning. Psychological Science, 3, 332–339.Google Scholar
Brainerd, C. J., & Reyna, V. F. (1998). When things that were never experienced are easier to “remember” than things that were. Psychological Science, 9, 484–489.Google Scholar
Brainerd, C. J., & Reyna, V. F. (2002). Fuzzy-trace theory and false memory. Current Directions in Psychological Science, 11, 164–169.Google Scholar
Brainerd, C. J., & Reyna, V. F. (2005). The science of false memory. Oxford, England: Oxford University Press.Google Scholar
Bramham, C. R., & Messaoudi, E. (2005). BDNF function in adult synaptic plasticity: The synaptic consolidation hypothesis. Progress in Neurobiology, 76, 99–125.Google Scholar
Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can’t be told. In Vosniadou, S. & Ortony, A. (Eds.), Similarity and analogical reasoning (pp. 470–497). Cambridge, England: Cambridge University Press.Google Scholar
Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46, 48–70.Google Scholar
Breitmeyer, B. B., & Ganz, L. (1976). Implications of sustained and transient channels for theories of visual pattern masking, saccadic suppression, and information processing. Psychological Review, 83, 1–36.Google Scholar
Brewer, W. F. (2008). Naive theories of observational astronomy: Review, analysis, and theoretical implications. In Vosniadou, S. (Ed.), International handbook of research on conceptual change (pp. 155–204). New York, NY: Routledge.Google Scholar
Broadhurst, P. L. (1959). The interaction of task difficulty and motivation: The Yerkes-Dodson law revived. Acta Psychologica, 16, 321–338.Google Scholar
Bromme, R., Kienhues, D., & Porsch, T. (2010). Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 163–193). Cambridge, England: Cambridge University Press.Google Scholar
Bronfenbrenner, U. (1999). Is early intervention effective? Some studies of early education in familial and extra-familial settings. In Montagu, A. (Ed.), Race and IQ (expanded ed., pp. 343–378). New York, NY: Oxford University Press.Google Scholar
Brooks-Gunn, J. (2003). Do you believe in magic? What we can expect from early childhood intervention programs. Social Policy Report, 17(1), 3–14.Google Scholar
Brophy, J. E., Alleman, J., & Knighton, B. (2009). Inside the social studies classroom. New York, NY: Routledge.Google Scholar
Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In Vosniadou, S. (Ed.), International handbook of research on conceptual change (pp. 127–154). New York, NY: Routledge.Google Scholar
Brown, I., & Inouye, D. K. (1978). Learned helplessness through modeling: The role of perceived similarity in competence. Journal of Personality and Social Psychology, 36, 900–908.Google Scholar
Bruer, J. T. (1999). The myth of the first three years: A new understanding of early brain development and lifelong learning. New York, NY: Free Press.Google Scholar
Bryck, R. L., & Fisher, P. A. (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.Google Scholar
Buckner, R. L., & Petersen, S. E. (1996). What does neuroimaging tell us about the role of prefrontal cortex in memory retrieval? Seminars in the Neurosciences, 8, 47–55.Google Scholar
Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42, 697–726.Google Scholar
Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28–42.Google Scholar
Bugg, J. M., & McDaniel, M. A. (2012). Selective benefits of question self-generation and answering for remembering expository text. Journal of Educational Psychology, 104, 922–931.Google Scholar
Byrnes, J. P. (2001). Minds, brains, and learning: Understanding the psychological and educational relevance of neuroscientific research. New York, NY: Guilford.Google Scholar
Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119, 197–253.Google Scholar
Calfee, R. (1981). Cognitive psychology and educational practice. In Berliner, D. C. (Ed.), Review of Research in Education (Vol. 9, pp. 3–73). Washington, DC: American Educational Research Association.Google Scholar
Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213–233.CrossRefGoogle Scholar
Campo, P., Maest, F., Ortiz, T., Capilla, A., Fernandez, S., & Fernandez, A. (2005). Is medial temporal lobe activation specific to encoding long-term memories? Neuroimage, 25, 34–42.Google Scholar
Carmichael, L., Hogan, H. P., & Walters, A. A. (1932). An experimental study of the effect of language on the reproduction of visually perceived form. Journal of Experimental Psychology, 15, 73–86.Google Scholar
Carver, C. S., & Scheier, M. F. (2005). Engagement, disengagement, coping, and catastrophe. In Elliot, A. & Dweck, C. (Eds.), Handbook of competence and motivation (pp. 527–547). New York, NY: Guilford.Google Scholar
Carver, R. P. (1990). Reading rate: A review of research and theory. San Diego, CA: Academic Press.Google Scholar
Case, R., & Okamoto, Y., in collaboration with Griffin, S., McKeough, A., Bleiker, C., Henderson, B., & Stephenson, K. M. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61(1–2, Serial No. 246).Google Scholar
Cassady, J. C. (2010). Test anxiety: Contemporary theories and implications for learning. In Cassady, J. C. (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 7–26). New York, NY: Peter Lang.Google Scholar
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport & Exercise Psychology, 29, 239–252.Google Scholar
Cattell, R. B. (1987). Intelligence: Its structure, growth, and action. Amsterdam, The Netherlands: North-Holland.Google Scholar
Ceci, S. J. (2003). Cast in six ponds and you’ll reel in something: Looking back on 25 years of research. American Psychologist, 58, 855–864.Google Scholar
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1–40.Google Scholar
Chein, J. M., & Schneider, W. (2012). The brain’s learning and control architecture. Current Directions in Psychological Science, 21, 78–84.Google Scholar
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35, 75–87.Google Scholar
Cheng, P. W. (1985). Restructuring versus automaticity: Alternative accounts of skill acquisition. Psychological Review, 92, 414–423.Google Scholar
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In Vosniadou, S. (Ed.), International handbook of research on conceptual change (pp. 61–82). New York, NY: Routledge.Google Scholar
Chi, M. T. H., Kristensen, A. K., & Roscoe, R. D. (2012). Misunderstanding emergent causal mechanism in natural selection. In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 145–173). Oxford, England: Oxford University Press.Google Scholar
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1–49.Google Scholar
Chinn, C. A., & Buckland, L. A. (2012). Model-based instruction: Fostering change in evolutionary conceptions and in epistemic practices. In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 211–232). Oxford, England: Oxford University Press.Google Scholar
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141–167.Google Scholar
Chinn, C. A., & Malhotra, B. A. (2002). Children’s responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327–343.Google Scholar
Chomsky, N. (2006). Language and mind (3rd ed.). Cambridge, England: Cambridge University Press.Google Scholar
Chrobak, Q. M., & Zaragoza, M. S. (2012). When forced fabrications become truth: Causal explanations and false memory development. Journal of Experimental Psychology: General, 142, 827–844.Google Scholar
Cimpian, A., Arce, H.-M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18, 314–316.Google Scholar
Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24, 467–563.Google Scholar
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149–210.Google Scholar
Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In Vosniadou, S. (Ed.), International handbook of research on conceptual change (pp. 417–452). New York, NY: Routledge.Google Scholar
Clore, G. L., Gasper, K., & Garvin, E. (2001). Affect as information. In Forgas, J. P. (Ed.), Handbook of affect and social cognition (pp. 121–144). Mahwah, NJ: Erlbaum.Google Scholar
Cohen, G. (2000). Hierarchical models in cognition: Do they have psychological reality? European Journal of Cognitive Psychology, 12(1), 1–36.Google Scholar
Cohen, L. B., & Cashon, C. H. (2006). Infant cognition. In Damon, W. & Lerner, R. M. (Series Eds.), Kuhn, D. & Siegler, R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 214–251). New York, NY: Wiley.Google Scholar
Cohn, S., Hult, R. E., & Engle, R. W. (1990, April). Working memory, notetaking, and learning from a lecture. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.Google Scholar
Colbert, S. M., & Peters, E. R. (2002). Need for closure and jumping-to-conclusions in delusion-prone individuals. Journal of Nervous and Mental Disease, 190(1), 27–31.Google Scholar
Cole, M., & Cagigas, X. E. (2010). Cognition. In Bornstein, M. H. (Ed.), Handbook of cultural developmental science (pp. 127–142). New York, NY: Psychology Press.Google Scholar
Cole, M., & Hatano, G. (2007). Cultural-historical activity theory: Integrating phylogeny, cultural history, and ontogenesis in cultural psychology. In Kitayama, S. & Cohen, D. (Eds.), Handbook of cultural psychology (pp. 109–135). New York, NY: Guilford.Google Scholar
Collins, A. M. (2006). Cognitive apprenticeship. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 47–60). Cambridge, England: Cambridge University Press.Google Scholar
Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407–428.Google Scholar
Coplan, R. J., & Arbeau, K. A. (2009). Peer interactions and play in early childhood. In Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 143–161). New York, NY: Guilford.Google Scholar
Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. In McNerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 299–328). Greenwich, CT: Information Age.Google Scholar
Cothern, N. B., Konopak, B. C., & Willis, E. L. (1990). Using readers’ imagery of literary characters to study text meaning construction. Reading Research and Instruction, 30, 15–29.Google Scholar
Cowan, N. (2007). What infants can tell us about working memory development. In Oakes, L. M. & Bauer, P. J. (Eds.), Short- and long-term memory in infancy and early childhood: Taking the first steps toward remembering (pp. 126–150). New York, NY: Oxford University Press.Google Scholar
Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science, 19, 51–57.Google Scholar
Cowan, N., Nugent, L. D., Elliott, E. M., & Saults, J. S. (2000). Persistence of memory for ignored lists of digits: Areas of developmental constancy and change. Journal of Experimental Child Psychology, 76, 151–172.Google Scholar
Cowan, N., Wood, N. L., Nugent, L. D., & Treisman, M. (1997). There are two word-length effects in verbal short-term memory: Opposed effects of duration and complexity. Psychological Science, 8, 290–295.Google Scholar
Craik, F. I. M. (2006). Distinctiveness and memory: Comments and a point of view. In Hunt, R. R. & Worthen, J. B. (Eds.), Distinctiveness and memory (pp. 425–442). Oxford, England: Oxford University Press.Google Scholar
Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behavior, 12, 598–607.Google Scholar
Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35, 59–74.Google Scholar
Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In Leinhardt, G., Crowley, K., & Knutson, K. (Eds.), Learning conversations in museums (pp. 333–356). Mahwah, NJ: Erlbaum.Google Scholar
Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In Dai, D. Y. & Sternberg, R. J. (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 3–38). Mahwah, NJ: Erlbaum.Google Scholar
Daneman, M. (1987). Reading and working memory. In Beech, J. R. & Colley, A. M. (Eds.), Cognitive approaches to reading (pp. 57–86). Chichester, England: Wiley.Google Scholar
Dansereau, D. F. (1995). Derived structural schemas and the transfer of knowledge. In McKeough, A., Lupart, J., & Marini, A. (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 93–122). Mahwah, NJ: Erlbaum.Google Scholar
Darwin, C. R. (1859). On the origin of species by means of natural selection. London, England: John Murray.Google Scholar
Datta, L. G. (1962). Learning in the earthworm, Lumbricus terrestris. American Journal of Psychology, 75, 531–553.Google Scholar
Davachi, L., & Dobbins, I. G. (2008). Declarative memory. Current Directions in Psychological Science, 17, 112–118.Google Scholar
de Jong, T. (2011). Instruction based on computer simulations. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 446–466). New York, NY: Routledge.Google Scholar
De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174–192.Google Scholar
De La Paz, S., & McCutchen, D. (2011). Learning to write. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 32–54). New York, NY: Routledge.Google Scholar
de Waal, F. (2016). Are we smart enough to know how smart animals are? New York, NY: W. W. Norton.Google Scholar
DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33, 711–732.Google Scholar
DeBacker, T. K., & Crowson, H. M. (2009). The influence of need for closure on learning and teaching. Educational Psychology Review, 21, 303–323.Google Scholar
DeCasper, A. J., & Spence, M. J. (1986). Prenatal maternal speech influences newborns’ perception of speech sounds. Infant Behavior and Development, 9, 133–150.Google Scholar
Dehaene, S. (2007). A few steps toward a science of mental life. Mind, Brain, and Education, 1(1), 28–47.Google Scholar
Delaney, P. F., Sahakyan, L., Kelley, C. M., & Zimmerman, C. A. (2010). Remembering to forget: The amnesic effect of daydreaming. Psychological Science, 21, 1036–1042.Google Scholar
Dewar, K. M., & Xu, F. (2010). Induction, overhypothesis, and the origin of abstract knowledge: Evidence from 9-month-old infants. Psychological Science, 21, 1871–1877.Google Scholar
Dewhurst, S. A., & Conway, M. A. (1994). Pictures, images, and recollective experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1088–1098.Google Scholar
Di Vesta, F. J., & Gray, S. G. (1972). Listening and notetaking. Journal of Educational Psychology, 63, 8–14.Google Scholar
DiDonato, N. C. (2013). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks. Instructional Science, 41, 25–47.Google Scholar
Dijksterhuis, A., & Nordgren, L. F. (2006). A theory of unconscious thought. Perspectives on Psychological Science, 1, 95–109.Google Scholar
Dijksterhuis, A., & Strick, M. (2016). A case for thinking without consciousness. Perspectives on Psychological Science, 11, 117–132.Google Scholar
Dijkstra, P., Kuyper, H., van der Werf, G., Buunk, A. P., & van der Zee, Y. G. (2008). Social comparison in the classroom: A review. Review of Educational Research, 78, 828–879.Google Scholar
Dinges, D. F., & Rogers, N. L. (2008). The future of human intelligence: Enhancing cognitive capability in a 24/7 world. In Kyllonen, P. C., Roberts, R. D., & Stankov, L. (Eds.), Extending intelligence: Enhancement and new constructs (pp. 407–430). New York, NY: Erlbaum/Taylor & Francis.Google Scholar
Dirix, C. E. H., Nijhuis, J. G., Jongsma, H. W., & Hornstra, G. (2009). Aspects of fetal learning and memory. Child Development, 80, 1251–1258.Google Scholar
diSessa, A. A. (1996). What do “just plain folk” know about physics? In Olson, D. R. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 709–730). Cambridge, MA: Blackwell.Google Scholar
diSessa, A. A. (2006). A history of conceptual change research. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 265–281). Cambridge, England: Cambridge University Press.Google Scholar
diSessa, A. A., Elby, A., & Hammer, D. (2003). J’s epistemological stance and strategies. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 237–290). Mahwah, NJ: Erlbaum.Google Scholar
Dodge, K. A., Malone, P. S., Lansford, J. E., Miller, S., Pettit, G. S., & Bates, J. E. (2009). A dynamic cascade model of the development of substance-use onset. Monographs of the Society for Research in Child Development, 74(3, Serial No. 294), 1–119.Google Scholar
Doja, A., & Roberts, W. (2006). Immunizations and autism: A review of the literature. Canadian Journal of Neurological Sciences, 33, 341–346.Google Scholar
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239–264.Google Scholar
Dooling, D. J., & Christiaansen, R. E. (1977). Episodic and semantic aspects of memory for prose. Journal of Experimental Psychology: Human Learning and Memory, 3, 428–436.Google Scholar
Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Changes in grey matter induced by training. Nature, 427, 311–312.Google Scholar
Duckworth, A. L., Gendler, T. S., & Gross, J. J. (2016). Situational strategies for self-control. Perspectives on Psychological Science, 11, 35–55.Google Scholar
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939–944.Google Scholar
Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228–232.Google Scholar
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58.Google Scholar
Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5, 69–106.Google Scholar
Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83–87.Google Scholar
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.Google Scholar
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.Google Scholar
Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 122–140). New York, NY: Guilford.Google Scholar
Eagly, A. H., Kulesa, P., Chen, S., & Chaiken, S. (2001). Do attitudes affect memory? Tests of the congeniality hypothesis. Current Directions in Psychological Science, 10, 5–9.Google Scholar
Echevarria, M. (2003). Anomalies as a catalyst for middle school students’ knowledge construction and scientific reasoning during science inquiry. Journal of Educational Psychology, 95, 357–374.CrossRefGoogle Scholar
Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 335–354). Cambridge, England: Cambridge University Press.Google Scholar
Eilam, B. (2001). Primary strategies for promoting homework performance. American Educational Research Journal, 38, 691–725.Google Scholar
Einstein, G. O., & McDaniel, M. A. (2005). Prospective memory: Multiple retrieval processes. Current Directions in Psychological Science, 14, 286–290.Google Scholar
Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students’ epistemologies. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 409–434). Cambridge, England: Cambridge University Press.Google Scholar
Elkind, D. (1981). Children and adolescents: Interpretive essays on Jean Piaget (3rd ed.). New York, NY: Oxford University Press.Google Scholar
Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132, 33–72.Google Scholar
Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., … Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, USA, 108, 3017–3022.Google Scholar
Ericsson, K. A. (1996). The road to excellence: The acquisition of expert performance in the arts and science, sports, and games. Mahwah, NJ: Erlbaum.Google Scholar
Evans, E. M. (2008). Conceptual change and evolutionary biology: A developmental analysis. In Vosniadou, S. (Ed.), International handbook of research on conceptual change (pp. 263–294). New York, NY: Routledge.Google Scholar
Feinberg, I., & Campbell, I. G. (2013). Longitudinal sleep EEG trajectories indicate complex patterns of adolescent brain maturation. American Journal of Physiology: Regulatory, Integrative, and Comparative Physiology, 304(4), R296–R303. doi: 10.1152/ajpregu.00422.2012Google Scholar
Feinberg, M., & Willer, R. (2011). Apocalypse soon? Dire messages reduce belief in global warming by contradicting just-world beliefs. Psychological Science, 22, 34–38.Google Scholar
Feinstein, J. S., Duff, M. C., & Tranel, D. (2010). Sustained experience of emotion after loss of memory in patients with amnesia. PNAS, 107, 7674–7679.Google Scholar
Fernández-Espejo, D., Bekinschtein, T., Monti, M. M., Pickard, J. D., Junque, C., Coleman, M. R., & Owen, A. M. (2011). Diffusion weighted imaging distinguishes the vegetative state from the minimally conscious state. Neuroimage, 54, 103–112.Google Scholar
Fernbach, P. M., Rogers, T., Fox, C. R., & Sloman, S. A. (2013). Political extremism is supported by an illusion of understanding. Psychological Science, 24, 939–946.Google Scholar
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.Google Scholar
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). Beyond smarter: Mediated learning and the brain’s capacity for change. New York, NY: Teachers College Press.Google Scholar
Figner, B., & Weber, E. U. (2011). Who takes risks when and why? Determinants of risk taking. Current Directions in Psychological Science, 20, 211–216.Google Scholar
Fischer, G. (2009). Learning in communities: A distributed intelligence perspective. In Carroll, J. M. (Ed.), Learning in communities: Interdisciplinary perspectives on human centered information technology (pp. 11–16). London, England: Springer-Verlag.Google Scholar
Fischer, P., & Greitemeyer, T. (2010). A new look at selective-exposure effects: An integrative model. Current Directions in Psychological Science, 19, 384–389.CrossRefGoogle Scholar
Fivush, R., Haden, C., & Reese, E. (2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socioemotional development. Child Development, 77, 1568–1588.Google Scholar
Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23.Google Scholar
Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324–340.Google Scholar
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar
Fletcher, K. L., & Cassady, J. C. (2010). Overcoming academic anxieties: Promoting effective coping and self-regulation strategies. In Cassady, J. C. (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 177–200). New York, NY: Peter Lang.Google Scholar
Foer, J. (2011). Moonwalking with Einstein: The art and science of remembering everything. New York, NY: Penguin.Google Scholar
Foley, M. A., Harris, J., & Herman, S. (1994). Developmental comparisons of the ability to discriminate between memories for symbolic play enactments. Developmental Psychology, 30, 206–217.Google Scholar
Foote, A. L., & Crystal, J. D. (2007). Metacognition in the rat. Current Biology, 17, 551–555.Google Scholar
Forgas, J. P. (2008). Affect and cognition. Perspectives on Psychological Science, 3, 94–101.Google Scholar
Fox, E. (2009). The role of reader characteristics in processing and learning from informational text. Review of Educational Research, 79, 197–261.Google Scholar
Frankenberger, K. D. (2000). Adolescent egocentrism: A comparison among adolescents and adults. Journal of Adolescence, 23, 343–354.Google Scholar
Frensch, P. A., & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12, 13–18.Google Scholar
Freud, S. (1922). Beyond the pleasure principle. London, England: International Psychoanalytic Press.Google Scholar
Freud, S. (1957). Repression. In Strachey, J. (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 14, pp. 146–158). London, England: Hogarth Press. (Original work published 1915.)Google Scholar
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., … Changas, P. (2013). Effects of first-grade number knowledge tutoring with contrasting forms of practice. Journal of Educational Psychology, 105, 58–77.Google Scholar
Furnham, A. (2003). Belief in a just world: Research progress over the past decade. Personality and Individual Differences, 34, 795–817.Google Scholar
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.Google Scholar
Gal, D., & Rucker, D. D. (2010). When in doubt, shout! Paradoxical influences of doubt on proselytizing. Psychological Science, 21, 1701–1707.Google Scholar
Gallese, V., Gernsbacher, M. A., Heyes, C., Hickok, G., & Iacoboni, M. (2011). Mirror neuron forum. Perspectives on Psychological Science, 6, 369–407.Google Scholar
Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In Moll, L. C. (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175–205). Cambridge, England: Cambridge University Press.Google Scholar
Galván, A. (2012). Risky behavior in adolescents: The role of the developing brain. In Reyna, V. F., Chapman, S. B., Dougherty, M. R., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 267–289). Washington, DC: American Psychological Association.Google Scholar
Galván, A., Hare, T. A., Parra, C. E., Penn, J., Voss, H., Glover, G., & Casey, B. J. (2006). Earlier development of the accumbens relative to orbitofrontal cortex might underlie risk-taking behavior in adolescents. Journal of Neuroscience, 26, 6885–6892.Google Scholar
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.Google Scholar
Gardner, H., Torff, B., & Hatch, T. (1996). The age of innocence reconsidered: Preserving the best of the progressive traditions in psychology and education. In Olson, D. R. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 28–55). Cambridge, MA: Blackwell.Google Scholar
Garry, M., & Gerrie, M. P. (2005). When photographs create false memories. Current Directions in Psychological Science, 14, 321–325.Google Scholar
Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. New York, NY: Oxford University Press.Google Scholar
Geraerts, E., Lindsay, D. S., Merckelbach, H., Jelicic, M., Raymaekers, L., Arnold, M. M., & Schooler, J. W. (2009). Cognitive mechanisms underlying recovered-memory experiences of childhood sexual abuse. Psychological Science, 20, 92–98.Google Scholar
Ghetti, S., & Alexander, K. W. (2004). “If it happened, I would remember it”: Strategic use of event memorability in the rejection of false autobiographical events. Child Development, 75, 542–561.Google Scholar
Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. Journal of General Education, 50, 29–55.Google Scholar
Giedd, J. N., Stockman, M., Weddle, C., Liverpool, M., Wallace, G. L., Lee, N. R., … Lenroot, R. K. (2012). Anatomic magnetic resonance imaging of the developing child and adolescent brain. In Reyna, V. F., Chapman, S. B., Dougherty, M. R., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 15–35). Washington, DC: American Psychological Association.Google Scholar
Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66, 290–302.Google Scholar
Goel, V., Tierney, M., Sheesley, L., Bartolo, A., Vartanian, O., & Grafman, J. (2007). Hemispheric specialization in human prefrontal cortex for resolving certain and uncertain inferences. Cerebral Cortex, 17, 2245–2250.Google Scholar
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., … Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, USA, 101, 8174–8179.Google Scholar
Gold, J. M., Murray, R. F., Sekuler, A. B., Bennett, P. J., & Sekuler, R. (2005). Visual memory decay is deterministic. Psychological Science, 16, 769–774.Google Scholar
Goldin-Meadow, S., & Beilock, S. L. (2010). Action’s influence on thought: The case of gesture. Perspectives on Psychological Science, 5, 664–674.Google Scholar
Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20, 267–272.Google Scholar
Goldman-Rakic, P. S. (1986). Setting the stage: Neural development before birth. In Friedman, S. L., Klivington, K. A., & Peterson, R. W. (Eds.), The brain, cognition, and education. Orlando, FL: Academic Press.Google Scholar
Gonsalves, B. D., & Cohen, N. J. (2010). Brain imaging, cognitive processes, and brain networks. Perspectives on Psychological Science, 5, 744–752.Google Scholar
Gonsalves, B. D., Reber, P. J., Gitelman, D. R., Parrish, T. B., Mesulam, M.-M., & Paller, K. A. (2004). Neural evidence that vivid imagining can lead to false remembering. Psychological Science, 15, 655–660.CrossRefGoogle ScholarPubMed
Goodman, C. S., & Tessier-Lavigne, M. (1997). Molecular mechanisms of axon guidance and target recognition. In Cowan, W. M., Jessell, T. M., & Zipursky, S. L. (Eds.), Molecular and cellular approaches to neural development (pp. 108–137). New York, NY: Oxford University Press.Google Scholar
Goodman, G. S., Ghetti, S., Quas, J. A., Edelstein, R. S., Alexander, K. W., Redlich, A. D., … Jones, D. P. H. (2003). A prospective study of memory for child sexual abuse: New findings relevant to the repressed-memory controversy. Psychological Science, 14, 113–118.CrossRefGoogle Scholar
Goodman, G. S., & Quas, J. A. (2008). Repeated interviews and children’s memory: It’s more than just how many. Current Directions in Psychological Science, 17, 386–390.Google Scholar
Gopnik, A., Griffiths, T. L., & Lucas, C. G. (2015). When younger learners can be better (or at least more open-minded) than older ones. Current Directions in Psychological Science, 24, 87–92.Google Scholar
Gorus, E., De Raedt, R., Lambert, M., Lemper, J.-C., & Mets, T. (2008). Reaction times and performance variability in normal aging, mild cognitive impairment, and Alzheimer’s disease. Journal of Geriatric Psychiatry and Neurology, 21, 204–218.Google Scholar
Grabe, M. (1986). Attentional processes in education. In Phye, G. D. & Andre, T. (Eds.), Cognitive classroom learning: Understanding, thinking, and problem solving (pp. 49–82). Orlando, FL: Academic Press.Google Scholar
Graham, S. (1997). Using attribution theory to understand social and academic motivation in African American youth. Educational Psychologist, 32, 21–34.Google Scholar
Graham, S., & Barker, G. (1990). The downside of help: Anattributional-developmental analysis of helping behavior as a low ability cue. Journal of Educational Psychology, 82, 7–14.Google Scholar
Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology, 34, 18–29.Google Scholar
Greene, J. A., Hutchinson, L. A., Costa, L.-J., & Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology, 37, 307–320.Google Scholar
Greene, J. A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102, 234–255.Google Scholar
Greeno, J. G. (2006). Learning in activity. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). Cambridge, England: Cambridge University Press.Google Scholar
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In Berliner, D. C. & Calfee, R. C. (Eds.), Handbook of educational psychology (pp. 15–46). New York, NY: Macmillan.Google Scholar
Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147–179.Google Scholar
Greiner, J. M., & Karoly, P. (1976). Effects of self-control training on study activity and academic performance: An analysis of self-monitoring, self-reward, and systematic planning components. Journal of Counseling Psychology, 23, 495–502.Google Scholar
Hacker, D. J. (1998). Self-regulated comprehension during normal reading. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Metacognition in educational theory and practice (pp. 165–191). Mahwah, NJ: Erlbaum.Google Scholar
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009a). A growing sense of “agency.” In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 1–4). New York, NY: Routledge.Google Scholar
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009b). Handbook of metacognition in education. New York, NY: Routledge.Google Scholar
Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal, 44, 370–399.Google Scholar
Haier, R. J. (2001). PET studies of learning and individual differences. In McClelland, J. L. & Siegler, R. S. (Eds.), Mechanisms of cognitive development: Behavioral and neural perspectives (pp. 123–145). Mahwah, NJ: Erlbaum.Google Scholar
Hall, J. F. (1971). Verbal learning and retention. Philadelphia, PA: J. B. Lippincott.Google Scholar
Hall, N. C., Hladkyj, S., Perry, R. P., & Ruthig, J. C. (2004). The role of attributional retraining and elaborative learning in college students’ academic development. Journal of Social Psychology, 144, 591–612.Google Scholar
Halperin, E., Porat, R., Tamir, M., & Gross, J. J. (2013). Can emotion regulation change political attitudes in intractable conflicts? From the laboratory to the field. Psychological Science, 24, 106–111.Google Scholar
Halpern, D. F. (1997). Critical thinking across the curriculum: A brief edition of thought and knowledge. Mahwah, NJ: Erlbaum.Google Scholar
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure, training, and metacognitive monitoring. American Psychologist, 53, 449–455.Google Scholar
Halpern, D. F. (2008). Is intelligence critical thinking? Why we need a new definition of intelligence. In Kyllonen, P. C., Roberts, R. D., & Stankov, L. (Eds.), Extending intelligence: Enhancement and new constructs (pp. 349–370). New York, NY: Erlbaum/Taylor & Francis.Google Scholar
Hampson, S. E. (2008). Mechanisms by which childhood personality traits influence adult well-being. Current Directions in Psychological Science, 17, 264–268.Google Scholar
Han, X., Chen, M., Wang, F., Windrem, M., Wang, S., Shanz, S., … Nedergaard, M. (2013). Forebrain engraftment by human glial progenitor cells enhances synaptic plasticity and learning in adult mice. Cell Stem Cell, 12, 342–353.Google Scholar
Harris, P. L. (2006). Social cognition. In Damon, W. & Lerner, R. M. (Series Eds.), Kuhn, D. & Siegler, R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 811–858). New York, NY: Wiley.Google Scholar
Hartmann, W. K., Miller, R., & Lee, P. (1984). Out of the cradle: Exploring the frontiers beyond Earth. New York, NY: Workman.Google Scholar
Hasher, L., & Zacks, R. T. (1984). Automatic processing of fundamental information. American Psychologist, 39, 1372–1388.Google Scholar
Hassin, R. R. (2013). Yes it can: On the functional abilities of the human unconscious. Perspective on Psychological Science, 8, 195–207.Google Scholar
Hatano, G., & Inagaki, K. (2003). When is conceptual change intended? A cognitive-sociocultural view. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 407–427). Mahwah, NJ: Erlbaum.Google Scholar
Hatzigeorgiadis, A., Zourbanos, N., Galanis, E., & Theodorakis, Y. (2011). Self-talk and sports performance: A meta-analysis. Perspectives on Psychological Science, 6, 348–356.Google Scholar
Hayes, S. C., Rosenfarb, I., Wulfert, E., Munt, E. D., Korn, Z., & Zettle, R. D. (1985). Self-reinforcement effects: An artifact of social standard setting? Journal of Applied Behavior Analysis, 18, 201–214.Google Scholar
Healey, M. K., Campbell, K. L., Hasher, L., & Ossher, L. (2010). Direct evidence for the role of inhibition in resolving interference in memory. Psychological Science, 21, 1464–1470.Google Scholar
Hebb, D. O. (1949). The organization of behavior: A neuropsychological theory. New York, NY: Wiley.Google Scholar
Hennessey, M. G. (2003). Metacognitive aspects of students’ reflective discourse: Implications for intentional conceptual change teaching and learning. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 103–132). Mahwah, NJ: Erlbaum.Google Scholar
Hertzog, C., Kramer, A. F., Wilson, R. S., & Lindenberger, U. (2009). Enrichment effects on adult cognitive development: Can the functional capacity of older adults be preserved and enhanced? Psychological Science in the Public Interest, 9, 1–65.Google Scholar
Heuer, F., & Reisberg, D. (1990). Vivid memories of emotional events: The accuracy of remembered minutiae. Memory and Cognition, 18, 496–506.Google Scholar
Heyes, C. M., & Galef, B. G. Jr. (Eds.). (1996). Social learning in animals: The roots of culture. San Diego, CA: Academic Press.Google Scholar
Hickey, D. J. (2011). Participation by design: Improving individual motivation by looking beyond it. In McInerney, D. M., Walker, R. A., & Liem, G. A. D. (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 137–161). Charlotte, NC: Information Age.Google Scholar
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.Google Scholar
Hintzman, D. L. (2011). Research strategy in the study of memory: Fads, fallacies, and the search for “coordinates of truth.” Perspectives on Psychological Science, 6, 253–271.Google Scholar
Hiroto, D. S., & Seligman, M. E. P. (1975). Generality of learned helplessness in man. Journal of Personality and Social Psychology, 31, 311–327.Google Scholar
Hirst, W., & Phelps, E. A. (2016). Flashbulb memories. Current Directions in Psychological Science, 25, 36–41.Google Scholar
Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43–55.Google Scholar
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.Google Scholar
Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.Google Scholar
Hoffman, B. (2010). “I think I can, but I’m afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20, 276–283.Google Scholar
Hokoda, A., & Fincham, F. D. (1995). Origins of children’s helplessness and mastery achievement patterns in the family. Journal of Educational Psychology, 87, 375–385.Google Scholar
Holland, R. W., Hendriks, M., & Aarts, H. (2005). Smells like clean spirit: Nonconscious effects of scent on cognition and behavior. Psychological Science, 16, 689–693.Google Scholar
Howe, M. L. (2011). The adaptive nature of memory and its illusions. Current Directions in Psychological Science, 20, 312–315.Google Scholar
Hsee, C. K., Yang, A. X., & Wang, L. (2010). Idleness aversion and the need for justifiable busyness. Psychological Science, 21, 926–930.Google Scholar
Hunt, R. R., & Worthen, J. B. (Eds.). (2006). Distinctiveness and memory. Oxford, England: Oxford University Press.Google Scholar
Huttenlocher, P. R. (1979). Synaptic density in human frontal cortex – developmental changes and effects of aging. Brain Research, 163, 195–205.Google Scholar
Huttenlocher, P. R. (1990). Morphometric study of human cerebral cortex development. Neuropsychologia, 28, 517–527.Google Scholar
Huttenlocher, P. R. (1993). Morphometric study of human cerebral cortex development. In Johnson, M. H. (Ed.), Brain development and cognition: A reader. Cambridge, MA: Blackwell.Google Scholar
Huttenlocher, P. R., & Dabholkar, A. S. (1997). Regional differences in synaptogenesis in human cerebral cortex. Journal of Comparative Neurology, 387, 167–178.Google Scholar
Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. (2009). Musical training shapes structural brain development. Journal of Neuroscience, 29, 3019–3025.Google Scholar
Hynd, C. (1998). Conceptual change in a high school physics class. In Guzzetti, B. & Hynd, C. (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world (pp. 27–36). Mahwah, NJ: Erlbaum.Google Scholar
Hynd, C. (2003). Conceptual change in response to persuasive messages. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 291–315). Mahwah, NJ: Erlbaum.Google Scholar
Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7, 352–364.Google Scholar
Immordino-Yang, M. H., & Fischer, K. W. (2007). Dynamic development of hemispheric biases in three cases: Cognitive/hemispheric cycles, music, and hemispherectomy. In Coch, D., Fischer, K. W., & Dawson, G. (Eds.), Human behavior, learning, and the developing brain: Typical development (pp. 74–111). New York, NY: Guilford.Google Scholar
Inagaki, K., & Hatano, G. (2006). Young children’s conception of the biological world. Current Directions in Psychological Science, 15, 177–181.Google Scholar
Jackson, D. L., Ormrod, J. E., & Salih, D. J. (1999, April). Promoting students’ achievement by teaching them to generate higher-order self-questions. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.Google Scholar
Jameson, M. M. (2010). Math anxiety: Theoretical perspectives on potential influences and outcomes. In Cassady, J. C. (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 45–58). New York, NY: Peter Lang.Google Scholar
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31, 191–206.Google Scholar
Jones, M. S., Levin, M. E., Levin, J. R., & Beitzel, B. D. (2000). Can vocabulary-learning strategies and pair-learning formats be profitably combined? Journal of Educational Psychology, 92, 256–262.Google Scholar
Jung, R. E., & Haier, R. J. (2007). The parieto-frontal integration theory (P-FIT) of intelligence: Converging neuroimaging evidence. Behavioral and Brain Sciences, 30, 135–154.Google Scholar
Kahne, J. E., & Sporte, S. E. (2008). Developing citizens: The impact of civic learning opportunities on students’ commitment to civic participation. American Educational Research Journal, 45, 738–766.Google Scholar
Kail, R. (1990). The development of memory in children (3rd ed.). New York, NY: W. H. Freeman.Google Scholar
Kaku, M. (2014). The future of the mind: The scientific quest to understand, enhance, and empower the mind. New York, NY: Doubleday.Google Scholar
Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In Plass, J. L., Moreno, R., & Brünken, R. (Eds.), Cognitive load theory (pp. 48–64). Cambridge, England: Cambridge University Press.Google Scholar
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847.Google Scholar
Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: An experience-sampling study of working memory and executive control in daily life. Psychological Science, 18, 614–621.Google Scholar
Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T.-Y., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20, 963–973.Google Scholar
Kaplan, S., & Berman, M. G. (2010). Directed attention as a common resource for executive functioning and self-regulation. Perspectives on Psychological Science, 5, 43–57.Google Scholar
Karabenick, S. A., & Sharma, R. (1994). Seeking academic assistance as a strategic learning resource. In Pintrich, P. R., Brown, D. R., & Weinstein, C. E. (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 189–212). Hillsdale, NJ: Erlbaum.Google Scholar
Kardash, C. A. M., & Scholes, R. J. (1996). Effects of pre-existing beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260–271.Google Scholar
Karl, S. R., & Varma, S. (2010, April–May). The conflict between decimal numbers and whole numbers. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.Google Scholar
Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157–163.Google Scholar
Keil, F. C., & Newman, G. E. (2008). Two tales of conceptual change: What changes and what remains the same. In Vosniadou, S. (Ed.), International handbook on conceptual change (pp. 83–101). New York, NY: Routledge.Google Scholar
Keil, F. C., & Silberstein, C. S. (1996). Schooling and the acquisition of theoretical knowledge. In Olson, D. R. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 621–645). Cambridge, MA: Blackwell.Google Scholar
Kelemen, D. (2012). Teleological minds: How natural intuitions about agency and purpose influence learning about evolution. In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 66–92). Oxford, England: Oxford University Press.Google Scholar
Kendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235–245.Google Scholar
Kensinger, E. A. (2007). Negative emotion enhances memory accuracy: Behavioral and neuroimaging evidence. Current Directions in Psychological Science, 16, 213–218.Google Scholar
Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1, 147–172.Google Scholar
Killeen, P. R. (2001). The four causes of behavior. Current Directions in Psychological Science, 10, 136–140.Google Scholar
Kim, J., Lim, J.-S., & Bhargava, M. (1998). The role of affect in attitude formation: A classical conditioning approach. Journal of the Academy of Marketing Science, 26, 143–152.Google Scholar
King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303–323.Google Scholar
King, A. (1999). Discourse patterns for mediating peer learning. In O’Donnell, A. M. & King, A. (Eds.), Cognitive perspectives on peer learning (pp. 87–115). Mahwah, NJ: Erlbaum.Google Scholar
King, F. B., Harner, M., & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27, 147–155.Google Scholar
Kintsch, W. (1977). Reading comprehension as a function of text structure. In Reber, A. S. & Scarborough, D. L. (Eds.), Toward a psychology of reading (pp. 227–256). New York, NY: Wiley.Google Scholar
Kirby, M., Maggi, S., & D’Angiulli, A. (2011). School start times and the sleep–wake cycle of adolescents: A review of critical evaluation of available evidence. Educational Researcher, 40, 56–61.Google Scholar
Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48, 169–183.Google Scholar
Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92, 811–817.Google Scholar
Kiyonaga, A., & Egner, T. (2014). The working memory Stroop effect: When internal representations clash with external stimuli. Psychological Science, 25, 1619–1629.Google Scholar
Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In Karabenick, S. & Urdan, T. C. (Eds.), Advances in motivation and achievement: Vol. 16A. The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1–33). Bingley, England: Emerald Group Publishing.Google Scholar
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310–321.Google Scholar
Knoll, L. J., Magis-Weinberg, L., Speekenbrink, M., & Blakemore, S. (2015). Social influence on risk perception during adolescence. Psychological Science, 26, 583–592.Google Scholar
Kochanska, G., Gross, J. N., Lin, M.-H., & Nichols, K. E. (2002). Guilt in young children: Development, determinants, and relations with a broader system of standards. Child Development, 73, 461–482.Google Scholar
Kolb, B., Gibb, R., & Robinson, T. E. (2003). Brain plasticity and behavior. Current Directions in Psychological Science, 12, 1–5.Google Scholar
Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of General Psychology, 8, 3–58.Google Scholar
Kornell, N. (2009). Metacognition in human and animals. Current Directions in Psychological Science, 18, 11–15.Google Scholar
Kornell, N., & Bjork, R. A. (2008a). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19, 585–592.Google Scholar
Kornell, N., & Bjork, R. A. (2008b). Optimizing self-regulated study: The benefits – and costs – of dropping flashcards. Memory, 16, 125–136.Google Scholar
Kornell, N., Castell, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and old adults. Psychology and Aging, 25, 498–503.Google Scholar
Kornell, N., Son, L. K., & Terrace, H. S. (2007). Transfer of metacognitive skills and hint seeking in monkeys. Psychological Science, 18, 64–71.Google Scholar
Kosslyn, S. M. (1985). Mental imagery ability. In Sternberg, R. J. (Ed.), Human abilities: An information-processing approach (pp. 151–172). New York, NY: W. H. Freeman.Google Scholar
Kosslyn, S. M. (1994). Image and brain: The resolution of the imagery debate. Cambridge, MA: MIT Press.Google Scholar
Kounios, J., & Beeman, M. (2009). The Aha! moment: The cognitive neuroscience of insight. Current Directions in Psychological Science, 18, 210–216.Google Scholar
Kozhevnikov, M., Evans, C., & Kosslyn, S. M. (2014). Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management. Psychological Science in the Public Interest, 15, 3–33.Google Scholar
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In Renninger, K. A., Hidi, S., & Krapp, A. (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: Erlbaum.Google Scholar
Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283.Google Scholar
Kuhbandner, C., Spitzer, B., & Pekrun, R. (2011). Read-out of emotional information from iconic memory: The longevity of threatening stimuli. Psychological Science, 22, 695–700.Google Scholar
Kuhn, D. (2009). The importance of learning about knowing: Creating a foundation for development of intellectual values. Child Development Perspectives, 3, 112–117.Google Scholar
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22, 545–552.Google Scholar
Kuhn, D., & Franklin, S. (2006). The second decade: What develops (and how)? In Damon, W. & Lerner, R. M. (Series Eds.), Kuhn, D. & Siegler, R. (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 953–993). New York, NY: Wiley.Google Scholar
Kuhn, D., & Park, S.-H. (2005). Epistemological understanding and the development of intellectual values. International Journal of Educational Research, 43, 111–124.Google Scholar
Kuhn, D., & Pease, M. (2010). The dual components of developing strategy use: Production and inhibition. In Waters, H. S. & Schneider, W. (Eds.), Metacognition, strategy use, and instruction (pp. 135–159). New York, NY: Guilford.Google Scholar
Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Erlbaum.Google Scholar
Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108, 480–498.Google Scholar
Kurlansky, M. (1997). Cod: A biography of the fish that changed the world. New York, NY: Walker Publishing.Google Scholar
Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9, 220–223.Google Scholar
Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45, 185–202.Google Scholar
Lee, O. (1999). Science knowledge, world views, and information sources in social and cultural contexts: Making sense after a natural disaster. American Educational Research Journal, 36, 187–219.Google Scholar
Lee, V. R. (2010, April–May). Misconstruals or more? The interactions of orbit diagrams and explanations of the seasons. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.Google Scholar
Leelawong, K., & Biswas, G. (2008). Designing learning by teachable agents: The Betty’s Brain system. International Journal of Artificial Intelligence, 18(3), 181–208.Google Scholar
LeFevre, J., Bisanz, J., & Mrkonjic, J. (1988). Cognitive arithmetic: Evidence for obligatory activation of arithmetic facts. Memory and Cognition, 16, 45–53.Google Scholar
Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 371–387). Cambridge, England: Cambridge University Press.Google Scholar
Lenroot, R. K., & Giedd, J. N. (2007). The structural development of the human brain as measured longitudinally with magnetic resonance imaging. In Coch, D., Fischer, K. W., & Dawson, G. (Eds.), Human behavior, learning, and the developing brain: Typical development (pp. 50–73). New York, NY: Guilford.Google Scholar
Leopold, C., & Mayer, R. E. (2015). An imagination effect in learning from scientific text. Journal of Educational Psychology, 107, 47–63.Google Scholar
Lervåg, A., & Hulme, C. (2009). Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science, 20, 1040–1048.Google Scholar
Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Expanding the new literacies conversation. Educational Researcher, 38, 264–269.Google Scholar
Leuner, B., Mendolia-Loffredo, S., Kozorovitskiy, Y., Samburg, D., Gould, E., & Shors, T. J. (2004). Learning enhances the survival of new neurons beyond the time when the hippocampus is required for memory. Journal of Neuroscience, 24, 7477–7481.Google Scholar
Lewandowsky, S., Ecker, U. K. H., Seifert, C. M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13, 106–131.Google Scholar
Lewandowsky, S., Oberauer, K., & Gignac, G. E. (2013). NASA faked the moon landing – therefore, (climate) science is a hoax: An anatomy of the motivated rejection of science. Psychological Science, 24, 622–633.Google Scholar
Lewis, M., & Sullivan, M. W. (2005). The development of self-conscious emotions. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 185–201). New York, NY: Guilford Press.Google Scholar
Liben, L. S., & Myers, L. J. (2007). Developmental changes in children’s understanding of maps: What, when, and how? In Plumert, J. M. & Spencer, J. P. (Eds.), The emerging spatial mind (pp. 193–218). New York, NY: Oxford University Press.Google Scholar
Lichtman, J. W. (2001). Developmental neurobiology overview: Synapses, circuits, and plasticity. In Bailey, D. B. Jr., Bruer, J. T., Symons, F. J., & Lichtman, J. W. (Eds.), Critical thinking about critical periods (pp. 27–42). Baltimore, MD: Brookes.Google Scholar
Lillard, A. S. (1997). Other folks’ theories of mind and behavior. Psychological Science, 8, 268–274.Google Scholar
Lindsay, P. H., & Norman, D. A. (1977). Human information processing. New York, NY: Academic Press.Google Scholar
Linn, M. C. (2008). Teaching for conceptual change: Distinguish or extinguish ideas. In Vosniadou, S. (Ed.), International handbook on conceptual change (pp. 694–722). New York, NY: Routledge.Google Scholar
Linn, M. C., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. New York, NY: Routledge.Google Scholar
Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23, 1337–1344.Google Scholar
Loftus, E. F. (1991). Made in memory: Distortions in recollection after misleading information. In Bower, G. H. (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 27, pp. 187–215). San Diego, CA: Academic Press.Google Scholar
Loftus, E. F. (1992). When a lie becomes memory’s truth: Memory distortion after exposure to misinformation. Current Directions in Psychological Science, 1, 121–123.Google Scholar
Loftus, E. F. (1993). The reality of repressed memories. American Psychologist, 48, 518–537.Google Scholar
Loftus, E. F. (2004). Memories of things unseen. Current Directions in Psychological Science, 13, 145–147.Google Scholar
Loftus, E. F., & Loftus, G. R. (1980). On the permanence of stored information in the human brain. American Psychologist, 35, 409–442.Google Scholar
Logie, R. H. (2011). The functional organization and capacity limits of working memory. Current Directions in Psychological Science, 20, 240–245.Google Scholar
Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist, 51, 35–56.Google Scholar
Lombardi, D., & Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42, 201–217.Google Scholar
Lu, H., Zou, Q., Gu, H., Raichle, M. E., Stein, E. A., & Yang, Y. (2012). Rat brains also have a default mode network. PNAS, 109, 3979–3984.Google Scholar
Lu, Z.-L., & Sperling, G. (2003). Measuring sensory memory: Magnetoencephalography habituation and psychophysics. In Lu, Z.-L. & Kaufman, L. (Eds.), Magnetic source imaging of the human brain (pp. 319–342). Mahwah, NJ: Erlbaum.Google Scholar
Lu, Z.-L., Williamson, S. J., & Kaufman, L. (1992). Physiological measurements predict the lifetime for human auditory memory of a tone. Science, 258, 1668–1670.Google Scholar
Luciana, M., Conklin, H. M., Hooper, C. J., & Yarger, R. S. (2005). The development of nonverbal working memory and executive control processes in adolescents. Child Development, 76, 697–712.Google Scholar
Luna, B., Paulsen, D. J., Padmanabhan, A., & Geier, C. (2013). The teenage brain: Cognitive control and motivation. Current Directions in Psychological Science, 22, 94–100.Google Scholar
Luna, B., & Sweeney, J. A. (2004). The emergence of collaborative brain function: fMRI studies of the development of response inhibition. Annals of the New York Academy of Sciences, 1021, 296–309.Google Scholar
Lundberg, U., & Forsman, L. (1971). Adrenal-medullary and adrenal-cortical responses to understimulation and overstimulation: Comparison between Type A and Type B persons. Biological Psychology, 9(2), 79–89.Google Scholar
Luria, A. R. (1987). The mind of a mnemonist: A little book about a vast memory (Solotaroff, L., Trans.). Cambridge, MA: Harvard University Press.Google Scholar
Mace, F. C., Belfiore, P. J., & Hutchinson, J. M. (2001). Operant theory and research on self-regulation. In Zimmerman, B. & Schunk, D. (Eds.), Learning and academic achievement: Theoretical perspectives (pp. 39–65). Mahwah, NJ: Erlbaum.Google Scholar
MacLeod, C. M. (1988). Forgotten but not gone: Savings for pictures and words in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 195–212.Google Scholar
MacLeod, M. D., & Saunders, J. (2008). Retrieval inhibition and memory distortion: Negative consequences of an adaptive process. Current Directions in Psychological Science, 17, 26–30.Google Scholar
Madsen, K. M., Hviid, A., Vestergaard, M., Schendel, D., Wohlfahrt, J., Thorsen, P., … Melbye, M. (2002). A population-based study of measles, mumps, and rubella vaccination and autism. New England Journal of Medicine, 347, 1477–1482.Google Scholar
Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburnre, J., Frackowiak, R., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, USA, 97, 4398–4403.Google Scholar
Mahoney, M. J., & Thoresen, C. E. (1974). Self-control: Power to the person. Monterey, CA: Brooks-Cole.Google Scholar
Mandler, J. M. (2007). On the origins of the conceptual system. American Psychologist, 62, 741–751.Google Scholar
Marcus, G. (2008). Kluge: The haphazard construction of the human mind. Boston, MA: Houghton Mifflin.Google Scholar
Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M. W., Thomas, M. S. C., & Westermann, G. (2007). Neuroconstructivism: Vol. 1. How the brain constructs cognition. Oxford, England: Oxford University Press.Google Scholar
Marmolejo, E. K., Wilder, D. A., & Bradley, L. (2004). A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course. Journal of Applied Behavior Analysis, 37, 405–410.Google Scholar
Marsh, E. J. (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16, 16–20.Google Scholar
Mason, L. (2010). Beliefs about knowledge and revision of knowledge: On the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 258–291). Cambridge, England: Cambridge University Press.Google Scholar
Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100, 291–309.Google Scholar
Masten, A. S., Herbers, J. E., Desjardins, C. D., Cutuli, J. J., McCormick, C. M., Sapienza, J. K., … Zelazo, P. D. (2012). Executive function skills and school success in young children experiencing homelessness. Educational Researcher, 41, 375–384.Google Scholar
Mather, M., & Sutherland, M. R. (2011). Arousal-biased competition in perception and memory. Perspectives on Psychological Science, 6, 114–133.Google Scholar
Mayer, R. E. (2010). Fostering scientific reasoning with multimedia instruction. In Waters, H. S. & Schneider, W. (Eds.), Metacognition, strategy use, and instruction (pp. 160–175). New York, NY: Guilford Press.Google Scholar
Mayer, R. E. (2011). Instruction based on visualizations. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 427–445). New York, NY: Routledge.Google Scholar
Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In Berliner, D. C. & Calfee, R. C. (Eds.), Handbook of educational psychology (pp. 47–62). New York, NY: Macmillan.Google Scholar
Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In Alexander, P. A. & Winne, P. H. (Eds.), Handbook of educational psychology (2nd ed., pp. 287–303). Mahwah, NJ: Erlbaum.Google Scholar
Mazzoni, G., & Memon, A. (2003). Imagination can create false autobiographical memories. Psychological Science, 14, 186–188.Google Scholar
McCall, R. B., & Plemons, B. W. (2001). The concept of critical periods and their implications for early childhood services. In Bailey, D. B. Jr., Bruer, J. T., Symons, F. J., & Lichtman, J. W. (Eds.), Critical thinking about critical periods (pp. 267–287). Baltimore, MD: Brookes.Google Scholar
McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In Zimmerman, B. & Schunk, D. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (2nd ed., pp. 227–252). Mahwah, NJ: Erlbaum.Google Scholar
McClelland, J. L. (2013). Incorporating rapid neocortical learning of new schema-consistent information into complementary learning systems theory. Journal of Experimental Psychology: General, 142, 1190–1210.Google Scholar
McClure, J., Meyer, L. H., Garisch, J., Fischer, R., Weir, K. F., & Walkey, F. H. (2011). Students’ attributions for their best and worst marks: Do they relate to achievement? Contemporary Educational Psychology, 36, 71–81.Google Scholar
McDaniel, M. A., & Masson, M. E. J. (1985). Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 371–385.Google Scholar
McDevitt, T. M., & Ormrod, J. E. (2016). Child development and education (6th ed.). Columbus, OH: Pearson.Google Scholar
McGivern, R. F., Andersen, J., Byrd, D., Mutter, K. L., & Reilly, J. (2002). Cognitive efficiency on a match to sample task decreases at the onset of puberty in children. Brain and Cognition, 50(1), 73–89.Google Scholar
McGuigan, F., & Salmon, K. (2004). The time to talk: The influence of the timing of adult-child talk on children’s event memory. Child Development, 75, 669–686.Google Scholar
McNally, R. J. (2003). Recovering memories of trauma: A view from the laboratory. Current Directions in Psychological Science, 12, 32–35.Google Scholar
Meltzer, L. (Ed.). (2007). Executive function in education: From theory to practice. New York, NY: Guilford.Google Scholar
Meltzer, L., Pollica, L. S., & Barzillai, M. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. In Meltzer, L. (Ed.), Executive function in education: From theory to practice (pp. 165–193). New York, NY: Guilford.Google Scholar
Metzger, M. J., Flanagin, A. J., & Zwarun, L. (2003). College student Web use, perceptions of information credibility, and verification behavior. Computers and Education, 41, 271–290.Google Scholar
Midgley, C. (Ed.). (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Erlbaum.Google Scholar
Mikulincer, M. (1994). Human learned helplessness: A coping perspective. New York, NY: Plenum Press.Google Scholar
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.Google Scholar
Miller, G. A. (2010). Mistreating psychology in the decades of the brain. Perspectives on Psychological Science, 5, 716–743.Google Scholar
Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33.Google Scholar
Minogue, J., & Jones, M. G. (2006). Haptics in education: Exploring an untapped sensory modality. Review of Educational Research, 76, 317–348.Google Scholar
Minsky, M. (2006). The emotion machine: Commonsense thinking, artificial intelligence, and the future of the human mind. New York, NY: Simon & Schuster.Google Scholar
Mitchell, D. B. (2006). Nonconscious priming after 17 years: Invulnerable implicit memory? Psychological Science, 17, 925–929.Google Scholar
Moon, J. (2008). Critical thinking: An exploration of theory and practice. London, England: Routledge.Google Scholar
Mosborg, S. (2002). Speaking of history: How adolescents use their knowledge of history in reading the daily news. Cognition and Instruction, 20, 323–358.Google Scholar
Mueller, C. M., & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33–52.Google Scholar
Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190.Google Scholar
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54.Google Scholar
Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306–318.Google Scholar
Murata, A., Fadiga, L., Fogassi, L., Gallese, V., Raos, V., & Rizzolatti, G. (1997). Object representation in the ventral premotor cortex (area F5) of the monkey. Journal of Neurophysiology, 78, 2226–2230.Google Scholar
Murphy, P. K. (2007). The eye of the beholder: The interplay of social and cognitive components in change. Educational Psychologist, 42, 41–53.Google Scholar
Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In Alexander, P. A. & Winne, P. H. (Eds.), Handbook of educational psychology (2nd ed., pp. 305–324). Mahwah, NJ: Erlbaum.Google Scholar
Murphy, P. K., Wilkinson, I. A. G., & Soter, A. O. (2011). Instruction based on discussion. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 382–407). New York, NY: Routledge.Google Scholar
Nadel, L., & Jacobs, W. J. (1998). Traumatic memory is special. Current Directions in Psychological Science, 7, 154–157.Google Scholar
Nee, D. E., Berman, M. G., Moore, K. S., & Jonides, J. (2008). Neuroscientific evidence about the distinction between short- and long-term memory. Current Directions in Psychological Science, 17, 102–106.Google Scholar
Neisser, U., & Harsch, N. (1992). Phantom flashbulbs: False recollections of hearing the news about Challenger. In Winograd, E. & Neisser, U. (Eds.), Affect and accuracy in recall: Studies of “flashbulb” memories (pp. 9–31). Cambridge, England: Cambridge University Press.Google Scholar
Nell, V. (2002). Why young men drive dangerously: Implications for injury prevention. Current Directions in Psychological Science, 11, 75–79.Google Scholar
Nelson, C. A. III, Thomas, K. M., & de Haan, M. (2006). Neural bases of cognitive development. In Damon, W. & Lerner, R. M. (Series Eds.), Kuhn, D. & Siegler, R. (Vol. Eds.), Handbook of child psychology. Vol. 2: Cognition, perception, and language (6th ed., pp. 3–57). New York, NY: Wiley.Google Scholar
Nelson, C. E. (2012). Why don’t undergraduates really “get” evolution: What can faculty do? In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 311–347). Oxford, England: Oxford University Press.Google Scholar
Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge, England: Cambridge University Press.Google Scholar
Nelson, T. O. (1978). Detecting small amounts of information in memory: Savings for nonrecognized items. Journal of Experimental Psychology: Human Learning and Memory, 4, 453–468.Google Scholar
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413–448.Google Scholar
Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. PNAS, U.S.A., 110, 12138–12143.Google Scholar
Newcombe, N. S., Drummey, A. B., Fox, N. A., Lie, E., & Ottinger-Albergs, W. (2000). Remembering early childhood: How much, how, and why (or why not). Current Directions in Psychological Science, 9, 55–58.Google Scholar
Ni, Y., & Zhou, Y.-D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40, 27–52.Google Scholar
Niederhauser, D. S. (2008). Educational hypertext. In Spector, J. M., Merrill, M. D., van Merriënboer, J., & Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 199–210). New York, NY: Erlbaum.Google Scholar
Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67, 130–159.Google Scholar
Nokes, J. D., & Dole, J. A. (2004). Helping adolescent readers through explicit strategy instruction. In Jetton, T. L. & Dole, J. A. (Eds.), Adolescent literacy research and practice (pp. 162–182). New York, NY: Guilford.Google Scholar
Nolen, S. B. (1996). Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8, 335–355.Google Scholar
Nørby, S. (2015). Why forget? On the adaptive value of memory loss. Perspectives on Psychological Science, 10, 551–578.Google Scholar
Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.Google Scholar
Núñez, J. C., González-Pienda, J. A., González-Pumariega, S., Roces, C., Alvarez, L., González, P., … Rodríguez, S. (2005). Subgroups of attributional profiles in students with learning disabilities and their relation to self-concept and academic goals. Learning Disabilities Research and Practice, 20, 86–97.Google Scholar
Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33, 345–359.Google Scholar
Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices. Journal of the Learning Sciences, 20, 443–488.Google Scholar
Nuthall, G. (2000). The anatomy of memory in the classroom: Understanding how students acquire memory processes from classroom activities in science and social studies units. American Educational Research Journal, 37, 247–304.Google Scholar
Oakes, L. M., & Bauer, P. J. (Eds.). (2007). Short- and long-term memory in infancy and early childhood: Taking the first steps toward remembering. New York, NY: Oxford University Press.Google Scholar
Oatley, K., & Nundy, S. (1996). Rethinking the role of emotions in education. In Olson, D. R. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching, and schooling (pp. 257–274). Cambridge, MA: Blackwell.Google Scholar
Oberauer, K., & Hein, L. (2012). Attention to information in working memory. Current Directions in Psychological Science, 21, 164–169.Google Scholar
Oberheim, N. A., Takano, T., Han, X., He, W., Lin, J. H. C., Wang, F., … Nedergaard, M. (2009). Uniquely hominid features of adult human astrocytes. Journal of Neuroscience, 29, 3276–3287.Google Scholar
Ólafsdóttir, H. F., Carpenter, F., & Barry, C. (2016). Coordinated grid and place cell replay during rest. Nature Neuroscience. Advance online publication. doi: 10.1038/nn.4291Google Scholar
Olson, M. A., & Fazio, R. H. (2001). Implicit attitude formation through classical conditioning. Psychological Science, 12, 413–417.Google Scholar
Ormrod, J. E. (2015). Essentials of educational psychology (4th ed.). Columbus, OH: Pearson.Google Scholar
Ormrod, J. E. (2016b). Teaching across rather than within theories of learning: A “big ideas” approach to organizing educational psychology courses. In Smith, M. C. & DeFrates-Densch, N. (Eds.), Challenges and innovations in educational psychology teaching and learning (Chapter 1, pp. 3–14). Charlotte, NC: Information Age.Google Scholar
Ornstein, R. (1997). The right mind: Making sense of the hemispheres. San Diego, CA: Harcourt Brace.Google Scholar
Osgood, C. E. (1949). The similarity paradox in human learning: A resolution. Psychological Review, 56, 132–143.Google Scholar
Otero, J. (2009). Question generation and anomaly detection in texts. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 47–59). New York, NY: Routledge.Google Scholar
Öztekin, I., Davachi, L., & McElree, B. (2010). Are representations in working memory distinct from representations in long-term memory? Neural evidence in support of a single store. Psychological Science, 21, 1123–1133.Google Scholar
Paller, K. A., Voss, J. L., & Westerberg, C. E. (2009). Investigating the awareness of remembering. Perspectives on Psychological Science, 4, 185–199.Google Scholar
Palmiero, M., Belardinelli, M. O., Nardo, D., Sestieri, C., Di Matteo, R., D’Ausillo, A., & Romani, G. L. (2009). Mental imagery generation in different modalities activates sensory-motor areas. Cognitive Processing, 10(Supplement 2), S268–S271.Google Scholar
Pansky, A., & Koriat, A. (2004). The basic-level convergence effect in memory distortions. Psychological Science, 15, 52–59.Google Scholar
Papageorgiou, K. A., Smith, T. J., Wu, R., Johnson, M. H., Kirkham, N. Z., & Ronald, A. (2014). Individual differences in infant fixation duration related to attention and behavioral control in childhood. Psychological Science, 25, 1371–1379.Google Scholar
Paris, S. G., & Cunningham, A. E. (1996). Children becoming students. In Berliner, D. C. & Calfee, R. C. (Eds.), Handbook of educational psychology (pp. 117–147). New York, NY: Macmillan.Google Scholar
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89–101.Google Scholar
Parker, E. S., Cahill, L., & McGaugh, J. L. (2006). A case of unusual autobiographical remembering. Neurocase, 12, 35–49.Google Scholar
Parker, J. (1995). Age differences in source monitoring of performed and imagined actions on immediate and delayed tests. Journal of Experimental Child Psychology, 60, 84–101.Google Scholar
Pashler, H. (1992). Attentional limitations in doing two tasks at the same time. Current Directions in Psychological Science, 1, 44–48.Google Scholar
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14, 187–193.Google Scholar
Patihis, L., Ho, L. Y., Tingen, I. W., Lilienfeld, S. O., & Loftus, E. F. (2014). Are the “memory wars” over? A scientist-practitioner gap in beliefs about repressed memory. Psychological Science, 25, 519–530.Google Scholar
Payne, J. D., & Kensinger, E. A. (2010). Sleep’s role in the consolidation of emotional episodic memories. Current Directions in Psychological Science, 19, 290–295.Google Scholar
Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). Cambridge, England: Cambridge University Press.Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.Google Scholar
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.Google Scholar
Pellegrini, A. D., & Bjorklund, D. F. (1997). The role of recess in children’s cognitive performance. Educational Psychologist, 32, 35–40.Google Scholar
Pelucchi, B., Hay, J. F., & Saffran, J. R. (2009). Statistical learning in a natural language by 8-month-old infants. Child Development, 80, 674–685.Google Scholar
Pereira, F., Detre, G., & Botvinick, M. (2011). Generating text from functional brain images. Frontiers in Human Neuroscience, 5(72). doi: 10.3389/fnhum.2011.00072Google Scholar
Perfect, T. J. (2002). When does eyewitness confidence predict performance? In Perfect, T. J. & Schwartz, B. L. (Eds.), Applied metacognition (pp. 95–120). Cambridge, England: Cambridge University Press.Google Scholar
Perkins, D. N., & Ritchhart, R. (2004). When is good thinking? In Dai, D. Y. & Sternberg, R. J. (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 351–384). Mahwah, NJ: Erlbaum.Google Scholar
Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1), 16–25.Google Scholar
Peterson, C. (2006). A primer in positive psychology. New York, NY: Oxford University Press.Google Scholar
Peterson, C., Maier, S. F., & Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. New York, NY: Oxford University Press.Google Scholar
Peterson, E., & Welsh, M. C. (2014). The development of hot and cold executive functions: Are we getting warmer? In Goldstein, S. & Naglieri, J. (Eds.), Handbook of executive function (pp. 45–67). New York, NY: Springer.Google Scholar
Peterson, L. R., & Peterson, M. J. (1959). Short-term retention of individual items. Journal of Experimental Psychology, 58, 193–198.Google Scholar
Peverly, S. T., Brobst, K. E., Graham, M., & Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335–346.Google Scholar
Pezdek, K., Finger, K., & Hodge, D. (1997). Planting false childhood memories: The role of event plausibility. Psychological Science, 8, 437–441.Google Scholar
Piaget, J. (1952). The origins of intelligence in children (Cook, M., Trans.). New York, NY: W. W. Norton.Google Scholar
Piaget, J. (1970). Piaget’s theory. In Mussen, P. H. (Ed.), Carmichael’s manual of psychology (pp. 703–732). New York, NY: Wiley.Google Scholar
Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49–88.Google Scholar
Pillow, B. H. (2002). Children’s and adults’ evaluation of the certainty of deductive inferences, inductive inferences, and guesses. Child Development, 73, 779–792.Google Scholar
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.Google Scholar
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.Google Scholar
Plass, J. L., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive load theory. Cambridge, England: Cambridge University Press.Google Scholar
Porat, D. A. (2004). It’s not written here, but this is what happened: Students’ cultural comprehension of textbook narratives on the Israeli-Arab conflict. American Educational Research Journal, 41, 963–996.Google Scholar
Porter, S., & Peace, K. A. (2007). The scars of memory: A prospective, longitudinal investigation of the consistency of traumatic and positive emotional memories in adulthood. Psychological Science, 18, 435–441.Google Scholar
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. Washington, DC: American Psychological Association.Google Scholar
Poston, B., Van Gemmert, A. W. A., Barduson, B., & Stelmach, G. E. (2009). Movement structure in young and elderly adults during goal-directed movements of the left and right arm. Brain and Cognition, 69, 30–38.Google Scholar
Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In Vasta, R. & Whitehurst, G. (Eds.), Annals of child development (Vol. 5, pp. 80–129). New York, NY: JAI Press.Google Scholar
Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61–91.Google Scholar
Pressley, M., Yokoi, L., Van Meter, P., Van Etten, S., & Freebern, G. (1997). Some of the reasons why preparing for exams is so hard: What can be done to make it easier? Educational Psychology Review, 9, 1–38.Google Scholar
Price, J., with Davis, B. (2008). The woman who can’t forget: The extraordinary story of living with the most remarkable memory known to science. New York, NY: Free Press.Google Scholar
Prince, S. E., Tsukiura, T., & Cabeza, R. (2007). Distinguishing the neural correlates of episodic memory encoding and semantic memory retrieval. Psychological Science, 18, 144–151.Google Scholar
Pritchard, R. (1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25, 273–295.Google Scholar
Proctor, R. W., & Dutta, A. (1995). Skill acquisition and human performance. Thousand Oaks, CA: Sage.Google Scholar
Quinn, P. C. (2007). On the infant’s prelinguistic conception of spatial relations: Three developmental trends and their implications for spatial language learning. In Plumert, J. M. & Spencer, J. P. (Eds.), The emerging spatial mind (pp. 117–141). New York, NY: Oxford University Press.Google Scholar
Raaijmakers, J. G. W., & Jakab, E. (2013). Is forgetting caused by inhibition? Current Directions in Psychological Science, 22, 205–209.Google Scholar
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33, 344–357.Google Scholar
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53, 109–120.Google Scholar
Ramsay, C. M., & Sperling, R. A. (2010). Designating reader perspective to increase comprehension and interest. Contemporary Educational Psychology, 35, 215–227.Google Scholar
Rasch, B., & Born, J. (2008). Reactivation and consolidation of memory during sleep. Current Directions in Psychological Science, 17, 188–192.Google Scholar
Ratey, J. J. (2001). A user’s guide to the brain: Perception, attention, and the four theaters of the brain. New York, NY: Vintage Books.Google Scholar
Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok – Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Personality and Social Psychology, 48, 731–737.Google Scholar
Ray, W. J., Odenwald, M., Neuner, F., Schauer, M., Ruf, M., Wienbruch, C., … Elbert, T. (2006). Decoupling neural networks from reality: Dissociative experiences in torture victims are reflected in abnormal brain waves in left frontal cortex. Psychological Science, 17, 825–829.Google Scholar
Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34.Google Scholar
Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H.-Y., King, J. W., … Willis, S. L. (2014). Ten-year effects of the ACTIVE cognitive training trial on cognition and everyday functioning in older adults, Journal of the American Geriatrics Society, 62(1), 16–24.Google Scholar
Reyna, V. F., Chapman, S. B., Dougherty, M. R., & Confrey, J. (Eds.). (2012). The adolescent brain: Learning, reasoning, and decision making. Washington, DC: American Psychological Association.Google Scholar
Reynolds, R. E., & Shirey, L. L. (1988). The role of attention in studying and learning. In Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation. San Diego, CA: Academic Press.Google Scholar
Reynolds, R. E., Taylor, M. A., Steffensen, M. S., Shirey, L. L., & Anderson, R. C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 17, 353–366.Google Scholar
Reznick, S. (2007). Working memory in infants and toddlers. In Oakes, L. M. & Bauer, P. J. (Eds.), Short- and long-term memory in infancy and early childhood: Taking the first steps toward remembering (pp. 3–26). New York, NY: Oxford University Press.Google Scholar
Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48, 114–133.Google Scholar
Ricco, R., Pierce, S. S., & Medinilla, C. (2010). Epistemic beliefs and achievement motivation in early adolescence. Journal of Early Adolescence, 30, 305–340.Google Scholar
Risley, T. R., & Hart, B. (2006). Promoting early language development. In Watt, N. F., Ayoub, C., Bradley, R. H., Puma, J. E., & LeBoeuf, W. A. (Eds.), The crisis in young mental health: Critical issues and effective programs: Vol. 4. Early intervention programs and policies (pp. 83–88). Westport, CT: Praeger.Google Scholar
Ristic, J., & Enns, J. T. (2015). The changing face of attentional development. Current Directions in Psychological Science, 24, 24–31.Google Scholar
Rizzolatti, G., & Sinigaglia, C. (2008). Mirrors in the brain: How our minds share actions and emotions (Anderson, F., Trans.). Oxford, England: Oxford University Press.Google Scholar
Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87, 455–467.Google Scholar
Roediger, H. L., Dudai, Y., & Fitzpatrick, S. M. (2007). Science of memory: Concepts. New York, NY: Oxford University Press.Google Scholar
Roets, A., & Van Hiel, A. (2011). Allport’s prejudiced personality today: Need for closure as the motivated cognitive basis of prejudice. Current Directions in Psychological Science, 20, 349–354.Google Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.Google Scholar
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107, 64–78.Google Scholar
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107, 900–908.Google Scholar
Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39, 406–412.Google Scholar
Román, P., Soriano, M. F., Gómez-Ariza, C. J., & Bajo, M. T. (2009). Retrieval-induced forgetting and executive control. Psychological Science, 20, 1053–1058.Google Scholar
Rosch, E. H. (1978). Principles of categorization. In Rosch, E. & Lloyd, B. (Eds.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Erlbaum.Google Scholar
Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.). (2012). Evolution challenges: Integrating research and practice in teaching and learning about evolution. Oxford, England: Oxford University Press.Google Scholar
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181–221.Google Scholar
Ross, B. H., & Spalding, T. L. (1994). Concepts and categories. In Sternberg, R. J. (Ed.), Handbook of perception and cognition (Vol. 12, pp. 119–148). New York, NY: Academic Press.Google Scholar
Roth, K. (1990). Developing meaningful conceptual understanding in science. In Jones, B. F. & Idol, L. (Eds.), Dimensions of thinking and cognitive instruction (pp. 139–175). Hillsdale, NJ: Erlbaum.Google Scholar
Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. New York, NY: Guilford.Google Scholar
Rothbart, M. K., & Hwang, J. (2005). Temperament and the development of competence and motivation. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 167–184). New York, NY: Guilford.Google Scholar
Rothbart, M. K., Sheese, B. E., & Posner, M. I. (2007). Executive attention and effortful control: Linking temperament, brain networks, and genes. Child Development Perspectives, 1, 2–7.Google Scholar
Rovee-Collier, C. (1993). The capacity for long-term memory in infancy. Current Directions in Psychological Science, 2, 130–135.Google Scholar
Rovira, E., Mackie, R. S., Clark, N., Squire, P. N., Hendricks, M. D., Pulido, A. M., & Greenwood, P. M. (2016). A role for attention during wilderness navigation: Comparing effects of BDNF, KIBRA, and CHRNA4. Neuropsychology, 30, 709–719.Google Scholar
Rowe, M. B. (1974). Wait-time and rewards as instructional variables, their influence on language, logic, and fate control: Part I. Wait time. Journal of Research in Science Teaching, 11, 81–94.Google Scholar
Rubin, D. C. (2006). The basic-systems model of episodic memory. Perspectives on Psychological Science, 1, 277–311.Google Scholar
Rule, D. C., & Bendixen, L. D. (2010). The integrative model of personal epistemology development: Theoretical underpinnings and implications for education. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 94–123). Cambridge, England: Cambridge University Press.Google Scholar
Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), Schooling and the acquisition of knowledge (pp. 99–136). Hillsdale, NJ: Erlbaum.Google Scholar
Runco, M. A., & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7, 243–267.Google Scholar
Rutter, M. L. (1997). Nature-nurture integration: The example of antisocial behavior. American Psychologist, 52, 390–398.Google Scholar
Ryan, A. M., & Shim, S. S. (2012). Changes in help seeking from peers during early adolescence: Associations with changes in achievement and perceptions of teachers. Journal of Educational Psychology, 104, 1122–1134.Google Scholar
Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50, 1020–1049.Google Scholar
Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Erlbaum.Google Scholar
Salomon, G. (1993). No distribution without individuals’ cognition: A dynamic interactional view. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111–138). Cambridge, England: Cambridge University Press.Google Scholar
Samarova, E. I., Bravarenko, N. I., Korshunova, T. A., Gulyaeva, N. V., Palotás, A., & Balaban, P. M. (2005). Effect of ß-amyloid peptide on behavior and synaptic plasticity in terrestial snail. Brain Research Bulletin, 67, 40–45.Google Scholar
Sandoval, W. A., Sodian, B., Koerber, S., & Wong, J. (2014). Developing children’s early competencies to engage with science. Educational Psychologist, 49, 139–152.Google Scholar
Sarama, J., & Clements, D. H. (2009). “Concrete” computer manipulatives in mathematics education. Child Development Perspectives, 3, 145–150.Google Scholar
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype environment effects. Child Development, 54, 424–435.Google Scholar
Schab, F. (1990). Odors and the remembrance of things past. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 648–655.Google Scholar
Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and neuroscience. American Psychologist, 54, 182–203.Google Scholar
Schacter, D. L. (2012). Adaptive constructive processes and the future of memory. American Psychologist, 67, 603–613.Google Scholar
Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals, and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Erlbaum.Google Scholar
Schneider, W. (2010). Metacognition and memory development in childhood and adolescence. In Waters, H. S. & Schneider, W. (Eds.), Metacognition, strategy use, and instruction (pp. 54–81). New York, NY: Guilford.Google Scholar
Schneider, W., & Pressley, M. (1989). Memory development between 2 and 20. New York, NY: Springer-Verlag.Google Scholar
Schneps, M. H., & Sadler, P. M. (1989). A private universe [video]. Cambridge, MA: Harvard-Smithsonian Center for Astrophysics.Google Scholar
Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R. & Alexander, P. A. (Eds.), Beliefs about text and instruction with text (pp. 25–40). Hillsdale, NJ: Erlbaum.Google Scholar
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89, 37–40.Google Scholar
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19–29.Google Scholar
Schommer-Aikins, M., Bird, M., & Bakken, L. (2010). Manifestations of an epistemological belief system in preschool to grade twelve classrooms. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 31–54). Cambridge, England: Cambridge University Press.Google Scholar
Schraw, G. (2006). Knowledge: Structures and processes. In Alexander, P. A. & Winne, P. H. (Eds.), Handbook of educational psychology (2nd ed., pp. 245–263). Mahwah, NJ: Erlbaum.Google Scholar
Schraw, G., McCrudden, M. T., Lehman, S., & Hoffman, B. (2011). An overview of thinking skills. In Schraw, G. & Robinson, D. R. (Eds.), Assessment of higher order thinking skills (pp. 19–45). Charlotte, NC: Information Age.Google Scholar
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.Google Scholar
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 83–110). New York, NY: Springer-Verlag.Google Scholar
Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer-model attributes and children’s achievement behaviors. Journal of Educational Psychology, 79, 54–61.Google Scholar
Schunk, D. H., & Pajares, F. (2004). Self-efficacy in education revisited: Empirical and applied evidence. In McNerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 115–138). Greenwich, CT: Information Age.Google Scholar
Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 85–104). New York, NY: Guilford.Google Scholar
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York, NY: Guilford Press.Google Scholar
Schwarz, N., & Skurnik, I. (2003). Feeling and thinking: Implications for problem solving. In Davidson, J. E. & Sternberg, R. J. (Eds.), The psychology of problem solving (pp. 263–290). Cambridge, England: Cambridge University Press.Google Scholar
Segedy, J. R., Kinnebrew, J. S., & Biswas, G. (2013). The effect of contextualized conversational feedback in a complex open-ended learning environment. Educational Technology Research and Development, 61(1), 71–89.Google Scholar
Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science, 8, 119–141.Google Scholar
Semb, G. B., & Ellis, J. A. (1994). Knowledge taught in school: What is remembered? Review of Educational Research, 64, 253–286.Google Scholar
Sergeant, J. (1996). A theory of attention: An information processing perspective. In Lyon, G. R. & Krasnegor, N. A. (Eds.), Attention, memory, and executive function (pp. 57–69). Baltimore, MD: Paul H. Brookes.Google Scholar
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 278–298). New York, NY: Routledge.Google Scholar
Shah, P., & Miyake, A. (1996). The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General, 125, 4–27.Google Scholar
Shanahan, C. (2004). Teaching science through literacy. In Jetton, T. L. & Dole, J. A. (Eds.), Adolescent literacy research and practice (pp. 75–93). New York, NY: Guilford.Google Scholar
Sharot, T., Martorella, E. A., Delgado, M. R., & Phelps, E. A. (2007). How personal experience modulates the neural circuitry of memories of September 11. Proceedings of the National Academy of Sciences, USA, 104, 389–394.Google Scholar
Shen, H., Sabaliauskas, N., Sherpa, A., Fenton, A. A., Stelzer, A., Aoki, C., & Smith, S. S. (2010). A critical role for α4βδ GABAA receptors in shaping learning deficits at puberty in mice. Science, 327(5972), 1515–1518.Google Scholar
Sherman, D. K., & Cohen, G. L. (2002). Accepting threatening information: Self-affirmation and the reduction of defensive biases. Current Directions in Psychological Science, 11, 119–123.Google Scholar
Shimamura, A. P. (2014). Remembering the past: Neural substrates underlying episodic encoding and retrieval. Current Directions in Psychological Science, 23, 257–263.Google Scholar
Shors, T. J. (2014). The adult brain makes new neurons, and effortful learning keeps them alive. Current Directions in Psychological Science, 23, 311–318.Google Scholar
Siegel, D. J. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guilford.Google Scholar
Sinatra, G. M., Kardash, C. M., Taasoobshirazi, G., & Lombardi, D. (2012). Promoting attitude change and expressed willingness to take action toward climate change in college students. Instructional Science, 40, 1–17.Google Scholar
Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49, 123–138.Google Scholar
Sinatra, G. M., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In Vosniadou, S. (Ed.), International handbook on conceptual change (pp. 560–582). New York, NY: Routledge.Google Scholar
Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research on Science Teaching, 40, 510–528.Google Scholar
Sligte, I. G., Scholte, H. S., & Lamme, V. A. F. (2009). V4 activity predicts the strength of visual short-term memory representations. Journal of Neuroscience, 29, 7432–7438.Google Scholar
Smith, E. E. (2000). Neural bases of human working memory. Current Directions in Psychological Science, 9, 45–49.Google Scholar
Smith, E. R., & Conrey, F. R. (2009). The social context of cognition. In Robbins, P. & Aydede, M. (Eds.), The Cambridge handbook of situated cognition (pp. 454–466). Cambridge, England: Cambridge University Press.Google Scholar
Smith, G. E. (2016). Healthy cognitive aging and dementia prevention. American Psychologist, 71, 268–275.Google Scholar
Sneider, C., & Pulos, S. (1983). Children’s cosmographies: Understanding the earth’s shape and gravity. Science Education, 67, 205–221.Google Scholar
Soderstrom, N. C., Kerr, T. K., & Bjork, R. A. (2016). The critical importance of retrieval – and spacing – for learning. Psychological Science, 27, 223–230.Google Scholar
Soemer, A., & Schwan, S. (2012). Visual mnemonics for language learning: Static pictures versus animated morphs. Journal of Educational Psychology, 104, 565–579.Google Scholar
Solomon, P., Kubzansky, P. E., Leiderman, P. H., Mendelson, J. H., Trumbull, R., & Wexler, D. (1961). Sensory deprivation: A symposium held at Harvard Medical School. Cambridge, MA: Harvard University Press.Google Scholar
Somerville, L. H., Jones, R. M., & Casey, B. J. (2010). A time of change: Behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72, 124–133.Google Scholar
Southerland, S. A., & Sinatra, G. M. (2003). Learning about biological evolution: A special case of intentional conceptual change. In Sinatra, G. M. & Pintrich, P. R. (Eds.), Intentional conceptual change (pp. 317–345). Mahwah, NJ: Erlbaum.Google Scholar
Sowell, E. R., Thompson, P. M., Holmes, C. J., Jernigan, T. L., & Toga, A. W. (1999). In vivo evidence for post-adolescent brain maturation in frontal and striatal regions. Nature Neuroscience, 2, 859–861.Google Scholar
Spalding, K. L., Bergmann, O., Alkass, K., Bernard, S., Salehpour, M., Huttner, H. B., … Frisén, J. (2013). Dynamics of hippocampal neurogenesis in adult humans. Cell, 153, 1219–1227.Google Scholar
Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20, 989–999.Google Scholar
Spunt, R. P., Falk, E. B., & Lieberman, M. D. (2010). Dissociable neural systems support retrieval of how and why action knowledge. Psychological Science, 21, 1593–1598.Google Scholar
Stahl, S. A., & Shanahan, C. (2004). Learning to think like a historian: Disciplinary knowledge through critical analysis of multiple documents. In Jetton, T. L. & Dole, J. A. (Eds.), Adolescent literacy research and practice (pp. 94–115). New York, NY: Guilford.Google Scholar
Stanovich, K. E., West, R. F., & Toplak, M. E. (2012). Judgment and decision making in adolescence: Separating intelligence from rationality. In Reyna, V. F., Chapman, S. B., Dougherty, M. R., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 337–378). Washington, DC: American Psychological Association.Google Scholar
Steinberg, L. (2009). Should the science of adolescent brain development inform public policy? American Psychologist, 64, 739–750.Google Scholar
Stepans, J. (1991). Developmental patterns in students’ understanding of physics concepts. In Glynn, S. M., Yeany, R. H., & Britton, B. K. (Eds.), The psychology of learning science (pp. 89–115). Hillsdale, NJ: Erlbaum.Google Scholar
Sternberg, R. J. (2005). Intelligence, competence, and expertise. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 15–30). New York, NY: Guilford.Google Scholar
Stevenson, H. C., & Fantuzzo, J. W. (1986). The generality and social validity of a competency-based self-control training intervention for underachieving students. Journal of Applied Behavior Analysis, 19, 269–276.Google Scholar
Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of black, white, and Hispanic children. Child Development, 61, 508–523.Google Scholar
Stokes, S. A., Pierroutsakos, S. L., & Einstein, G. (2007, March). Remembering to remember: Strategic and spontaneous processes in children’s prospective memory. Paper presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.Google Scholar
Stone, N. J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12, 437–475.Google Scholar
Storm, B. C. (2011). The benefit of forgetting in thinking and remembering. Current Directions in Psychological Science, 20, 291–295.Google Scholar
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In Duschl, R. A. & Hamilton, R. J. (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). Albany, NY: State University of New York Press.Google Scholar
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.Google Scholar
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.Google Scholar
Sweller, J. (2008). Human cognitive architecture. In Spector, J. M., Merrill, M. D., van Merriënboer, J., & Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 369–381). New York, NY: Erlbaum.Google Scholar
Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review, 21, 11–19.Google Scholar
Talarico, J. M., LaBar, K. S., & Rubin, D. C. (2004). Emotional intensity predicts autobiographical memory experience. Memory & Cognition, 32, 1118–1132.Google Scholar
Talarico, J. M., & Rubin, D. C. (2003). Confidence, not consistency, characterizes flashbulb memories. Psychological Science, 14, 455–461.Google Scholar
Talmi, D. (2013). Enhanced emotional memory: Cognitive and neural mechanisms. Current Directions in Psychological Science, 22, 430–436.Google Scholar
Tang, R., & Tang, Y.-Y. (2012). Brain ventricle volume correlates with effortful control in healthy young males. Neuroscience, 13(Supplement 1), 22.Google Scholar
Tennyson, R. D., & Cocchiarella, M. J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56, 40–71.Google Scholar
Tessler, M., & Nelson, K. (1994). Making memories: The influence of joint encoding on later recall by young children. Consciousness and Cognition, 3, 307–326.Google Scholar
Thanukos, A., & Scotchmoor, J. (2012). Making connections: Evolution and the nature and process of science. In Rosengren, K. S., Brem, S. K., Evans, E. M., & Sinatra, G. M. (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 410–427). Oxford, England: Oxford University Press.Google Scholar
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66–73.Google Scholar
Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 85–106). New York, NY: Routledge.Google Scholar
Thompson, R. A., & Nelson, C. A. (2001). Developmental science and the media: Early brain development. American Psychologist, 56, 5–15.Google Scholar
Thorndike, E. L. (1924). Mental discipline in high school studies. Journal of Educational Psychology, 15, 1–22, 83–98.Google Scholar
Tirosh, D., & Graeber, A. O. (1990). Evoking cognitive conflict to explore preservice teachers’ thinking about division. Journal for Research in Mathematics Education, 21, 98–108.Google Scholar
Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57, 69–95.Google Scholar
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111–131.Google Scholar
Tononi, G., & Cirelli, C. (2013). Perchance to prune. Scientific American, 309(2), 34–39.Google Scholar
Toplak, M. E., & Stanovich, K. E. (2002). The domain specificity and generality of disjunctive searching for a generalizable critical thinking skill. Journal of Educational Psychology, 94, 197–209.Google Scholar
Topolinski, S., & Reber, R. (2010). Gaining insight into the “aha” experience. Current Directions in Psychological Science, 19, 402–405.Google Scholar
Torney-Purta, J. (1994). Dimensions of adolescents’ reasoning about political and historical issues: Ontological switches, developmental processes, and situated learning. In Carretero, M. & Voss, J. F. (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 103–122). Mahwah, NJ: Erlbaum.Google Scholar
Trachtenberg, J. T., Chen, B. E., Knott, G. W., Feng, G., Sanes, J. R., Welker, E., & Svoboda, K. (2002). Long-term in vivo imaging of experience-dependent synaptic plasticity in adult cortex. Nature, 420, 788–794.Google Scholar
Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438–456.Google Scholar
Tulving, E. (1983). Elements of episodic memory. Oxford, England: Oxford University Press.Google Scholar
Turkheimer, E., Haley, A., Waldron, M., D’Onofrio, B., & Gottesman, I. I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14, 623–628.Google Scholar
Unsworth, N., Redick, T. S., McMillan, B. D., Hambrick, D. Z., Kane, M. J., & Engle, R. W. (2015). Is playing video games related to cognitive abilities? Psychological Science, 26, 759–774.Google Scholar
Urdan, T. C., & Turner, J. C. (2005). Competence motivation in the classroom. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 297–317). New York, NY: Guilford.Google Scholar
Valiente, C., Lemery-Chalfant, K., & Swanson, J. (2010). Prediction of kindergartners’ academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations. Journal of Educational Psychology, 102, 550–560.Google Scholar
van de Sande, C. C., & Greeno, J. G. (2012). Achieving alignment of perspectival framings in problem-solving discourse. Journal of the Learning Sciences, 21, 1–44.Google Scholar
Van Hiel, A., Pandelaere, M., & Duriez, B. (2004). The impact of need for closure on conservative beliefs and racism: Differential mediation by authoritarian submission and authoritarian dominance. Personality and Social Psychology Bulletin, 30, 824–837.Google Scholar
VanSledright, B., & Limón, M. (2006). Learning and teaching social studies: A review of cognitive research in history and geography. In Alexander, P. A. & Winne, P. H. (Eds.), Handbook of educational psychology (2nd ed., pp. 545–570). Mahwah, NJ: Erlbaum.Google Scholar
Vaughn, K. E., & Rawson, K. A. (2011). Diagnosing criterion-level effects on memory: What aspects of memory are enhanced by repeated retrieval? Psychological Science, 22, 1127–1131.Google Scholar
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.Google Scholar
Verghese, J., Lipton, R. B., Katz, M. J., Hall, C. B., Derby, C. A., Kuslansky, G., … Buschke, H. (2007). Leisure activities and the risk of dementia in the elderly. New England Journal of Medicine, 348, 2508–2516.Google Scholar
Vintere, P., Hemmes, N. S., Brown, B. L., & Poulson, C. L. (2004). Gross-motor skill acquisition by preschool dance students under self-instruction procedures. Journal of Applied Behavior Analysis, 37, 305–322.Google Scholar
Volet, S., Vaura, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44, 215–226.Google Scholar
von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2011). The hungry mind: Intellectual curiosity is the third pillar of academic performance. Perspectives on Psychological Science, 6, 574–588.Google Scholar
Vosniadou, S. (1991). Conceptual development in astronomy. In Glynn, S. M., Yeany, R. H., & Britton, B. K. (Eds.), The psychology of learning science (pp. 149–177). Hillsdale, NJ: Erlbaum.Google Scholar
Vosniadou, S. (1994). Universal and culture-specific properties of children’s mental models of the earth. In Hirschfeld, L. A. & Gelman, S. A. (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 412–430). Cambridge, England: Cambridge University Press.Google Scholar
Vosniadou, S. (Ed.). (2008). International handbook on conceptual change. New York, NY: Routledge.Google Scholar
Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The framework theory approach to the problem of conceptual change. In Vosniadou, S. (Ed.), International handbook on conceptual change (pp. 3–34). New York, NY: Routledge.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (rev. ed.; Cole, M., John-Steiner, V., Scribner, S., & Souberman, E., Eds.). Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1986). Thought and language (rev. ed.; Kozulin, A., Ed. and Trans.). Cambridge, MA: MIT Press. (Original work published 1934.)Google Scholar
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky (Rieber, R. W. & Carton, A. S., Eds.). New York, NY: Plenum Press.Google Scholar
Walker, E., Shapiro, D., Esterberg, M., & Trotman, H. (2010). Neurodevelopment and schizophrenia: Broadening the focus. Current Directions in Psychological Science, 19, 204–208.Google Scholar
Walkington, C., Sherman, M., & Petrosino, A. (2012). “Playing the game” of story problems: Coordinated situation-based reasoning with algebraic representation. Journal of Mathematical Behavior, 31, 174–195.Google Scholar
Wang, J., Sperling, R. A., & Haspel, P. (2015). Patterns of procrastination, motivation, and strategy use across class contexts and students’ abilities. Journal of Psychology and Behavioral Science, 3, 61–73.Google Scholar
Watkins, M. J., & Watkins, O. C. (1974). Processing of recency items for free-recall. Journal of Experimental Psychology, 102, 488–493.Google Scholar
Weaver, C. A. III, & Kelemen, W. L. (1997). Judgments of learning at delays: Shifts in response patterns or increased metamemory accuracy? Psychological Science, 8, 318–321.Google Scholar
Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., & Battey, D. (2008). The role of teacher instructional practices in student collaboration. Contemporary Educational Psychology, 33, 360–381.Google Scholar
Weiner, B. (1984). Principles for a theory of student motivation and their application within an attributional framework. In Ames, R. & Ames, C. (Eds.), Research on motivation in education: Vol. 1. Student motivation (pp. 15–38). Orlando, FL: Academic Press.Google Scholar
Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer-Verlag.Google Scholar
Weiner, B. (1994). Ability versus effort revisited: The moral determinants of achievement evaluation and achievement as a moral system. Educational Psychologist, 29, 163–172.Google Scholar
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.Google Scholar
Weiner, B. (2004). Attribution theory revisited: Transforming cultural plurality into theoretical unity. In McNerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 13–29). Greenwich, CT: Information Age.Google Scholar
Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 73–84). New York, NY: Guilford.Google Scholar
Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. In Rosenzweig, M. R. & Porter, L. W. (Eds.), Annual review of psychology (Vol. 43, pp. 337–375). Palo Alto, CA: Annual Reviews.Google Scholar
Wells, G. L., Olson, E. A., & Charman, S. D. (2002). The confidence of eyewitnesses in their identifications from lineups. Current Directions in Psychological Science, 11, 151–154.Google Scholar
West, R. F., Toplak, M. E., & Stanovich, K. E. (2008). Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. Journal of Educational Psychology, 100, 930–941.Google Scholar
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46, 1060–1106.Google Scholar
Willems, R. M., Hagoort, P., & Casasanto, D. (2010). Body-specific representations of action verbs: Neural evidence from right- and left-handers. Psychological Science, 21, 67–74.Google Scholar
Wilson, R. S., Scherr, P. A., Schneider, J. A., Li, Y., & Bennett, D. A. (2007). The relation of cognitive activity to risk of developing Alzheimer’s disease. Neurology, 69, 1911–1920.Google Scholar
Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school history classrooms. New York, NY: Teachers College Press.Google Scholar
Winer, G. A., Cottrell, J. E., Gregg, V., Fournier, J. S., & Bica, L. A. (2002). Fundamentally misunderstanding visual perception: Adults’ belief in visual emissions. American Psychologist, 57, 417–424.Google Scholar
Winne, P. H., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In Schunk, D. & Zimmerman, B. (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). Mahwah, NJ: Erlbaum.Google Scholar
Winograd, E., & Neisser, U. (Eds.). (1992). Affect and accuracy in recall: Studies of “flashbulb” memories. Cambridge, England: Cambridge University Press.Google Scholar
Wiser, M., & Smith, C. L. (2008). Learning and teaching about matter in grades K–8: When should the atomic–molecular theory be introduced? In Vosniadou, S. (Ed.), International handbook on conceptual change (pp. 205–231). New York, NY: Routledge.Google Scholar
Wixted, J. T. (2005). A theory about why we forget what we once knew. Current Directions in Psychological Science, 14, 6–9.Google Scholar
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.Google Scholar
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100.Google Scholar
Wood, P., & Kardash, C. A. M. (2002). Critical elements in the design and analysis of studies of epistemology. In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231–260). Mahwah, NJ: Erlbaum.Google Scholar
Yang, F.-Y., & Tsai, C.-Ch. (2010). An epistemic framework for scientific reasoning in informal contexts. In Bendixen, L. D. & Feucht, F. C. (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 124–162). Cambridge, England: Cambridge University Press.Google Scholar
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314.Google Scholar
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459–482.Google Scholar
Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23, 492–501.Google Scholar
Zacks, R. T., Hasher, L., & Hock, H. S. (1986). Inevitability and automaticity: A response to Fisk. American Psychologist, 41, 216–218.Google Scholar
Zajonc, R. B. (2000). Feeling and thinking: Closing the debate on the primacy of affect. In Forgas, J. P. (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 31–58). New York, NY: Cambridge University Press.Google Scholar
Zaragoza, M. S., Payment, K. E., Ackil, J. K., Drivdahl, S. B., & Beck, M. (2001). Interviewing witnesses: Forced confabulation and confirmatory feedback increase false memories. Psychological Science, 12, 473–477.Google Scholar
Zatorre, R. J., & Halpern, A. R. (2005). Mental concerts: Musical imagery and auditory cortex. Neuron, 47(1), 9–12.Google Scholar
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 141–163). New York, NY: Guilford.Google Scholar
Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.Google Scholar
Zhang, W., & Luck, S. J. (2009). Sudden death and gradual decay in visual working memory. Psychological Science, 20, 423–428.Google Scholar
Zhao, Q., & Linderholm, T. (2008). Adult metacomprehension: Judgment processes and accuracy constraints. Educational Psychology Review, 20, 191–206.Google Scholar
Zhong, C.-B., Dijksterhuis, A., & Galinsky, A. D. (2008). The merits of unconscious thought in creativity. Psychological Science, 19, 912–918.Google Scholar
Ziegert, D. I., Kistner, J. A., Castro, R., & Robertson, B. (2001). Longitudinal study of young children’s responses to challenging achievement situations. Child Development, 72, 609–624.Google Scholar
Zimmerman, B. J. (2004). Sociocultural influence and students’ development of academic self-regulation: A social-cognitive perspective. In McNerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 139–164). Greenwich, CT: Information Age.Google Scholar
Zimmerman, B. J. (2008). In search of self-regulated learning: A personal quest. In Marsh, H. W., Craven, R. G., & McInerney, D. M. (Eds.), Self-processes, learning, and enabling human potential (pp. 171–191). Charlotte, NC: Information Age.Google Scholar
Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660–668.Google Scholar
Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self-regulated learning and practice. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 509–526). New York, NY: Guilford.Google Scholar
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.), Handbook of metacognition in education (pp. 299–315). New York, NY: Routledge.Google Scholar
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theory, research, and practice. Mahwah, NJ: Erlbaum.Google Scholar
Zohar, A., & Aharon-Kraversky, S. (2005). Exploring the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of Research in Science Teaching, 42, 829–855.Google Scholar
Zusho, A., & Barnett, P. A. (2011). Personal and contextual determinants of ethnically diverse female high school students’ patterns of academic help seeking and help avoidance in English and mathematics. Contemporary Educational Psychology, 36, 152–164.Google Scholar