How to learn

From Crossing the Sacred Sea [Cruzando el mar sagrado] by Nathan A. Strait

  1. (2018) Can increased educational attainment among lower-educated mothers reduce inequalities in children's skill development? [p] [d]
  2. (2018) Explicating development of personal professional theories from higher vocational education to beginning a professional career through computer-supported drawing of concept maps [d]
  3. (2018) Longitudinal alterations of frontoparietal and frontotemporal networks predict future creative cognitive ability [d]
  4. (2018) Contextual debiasing and critical thinking: reasons for optimism [d]
  5. (2018) Interpersonal harm aversion as a necessary foundation for morality: a developmental neuroscience perspective [p] [d]
  6. (2018) Beyond evolutionary psychology: how and why neuropsychological modules arise [i] [d]
  7. (2018) Complex thinking as a result of incongruent information exposure [d]
  8. (2018) Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  9. (2018) A role for reasoning in a dialogic approach to critical thinking [d]
  10. (2018) The implications and applications of learning via instructions [p] [d]
  11. (2018) Learner assessment and remediation [i]
  12. (2018) Psychological change in everyday life: an exploratory study [d]
  13. (2018) Sociocognitive foundations of educational measurement [i]
  14. (2018) Mental flexibility: an MEG investigation in typically developing children [p] [d]
  15. (2018) The link between deductive reasoning and mathematics [d]
  16. (2018) Brain food: the surprising science of eating for cognitive power [i]
  17. (2018) Cultural transmission in an ever-changing world: trial-and-error copying may be more robust than precise imitation [p] [d]
  18. (2018) The effect of content delivery style on student performance in anatomy [p] [d]
  19. (2017) Memory for space, time, and episodes [i] [d]
  20. (2017) Cognitive neuroscience of memory consolidation [i] [d]
  21. (2017) Memory reconsolidation interference as an emerging treatment for emotional disorders: strengths, limitations, challenges, and opportunities [p] [d]
  22. (2017) Prefrontal cortex and human memory: an integrated account from the cognitive neuroscience of working and long-term memory [i] [d]
  23. (2017) Developmental changes in learning: computational mechanisms and social influences [p] [d]
  24. (2017) Short-term and working memory [i] [d]
  25. (2017) Learning and memory in addiction [i] [d]
  26. (2017) Toward an open learning analytics ecosystem [i] [d]
  27. (2017) Learning to time intervals [i] [d]
  28. (2017) The interrelations of individual learning and collective knowledge construction: a cognitive-systemic framework [i] [d]
  29. (2017) Hormones and memory [i] [d]
  30. (2017) Assessing science inquiry and reasoning using dynamic visualizations and interactive simulations [i] [d]
  31. (2017) Instructed fear stimuli bias visual attention [p] [d]
  32. (2017) Advancing developmental science: philosophy, theory, and method [i]
  33. (2017) Generality of the laws of learning: from biological constraints to ecological perspectives [i] [d]
  34. (2017) Longitudinal retention of anatomical knowledge in second-year medical students [p] [d]
  35. (2017) A review of measures of Erikson's stages of psychosocial development: evidence for a general factor [d]
  36. (2017) Why do protective factors protect?: an evolutionary developmental perspective [d]
  37. (2017) Autonomous learning in the workplace [i]
  38. (2017) Breaking boundaries: optimizing reconsolidation-based interventions for strong and old memories [p] [d]
  39. (2017) Tackling maladaptive memories through reconsolidation: from neural to clinical science [p] [d]
  40. (2017) The effect of image quality, repeated study, and assessment method on anatomy learning [p] [d]
  41. (2017) The cognitive science of sketch worksheets [d]
  42. (2017) The thinking mind: a festschrift for Ken Manktelow [i]
  43. (2017) Enactivist interventions: rethinking the mind [i] [d]
  44. (2017) Pursuing fundamental advances in human reasoning [i] [d]
  45. (2017) Deconstructive and constructive dynamics in the clinical process: a step further in the validation of the two-stage semiotic model [d]
  46. (2017) Wisdom in context [d]
  47. (2017) Understanding associations between low-income mothers' participation in education and parenting [d]
  48. (2017) A comparative analysis of the molecular mechanisms contributing to implicit and explicit memory storage in Aplysia and in the hippocampus [i] [d]
  49. (2017) A new understanding of mental disorders: computational models for dimensional psychiatry [i]
  50. (2017) Humility is the new smart: rethinking human excellence in the smart machine age [i]
  51. (2017) How do social norms influence prosocial development? [p] [d]
  52. (2017) The variability-stability-flexibility pattern: a possible key to understanding the flexibility of the human mind [d]
  53. (2017) Making learning interesting and its application to the science classroom [d]
  54. (2017) Integrative levels [as an organizing principle] [u]
  55. (2017) Procedural learning in humans [i] [d]
  56. (2017) Social anxiety is characterized by biased learning about performance and the self [p] [d]
  57. (2017) Verbal redundancy in a procedural animation: on-screen labels improve retention but not behavioral performance [d]
  58. (2017) Arguing deep ideational change [d]
  59. (2017) Toward a better understanding on the role of prediction error on memory processes: from bench to clinic [p] [d]
  60. (2017) Can engaging in science practices promote deep understanding of them? [d]
  61. (2017) Building machines that learn and think like people [and comments and reply] [p] [d]
  62. (2017) Darwin's unfinished symphony: how culture made the human mind [i] [d] [j]
  63. (2017) Cognitive and interpersonal features of intellectual humility [p] [d]
  64. (2017) An update on memory reconsolidation updating [p] [d]
  65. (2017) Cumulative cultural learning: development and diversity [p] [d]
  66. (2017) Learning to feel tired: a learning trajectory towards chronic fatigue [p] [d]
  67. (2017) The professionalization and training of psychologists: the place of clinical wisdom [p] [d]
  68. (2017) Effects of prior-knowledge on brain activation and connectivity during associative memory encoding [p] [d]
  69. (2017) Student counselors' moral, intellectual, and professional ethical identity development [d]
  70. (2017) A meta-analysis suggests different neural correlates for implicit and explicit learning [p] [d]
  71. (2017) Self-generated drawing: a help or hindrance to learning from animation? [i] [d]
  72. (2017) Learning from dynamic visualization: innovations in research and application [i] [d]
  73. (2017) Lifespan differences in a self determination theory model of eudaimonia: a cross-sectional survey of younger, middle-aged, and older adults [d]
  74. (2017) The transformation of a white supremacist: a dialectical-developmental analysis [d]
  75. (2017) How talk mediates moral development: inescapable frameworks in the measure of moral meaning [book review] [d]
  76. (2017) Natural-born arguers: teaching how to make the best of our reasoning abilities [d]
  77. (2017) Pursuing Darwin's curious parallel: prospects for a science of cultural evolution [p] [d]
  78. (2017) Emergent patterns in agent–environment interactions and their roles in supporting agile spatial skills [d]
  79. (2017) Assessing model-based reasoning using evidence-centered design: a suite of research-based design patterns [i] [d]
  80. (2017) Behavioral epigenetics [d]
  81. (2017) Behaviorally induced synaptic tagging [i] [d]
  82. (2017) Structural basis of semantic memory [i] [d]
  83. (2017) How we think and learn: theoretical perspectives and practical implications [i] [d]
  84. (2017) Believing, remembering, and imagining: the roots and fruits of meanings made and remade [i] [d]
  85. (2017) Learning to argue via apprenticeship [p] [d]
  86. (2017) Working memory, attention, and salience in active inference [p] [d]
  87. (2017) Addiction, cognitive decline and therapy: seeking ways to escape a vicious cycle [p] [d]
  88. (2017) Extended cognition and the dynamics of algorithmic skills [i] [d]
  89. (2017) Looking across instead of back and forth: how the simultaneous presentation of multiple animation episodes facilitates learning [i] [d]
  90. (2017) Strategies for learning from animation with and without narration [i] [d]
  91. (2017) Schemas [i] [d]
  92. (2017) Going where the action is to conceptualize the person [d]
  93. (2017) Neurobiology of fear memory [i] [d]
  94. (2017) EEG microstate correlates of fluid intelligence and response to cognitive training [p] [d]
  95. (2017) Understanding psychiatric disorder by capturing ecologically relevant features of learning and decision-making [p] [d]
  96. (2017) Learning from animations: from 2D to 3D? [i] [d]
  97. (2017) Digital pictures, videos, and beyond: knowledge acquisition with realistic images [i] [d]
  98. (2017) The psychology of digital learning: constructing, exchanging, and acquiring knowledge with digital media [i] [d]
  99. (2017) Metamemory: an update of critical findings [i] [d]
  100. (2017) Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  101. (2017) Does reactivation trigger episodic memory change?: a meta-analysis [p] [d]
  102. (2017) Allocating, tagging, and linking memories [i] [d]
  103. (2017) Cognitive manipulation of brain electric microstates [p] [d]
  104. (2017) Cognitive neuroscience of memory [i]
  105. (2017) Social network size and cognitive functioning in middle-aged adults: cross-sectional and longitudinal associations [p] [d]
  106. (2017) Implicit versus explicit memory [i] [d]
  107. (2017) Drawing for promoting learning and engagement with dynamic visualizations [i] [d]
  108. (2017) Developmental aspects of memory processes [i] [d]
  109. (2017) The large-scale functional connectivity correlates of consciousness and arousal during the healthy and pathological human sleep cycle [p] [d]
  110. (2017) Extinction during reconsolidation eliminates recovery of fear conditioned to fear-irrelevant and fear-relevant stimuli [p] [d]
  111. (2017) Toward a neurocentric view of learning [p] [d]
  112. (2017) The memory labyrinth: systems, processes, and boundaries [i] [d]
  113. (2017) Learning from static and dynamic visualizations: what kind of questions should we ask? [i] [d]
  114. (2017) The constructive mind: Bartlett's psychology in reconstruction [i] [d]
  115. (2017) From matter to life: information and causality [i] [d]
  116. (2017) Origins of secure base script knowledge and the developmental construction of attachment representations [p] [d]
  117. (2017) On principles of educational change and principled action in psychotherapy supervision [d]
  118. (2017) Informed reflexivity: enacting epistemic virtue [d]
  119. (2017) Problem-oriented learning in geography education: construction of motivating problems [d]
  120. (2017) The explanatory significance of wholes: how exclusive reliance on antecedent-consequent models of explanation undermines the study of persons [d]
  121. (2017) Personality-dependent differences in problem-solving performance in a social context reflect foraging strategies [p] [d]
  122. (2017) Human connectomics across the life span [p] [d]
  123. (2016) Associative mechanisms allow for social learning and cultural transmission of string pulling in an insect [p] [d]
  124. (2016) Varieties of experimentalism [d]
  125. (2016) Mental models and ethical decision making: the mediating role of sensemaking [d]
  126. (2016) Fostering the virtues of inquiry [d]
  127. (2016) Actual drawing of histological images improves knowledge retention [p] [d]
  128. (2016) Learning while (re)configuring: business model innovation processes in established firms [d]
  129. (2016) Epistemologies in practice: making scientific practices meaningful for students [d]
  130. (2016) Concepts as semantic pointers: a framework and computational model [d]
  131. (2016) Learning from research [in clinical psychology] [i] [d]
  132. (2016) Children's play and culture learning in an egalitarian foraging society [p] [d]
  133. (2016) Generalisation of fear and avoidance along a semantic continuum [p] [d]
  134. (2016) Search versus knowledge in human problem solving: a case study in chess [i] [d]
  135. (2016) Integrating the analysis of mental operations into multilevel models to validate an assessment of higher education students' competency in business and economics [d]
  136. (2016) Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  137. (2016) The inquiring organization: how organizations acquire knowledge and seek information [i] [d]
  138. (2016) Unselective overimitators: the evolutionary implications of children's indiscriminate copying of successful and prestigious models [p] [d]
  139. (2016) Mapping the cultural learnability landscape of danger [p] [d]
  140. (2016) A multimodal parallel architecture: a cognitive framework for multimodal interactions [d]
  141. (2016) Meet them in the moment: engaging public library patrons when it matters most [d] [u]
  142. (2016) Children's rights: from philosophy to public policy [i] [d]
  143. (2016) Only humans need apply: winners and losers in the age of smart machines [i]
  144. (2016) How to assess intercultural competence [i] [d]
  145. (2016) 'You are as you read': do students' reading interests contribute to their individuality? [d]
  146. (2016) Teaching, learning and leading in today's complex world: reaching new heights with a developmental approach [d]
  147. (2016) Creativity with students [i] [d]
  148. (2016) An integrative theory of psychotherapy: research and practice [d]
  149. (2016) Peak: secrets from the new science of expertise [i]
  150. (2016) Reflections on the learning sciences [i] [d]
  151. (2016) Adult development meets social sciences—reviewing the state of the art [d]
  152. (2016) The fate of memory: reconsolidation and the case of prediction error [p] [d]
  153. (2016) Interference conditions of the reconsolidation process in humans: the role of valence and different memory systems [p] [d]
  154. (2016) The doxastic shear pin: delusions as errors of learning and memory [p] [d]
  155. (2016) What do Ode to Joy, the Nobel Peace Prize, umbrellas and cartoons have in common?: why critical thinking matters and how higher education moulds [d]
  156. (2016) Learning and education [and personal construct theory] [i] [d]
  157. (2016) A psychoengineering paradigm for the neurocognitive mechanisms of biofeedback and neurofeedback [p] [d]
  158. (2016) Pushing the bounds of rationality: argumentation and extended cognition [i]
  159. (2016) Handbook of epistemic cognition [i] [d]
  160. (2016) Beyond born versus made: a new look at expertise [i] [d]
  161. (2016) The cognitive integration of scientific instruments: information, situated cognition, and scientific practice [d]
  162. (2016) The secret of our success: how culture is driving human evolution, domesticating our species, and making us smarter [i] [d]
  163. (2016) The human advantage: a new understanding of how our brain became remarkable [i] [d]
  164. (2016) Reflective argumentation: a cognitive function of arguing [d]
  165. (2016) Deontological coherence: a framework for commonsense moral reasoning [p] [d]
  166. (2016) Discovery without a 'logic' would be a miracle [d]
  167. (2016) Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students [p] [d]
  168. (2016) An everyone culture: becoming a deliberately developmental organization [i]
  169. (2016) Children's intellectual ability is associated with structural network integrity [p] [d]
  170. (2016) The creativity challenge: how we can recapture American innovation [i]
  171. (2016) Visualising powerful knowledge to develop the expert student: a knowledge structures perspective on teaching and learning at university [i] [d]
  172. (2016) Assessing the relationships among wisdom, humility, and life satisfaction [d]
  173. (2016) Learning is the key twenty-first century skill [d]
  174. (2016) Small teaching: everyday lessons from the science of learning [i]
  175. (2016) Identification of animals and plants is an essential skill set [u]
  176. (2016) The ontogeny of cultural learning [p] [d]
  177. (2016) Lifespan development of adaptive neurocognitive representations: reciprocal interactions between cognition and motivation [i]
  178. (2016) What could you really learn on your own?: understanding the epistemic limitations of knowledge acquisition [p] [d]
  179. (2016) Plausibility judgments in conceptual change and epistemic cognition [d]
  180. (2016) The intelligent behavior of plants [d]
  181. (2016) Where and how to search?: search paths in open innovation [d]
  182. (2016) Different dimensions of the prediction error as a decisive factor for the triggering of the reconsolidation process [p] [d]
  183. (2016) Uninformed: why people know so little about politics and what we can do about it [i]
  184. (2016) Toward dynamic adaptation of psychological interventions for child and adolescent development and mental health [p] [d]
  185. (2016) Enhanced memory as a common effect of active learning [d]
  186. (2016) Believing that humans swallow spiders in their sleep: false beliefs as side effects of the processes that support accurate knowledge [i] [d]
  187. (2016) First person action research: living life as inquiry [i]
  188. (2016) Embodiment and human development [d]
  189. (2016) Developing argumentation strategies in electronic dialogs: is modeling effective? [d]
  190. (2016) Cultivating constructivism: inspiring intuition and promoting process and pragmatism [d]
  191. (2016) Sense-making innovative systems: prestigious MOOCs [d]
  192. (2016) Strengthening causal inference in developmental research [d]
  193. (2016) Scene construction, visual foraging, and active inference [p] [d]
  194. (2016) How developments in psychology and technology challenge validity argumentation [d]
  195. (2016) The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  196. (2016) Thought in action: expertise and the conscious mind [i] [d]
  197. (2016) The developmental systems approach and the analysis of behavior [d]
  198. (2016) Episodic memory and beyond: the hippocampus and neocortex in transformation [p] [d]
  199. (2016) Logical and causal reasoning [i] [d]
  200. (2016) Innovation in the collective brain [p] [d]
  201. (2016) Socratic pedagogy: the importance of argument [i] [d]
  202. (2016) Experience cycle methodology: a qualitative method to understand the process of revising personal constructs [i] [d]
  203. (2016) The ties that bind: social capital, families, and children's well-being [d]
  204. (2016) Learning from practice and patients [i] [d]
  205. (2016) Practising insight mediation [i]
  206. (2016) Exploring the dynamics of human development: an integrative approach [i] [d]
  207. (2016) Imagine there are no leaders: reframing leadership as collaborative agency [d]
  208. (2016) Covert neurofeedback without awareness shapes cortical network spontaneous connectivity [p] [d]
  209. (2016) The use of argument maps as an assessment tool in higher education [d]
  210. (2016) The structure of ill-structured (and well-structured) problems revisited [d]
  211. (2016) Tapping the power of personalized learning: a roadmap for school leaders [i]
  212. (2016) Knowledge in motion: constellations of learning across time and place [i]
  213. (2016) Skills-based learning for reproducible expertise: looking elsewhere for guidance [d]
  214. (2016) Cerebral cortex: principles of operation [i] [d]
  215. (2016) Professional development and personal therapy [i] [d]
  216. (2016) A competence development framework for learning and teaching system dynamics [d]
  217. (2016) Software architecture design reasoning: a card game to help novice designers [i] [d]
  218. (2016) Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  219. (2016) Assessing complexity in learning outcomes: a comparison between the SOLO taxonomy and the model of hierarchical complexity [d]
  220. (2016) The rationality quotient: toward a test of rational thinking [i] [d]
  221. (2016) Social justice and educational measurement: John Rawls, the history of testing, and the future of education [i]
  222. (2016) Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  223. (2016) A preliminary study of the effects of working memory training on brain function [d]
  224. (2016) Knowledge engineering: building cognitive assistants for evidence-based reasoning [i] [d]
  225. (2016) Intelligence analysis as discovery of evidence, hypotheses, and arguments: connecting the dots [i] [d]
  226. (2016) Critical learning incidents in system dynamics modelling engagements [d]
  227. (2016) Thick, thin, and becoming a virtuous arguer [d]
  228. (2016) Embeddedness, social capital and learning in rural areas: the case of producer cooperatives [d]
  229. (2016) Transtheoretic transdiagnostic psychotherapy [d]
  230. (2016) Help your kids with study skills: a unique step-by-step visual guide [i]
  231. (2016) Are we smart enough to know how smart animals are? [i]
  232. (2016) Test expectation enhances memory consolidation across both sleep and wake [p] [d]
  233. (2016) Fronto-parietal network reconfiguration supports the development of reasoning ability [p] [d]
  234. (2016) The Wiley handbook of personal construct psychology [i] [d]
  235. (2016) Process patterns and conceptual changes in knowledge representations during information seeking and sensemaking: a qualitative user study [d]
  236. (2015) The Wiley handbook on the cognitive neuroscience of memory [i] [d]
  237. (2015) Bayesian networks in educational assessment [i] [d]
  238. (2015) Media and cognitive development [i] [d]
  239. (2015) Gaining control: how human behavior evolved [i] [d]
  240. (2015) The brain in your pocket: evidence that smartphones are used to supplant thinking [d]
  241. (2015) Embracing multiple definitions of learning [p] [d]
  242. (2015) The reflective practice guide: an interdisciplinary approach to critical reflection [i]
  243. (2015) Focus on the success of others leads to selfish behavior [p] [d]
  244. (2015) Can multiple-choice testing induce desirable difficulties?: evidence from the laboratory and the classroom [d]
  245. (2015) The practice of 'learning history': local and open system approaches [i] [d]
  246. (2015) The importance of language in students' reasoning about heat in thermodynamic processes [d]
  247. (2015) Imitate or innovate?: children's innovation is influenced by the efficacy of observed behaviour [p] [d]
  248. (2015) Proofs, mathematical practice and argumentation [d]
  249. (2015) Self-explanation in learning clinical reasoning: the added value of examples and prompts [p] [d]
  250. (2015) Building cognition: the construction of computational representations for scientific discovery [d]
  251. (2015) Temperament and personality [in human development] [i] [d]
  252. (2015) The skillful means of engaged research [i] [d]
  253. (2015) Effects on learning of multimedia animation combined with multidimensional concept maps [d]
  254. (2015) Insight and analysis problem solving in microbes to machines [d]
  255. (2015) Surfing uncertainty: prediction, action, and the embodied mind [i]
  256. (2015) How the hippocampus preserves order: the role of prediction and context [p] [d]
  257. (2015) A model of critical thinking in higher education [i] [d]
  258. (2015) The Palgrave handbook of critical thinking in higher education [i] [d]
  259. (2015) Collaborative diagramming during problem based learning in medical education: do computerized diagrams support basic science knowledge construction? [p] [d]
  260. (2015) Intelligence emerging: adaptivity and search in evolving neural systems [i] [j]
  261. (2015) The development of wisdom in judicial decision-making [d]
  262. (2015) Rethinking extinction [d]
  263. (2015) Memory reconsolidation understood and misunderstood [d]
  264. (2015) Minding the findings: let's not miss the message of memory reconsolidation research for psychotherapy [d]
  265. (2015/2016) The restorative workplace: an organizational learning approach to discrimination [u]
  266. (2015) Human development in time and place [i] [d]
  267. (2015) The pragmatic turn: toward action-oriented views in cognitive science [i] [d]
  268. (2015) The hungry mind: the origins of curiosity in childhood [i]
  269. (2015) Collaborative developmental action inquiry [i] [d]
  270. (2015) Updating memories: the role of prediction errors in memory reconsolidation [p] [d]
  271. (2015) Reasoning as memory [i]
  272. (2015) Making students responsible for their learning—empowering learners to build shared mental models [i] [d]
  273. (2015) Cognitive neuroscience of human systems: work and everyday life [i]
  274. (2015) Dispositional mindfulness is predicted by structural development of the insula during late adolescence [p] [d]
  275. (2015) If you're not failing, you're not growing [u]
  276. (2015) What's the use of consciousness?: how the stab of conscience made us really conscious [i] [d]
  277. (2015) Developmental changes in reward sensitivity and cognitive control across adolescence: implications for desire [i]
  278. (2015) Cognitive mechanisms of change in delusions: an experimental investigation targeting reasoning to effect change in paranoia [p] [d]
  279. (2015) The effect of distributed practice: neuroscience, cognition, and education [d]
  280. (2015) Individual differences in learning predict the return of fear [d]
  281. (2015) Better and faster: the proven path to unstoppable ideas [i]
  282. (2015) Learner-centered design of computing education: research on computing for everyone [i] [d]
  283. (2015) The knowledge capital of nations: education and the economics of growth [i] [d] [j]
  284. (2015) Increases in maternal education and low-income children's cognitive and behavioral outcomes [p] [d]
  285. (2015) 'Chickens are a lot smarter than I originally thought': changes in student attitudes to chickens following a chicken training class [p] [d]
  286. (2015) Metacognitive skill development and applied systems science: a framework of metacognitive skills, self-regulatory functions and real-world applications [i] [d]
  287. (2015) Metacognition: fundaments, applications, and trends [i] [d]
  288. (2015) Memory development [i] [d]
  289. (2015) The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills [d]
  290. (2015) Using concept mapping to evaluate knowledge structure in problem-based learning [p] [d]
  291. (2015) Retrieval practice does not safeguard memories from interference-based forgetting [d]
  292. (2015) Varying use of conceptual metaphors across levels of expertise in thermodynamics [d]
  293. (2015) Cognitive enhancement [i] [d]
  294. (2015) Plant sensing & communication [i]
  295. (2015) Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  296. (2015) How to learn about teaching: an evolutionary framework for the study of teaching behavior in humans and other animals [and comments and reply] [p] [d]
  297. (2015) Innovating minds: rethinking creativity to inspire change [i]
  298. (2015) Integrating the differentiated: a review of the personal construct approach to cognitive complexity [d]
  299. (2015) Using T-groups to develop action research skills in volatile, uncertain, complex, and ambiguous environments [i] [d]
  300. (2015) Argumentation as core curriculum [d]
  301. (2015) Thinking together and alone [d]
  302. (2015) Developing multivariable thinkers [d]
  303. (2015) The extended evolutionary synthesis: its structure, assumptions and predictions [p] [d]
  304. (2015) Toward developmentally aware practices in the legal system: progress, challenge, and promise [p] [d]
  305. (2015) Metacognitive education: going beyond critical thinking [i] [d]
  306. (2015) Handbook of child psychology and developmental science [i] [d]
  307. (2015) Are science comics a good medium for science communication?: the case for public learning of nanotechnology [d]
  308. (2015) From individual to collective learning: a conceptual learning framework for enacting rework prevention [d]
  309. (2015) Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  310. (2015) When analytic thought is challenged by a misunderstanding [d]
  311. (2015) A developmental perspective on moral emotions [d]
  312. (2015) Neuroscience, embodiment, and development [i] [d]
  313. (2015) The development of temporal cognition [i] [d]
  314. (2015) Directions toward a meta-process model of decision making: cognitive and behavioral models of change [d]
  315. (2015) Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation [i]
  316. (2015) Addiction as maladaptive learning, with a focus on habit learning [i] [d]
  317. (2015) Enhancing cognition by affecting memory reconsolidation [d]
  318. (2015) Artistic development [i] [d]
  319. (2015) The developing genome: an introduction to behavioral epigenetics [i]
  320. (2015) Epistemic cognition and development: the psychology of justification and truth [i]
  321. (2015) Understanding starts in the mesocosm: conceptual metaphor as a framework for external representations in science teaching [d]
  322. (2015) Why forget?: on the adaptive value of memory loss [p] [d]
  323. (2015) Listen to the map user: cognition, memory, and expertise [d]
  324. (2015) Deweyan approaches to abduction? [i] [u]
  325. (2015) The repurposed social brain [p] [d]
  326. (2015) Phases of inquiry-based learning: definitions and the inquiry cycle [d]
  327. (2015) Stanovich's arguments against the 'adaptive rationality' project: an assessment [d]
  328. (2015) Commonalities between pain and memory mechanisms and their meaning for understanding chronic pain [i]
  329. (2015) Accelerating the public's learning curve on wicked policy issues: results from deliberative forums on euthanasia [d]
  330. (2015) The development of reasoning [i] [d]
  331. (2015) Attentional development [i] [d]
  332. (2015) Creating cultures of thinking: the 8 forces we must master to truly transform our schools [i]
  333. (2015) Personal visualization for learning [u]
  334. (2015) Doors opening: a mechanism for growth after adversity [d]
  335. (2015) The end of average: how we succeed in a world that values sameness [i]
  336. (2015) Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions [d]
  337. (2015) How to improve the teaching of clinical reasoning: a narrative review and a proposal [p] [d]
  338. (2015) Developing meaning-making to promote critical thinking [i] [d]
  339. (2015) Sleep, cognition, and normal aging: integrating a half century of multidisciplinary research [p] [d]
  340. (2015) 'The times they are a-changin': gene expression, neuroplasticity, and developmental research [d]
  341. (2015) How to train your Bayesian: a problem-representation transfer rather than a format-representation shift explains training effects [p] [d]
  342. (2015) Learning versus performance: an integrative review [p] [d]
  343. (2015) Improvisation facilitates divergent thinking and creativity: realizing a benefit of primary school arts education [d]
  344. (2015) Principles of neural design [i]
  345. (2015) Brain and cognitive development [i] [d]
  346. (2015) Time perspective theory: review, research and application: essays in honor of Philip G. Zimbardo [i] [d]
  347. (2015) Leading to learn [d]
  348. (2015) Cognitive complexity, religious cognition, cognitive development, and religious judgment: an empirical study of relationships amongst 'normal' and 'gifted' young people [d]
  349. (2015) Better but still biased: analytic cognitive style and belief bias [d]
  350. (2015) Reinforced correct answers to next stage problems produced the highest stage performance in traditional nonliterates found in the world [d]
  351. (2015) Long-term potentiation of pain 'memory' in the spinal cord [p] [d]
  352. (2015) Annual research review: growth connectomics—the organization and reorganization of brain networks during normal and abnormal development [p] [d]
  353. (2015) Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning [p] [d]
  354. (2015) Secure base representations in middle childhood across two Western cultures: associations with parental attachment representations and maternal reports of behavior problems [p] [d]
  355. (2015) Paths from trauma to intrapersonal strength: worldview, posttraumatic growth, and wisdom [d]
  356. (2015) First bite: how we learn to eat [i]
  357. (2015) Counseling individuals through the lifespan [i]
  358. (2015) Steps towards an evolutionary account of argumentative competence [d] [u]
  359. (2015) A new computational account of cognitive control over reinforcement-based decision-making: modeling of a probabilistic learning task [p] [d]
  360. (2015) Reorganization of functional brain networks mediates the improvement of cognitive performance following real-time neurofeedback training of working memory [p] [d]
  361. (2015) Learning personalized: the evolution of the contemporary classroom [i]
  362. (2014) Deweyan education and democratic ecologies [d]
  363. (2014) Multiple-documents literacy: strategic processing, source awareness, and argumentation when reading multiple conflicting documents [d]
  364. (2014) The schooled society: the educational transformation of global culture [i]
  365. (2014) Life span theory and career theories: rapprochement or estrangement? [i] [d]
  366. (2014) Reconsidering personal epistemology as metacognition: a multifaceted approach to the analysis of epistemic thinking [d]
  367. (2014) Incommensurability, relativism, and the epistemic authority of science [d]
  368. (2014) Environmental leadership and consciousness development: a case study among Canadian SMEs [small and medium-sized enterprises] [d] [j]
  369. (2014) A spinal analog of memory reconsolidation enables reversal of hyperalgesia [d]
  370. (2014) Adults can be trained to acquire synesthetic experiences [d]
  371. (2014) Expertise development through schooling and work [i]
  372. (2014) Train your mind for peak performance: a science-based approach for achieving your goals [i]
  373. (2014) Assessment frequency in introductory computer programming disciplines [d]
  374. (2014) Make it stick: the science of successful learning [i]
  375. (2014) Expertise in biological conceptions: the case of the vineyard [d]
  376. (2014) Placebo analgesia: a predictive coding perspective [d]
  377. (2014) Developmental process emerges from extended brain–body–behavior networks [p] [d]
  378. (2014) How we learn: the surprising truth about when, where, and why it happens [i]
  379. (2014) Transforming your teaching: practical classroom strategies informed by cognitive neuroscience [i]
  380. (2014) Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills [d]
  381. (2014) Neurotherapy and neurofeedback: brain-based treatment for psychological and behavioral problems [i]
  382. (2014) How do artists learn and what can educators learn from them? [u]
  383. (2014) Probabilistic thinking: presenting plural perspectives [i] [d]
  384. (2014) The interplay among knowledge, cognitive abilities and thinking styles in probabilistic reasoning: a test of a model [i] [d]
  385. (2014) The inherence heuristic across development: systematic differences between children's and adults' explanations for everyday facts [d]
  386. (2014) Complexity in relational processing predicts changes in functional brain network dynamics [p] [d]
  387. (2014) Psycho-social career meta-capacities: dynamics of contemporary career development [i] [d]
  388. (2014) Using SAFMEDS and direct instruction to teach the model of hierarchical complexity [d]
  389. (2014) Fast mapping rapidly integrates information into existing memory networks [p] [d]
  390. (2014) Method usage in design: how methods function as mental tools for designers [d]
  391. (2014) Consciousness and the brain: deciphering how the brain codes our thoughts [i]
  392. (2014) Space, time and memory in the hippocampal formation [i] [d]
  393. (2014) Don't do it again!: directed forgetting of habits [p] [d]
  394. (2014) What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  395. (2014) Adaptive expertise and cognitive readiness: a perspective from the expert-performance approach [i] [d]
  396. (2014) Reconsolidation of a well-learned instrumental memory [p] [d]
  397. (2014) Learning and teaching with geomedia [i]
  398. (2014) The cognitive neuroscience of metacognition [i] [d]
  399. (2014) Metacognitive facilitation of spontaneous thought processes: when metacognition helps the wandering mind find its way [i] [d]
  400. (2014) Experience teaches plants to learn faster and forget slower in environments where it matters [d]
  401. (2014) Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  402. (2014) Outsourced cognition [d]
  403. (2014) What is a memory schema?: a historical perspective on current neuroscience literature [d]
  404. (2014) The emerging standard model of the human decision-making apparatus [i]
  405. (2014) Child psychology: a very short introduction [i]
  406. (2014) Innovation and problem solving: a review of common mechanisms [p] [d]
  407. (2014) Categorizing cognition: toward conceptual coherence in the foundations of psychology [i]
  408. (2014) Impact and sustainability of creative capacity building: the cognitive, behavioral, and neural correlates of increasing creative capacity [i] [d]
  409. (2014) Dimensions of integration in embedded and extended cognitive systems [d]
  410. (2014) Integrating argument mapping with systems thinking tools: advancing applied systems science [i] [d]
  411. (2014) From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science [d]
  412. (2014) Stress selectively affects the reactivated components of a declarative memory [p] [d]
  413. (2014) The cultural ecosystem of human cognition [d]
  414. (2014) Digital knowledge maps in education: technology-enhanced support for teachers and learners [i] [d]
  415. (2014) Epigenetic mechanisms of memory formation and reconsolidation [d]
  416. (2014) Deliberative methods for complex issues: a typology of functions that may need scaffolding [u]
  417. (2014) Connected code: why children need to learn programming [i]
  418. (2014) Making business personal [u]
  419. (2014) Building on prior knowledge: schema-dependent encoding processes relate to academic performance [d]
  420. (2014) Molecular basis of memory [i]
  421. (2014) Decision making through dialogue: a case study of analyzing preservice teachers' argumentation on socioscientific issues [d]
  422. (2014) A behavioural neuroscience perspective on the aetiology and treatment of anxiety disorders [d]
  423. (2014) Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding [p] [d]
  424. (2014) Childhood cognitive development as a skill [p] [d]
  425. (2014) Coordinated exploration: organizing joint search by multiple specialists to overcome mutual confusion and joint myopia [d]
  426. (2014/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  427. (2014) Early and repeated exposure to examples improves creative work [i] [d]
  428. (2014) A teaching strategy with a focus on argumentation to improve undergraduate students' ability to read research articles [d]
  429. (2014) Error in intensive care: psychological repercussions and defense mechanisms among health professionals [p] [d]
  430. (2014) Assessment of uncertainty-infused scientific argumentation [d]
  431. (2014) The contributions of explanation and exploration to children's scientific reasoning [d]
  432. (2014) Technology-enhanced professional learning: processes, practices, and tools [i]
  433. (2014) Applied positive psychology: integrated positive practice [i]
  434. (2014) Sociocultural patterning of neural activity during self-reflection [d]
  435. (2014) Reconstructing metaphorical meaning [d]
  436. (2014) The predictive brain: consciousness, decision and embodied action [i]
  437. (2014) How can students' diagnostic competence benefit most from practice with clinical cases?: the effects of structured reflection on future diagnosis of the same and novel diseases [p] [d]
  438. (2014) The developmental psychology of reasoning and decision-making [i]
  439. (2014) Finding a meaningful life as a developmental task in emerging adulthood: the domains of love and work across cultures [d]
  440. (2014) Start a new fire: measuring the value of academic libraries in undergraduate learning [d]
  441. (2014) Motor system evolution and the emergence of high cognitive functions [d]
  442. (2014) Neurobiology of interval timing [i] [d]
  443. (2014) Guide to teaching puzzle-based learning [i] [d]
  444. (2014) Curiosity's cats: writers on research [i]
  445. (2014) Memory as decision making [i]
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  447. (2014) Handbook of developmental systems theory and methodology [i]
  448. (2014) Sociality influences cultural complexity [d]
  449. (2014) Teaching and measuring cognitive readiness [i] [d]
  450. (2014) Models in science and in learning science: focusing scientific practice on sense-making [i] [d]
  451. (2014) Unconscious learning of likes and dislikes is persistent, resilient, and reconsolidates [p] [d]
  452. (2014) Connecting to create: expertise in musical improvisation is associated with increased functional connectivity between premotor and prefrontal areas [p] [d]
  453. (2014) The benefit of generating errors during learning [d]
  454. (2014) Resilience interventions for youth in diverse populations [i] [d]
  455. (2014) The effect of action experience on sensorimotor EEG rhythms during action observation [d]
  456. (2014) Analytical reasoning task reveals limits of social learning in networks [p] [d]
  457. (2014) The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  458. (2014) The teaching brain: an evolutionary trait at the heart of education [i]
  459. (2014) Everyday bias: identifying and overcoming unconscious prejudice in our daily lives [i]
  460. (2014) Students' socioscientific reasoning and decision-making on energy-related issues: development of a measurement instrument [d]
  461. (2014) Retrieval is not necessary to trigger reconsolidation of object recognition memory in the perirhinal cortex [p] [d]
  462. (2014) Cognitive success: instrumental justifications of normative systems of reasoning [p] [d]
  463. (2014) Reconsolidation of human memory: brain mechanisms and clinical relevance [d]
  464. (2014) Prediction error demarcates the transition from retrieval, to reconsolidation, to new learning [p] [d]
  465. (2014) The Routledge handbook of embodied cognition [i]
  466. (2014) Formative and stealth assessment [i] [d]
  467. (2014) Contemporary directions in theories and psychotherapeutic strategies in treatment of personality disorders: relation to level of personality functioning [d]
  468. (2014) Appraising constructivism in science education [i] [d]
  469. (2014) Training creative cognition: adolescence as a flexible period for improving creativity [p] [d]
  470. (2014) What learning theories can teach us in designing neurofeedback treatments [p] [d]
  471. (2014) Explanatory identities and conceptual change [d]
  472. (2014) Beyond reason and tolerance: the purpose and practice of higher education [i] [d]
  473. (2014) Use a short knowledge cycle to keep your cool [u]
  474. (2014) The collector's fallacy [u]
  475. (2014) Witnessing clients' emotional transformation: an emotion-focused therapist's experience of providing therapy [p] [d]
  476. (2014) A natural history of human thinking [i]
  477. (2014) Learning more effectively with IBIS diagrams [u]
  478. (2014) Plant behaviour and intelligence [i] [d]
  479. (2014) Cognitive neuroscience and psychotherapy: network principles for a unified theory [i]
  480. (2014) Precise minds in uncertain worlds: predictive coding in autism [p] [d]
  481. (2014) The body keeps the score: brain, mind, and body in the healing of trauma [i]
  482. (2014) Learn by doing: lessons from a programmer [u]
  483. (2014) Beyond type 1 vs. type 2 processing: the tri-dimensional way [p] [d]
  484. (2014) When reasoning modifies memory: schematic assimilation triggered by analogical mapping [d]
  485. (2014) Living systems theory of vocational behavior and development [i] [d]
  486. (2014) Talking about right and wrong: parent–child conversations as contexts for moral development [i] [d]
  487. (2014) Dreaming and offline memory consolidation [p] [d]
  488. (2014) Memories of traumatic events in childhood fade after experiencing similar less stressful events: results from two natural experiments [p] [d]
  489. (2014) Maturation of work attitudes: correlated change with big five personality traits and reciprocal effects over 15 years [d]
  490. (2014) Exploring the development of competence in lean management through action learning groups: a study of the introduction of lean to a facilities management function [d]
  491. (2014) Adding dynamics to a static theory: how leader traits evolve and how they are expressed [d]
  492. (2014) Why does guessing incorrectly enhance, rather than impair, retention? [p] [d]
  493. (2014) 'Put your fingers right in here': learnability and instructed experience [d]
  494. (2014) Towards a comprehensive model of the cognitive process and mechanisms of individual sensemaking [d]
  495. (2014) Zone of proximal development (ZPD) as an ability to play in psychotherapy: a theory-building case study of very brief therapy [d]
  496. (2013) The road to walking: what learning to walk tells us about development [i] [d]
  497. (2013) Network-based diffusion analysis reveals cultural transmission of lobtail feeding in humpback whales [d]
  498. (2013) Beyond principles and programs: an action framework for modeling development: commentary on Fields [d]
  499. (2013) Epistemic dependence in interdisciplinary groups [d]
  500. (2013) The role of locomotion in psychological development [p] [d]
  501. (2013) Neural reuse in the evolution and development of the brain: evidence for developmental homology? [d]
  502. (2013) Confabulation in healthy aging is related to poor encoding and retrieval of over-learned information [d]
  503. (2013) Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice? [d]
  504. (2013) International handbook of metacognition and learning technologies [i] [d]
  505. (2013) Experiencing your brain: neurofeedback as a new bridge between neuroscience and phenomenology [p] [d]
  506. (2013) The development of thinking and reasoning [i]
  507. (2013) A framework for designing scaffolds that improve motivation and cognition [p] [d]
  508. (2013) Neurons activated during fear memory consolidation and reconsolidation are mapped to a common and new topography in the lateral amygdala [d]
  509. (2013) Learned regulation of brain metabolism [p] [d]
  510. (2013) Self-regulated learning: beliefs, techniques, and illusions [p] [d]
  511. (2013) Initial mental representations of design problems: differences between experts and novices [d]
  512. (2013) The developing moralities: a cognitive neuroscience approach [i] [d]
  513. (2013) An emotion regulation perspective on belief change [i] [d]
  514. (2013) Attitude change [i] [d]
  515. (2013) Developmental pathways among adaptive functioning and externalizing and internalizing behavioral problems: cascades from childhood into adolescence [d]
  516. (2013) Effects of direct and indirect instruction on fostering decision-making competence in socioscientific issues [d]
  517. (2013) Investigating children's Why-questions: a study comparing argumentative and explanatory function [d]
  518. (2013) The influence of prior knowledge on memory: a developmental cognitive neuroscience perspective [d]
  519. (2013) Using rationale to assist student cognitive and intellectual development [i] [d]
  520. (2013) Posttraumatic growth in clinical practice [i]
  521. (2013) Irregular assimilation progress: reasons for setbacks in the context of linguistic therapy of evaluation [d]
  522. (2013) Make your brain smarter: increase your brain's creativity, energy, and focus [i]
  523. (2013) Differential functional connectivity within an emotion regulation neural network among individuals resilient and susceptible to the depressogenic effects of early life stress [d]
  524. (2013) Whatever next?: predictive brains, situated agents, and the future of cognitive science [and comments and reply] [d]
  525. (2013) The roles of learning orientation and passion for work in the formation of entrepreneurial intention [d]
  526. (2013) The temporal dynamics of enhancing a human declarative memory during reconsolidation [d]
  527. (2013) Design representations [for learning interventions] [i] [d]
  528. (2013) Designing for learning in an open world [i] [d]
  529. (2013) The power of the social brain: teaching, learning, and interdependent thinking [i]
  530. (2013) Cognition beyond the brain: computation, interactivity and human artifice [i] [d]
  531. (2013) The social neuroscience of education: optimizing attachment and learning in the classroom [i]
  532. (2013) Cognitive debiasing 1: origins of bias and theory of debiasing [d]
  533. (2013) Cognitive debiasing 2: impediments to and strategies for change [d]
  534. (2013) Why a true account of human development requires exemplar research [p] [d]
  535. (2013) Bats, balls, and substitution sensitivity: cognitive misers are no happy fools [p] [d]
  536. (2013) The little engine who could not: 'rehabilitating' the individual in safety research [d]
  537. (2013) On the epistemology and ethics of communicating a Cartesian consciousness [d]
  538. (2013) Detection of a temporal error triggers reconsolidation of amygdala-dependent memories [d]
  539. (2013) Current trends in moral research: what we know and where to go from here [d]
  540. (2013) Volunteer work, informal learning and social action [i] [d]
  541. (2013) What works, what doesn't: some study techniques accelerate learning, whereas others are just a waste of time [d]
  542. (2013) A dialogical account of deductive reasoning as a case study for how culture shapes cognition [d]
  543. (2013) A cognitive approach to teaching philosophy [d]
  544. (2013) How and why people change: foundations of psychological therapy [i]
  545. (2013) Handbook of the psychology of science [i]
  546. (2013) Epistemic beliefs and comprehension in the context of reading multiple documents: examining the role of conflict [d]
  547. (2013) The scientific study of personal wisdom: from contemplative traditions to neuroscience [i] [d]
  548. (2013) Transmitting delusional beliefs in a hypnotic model of folie à deux [p] [d]
  549. (2013) Knowledge acquisition: past, present and future [d]
  550. (2013) Humans as scientists: scientists as humans [d]
  551. (2013) Birds of a feather: applied behavior analysis and quality of life [d]
  552. (2013) Analogical learning and reasoning [i] [d]
  553. (2013) The design thinking approaches of three different groups of designers based on self-reports [d]
  554. (2013) Epistemic economics and organization: forms of rationality and governance for a wiser economy [i]
  555. (2013) Towards automated analysis of student arguments [i] [d]
  556. (2013) The psychological and neurological bases of leader self-complexity and effects on adaptive decision-making [d]
  557. (2013) Decay happens: the role of active forgetting in memory [d]
  558. (2013) Structuring case-based ethics training: how comparing cases and structured prompts influence training effectiveness [d]
  559. (2013) Neurocognitive biases and the patterns of spontaneous correlations in the human cortex [d]
  560. (2013) The importance of developing employability [d]
  561. (2013) Informative and inspirational contributions of exemplar studies [p] [d]
  562. (2013) Yes it can: on the functional abilities of the human unconscious [d]
  563. (2013) Guided self-management of transient information in animations through pacing and sequencing strategies [d]
  564. (2013) The relationship between memory and inductive reasoning: does it develop? [d]
  565. (2013) Cognitive enhancement: an interdisciplinary perspective [i] [d]
  566. (2013) The predictive mind [i] [d]
  567. (2013) Reducing health-information avoidance through contemplation [p] [d]
  568. (2013) Macrocognition: a theory of distributed minds and collective intentionality [i] [d]
  569. (2013) Biosocial becomings: integrating social and biological anthropology [i] [d]
  570. (2013) Learning in place: immigrants' spatial and temporal strategies for occupational advancement [d]
  571. (2013) Neural mechanisms of reactivation-induced updating that enhance and distort memory [p] [d]
  572. (2013) What clinicians can learn from schema change in sport [d]
  573. (2013) An introduction to statistical learning: with applications in R [i] [d]
  574. (2013) Information: theory, brain, and behavior [d]
  575. (2013) Exploring the use of conceptual metaphors in solving problems on entropy [d]
  576. (2013) The evolution of error: error management, cognitive constraints, and adaptive decision-making biases [d]
  577. (2013) It takes a child to raise a parent: stories of evolving child and parent development [i]
  578. (2013) Learning, problem solving, and mind tools: essays in honor of David H. Jonassen [i]
  579. (2013) Ungifted: intelligence redefined [i]
  580. (2013) Integrating epistemological perspectives on chemistry in chemical education: the cases of concept duality, chemical language, and structural explanations [d]
  581. (2013) Psychology in the brain: integrative cognitive neuroscience [i]
  582. (2013) Differential roles for medial prefrontal and medial temporal cortices in schema-dependent encoding: from congruent to incongruent [d]
  583. (2013) Simulation and managerial decision making: a double-loop learning framework [d]
  584. (2013) Unfolding mapping practices: a new epistemology for cartography [d]
  585. (2013) Space to reason: a spatial theory of human thought [i]
  586. (2013) Learning to modulate one's own brain activity: the effect of spontaneous mental strategies [p] [d]
  587. (2013) East meets West: toward a universal ethic of virtue for global business [d]
  588. (2013) Change in cognitive errors and coping over the course of brief psychodynamic intervention [p] [d]
  589. (2013) Visible learners: promoting Reggio-inspired approaches in all schools [i]
  590. (2013) Developing norms of argumentation: metacognitive, epistemological, and social dimensions of developing argumentive competence [d]
  591. (2013) Reasoning [and developmental psychology] [i] [d]
  592. (2013) Simulation and learning: a model-centered approach [i] [d]
  593. (2013) What have we learned about learning from accidents?: post-disasters reflections [d]
  594. (2013) The Oxford handbook of cognitive engineering [i] [d]
  595. (2013) Visualizing communication structures in science classrooms: tracing cumulativity in teacher-led whole class discussions [d]
  596. (2013) Conditioning the mind's eye: associative learning with voluntary mental imagery [d]
  597. (2013) Breaking away from set patterns of thinking: improvisation and divergent thinking [d]
  598. (2013) The concept of homology as a basis for evaluating developmental mechanisms: exploring selective attention across the life-span [d]
  599. (2013) Hurting memories and beneficial forgetting: posttraumatic stress disorders, biographical developments, and social conflicts [i]
  600. (2013) New developments in goal setting and task performance [i]
  601. (2013) Structural brain plasticity in adult learning and development [d]
  602. (2013) From distal to proximal: routine educational data monitoring in school-based mental health [d]
  603. (2013) What students' arguments can tell us: using argumentation schemes in science education [d]
  604. (2013) Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law [d]
  605. (2013) Problem solving [i] [d]
  606. (2013) Learning causes reorganization of neuronal firing patterns to represent related experiences within a hippocampal schema [d]
  607. (2013) An exploratory study of the relationship between changes in emotion and cognitive processes and treatment outcome in borderline personality disorder [p] [d]
  608. (2013) Transitions to safety in 'obsessive' thinking: covert links of operant chains in clinical behavior analysis [d]
  609. (2013) The relationships between modelling and argumentation from the perspective of the model of modelling diagram [d]
  610. (2013) Developmental pathways to functional brain networks: emerging principles [d]
  611. (2013) Knowing when to doubt: developing a critical stance when learning from others [p] [d]
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  613. (2013) Importing the homology concept from biology into developmental psychology [d]
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  926. (2011) Commentary on Road maps for learning: a guide to the navigation of learning progressions [d]
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  929. (2011) Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations [d]
  930. (2011) Time in cognitive development [i] [d]
  931. (2011) Mindfulness practice leads to increases in regional brain gray matter density [d]
  932. (2011) Human intelligence [i] [d]
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  934. (2011) Bridging cultural and developmental approaches to psychology: new syntheses in theory, research, and policy [i]
  935. (2011) Learning about environmental issues with the aid of cognitive tools [d]
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  939. (2011) Static snapshots versus dynamic approaches to genes, brain, cognition, and behavior in neurodevelopmental disabilities [i] [d]
  940. (2011) Cultural niche construction and human learning environments: investigating sociocultural perspectives [d]
  941. (2011) Indirect goal priming is more powerful than explicit instruction in children [d]
  942. (2011) Visualising knowledge structures in biology: discipline, curriculum and student understanding [d]
  943. (2011) Cognitive effort drives workspace configuration of human brain functional networks [d]
  944. (2011) Transforming the power of education for young minority women: narrations, metareflection, and societal change [d]
  945. (2011) Resting-state functional connectivity indexes reading competence in children and adults [d]
  946. (2011) The influence of text modality on learning with static and dynamic visualizations [d]
  947. (2011) Rationale for considering typical critical thinking skills [d]
  948. (2011) Prior learning assessment and the developmental journey: from 'mapless' to cartographer [i] [d]
  949. (2011) Positive development in a disorderly world [d]
  950. (2011) Spreadsheets as cognitive tools: a study of the impact of spreadsheets on problem solving of math story problems [d]
  951. (2011) Rational learning and information sampling: on the 'naivety' assumption in sampling explanations of judgment biases [p] [d]
  952. (2011) Taxonomic counts of cognition in the wild [d]
  953. (2011) Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  954. (2011) Behavioral epigenetics [d]
  955. (2011) Constructing stories of self-growth: how individual differences in patterns of autobiographical reasoning relate to well-being in midlife [d]
  956. (2011) Going deep into mechanisms for moral reasoning growth: how deep learning approaches affect moral reasoning development for first-year students [d]
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  960. (2011) Consolidation and reconsolidation: two lives of memories? [d]
  961. (2011) Mature transformations in adulthood facilitated by psychotherapy and spiritual practice [i] [d]
  962. (2011) A gradient of childhood self-control predicts health, wealth, and public safety [d]
  963. (2011) Bereaved elders: transformative learning in late life [d]
  964. (2011) Consciousness in culture-based conflict and conflict resolution [d]
  965. (2011) Development of meaning-conserving memory [i] [d]
  966. (2011) Implicit social cognition: from measures to mechanisms [p] [d]
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  968. (2011) Experience cycle methodology: a method for understanding the construct revision pathway [i] [d]
  969. (2011) Testwise: understanding educational assessment [i]
  970. (2011) Deep learning: how the mind overrides experience [i] [d] [u]
  971. (2011) Developmental evaluation: applying complexity concepts to enhance innovation and use [i]
  972. (2011) Personal knowledge management: individual, organizational and social perspectives [i]
  973. (2011) Deep processing strategies and critical thinking: developmental trajectories using latent growth analyses [d]
  974. (2011) Learning through deepening conversations: a key strategy of insight mediation [d]
  975. (2011) Using manual rotation and gesture to improve mental rotation in preschoolers [i] [u]
  976. (2011) From scribbles to meanings: social interaction in different cultures and the emergence of young children's early drawing [d]
  977. (2011) Epigenetic mechanisms in experience-driven memory formation and behavior [d]
  978. (2011) Distinguishing between development and change: reviving organismic-developmental theory [d]
  979. (2011) The complexity of moral learning: diversity, deprovincialisation and privilege [d]
  980. (2011) Dual processes in decision making and developmental neuroscience: a fuzzy-trace model [p] [d]
  981. (2011) A dynamic look at narrative change in psychotherapy: a case study tracking innovative moments and protonarratives using state space grids [d]
  982. (2011) A life course approach to the development of mental skills [d]
  983. (2011) Making thinking visible: how to promote engagement, understanding, and independence for all learners [i]
  984. (2011) Toward a visually-oriented school mathematics curriculum: research, theory, practice, and issues [i] [d]
  985. (2011) Developing destinies: a Mayan midwife and town [i]
  986. (2011) Associative learning and conditioning theory: human and non-human applications [i] [d]
  987. (2011) Social learning and evolution: the cultural intelligence hypothesis [p] [d]
  988. (2011) Teaching minds: how cognitive science can save our schools [i]
  989. (2011) Flourish: a visionary new understanding of happiness and well-being [i]
  990. (2011) Stealth assessment in computer-based games to support learning [i]
  991. (2011) Kinds of environments—a framework for reflecting on the possible contours of a better world [d]
  992. (2011) Learning to be bad: adverse social conditions, social schemas, and crime [d]
  993. (2011) Constructing the self in the face of aging and death: complex thought and learning [i] [d]
  994. (2011) Juveniles at risk: a plea for preventive justice [i] [d]
  995. (2011) The meanings of teaching from the perspective of exemplary and experienced teachers [u]
  996. (2011) On the nature of concepts [d]
  997. (2011) Defusion: a behavior-analytic strategy for addressing private events [p]
  998. (2011) Networks of the brain [i]
  999. (2011) Rationality and the reflective mind [i] [d]
  1000. (2011) Developmental cognitive science goes to school [i]
  1001. (2011) Responsible careers: systemic reflexivity in shifting landscapes [d]
  1002. (2011) Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  1003. (2011) Parent development in clinical child neurological assessment process: encounters with the assimilation model [d]
  1004. (2011) Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing [d]
  1005. (2011) Mind, brain, and education science: a comprehensive guide to the new brain-based teaching [i]
  1006. (2011) The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct [d]
  1007. (2011) Effectiveness of past and current critical incident analysis on reflective learning and practice change [p] [d]
  1008. (2011) Out of the classroom and into the world: learning from field trips, educating from experience, and unlocking the potential of our students and teachers [i]
  1009. (2011) Behavioural conditioning as the mediator of placebo responses in the immune system [d]
  1010. (2011) 'And so they ordered me to kill a person': conceptualizing the impacts of child soldiering on the development of moral agency [d]
  1011. (2011) Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
  1012. (2011) Using technology to personalize learning and assess students in real-time [u]
  1013. (2011) Shapeshifting for memory [d]
  1014. (2011) Constraints on learning from expository science texts [i]
  1015. (2011) Sleep selectively enhances memory expected to be of future relevance [p] [d]
  1016. (2011) No longer simply a practice-based research network (PBRN): health improvement networks [d]
  1017. (2011) Taking emergence seriously: the centrality of circular causality for dynamic systems approaches to development [d]
  1018. (2011) Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence [d]
  1019. (2010) Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction [d]
  1020. (2010) How learning works: seven research-based principles for smart teaching [i]
  1021. (2010) The role of ecological constraints on expertise development [u]
  1022. (2010) Are older adults wiser than college students?: a comparison of two age cohorts [d]
  1023. (2010) Neurodiversity: discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences [i]
  1024. (2010) Body learning: examining the processes of skill learning in dance [d]
  1025. (2010) How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood [d]
  1026. (2010) Recent surprising similarities between plant cells and neurons [p] [d]
  1027. (2010) Using learning networks to understand complex systems: a case study of biological, geophysical and social research in the Amazon [d]
  1028. (2010) Cognitive development and working memory: a dialogue between neo-Piagetian and cognitive approaches [i]
  1029. (2010) On the vices of nominalization and the virtues of contextualizing [i]
  1030. (2010) Removing brakes on adult brain plasticity: from molecular to behavioral interventions [d]
  1031. (2010) Development and assessment of self-authorship: exploring the concept across cultures [i]
  1032. (2010) Personal epistemology in the classroom: theory, research, and implications for practice [i]
  1033. (2010) The person and the variable in developmental psychology [d]
  1034. (2010) A learning progression for scientific argumentation: understanding student work and designing supportive instructional contexts [d]
  1035. (2010) Darwinian sociocultural evolution: solutions to dilemmas in cultural and social theory [i] [d]
  1036. (2010) Large-scale brain networks in cognition: emerging methods and principles [d]
  1037. (2010) Social identity complexity and acceptance of diversity [i] [d]
  1038. (2010) Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d]
  1039. (2010) The interplay of cognition and cooperation [d]
  1040. (2010) Teaching family systems theory: a developmental-constructivist perspective [d]
  1041. (2010) Developmental trajectories in design thinking: an examination of criteria [d]
  1042. (2010) Social understanding through social interaction [i]
  1043. (2010) Enhancing the ability to think strategically: a learning model [d]
  1044. (2010) Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  1045. (2010) Neural mechanisms for interacting with a world full of action choices [p] [d]
  1046. (2010) Minds in space [i] [d]
  1047. (2010) Learning in the wild [d]
  1048. (2010) Nationalism, cognitive ability, and interpersonal relations [d]
  1049. (2010) The psychology of social and cultural diversity [i] [d]
  1050. (2010) Conceptual structures: from information to intelligence: 18th International Conference on Conceptual Structures, ICCS 2010, Kuching, Sarawak, Malaysia, July 26–30, 2010: proceedings [i] [d]
  1051. (2010) Learning agility: a construct whose time has come [d]
  1052. (2010) Predictive coding and the neural response to predictable stimuli [p] [d]
  1053. (2010) Metacognition and severe adult mental disorders: from research to treatment [i]
  1054. (2010) Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  1055. (2010) Are risk aversion and impatience related to cognitive ability? [d]
  1056. (2010/2014) On becoming a better therapist: evidence-based practice one client at a time [i]
  1057. (2010) Psychotherapy change process research: realizing the promise [d]
  1058. (2010) Engaging multiple epistemologies: implications for science education [i]
  1059. (2010) Developing the person-oriented approach: theory and methods of analysis [d]
  1060. (2010) Surrounded by science: learning science in informal environments [i] [d] [u]
  1061. (2010) The developmental relations among mind, brain and education: essays in honor of Robbie Case [i] [d]
  1062. (2010) The intentional personal development of mind and brain through education [i] [d]
  1063. (2010) Meta-action research on a leadership development program: a process model for life-long learning [d]
  1064. (2010) Reconsolidation in humans opens up declarative memory to the entrance of new information [p] [d]
  1065. (2010) Planning, maps, and children's lives: a cautionary tale [d]
  1066. (2010) Visualizing logical aspects of conceptual structures [u]
  1067. (2010) Human rationality challenges universal logic [d]
  1068. (2010) A 'knowledge profile' of an engineering occupation: temporal patterns in the use of engineering knowledge [d]
  1069. (2010) How culture constructs our sense of neighborhood: mental maps and children's perceptions of place [d]
  1070. (2010) Embodiment as a unifying perspective for psychology [d]
  1071. (2010) Beyond dual-process models: a categorisation of processes underlying intuitive judgement and decision making [d]
  1072. (2010) Brain imaging, cognitive processes, and brain networks [d]
  1073. (2010) Building a professional learning community at work: a guide to the first year [i]
  1074. (2010) Cognitive complexity among practicing counselors: how thinking changes with experience [d]
  1075. (2010) Ignorance and surprise: science, society, and ecological design [i]
  1076. (2010) Reasoning about social conflicts improves into old age [d]
  1077. (2010) A bridge over troubled water: reconsolidation as a link between cognitive and neuroscientific memory research traditions [d]
  1078. (2010) How students come to be, know, and do: a case for a broad view of learning [i] [d]
  1079. (2010) Structuring thought: an examination of four methods [i]
  1080. (2010) Apprenticeship patterns: guidance for the aspiring software craftsman [i]
  1081. (2010) Cognitive ecology [d]
  1082. (2010) Footprints through the weather-world: walking, breathing, knowing [d]
  1083. (2010) Hidden talent: tacit skill formation and labor market incorporation of Latino immigrants in the United States [d]
  1084. (2010) Do lots of deliberate practice [i]
  1085. (2010) Wisdom—a neuroscience perspective [d]
  1086. (2010) Where good ideas come from: the natural history of innovation [i]
  1087. (2010) Arguing to learn and learning to argue: design justifications and guidelines [d]
  1088. (2010) No knowledge but through information [d] [u]
  1089. (2010) Neuroimaging of the developing brain: taking 'developing' seriously [d]
  1090. (2010) Social development as preference management: how infants, children, and parents get what they want from one another [i] [d]
  1091. (2010) Implicit learning as an ability [d]
  1092. (2010) Mapping student information literacy activity against Bloom's taxonomy of cognitive skills [d] [u]
  1093. (2010) Darwin and development: why ontogeny does not recapitualte phylogeny for human concepts [i] [d]
  1094. (2010) The relation of story structure to a model of conceptual change in science learning [d]
  1095. (2010) Short-term fluctuations in identity: introducing a micro-level approach to identity formation [d]
  1096. (2010) The evolution of childhood: relationships, emotion, mind [i]
  1097. (2010) Going to the core: deepening reflection by connecting the person to the profession [i] [d]
  1098. (2010) Learning, training, and development in organizations [i]
  1099. (2010) Social-cognitive development, ethical and legal knowledge, and ethical decision making of counselor education students [d]
  1100. (2010) Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics [d]
  1101. (2010) How different variants of orbit diagrams influence student explanations of the seasons [d]
  1102. (2010) How life history and demography promote or inhibit the evolution of helping behaviours [d]
  1103. (2010) Long-term effects of social investment: the case of partnering in young adulthood [d]
  1104. (2010) The evidence for the effectiveness of action learning [d]
  1105. (2010) The handbook of life-span development [i] [d]
  1106. (2010) Reuse in the brain and elsewhere [d]
  1107. (2010) Philosophy, ethics, medicine and health care: the urgent need for critical practice [d]
  1108. (2010) Autonomous cross-cultural hardship travel (ACHT) as a medium for growth, learning, and a deepened sense of self [d]
  1109. (2010) Handbook of reflection and reflective inquiry [i] [d]
  1110. (2010) Adjudicative competence: evidence that impairment in 'rational understanding' is taxonic [d]
  1111. (2010) The making of human concepts [i] [d]
  1112. (2010) Good judgments do not require complex cognition [d]
  1113. (2010) Learning through feedback in the field: reflective learning in a NGO in the Peruvian Amazon [d]
  1114. (2010) Farmers facing rapid agricultural land condition changes in two villages in the Upper Amazon, Peru: can action learning contribute to resilience? [d]
  1115. (2010) Patterns of gender development [d]
  1116. (2010) The dynamic development of thinking, feeling, and acting over the life span [i] [d]
  1117. (2010) Experimenting with rejection builds confidence [u]
  1118. (2010) Letting structure emerge: connectionist and dynamical systems approaches to cognition [d]
  1119. (2010) Teaching for clinical reasoning: helping students make the conceptual links [d]
  1120. (2010) The mind in context [i]
  1121. (2010) From workplace to playspace: innovating, learning, and changing through dynamic engagement [i]
  1122. (2010) Contemporary directions in psychopathology: scientific foundations of the DSM-V and ICD-11 [i]
  1123. (2010) Some implications of expertise research for educational assessment [d]
  1124. (2010) The spatial foundations of language and cognition [and spatiotemporal foundations] [i] [d]
  1125. (2010) Neural reuse as a source of developmental homology [d]
  1126. (2010) Helping college students find purpose: the campus guide to meaning-making [i]
  1127. (2010) Report of a workshop on the scope and nature of computational thinking [i] [d] [u]
  1128. (2010) Strategic information provision and experiential variety as tools for developing adaptive leadership skills [d]
  1129. (2010) Emphasizing intraindividual variability in the study of development over the life span: concepts and issues [i] [d]
  1130. (2010) Analyzing intra-person variation: hybridizing the ACE model with P-technique factor analysis and the idiographic filter [d]
  1131. (2010) Expository discourse in children, adolescents, and adults: development and disorders [i]
  1132. (2010) Making and remaking the world: the influence of constructivism on psychotherapy [u]
  1133. (2010/2016) Not for profit: why democracy needs the humanities [i] [d]
  1134. (2010) Behavior change support systems: a research model and agenda [i] [d]
  1135. (2010) Moving beyond panaceas: a multi-tiered diagnostic approach for social-ecological analysis [d]
  1136. (2010) The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  1137. (2010) A developmental theory of mental attention: its application to measurement and task analysis [i]
  1138. (2010) On telling the whole story: facts and interpretations in autobiographical memory narratives from childhood through midadolescence [d]
  1139. (2010) Developing moral agency through narrative [d]
  1140. (2010) Thoughtfully reflective decision making and the accumulation of capital: bringing choice back in [d]
  1141. (2010) Strategic learning: how to be smarter than your competition and turn key insights into competitive advantage [i] [d]
  1142. (2010) Innovations in educational psychology: perspectives on learning, teaching, and human development [i]
  1143. (2010) How (well-structured) talk builds the mind [i]
  1144. (2010) Motivation, learning, and transformative experience: a study of deep engagement in science [d]
  1145. (2010) Brains: how they seem to work [i]
  1146. (2010) The role of developmental social networks in effective leader self-learning processes [i]
  1147. (2010) What is social learning? [u]
  1148. (2010) The playful brain: the surprising science of how puzzles improve your mind [i]
  1149. (2010) It is Developmental Me, not Generation Me: developmental changes are more important than generational changes in narcissism—commentary on Trzesniewski & Donnellan (2010) [d]
  1150. (2010) Enculturing brains through patterned practices [d]
  1151. (2010) Self-management and leadership development [i]
  1152. (2010) Contributions of attentional control to socioemotional and academic development [d]
  1153. (2010) Food for thought: conditions for discourse reflection in the light of environmental assessment [d]
  1154. (2010) Evidence-centered design of epistemic games: measurement principles for complex learning environments [u]
  1155. (2010) Cross-grade comparison of students' understanding of energy concepts [d]
  1156. (2010) Seeing ourselves: what vision can teach us about metacognition [i]
  1157. (2010) A tripartite learning conceptualization of psychotherapy: the therapeutic alliance, technical interventions, and relearning [p] [u]
  1158. (2010) Innovative lean development: how to create, implement and maintain a learning culture using fast learning cycles [i]
  1159. (2010) Being wrong: adventures in the margin of error [i]
  1160. (2010) Drawing as a generative activity and drawing as a prognostic activity [d]
  1161. (2010) Interviewing: an insider's insight into learning [i] [d]
  1162. (2010) Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  1163. (2010) Translating science into clinical practice [i] [d]
  1164. (2010) John Dewey's reception in 'Schönian' reflective practice [u]
  1165. (2010) Epistemological lenses and group relations learning [o]
  1166. (2010) More than concepts: how multiple integrations make human intelligence [i] [d]
  1167. (2010) Dissociating response systems: erasing fear from memory [d]
  1168. (2010) Mind, brain, and education: neuroscience implications for the classroom [i]
  1169. (2010) Developmental perspectives on personality: implications for ecological and evolutionary studies of individual differences [d]
  1170. (2010) Metarationality: good decision-making strategies are self-correcting [i]
  1171. (2010) The bounds of representation: a non-representationalist use of the resources of the model of extended cognition [d]
  1172. (2010) Matching method with theory in person-oriented developmental psychopathology research [d]
  1173. (2010) Developing a hypothetical multi-dimensional learning progression for the nature of matter [d]
  1174. (2010) Constructing a self: the role of self-structure and self-certainty in social anxiety [d]
  1175. (2010) The cognitive processing of politics and politicians: archival studies of conceptual and integrative complexity [p] [d]
  1176. (2010/2014) Understanding medical education: evidence, theory, and practice [i] [d]
  1177. (2010) Developing an integrated self: academic and ethnic identities among ethnically diverse college students [p] [d]
  1178. (2010) How brains make mental models [i] [d]
  1179. (2010) Developmental action inquiry: a distinct integral theory that actually integrates developmental theory, practice, and research [i]
  1180. (2010) Learning as core of psychological science and clinical practice [u]
  1181. (2010) Typical and atypical development of functional human brain networks: insights from resting-state fMRI [d]
  1182. (2010) The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes [d]
  1183. (2010) Dementia: continuum or distinct entity? [d]
  1184. (2010) Dreaming of a learning task is associated with enhanced sleep-dependent memory consolidation [p] [d]
  1185. (2010) Music making as a tool for promoting brain plasticity across the life span [d]
  1186. (2010) Hippocampal–neocortical interactions in memory formation, consolidation, and reconsolidation [d]
  1187. (2010) Novelty as a dimension in the affective brain [d]
  1188. (2010) The counselor cognitions questionnaire: development and validation [d]
  1189. (2010) Physical literacy: throughout the lifecourse [i]
  1190. (2010) Patterns of implicit learning below the level of conscious knowledge [d]
  1191. (2010) Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  1192. (2010) Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  1193. (2009) Concept mapping in mathematics: research into practice [i] [d]
  1194. (2009) A complex systems methodology to transition management [d]
  1195. (2009) Leadership and adult development theories: overviews and overlaps [u]
  1196. (2009) Reflection as a strategy to enhance task performance after feedback [d]
  1197. (2009) Neurotransmitters and prefrontal cortex—limbic system interactions: implications for plasticity and psychiatric disorders [d]
  1198. (2009) How similar are wise men and women?: a comparison across two age cohorts [d]
  1199. (2009) Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialog [d]
  1200. (2009) Psychotherapy as a developmental process [i]
  1201. (2009) Learning science in informal environments: people, places, and pursuits [i] [d] [u]
  1202. (2009) Libraries and learning: a history of paradigm change [d]
  1203. (2009) Evolution of co-management: role of knowledge generation, bridging organizations and social learning [d]
  1204. (2009) Dissecting components of reward: 'liking', 'wanting', and learning [d]
  1205. (2009) Social learning for solving complex problems: a promising solution or wishful thinking?: a case study of multi-actor negotiation for the integrated management and sustainable use of the Drentsche Aa area in the Netherlands [d]
  1206. (2009/2017) Revisiting the entrepreneurial mind: inside the black box: an expanded edition [i] [d]
  1207. (2009) Learning without error [i] [d]
  1208. (2009/2014) The human brain book [i]
  1209. (2009) Facilitating conceptual change in gases concepts [d]
  1210. (2009) Radical embodied cognitive science [i]
  1211. (2009) Dialectical thinking and coping flexibility: a multimethod approach [p] [d]
  1212. (2009) Active–constructive–interactive: a conceptual framework for differentiating learning activities [d]
  1213. (2009) Cultural neuroscience: cultural influences on brain function [i]
  1214. (2009) Industrial policy and development: the political economy of capabilities accumulation [i] [d]
  1215. (2009) Resistance to change: unconscious knowledge and the challenge of unlearning [i]
  1216. (2009) The economics and psychology of inequality and human development [d]
  1217. (2009) The philosopher leader: on relationalism, ethics and reflexivity: a critical perspective to teaching leadership [d]
  1218. (2009) Putting perspectives into participation: constructive conflict methodology for problem structuring in stakeholder dialogues [i] [u]
  1219. (2009) Reasoning and self-awareness from adolescence to middle age: organization and development as a function of education [d]
  1220. (2009) Group learning in participatory planning processes: an exploratory quasiexperimental analysis of local mitigation planning in Florida [d]
  1221. (2009) Leading adult learning: supporting adult development in our schools [i]
  1222. (2009) 10 models of teaching + learning [u]
  1223. (2009) It's not how much; it's how: characteristics of practice behavior and retention of performance skills [d]
  1224. (2009) Constructing causal diagrams to learn deliberation [u]
  1225. (2009) From everyday to scientific observation: how children learn to observe the biologist's world [d]
  1226. (2009) Developmental levels of conceptions of compassion in the ethical decision-making of Western Buddhist practitioners [d]
  1227. (2009) Toward a science of exceptional achievement [d]
  1228. (2009) Diagnostic error in medical education: where wrongs can make rights [d]
  1229. (2009) Childhood poverty, chronic stress, and adult working memory [d]
  1230. (2009) A conceptual guide to natural history museum visitors' understanding of evolution [d]
  1231. (2009) Functional brain networks develop from a 'local to distributed' organization [d]
  1232. (2009) Work, learning, and sustainable development: opportunities and challenges [i]
  1233. (2009) Mind, brain, and education: building a scientific groundwork for learning and teaching [d]
  1234. (2009) Democracy and expertise: reorienting policy inquiry [i]
  1235. (2009) Narrow assessments misrepresent development and misguide policy [d]
  1236. (2009) Human reconsolidation does not always occur when a memory is retrieved: the relevance of the reminder structure [p] [d]
  1237. (2009) Building on a strong foundation: five pathways to the next level of motivational theorizing [i]
  1238. (2009) The importance of learning to make assumptions [d]
  1239. (2009) Statistical machine learning and the logic of scientific discovery [u]
  1240. (2009) Philosophical antecedents of situated cognition [i] [d]
  1241. (2009) Hormones and brain plasticity [i]
  1242. (2009) Dynamic systems and the quest for individual-based models of change and development [i] [d]
  1243. (2009) We can think with the implicit, as well as with fully-formed concepts [i] [d]
  1244. (2009) Extremism and social learning [d]
  1245. (2009) The mirror neuron system and observational learning: implications for the effectiveness of dynamic visualizations [d]
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  1247. (2009) Learning styles as self-fulfilling prophecies [i]
  1248. (2009) Buddha's brain: the practical neuroscience of happiness, love & wisdom [i]
  1249. (2009) Composing models of geographic physical processes [i] [d]
  1250. (2009) Unconscious priming of a no-go response [d]
  1251. (2009) Episodic memory reconsolidation: updating or source confusion? [p] [d]
  1252. (2009) Contemporary theories of learning: learning theorists—in their own words [i]
  1253. (2009) Exploring hierarchies of knowledge in Peru: scaling urban grassroots women health promoters' expertise [d]
  1254. (2009) Letting everything become your teacher: 100 lessons in mindfulness [i]
  1255. (2009) The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory [d]
  1256. (2009) Nativism versus neuroconstructivism: rethinking the study of developmental disorders [d]
  1257. (2009) Developmentally effective experiences for promoting self-authorship [d]
  1258. (2009) Subcortical structures and cognition: implications for neuropsychological assessment [i] [d]
  1259. (2009) Beyond cultural competence: critical consciousness, social justice, and multicultural education [d]
  1260. (2009) Tracking the emergence of conceptual knowledge during human decision making [d]
  1261. (2009) Heresies of the heart: developing emotional wisdom [i]
  1262. (2009) Cognitive load and science text comprehension: effects of drawing and mentally imagining text content [d]
  1263. (2009) The experience of depth curiosity: the pursuit of congruence despite the danger of engulfment [d]
  1264. (2009) The wisdom of individuals: exploring people's knowledge about everyday events using iterated learning [d]
  1265. (2009) A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth [d]
  1266. (2009) Understanding without explanation [i]
  1267. (2009) Learning and memory, part II: molecular mechanisms of synaptic plasticity [p] [d]
  1268. (2009) To give is better than to receive: the benefits of peer review to the reviewer's own writing [d]
  1269. (2009) Aging, training, and the brain: a review and future directions [d]
  1270. (2009) Understanding the relationship between moral judgment development and individual characteristics: the role of educational contexts [d]
  1271. (2009) How information becomes a resource for action in an uncertain and complex world: sense-making and contingency in the knowing process [d]
  1272. (2009) Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers [d]
  1273. (2009) Forgiveness and reconciliation: essential to sustaining human development [i] [d]
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  1275. (2009) Age-related changes in modular organization of human brain functional networks [d]
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  1281. (2009) Responsibility in childhood: three developmental trajectories [d]
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  1288. (2009) Experiential wisdom and optimal experience: interviews with three distinguished lifelong learners [d]
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  1299. (2009) Environmental regulation of the neural epigenome [d]
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  1304. (2009) What intelligence tests miss: the psychology of rational thought [i]
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  1306. (2009) Learning, knowing and being in the world: postformalism, Einstein, and lessons from a kid named Larry [d]
  1307. (2009) Journal keeping: how to use reflective writing for effective learning, teaching, professional insight, and positive change [i]
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  1313. (2009) Learning: an evolutionary analysis [d]
  1314. (2009) Tuning into others' voices: radical listening, learning from difference, and escaping oppression [d]
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  1322. (2009) Handbook of motivation at school [i]
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  1327. (2009) Individual differences in learning to perceive length by dynamic touch: evidence for variation in perceptual learning capacities [d]
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  1343. (2008) The knack: how street-smart entrepreneurs learn to handle whatever comes up [i]
  1344. (2008/2017) Learning and memory: a comprehensive reference [i]
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  1350. (2008) Cultural progress is the result of developmental level of support [d]
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  1354. (2008) Cerebral constraints in reading and arithmetic: education as a 'neuronal recycling' process [i] [d]
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  1357. (2008) Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  1358. (2008) Conceptual change and evolutionary biology: a developmental analysis [i]
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  1370. (2008) The tempest: anthropology and human development [i] [d]
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  1374. (2008) The smoke around mirror neurons: goals as sociocultural and emotional organizers of perception and action in learning [d]
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  1377. (2008) The Jossey-Bass reader on the brain and learning [i]
  1378. (2008) Drug addiction as a pathology of staged neuroplasticity [d]
  1379. (2008) Discerning the division of cognitive labor: an emerging understanding of how knowledge is clustered in other minds [d]
  1380. (2008) Insight without cortex: lessons from the avian brain [d]
  1381. (2008) Designing cognitive stimulating environments for infants and toddlers [d]
  1382. (2008) What needs to develop in the development of inquiry skills? [d]
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  1384. (2008) Valuation of the ecosystem services: a psycho-cultural perspective [d]
  1385. (2008) On the irrationality of emotion and the rationality of awareness [d]
  1386. (2008) Social and individual learning of helping in humans and other species [d]
  1387. (2008) Time and identity: a framework for research and theory formation [d]
  1388. (2008) Learning and memory, part I: brain regions involved in two types of learning and memory [p] [d]
  1389. (2008) Learning with animation: research implications for design [i]
  1390. (2008) Supporting medical decision making with argumentation tools [d]
  1391. (2008) The concept of domain in developmental analyses of hierarchical complexity [d]
  1392. (2008) How curricular content and pedagogical strategies affect moral reasoning development in college students [d]
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  1396. (2008) A critical review of the theory and application of social learning in participatory natural resource management processes [d]
  1397. (2008) Market discipline and management education: a view from a southern women's cooperative [d]
  1398. (2008) Developing complex mental models in biology through model evolution [i] [d]
  1399. (2008) Writing as thinking [d]
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  1412. (2008) Visual intelligence: using the deep patterns of visual language to build cognitive skills [d]
  1413. (2008) On the relative independence of thinking biases and cognitive ability [d]
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  1415. (2008) Children's knowledge of the earth: a new methodological and statistical approach [d]
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  1417. (2008) Dissonance induction and reduction: a possible principle and connectionist mechanism for why therapies are effective [d]
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  1421. (2008) International handbook of research on conceptual change [i]
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  1430. (2007) Psychosocial development and leader performance of military officer cadets [d]
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  1435. (2007) Why youth is not wasted on the young: immaturity in human development [i]
  1436. (2007) Childhood origins of adult resistance to science [d]
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  1444. (2007) Children's questions: a mechanism for cognitive development [d]
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  1450. (2007) Psychological categories as homologies: lessons from ethology [d]
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  1452. (2007) Adaptive capacity and learning to learn as leverage for social-ecological resilience [d]
  1453. (2007) Observations on biology [d]
  1454. (2007) Reflection: a neglected art in health promotion [d]
  1455. (2007) Making up the mind: how the brain creates our mental world [i]
  1456. (2007) Learning from Toyota: how action learning can foster competitive advantage in new product development (NPD) [d]
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  1460. (2007) Fostering independent learning: practical strategies to promote student success [i]
  1461. (2007) Change is not always linear: the study of nonlinear and discontinuous patterns of change in psychotherapy [d]
  1462. (2007) The economics, technology, and neuroscience of human capability formation [d]
  1463. (2007) Experience sampling method: measuring the quality of everyday life [i]
  1464. (2007) Style of knowing regarding uncertainties [d]
  1465. (2007) Hyperconnection: natural history museums, knowledge, and the evolving ecology of community [d]
  1466. (2007/2013) Studio thinking 2: the real benefits of visual arts education [i]
  1467. (2007) Developmental initiation and developmental networks [i]
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  1496. (2007) The case for developmental methodologies in democratization [d]
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  1498. (2007) Minds, brains, and difference in personal understandings [d]
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  1502. (2007) The development of coping [p] [d]
  1503. (2007) Case study: planning as learning [d]
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  1505. (2007) The continuity of mind [i]
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  1507. (2007) Risk taking in adolescence: new perspectives from brain and behavioral science [d]
  1508. (2007) Learning by doing versus learning by viewing: three experimental comparisons of learner-generated versus author-provided graphic organizers [d]
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  1510. (2007/2015) Mistakes were made (but not by me): why we justify foolish beliefs, bad decisions, and hurtful acts [i]
  1511. (2007) Coherence, truth, and the development of scientific knowledge [d]
  1512. (2007) The psychology of scientific explanation [d]
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  1514. (2007) Activist forest monks, adult learning and the Buddhist environmental movement in Thailand [d]
  1515. (2007) Self-determination: instructional and assessment strategies [i]
  1516. (2007) The seductive allure of neuroscience explanations [d]
  1517. (2007) Instrumentalizing failure: Edison's invention of the carbon microphone [d]
  1518. (2007) Science is fundamental: the role of biomedical knowledge in clinical reasoning [d]
  1519. (2007) Event perception: a mind–brain perspective [d]
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  1522. (2006) Cognitive interdependence: considering self-in-relationship [i]
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  1526. (2006) The ties that lead: a social network approach to leadership [d]
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  1528. (2006) Lifespan cognition: mechanisms of change [i]
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  1530. (2006) Action perspectives on human development [i] [d]
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  2193. (1987) From schema theory to language [i]
  2194. (1987) Appreciating adults learning: from the learners' perspective [i]
  2195. (1987) The origins of inference [i]
  2196. (1987) The persistence of error: essays in developmental epistemology [i]
  2197. (1987) Self-complexity as a cognitive buffer against stress-related illness and depression [d]
  2198. (1987/2004) Medicine: preserving the passion in the 21st century [i] [d]
  2199. (1987) The development of vocational schemas [d]
  2200. (1986) Adult maturational processes and the facilitating environment [d]
  2201. (1986) Cognitive-structural development and the conditions of employment [d]
  2202. (1986) Summary writing, Rogerian listening, and dialectic thinking [d] [j]
  2203. (1986) The integrated personality: maximal utilization of information [d]
  2204. (1986) Assessing evolutionary epistemology [d]
  2205. (1986) Learning how to ask: a sociolinguistic appraisal of the role of the interview in social science research [i]
  2206. (1986) On the difficulty of learning from experience [i]
  2207. (1986) A cross-cultural perspective on developmental psychology [d]
  2208. (1986/1990) Teaching through self-instruction: how to develop open learning materials [i]
  2209. (1985) Heuristic classification [d]
  2210. (1985/2001) Developing minds: a resource book for teaching thinking [i]
  2211. (1985/2004) Cognition and psychotherapy [i]
  2212. (1985) A primer of human development for counselors [d]
  2213. (1985) Lives of women who became autonomous [d]
  2214. (1985) Decreasing prejudice by increasing discrimination [d]
  2215. (1985) Beyond amplification: using the computer to reorganize mental functioning [d]
  2216. (1985/2000) Tools for thought: the history and future of mind-expanding technology [i]
  2217. (1985) The interpersonal world of the infant: a view from psychoanalysis and developmental psychology [i]
  2218. (1984) Dialectical thinking and adult development [i]
  2219. (1984/1993) The ideal problem solver: a guide for improving thinking, learning, and creativity [i]
  2220. (1984/2002) The winning trainer: winning ways to involve people in learning [i]
  2221. (1984/2014) Thought and knowledge: an introduction to critical thinking [i]
  2222. (1984) Spatial learning strategies: techniques, applications, and related issues [i]
  2223. (1984) Cognitive processes and the persistence of aggressive behavior [d]
  2224. (1984) Adult leadership and adult development: a constructionist view [i]
  2225. (1984/2015) Experiential learning: experience as the source of learning and development [i]
  2226. (1984) Learning how to learn [i]
  2227. (1984) The invented reality: how do we know what we believe we know?: contributions to constructivism [i]
  2228. (1983) Cognitive processes and emotional disorders: a structural approach to psychotherapy [i]
  2229. (1983) Wisdom and the context of knowledge: knowing that one doesn't know [i]
  2230. (1983) Science teaching and children's views of the world [d]
  2231. (1983/2016) Adaptive behavior and learning [i] [d]
  2232. (1982) Reasoning, learning, and action: individual and organizational [i]
  2233. (1982) Beyond homeostasis: toward a concept of coherence [p] [d]
  2234. (1982) On the concepts of period, phase, stage, and level [d]
  2235. (1982) The evolving self: problem and process in human development [i]
  2236. (1982) Natural therapy [i]
  2237. (1982) The construction of logical necessity [d]
  2238. (1982) Exogenous, endogenous, and dialectical constructivism [d]
  2239. (1981) Structuring process skills and the solution of verbal problems involving science concepts [d]
  2240. (1981/1989) The complete problem solver [i]
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  2242. (1981) Evolution, adaptation, and human understanding [i]
  2243. (1980) Dialectical schemata: a framework for the empirical study of the development of dialectical thinking [d]
  2244. (1980) Principles of cognitive therapy [i] [d]
  2245. (1980) Experiences with MAUD: aiding decision structuring versus bootstrapping the decision maker [d]
  2246. (1980) Making meaning: the constructive-developmental approach to persons and practice [d]
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  2248. (1980) Cognitive science: the newest science of the artificial [d]
  2249. (1979) Leadership and learning: personal change in a professional setting [i]
  2250. (1979) The evolving self: a process conception for ego psychology [d]
  2251. (1979) Development of formal hypothesis-testing ability [d]
  2252. (1979) Foundations of dialectical psychology [i]
  2253. (1979) The origins and rise of ethology: the science of the natural behaviour of animals [i]
  2254. (1978) Beyond closed-system problem-solving: a study of meta-systematic aspects of mature thought [o]
  2255. (1978) Adulthood: essays [i]
  2256. (1978) Experiencing: a humanistic theory of psychology and psychiatry [i]
  2257. (1977/2017) Physiology of behavior [i]
  2258. (1977) Hero, artist, sage, or saint?: a survey of views on what is variously called mental health, normality, maturity, self-actualization, and human fulfillment [i]
  2259. (1977) Childhood interaction and temporal organization [d] [j]
  2260. (1977) Epicycles and the homocentric earth: or what is wrong with 'stages' of cognitive development? [d]
  2261. (1977) A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence [p] [d]
  2262. (1976) Transition: understanding & managing personal change [i]
  2263. (1976) Single-loop and double-loop models in research on decision making [d] [j]
  2264. (1976) Human ecology and cognitive style: comparative studies in cultural and psychological adaptation [i]
  2265. (1976) Cognitive complexity and social perspective-taking [d]
  2266. (1976) An assessment of children's concepts of the earth utilizing structured interviews [d]
  2267. (1976/1978) Behavior and evolution [i]
  2268. (1975) Erikson's theory of human development as it applies to the aged: wisdom as contradictive cognition [d]
  2269. (1975) Counseling and counselor education: a developmental approach [d]
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  2271. (1974) A cognitive theory of experiencing, self-actualization, and therapeutic process [i]
  2272. (1973) Toward a cognitive social learning reconceptualization of personality [d]
  2273. (1973) Learning 10,000 pictures [p] [d]
  2274. (1972/2000) The logical categories of learning and communication [i]
  2275. (1972) Learning together: how to foster creativity, self-fulfillment, and social awareness in today's students and teachers [i]
  2276. (1972) Development as the aim of education [d]
  2277. (1972) Human understanding: the collective use and evolution of concepts [i]
  2278. (1971) Problem solving and behavior modification [p] [d]
  2279. (1971/2003) The education of the un-artist [i]
  2280. (1971/2012) Understanding reading: a psycholinguistic analysis of reading and learning to read [i]
  2281. (1970) Every good regulator of a system must be a model of that system [d]
  2282. (1970) Teaching and learning as performing arts = Lehren und Lernen als Auffuehrungskuenste [o]
  2283. (1970) On-line computer augmentation of bio-feedback processes [p] [d]
  2284. (1969) Clinical psychology and personality: the selected papers of George Kelly [i]
  2285. (1969/1979) Learning to live [i]
  2286. (1969/1994) Freedom to learn [i]
  2287. (1969/1996) The sciences of the artificial [i]
  2288. (1968) Ernst Mach's biological theory of knowledge [d]
  2289. (1966) Cognitive complexity and personality development [i] [d]
  2290. (1965) Critique and reformulation of 'learning-theory' approaches to psychotherapy and neurosis [d]
  2291. (1965) A model for the interpretation and analysis of concept formation [d]
  2292. (1964/1971) Notes on the synthesis of form [i]
  2293. (1964) The genesis of the individual [i]
  2294. (1962) Augmenting human intellect: a conceptual framework [o] [u]
  2295. (1962) Psychoanalytic therapy as an educational process: common denominators in the therapeutic approaches of different psychoanalytic 'schools' [o]
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  2297. (1960) Blind variation and selective retentions in creative thought as in other knowledge processes [d]
  2298. (1959/1984) Metamorphosis: on the development of affect, perception, attention, and memory [i] [u]
  2299. (1958) Thinking: an experimental and social study [o]
  2300. (1957) The education of an artist [o]
  2301. (1957) The shape of content [o]
  2302. (1956) An introduction to cybernetics [o]
  2303. (1956) Design for an intelligence-amplifier [o]
  2304. (1955) Cognitive complexity–simplicity and predictive behavior [d]
  2305. (1955/1991) The psychology of personal constructs [i]
  2306. (1954) Counseling as a learning process [d]
  2307. (1954) John Dewey, my son, and education for human freedom [j]
  2308. (1950) Practical logic [o]
  2309. (1950) Personality and psychotherapy: an analysis in terms of learning, thinking, and culture [o]
  2310. (1950) Creative training [d] [j]
  2311. (1950/1954) The construction of reality in the child [o]
  2312. (1949/2002) The concept of mind [i]
  2313. (1947) On the dual nature of learning—a re-interpretation of 'conditioning' and 'problem-solving' [u]
  2314. (1947) Assignment for life [d]
  2315. (1945) As we may think [u]
  2316. (1942) Counseling and psychotherapy: newer concepts in practice [o]
  2317. (1941/1972) Foundations for a science of personality [i]
  2318. (1941/1975) On my philosophy [i]
  2319. (1939) Intelligence in the modern world: John Dewey's philosophy [o]
  2320. (1938) Experience and education [o]
  2321. (1938) Logic: the theory of inquiry [i] [u]
  2322. (1933/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  2323. (1932) Remembering: a study in experimental and social psychology [o] [u]
  2324. (1931/2006) Handbook of child psychology [i] [d]
  2325. (1930/1985) Widening the circle of enlightenment: Hull House and adult education [i]
  2326. (1929/1960) The quest for certainty: a study of the relation of knowledge and action [o] [u]
  2327. (1929) Intelligent living [o]
  2328. (1922/1930) Human nature and conduct: an introduction to social psychology [o] [u]
  2329. (1921) The law of habituation [d]
  2330. (1916) Democracy and education: an introduction to the philosophy of education [o] [u]
  2331. (1916/2007) Essays in experimental logic [i] [u]
  2332. (1900/2007) Some stages of logical thought [i] [j] [u]
  2333. (1898/1992) Training in reasoning [i]
  2334. (1890/1981) The principles of psychology [i] [u]
  2335. (1878/1934) How to make our ideas clear [i] [u]
  2336. (1877/1934) The fixation of belief [i] [u]
  2337. (1868/1934) Some consequences of four incapacities [i] [u]
  2338. (1866/1893) On the advisableness of improving natural knowledge [o] [u]

Copyright © 2010–2018 Nathan A. Strait (contact me)
14th edition, last updated: 6 September 2018
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