How to learn

From Crossing the Sacred Sea [Cruzando el mar sagrado], 13th edition, by Nathan A. Strait

  1. (2017) Toward an open learning analytics ecosystem [i] [d]
  2. (2017) The interrelations of individual learning and collective knowledge construction: a cognitive-systemic framework [i] [d]
  3. (2017) Assessing science inquiry and reasoning using dynamic visualizations and interactive simulations [i] [d]
  4. (2017) Advancing developmental science: philosophy, theory, and method [i]
  5. (2017) A review of measures of Erikson's stages of psychosocial development: evidence for a general factor [d]
  6. (2017) Why do protective factors protect?: an evolutionary developmental perspective [d]
  7. (2017) Autonomous learning in the workplace [i]
  8. (2017) Tackling maladaptive memories through reconsolidation: from neural to clinical science [p] [d]
  9. (2017) The cognitive science of sketch worksheets [d]
  10. (2017) Deconstructive and constructive dynamics in the clinical process: a step further in the validation of the two-stage semiotic model [d]
  11. (2017) Wisdom in context [d]
  12. (2017) Humility is the new smart: rethinking human excellence in the smart machine age [i]
  13. (2017) Making learning interesting and its application to the science classroom [d]
  14. (2017) Social anxiety is characterized by biased learning about performance and the self [p] [d]
  15. (2017) Verbal redundancy in a procedural animation: on-screen labels improve retention but not behavioral performance [d]
  16. (2017) Arguing deep ideational change [d]
  17. (2017) Toward a better understanding on the role of prediction error on memory processes: from bench to clinic [p] [d]
  18. (2017) Can engaging in science practices promote deep understanding of them? [d]
  19. (2017) Darwin's unfinished symphony: how culture made the human mind [i] [d]
  20. (2017) An update on memory reconsolidation updating [p] [d]
  21. (2017) Cumulative cultural learning: development and diversity [p] [d]
  22. (2017) The professionalization and training of psychologists: the place of clinical wisdom [p] [d]
  23. (2017) Effects of prior-knowledge on brain activation and connectivity during associative memory encoding [p] [d]
  24. (2017) Student counselors' moral, intellectual, and professional ethical identity development [d]
  25. (2017) Self-generated drawing: a help or hindrance to learning from animation? [i] [d]
  26. (2017) Learning from dynamic visualization: innovations in research and application [i] [d]
  27. (2017) How talk mediates moral development: inescapable frameworks in the measure of moral meaning [book review] [d]
  28. (2017) Psychological change in everyday life: an exploratory study [d]
  29. (2017) Natural-born arguers: teaching how to make the best of our reasoning abilities [d]
  30. (2017) How we think and learn: theoretical perspectives and practical implications [i] [d]
  31. (2017) Learning to argue via apprenticeship [p] [d]
  32. (2017) Looking across instead of back and forth: how the simultaneous presentation of multiple animation episodes facilitates learning [i] [d]
  33. (2017) Strategies for learning from animation with and without narration [i] [d]
  34. (2017) Going where the action is to conceptualize the person [d]
  35. (2017) EEG microstate correlates of fluid intelligence and response to cognitive training [p] [d]
  36. (2017) Learning from animations: from 2D to 3D? [i] [d]
  37. (2017) Digital pictures, videos, and beyond: knowledge acquisition with realistic images [i] [d]
  38. (2017) The psychology of digital learning: constructing, exchanging, and acquiring knowledge with digital media [i] [d]
  39. (2017) Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  40. (2017) Does reactivation trigger episodic memory change?: a meta-analysis [p] [d]
  41. (2017) Cognitive manipulation of brain electric microstates [p] [d]
  42. (2017) Social network size and cognitive functioning in middle-aged adults: cross-sectional and longitudinal associations [p] [d]
  43. (2017) Drawing for promoting learning and engagement with dynamic visualizations [i] [d]
  44. (2017) The large-scale functional connectivity correlates of consciousness and arousal during the healthy and pathological human sleep cycle [p] [d]
  45. (2017) Extinction during reconsolidation eliminates recovery of fear conditioned to fear-irrelevant and fear-relevant stimuli [p] [d]
  46. (2017) Toward a neurocentric view of learning [p] [d]
  47. (2017) Learning from static and dynamic visualizations: what kind of questions should we ask? [i] [d]
  48. (2017) Origins of secure base script knowledge and the developmental construction of attachment representations [p] [d]
  49. (2017) On principles of educational change and principled action in psychotherapy supervision [d]
  50. (2017) Informed reflexivity: enacting epistemic virtue [d]
  51. (2017) The explanatory significance of wholes: how exclusive reliance on antecedent-consequent models of explanation undermines the study of persons [d]
  52. (2017) Personality-dependent differences in problem-solving performance in a social context reflect foraging strategies [p] [d]
  53. (2017) Human connectomics across the life span [p] [d]
  54. (2016) Associative mechanisms allow for social learning and cultural transmission of string pulling in an insect [p] [d]
  55. (2016) Varieties of experimentalism [d]
  56. (2016) Mental models and ethical decision making: the mediating role of sensemaking [d]
  57. (2016) Fostering the virtues of inquiry [d]
  58. (2016) Learning while (re)configuring: business model innovation processes in established firms [d]
  59. (2016) Epistemologies in practice: making scientific practices meaningful for students [d]
  60. (2016) Learning from research [in clinical psychology] [i] [d]
  61. (2016) Children's play and culture learning in an egalitarian foraging society [p] [d]
  62. (2016) Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  63. (2016) Unselective overimitators: the evolutionary implications of children's indiscriminate copying of successful and prestigious models [p] [d]
  64. (2016) Mapping the cultural learnability landscape of danger [p] [d]
  65. (2016) A multimodal parallel architecture: a cognitive framework for multimodal interactions [d]
  66. (2016) Contextual debiasing and critical thinking: reasons for optimism [d]
  67. (2016) Meet them in the moment: engaging public library patrons when it matters most [d] [u]
  68. (2016) Children's rights: from philosophy to public policy [i] [d]
  69. (2016) Only humans need apply: winners and losers in the age of smart machines [i]
  70. (2016) How to assess intercultural competence [i] [d]
  71. (2016) 'You are as you read': do students' reading interests contribute to their individuality? [d]
  72. (2016) Teaching, learning and leading in today's complex world: reaching new heights with a developmental approach [d]
  73. (2016) Creativity with students [i] [d]
  74. (2016) An integrative theory of psychotherapy: research and practice [d]
  75. (2016) Peak: secrets from the new science of expertise [i]
  76. (2016) The fate of memory: reconsolidation and the case of prediction error [p] [d]
  77. (2016) Interference conditions of the reconsolidation process in humans: the role of valence and different memory systems [p] [d]
  78. (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]
  79. (2016) Learning and education [and personal construct theory] [i] [d]
  80. (2016) A psychoengineering paradigm for the neurocognitive mechanisms of biofeedback and neurofeedback [p] [d]
  81. (2016) Pushing the bounds of rationality: argumentation and extended cognition [i]
  82. (2016) Handbook of epistemic cognition [i] [d]
  83. (2016) The secret of our success: how culture is driving human evolution, domesticating our species, and making us smarter [i]
  84. (2016) The human advantage: a new understanding of how our brain became remarkable [i]
  85. (2016) Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  86. (2016) Reflective argumentation: a cognitive function of arguing [d]
  87. (2016) Discovery without a 'logic' would be a miracle [d]
  88. (2016) Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students [p] [d]
  89. (2016) An everyone culture: becoming a deliberately developmental organization [i]
  90. (2016) Children's intellectual ability is associated with structural network integrity [p] [d]
  91. (2016) Visualising powerful knowledge to develop the expert student: a knowledge structures perspective on teaching and learning at university [i] [d]
  92. (2016) Assessing the relationships among wisdom, humility, and life satisfaction [d]
  93. (2016) Learning is the key twenty-first century skill [d]
  94. (2016) A role for reasoning in a dialogic approach to critical thinking [d]
  95. (2016) Small teaching: everyday lessons from the science of learning [i]
  96. (2016) Identification of animals and plants is an essential skill set [u]
  97. (2016) The ontogeny of cultural learning [p] [d]
  98. (2016) Lifespan development of adaptive neurocognitive representations: reciprocal interactions between cognition and motivation [i]
  99. (2016) Plausibility judgments in conceptual change and epistemic cognition [d]
  100. (2016) The intelligent behavior of plants [d]
  101. (2016) Where and how to search?: search paths in open innovation [d]
  102. (2016) Different dimensions of the prediction error as a decisive factor for the triggering of the reconsolidation process [p] [d]
  103. (2016) Uninformed: why people know so little about politics and what we can do about it [i] [u]
  104. (2016) Toward dynamic adaptation of psychological interventions for child and adolescent development and mental health [p] [d]
  105. (2016) Enhanced memory as a common effect of active learning [d]
  106. (2016) First person action research: living life as inquiry [i]
  107. (2016) Embodiment and human development [d]
  108. (2016) The transformation of a white supremacist: a dialectical-developmental analysis [d]
  109. (2016) Developing argumentation strategies in electronic dialogs: is modeling effective? [d]
  110. (2016) Cultivating constructivism: inspiring intuition and promoting process and pragmatism [d]
  111. (2016) Sense-making innovative systems: prestigious MOOCs [d]
  112. (2016) The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  113. (2016) Thought in action: expertise and the conscious mind [i] [d]
  114. (2016) The developmental systems approach and the analysis of behavior [d]
  115. (2016) Episodic memory and beyond: the hippocampus and neocortex in transformation [p] [d]
  116. (2016) Logical and causal reasoning [i] [d]
  117. (2016) Innovation in the collective brain [p] [d]
  118. (2016) Socratic pedagogy: the importance of argument [i]
  119. (2016) Experience cycle methodology: a qualitative method to understand the process of revising personal constructs [i] [d]
  120. (2016) Learning from practice and patients [i] [d]
  121. (2016) Practising insight mediation [i]
  122. (2016) Exploring the dynamics of human development: an integrative approach [i] [d]
  123. (2016) Imagine there are no leaders: reframing leadership as collaborative agency [d]
  124. (2016) Covert neurofeedback without awareness shapes cortical network spontaneous connectivity [p] [d]
  125. (2016) The use of argument maps as an assessment tool in higher education [d]
  126. (2016) Tapping the power of personalized learning: a roadmap for school leaders [i]
  127. (2016) Knowledge in motion: constellations of learning across time and place [i]
  128. (2016) Professional development and personal therapy [i] [d]
  129. (2016) Software architecture design reasoning: a card game to help novice designers [i] [d]
  130. (2016) Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  131. (2016) Assessing complexity in learning outcomes: a comparison between the SOLO taxonomy and the model of hierarchical complexity [d]
  132. (2016) The rationality quotient: toward a test of rational thinking [i]
  133. (2016) Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  134. (2016) A preliminary study of the effects of working memory training on brain function [d]
  135. (2016) Critical learning incidents in system dynamics modelling engagements [d]
  136. (2016) Embeddedness, social capital and learning in rural areas: the case of producer cooperatives [d]
  137. (2016) Transtheoretic transdiagnostic psychotherapy [d]
  138. (2016) Help your kids with study skills: a unique step-by-step visual guide [i]
  139. (2016) Are we smart enough to know how smart animals are? [i]
  140. (2016) Test expectation enhances memory consolidation across both sleep and wake [p] [d]
  141. (2016) Fronto-parietal network reconfiguration supports the development of reasoning ability [p] [d]
  142. (2016) The Wiley handbook of personal construct psychology [i] [d]
  143. (2016) Process patterns and conceptual changes in knowledge representations during information seeking and sensemaking: a qualitative user study [d]
  144. (2015) The Wiley handbook on the cognitive neuroscience of memory [i] [d]
  145. (2015) Media and cognitive development [i] [d]
  146. (2015) Gaining control: how human behavior evolved [i] [d]
  147. (2015) The brain in your pocket: evidence that smartphones are used to supplant thinking [d]
  148. (2015) Embracing multiple definitions of learning [p] [d]
  149. (2015) The reflective practice guide: an interdisciplinary approach to critical reflection [i]
  150. (2015) Focus on the success of others leads to selfish behavior [p] [d]
  151. (2015) Can multiple-choice testing induce desirable difficulties?: evidence from the laboratory and the classroom [d]
  152. (2015) The importance of language in students' reasoning about heat in thermodynamic processes [d]
  153. (2015) Imitate or innovate?: children's innovation is influenced by the efficacy of observed behaviour [p] [d]
  154. (2015) Proofs, mathematical practice and argumentation [d]
  155. (2015) Building cognition: the construction of computational representations for scientific discovery [d]
  156. (2015) Temperament and personality [in human development] [i] [d]
  157. (2015) Effects on learning of multimedia animation combined with multidimensional concept maps [d]
  158. (2015) Insight and analysis problem solving in microbes to machines [d]
  159. (2015) Surfing uncertainty: prediction, action, and the embodied mind [i]
  160. (2015) How the hippocampus preserves order: the role of prediction and context [p] [d]
  161. (2015) A model of critical thinking in higher education [i] [d]
  162. (2015) The Palgrave handbook of critical thinking in higher education [i] [d]
  163. (2015) Intelligence emerging: adaptivity and search in evolving neural systems [i]
  164. (2015) The development of wisdom in judicial decision-making [d]
  165. (2015) Rethinking extinction [d]
  166. (2015) Memory reconsolidation understood and misunderstood [d]
  167. (2015) Minding the findings: let's not miss the message of memory reconsolidation research for psychotherapy [d]
  168. (2015/2016) The restorative workplace: an organizational learning approach to discrimination [u]
  169. (2015) Human development in time and place [i] [d]
  170. (2015) The hungry mind: the origins of curiosity in childhood [i]
  171. (2015) Updating memories: the role of prediction errors in memory reconsolidation [p] [d]
  172. (2015) Reasoning as memory [i]
  173. (2015) Making students responsible for their learning—empowering learners to build shared mental models [i] [d]
  174. (2015) Cognitive neuroscience of human systems: work and everyday life [i]
  175. (2015) If you're not failing, you're not growing [u]
  176. (2015) Developmental changes in reward sensitivity and cognitive control across adolescence: implications for desire [i]
  177. (2015) The effect of distributed practice: neuroscience, cognition, and education [d]
  178. (2015) Individual differences in learning predict the return of fear [d]
  179. (2015) Better and faster: the proven path to unstoppable ideas [i]
  180. (2015) Learner-centered design of computing education: research on computing for everyone [i] [d]
  181. (2015) 'Chickens are a lot smarter than I originally thought': changes in student attitudes to chickens following a chicken training class [p] [d]
  182. (2015) Metacognitive skill development and applied systems science: a framework of metacognitive skills, self-regulatory functions and real-world applications [i] [d]
  183. (2015) Metacognition: fundaments, applications, and trends [i] [d]
  184. (2015) Memory development [i] [d]
  185. (2015) The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills [d]
  186. (2015) Retrieval practice does not safeguard memories from interference-based forgetting [d]
  187. (2015) Varying use of conceptual metaphors across levels of expertise in thermodynamics [d]
  188. (2015) Cognitive enhancement [i] [d]
  189. (2015) Plant sensing & communication [i]
  190. (2015) Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  191. (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]
  192. (2015) Innovating minds: rethinking creativity to inspire change [i]
  193. (2015) Integrating the differentiated: a review of the personal construct approach to cognitive complexity [d]
  194. (2015) Argumentation as core curriculum [d]
  195. (2015) Thinking together and alone [d]
  196. (2015) Developing multivariable thinkers [d]
  197. (2015) The extended evolutionary synthesis: its structure, assumptions and predictions [p] [d]
  198. (2015) Toward developmentally aware practices in the legal system: progress, challenge, and promise [p] [d]
  199. (2015) Metacognitive education: going beyond critical thinking [i] [d]
  200. (2015) Handbook of child psychology and developmental science [i] [d]
  201. (2015) Are science comics a good medium for science communication?: the case for public learning of nanotechnology [d]
  202. (2015) From individual to collective learning: a conceptual learning framework for enacting rework prevention [d]
  203. (2015) Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  204. (2015) When analytic thought is challenged by a misunderstanding [d]
  205. (2015) A developmental perspective on moral emotions [d]
  206. (2015) Neuroscience, embodiment, and development [i] [d]
  207. (2015) The development of temporal cognition [i] [d]
  208. (2015) Directions toward a meta-process model of decision making: cognitive and behavioral models of change [d]
  209. (2015) Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation [i]
  210. (2015) Addiction as maladaptive learning, with a focus on habit learning [i] [d]
  211. (2015) Enhancing cognition by affecting memory reconsolidation [d]
  212. (2015) Artistic development [i] [d]
  213. (2015) Epistemic cognition and development: the psychology of justification and truth [i]
  214. (2015) Understanding starts in the mesocosm: conceptual metaphor as a framework for external representations in science teaching [d]
  215. (2015) Why forget?: on the adaptive value of memory loss [p] [d]
  216. (2015) Listen to the map user: cognition, memory, and expertise [d]
  217. (2015) Deweyan approaches to abduction? [i] [u]
  218. (2015) The repurposed social brain [p] [d]
  219. (2015) Phases of inquiry-based learning: definitions and the inquiry cycle [d]
  220. (2015) Stanovich's arguments against the 'adaptive rationality' project: an assessment [d]
  221. (2015) Commonalities between pain and memory mechanisms and their meaning for understanding chronic pain [i]
  222. (2015) Accelerating the public's learning curve on wicked policy issues: results from deliberative forums on euthanasia [d]
  223. (2015) The development of reasoning [i] [d]
  224. (2015) Attentional development [i] [d]
  225. (2015) Creating cultures of thinking: the 8 forces we must master to truly transform our schools [i]
  226. (2015) Personal visualization for learning [u]
  227. (2015) Doors opening: a mechanism for growth after adversity [d]
  228. (2015) The end of average: how we succeed in a world that values sameness [i]
  229. (2015) Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions [d]
  230. (2015) Developing meaning-making to promote critical thinking [i] [d]
  231. (2015) Sleep, cognition, and normal aging: integrating a half century of multidisciplinary research [p] [d]
  232. (2015) 'The times they are a-changin': gene expression, neuroplasticity, and developmental research [d]
  233. (2015) How to train your Bayesian: a problem-representation transfer rather than a format-representation shift explains training effects [p] [d]
  234. (2015) Learning versus performance: an integrative review [p] [d]
  235. (2015) Embedding cognizance in intellectual development [d]
  236. (2015) Principles of neural design [i]
  237. (2015) Brain and cognitive development [i] [d]
  238. (2015) Leading to learn [d]
  239. (2015) Cognitive complexity, religious cognition, cognitive development, and religious judgment: an empirical study of relationships amongst 'normal' and 'gifted' young people [d]
  240. (2015) Better but still biased: analytic cognitive style and belief bias [d]
  241. (2015) Reinforced correct answers to next stage problems produced the highest stage performance in traditional nonliterates found in the world [d]
  242. (2015) Long-term potentiation of pain 'memory' in the spinal cord [p] [d]
  243. (2015) Annual research review: growth connectomics—the organization and reorganization of brain networks during normal and abnormal development [p] [d]
  244. (2015) Secure base representations in middle childhood across two Western cultures: associations with parental attachment representations and maternal reports of behavior problems [p] [d]
  245. (2015) Paths from trauma to intrapersonal strength: worldview, posttraumatic growth, and wisdom [d]
  246. (2015) First bite: how we learn to eat [i]
  247. (2015) Steps towards an evolutionary account of argumentative competence [d] [u]
  248. (2015) Reorganization of functional brain networks mediates the improvement of cognitive performance following real-time neurofeedback training of working memory [p] [d]
  249. (2015) Learning personalized: the evolution of the contemporary classroom [i]
  250. (2014) Deweyan education and democratic ecologies [d]
  251. (2014) Multiple-documents literacy: strategic processing, source awareness, and argumentation when reading multiple conflicting documents [d]
  252. (2014) Life span theory and career theories: rapprochement or estrangement? [i] [d]
  253. (2014) Reconsidering personal epistemology as metacognition: a multifaceted approach to the analysis of epistemic thinking [d]
  254. (2014) Incommensurability, relativism, and the epistemic authority of science [d]
  255. (2014) A spinal analog of memory reconsolidation enables reversal of hyperalgesia [d]
  256. (2014) Adults can be trained to acquire synesthetic experiences [d]
  257. (2014) Train your mind for peak performance: a science-based approach for achieving your goals [i]
  258. (2014) Assessment frequency in introductory computer programming disciplines [d]
  259. (2014) Make it stick: the science of successful learning [i]
  260. (2014) Expertise in biological conceptions: the case of the vineyard [d]
  261. (2014) Placebo analgesia: a predictive coding perspective [d]
  262. (2014) Developmental process emerges from extended brain–body–behavior networks [p] [d]
  263. (2014) How we learn: the surprising truth about when, where, and why it happens [i]
  264. (2014) Transforming your teaching: practical classroom strategies informed by cognitive neuroscience [i]
  265. (2014) Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills [d]
  266. (2014) Neurotherapy and neurofeedback: brain-based treatment for psychological and behavioral problems [i]
  267. (2014) How do artists learn and what can educators learn from them? [u]
  268. (2014) Probabilistic thinking: presenting plural perspectives [i] [d]
  269. (2014) The interplay among knowledge, cognitive abilities and thinking styles in probabilistic reasoning: a test of a model [i] [d]
  270. (2014) The inherence heuristic across development: systematic differences between children's and adults' explanations for everyday facts [d]
  271. (2014) Complexity in relational processing predicts changes in functional brain network dynamics [p] [d]
  272. (2014) Psycho-social career meta-capacities: dynamics of contemporary career development [i] [d]
  273. (2014) Using SAFMEDS and direct instruction to teach the model of hierarchical complexity [d]
  274. (2014) Fast mapping rapidly integrates information into existing memory networks [p] [d]
  275. (2014) Method usage in design: how methods function as mental tools for designers [d]
  276. (2014) Consciousness and the brain: deciphering how the brain codes our thoughts [i]
  277. (2014) Inference, reconceptualization, insight, and efficiency along intellectual growth: a general theory [d]
  278. (2014) Space, time and memory in the hippocampal formation [i] [d]
  279. (2014) Don't do it again!: directed forgetting of habits [p] [d]
  280. (2014) What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  281. (2014) Reconsolidation of a well-learned instrumental memory [p] [d]
  282. (2014) Learning and teaching with geomedia [i]
  283. (2014) The cognitive neuroscience of metacognition [i] [d]
  284. (2014) Metacognitive facilitation of spontaneous thought processes: when metacognition helps the wandering mind find its way [i] [d]
  285. (2014) Experience teaches plants to learn faster and forget slower in environments where it matters [d]
  286. (2014) Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  287. (2014) Outsourced cognition [d]
  288. (2014) What is a memory schema?: a historical perspective on current neuroscience literature [d]
  289. (2014) The emerging standard model of the human decision-making apparatus [i]
  290. (2014) Child psychology: a very short introduction [i]
  291. (2014) Innovation and problem solving: a review of common mechanisms [p] [d]
  292. (2014) Categorizing cognition: toward conceptual coherence in the foundations of psychology [i]
  293. (2014) Impact and sustainability of creative capacity building: the cognitive, behavioral, and neural correlates of increasing creative capacity [i] [d]
  294. (2014) Dimensions of integration in embedded and extended cognitive systems [d]
  295. (2014) Integrating argument mapping with systems thinking tools: advancing applied systems science [i] [d]
  296. (2014) From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science [d]
  297. (2014) Stress selectively affects the reactivated components of a declarative memory [p] [d]
  298. (2014) The cultural ecosystem of human cognition [d]
  299. (2014) Digital knowledge maps in education: technology-enhanced support for teachers and learners [i] [d]
  300. (2014) Epigenetic mechanisms of memory formation and reconsolidation [d]
  301. (2014) Deliberative methods for complex issues: a typology of functions that may need scaffolding [u]
  302. (2014) Connected code: why children need to learn programming [i]
  303. (2014) Making business personal [u]
  304. (2014) Building on prior knowledge: schema-dependent encoding processes relate to academic performance [d]
  305. (2014) Molecular basis of memory [i]
  306. (2014) Decision making through dialogue: a case study of analyzing preservice teachers' argumentation on socioscientific issues [d]
  307. (2014) A behavioural neuroscience perspective on the aetiology and treatment of anxiety disorders [d]
  308. (2014) Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding [p] [d]
  309. (2014) Childhood cognitive development as a skill [p] [d]
  310. (2014) Coordinated exploration: organizing joint search by multiple specialists to overcome mutual confusion and joint myopia [d]
  311. (2014/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  312. (2014) Early and repeated exposure to examples improves creative work [i] [d]
  313. (2014) A teaching strategy with a focus on argumentation to improve undergraduate students' ability to read research articles [d]
  314. (2014) Error in intensive care: psychological repercussions and defense mechanisms among health professionals [p] [d]
  315. (2014) Assessment of uncertainty-infused scientific argumentation [d]
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  451. (2013) Integrating epistemological perspectives on chemistry in chemical education: the cases of concept duality, chemical language, and structural explanations [d]
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  481. (2013) Achieving the same for less: improving mood depletes blood glucose for people with poor (but not good) emotion control [d]
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  634. (2012) Why gamers don't learn more: an ecological approach to games as learning environments [d]
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  637. (2012) The Oxford handbook of poverty and child development [i] [d]
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  641. (2012) The effect of mental progression on mood [d]
  642. (2012) Transforming the negotiator: the impact of critical learning on teaching and practicing negotiation [d]
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  648. (2012) Legislative thinking: responsibility, motivation, and cognitive complexity in U.S. statehouses [u]
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  657. (2012) Therapy training as a transformative process [i]
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  660. (2012) The role of parenting in the emergence of human emotion: new approaches to the old nature–nurture debate [d]
  661. (2012) Attentional networks and consciousness [d]
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  664. (2012) Transformative art: art as means for long-term neurocognitive change [d]
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  666. (2012) The decline of theory of mind in old age is (partly) mediated by developmental changes in domain-general abilities [d]
  667. (2012) Learning by mapping across situations [d]
  668. (2012) Large scale brain activations predict reasoning profiles [d]
  669. (2012) Teaching the conceptual structure of mathematics [d]
  670. (2012) Psychotherapist development: integration as a way to autonomy [d]
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  672. (2012) The science of consequences: how they affect genes, change the brain, and impact our world [i]
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  679. (2012) Complexity and extended phenomenological–cognitive systems [d]
  680. (2012) Transformational teaching: theoretical underpinnings, basic principles, and core methods [d]
  681. (2012) Decisions from experience: adaptive information search and choice in younger and older adults [d]
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  684. (2012) 'I am the person now I was always meant to be': identity reconstruction and narrative reframing in therapeutic community prisons [d]
  685. (2012) The role of field exercises in ecological learning and values education: action research on the use of campus wetlands [d]
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  687. (2012) The importance of attributional complexity for transformational leadership studies [d]
  688. (2012) Helping medical learners recognise and manage unconscious bias toward certain patient groups [d]
  689. (2012) Time scales of memory, learning, and plasticity [d]
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  695. (2012) Cognition and neural development [i] [d]
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  699. (2012) How to integrate socio-cultural dimensions into sustainable development: Amazonian case studies [d]
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  702. (2012) Cognitive sophistication does not attenuate the bias blind spot [d]
  703. (2012) Strategic insight and age-related goal-neglect influence risky decision-making [d]
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  705. (2012) A transactional approach to person–environment fit: reciprocal relations between personality development and career role growth across young to middle adulthood [d]
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  713. (2011) Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class [d]
  714. (2011) Practicing physical geography: an actor-network view of physical geography exemplified by the rock art stability index [d]
  715. (2011) Problem-based learning [d]
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  717. (2011) Psychological functioning in adulthood: a self-efficacy analysis [i] [d]
  718. (2011) Experiential science: towards an integration of implicit and reflected practitioner-expert knowledge in the scientific development of organic farming [d]
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  722. (2011) The relational economy: geographies of knowing and learning [i]
  723. (2011) Self-actualizing: where ego development finally feels good? [d]
  724. (2011) The neurobiology of semantic memory [d]
  725. (2011) Dissenting in reflective conversations: critical components of doing action research [d]
  726. (2011) Road maps for learning: a guide to the navigation of learning progressions [d]
  727. (2011) In search of our true selves: feedback as a path to self-knowledge [d]
  728. (2011) Argumentation in science education: a model-based framework [d]
  729. (2011) The cultural niche: why social learning is essential for human adaptation [d]
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  731. (2011) Why school is not easy: an analytical perspective [d]
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  733. (2011) Natural learning for a connected world: education, technology, and the human brain [i]
  734. (2011) Exposure and reorganization: the what and how of effective psychotherapy [d]
  735. (2011) Emotional experience improves with age: evidence based on over 10 years of experience sampling [d]
  736. (2011) Psychotherapy, psychopathology, research and practice: pathways of connections and integration [d]
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  738. (2011) Can expectancies produce placebo effects for implicit learning? [d]
  739. (2011) How placebo responses are formed: a learning perspective [d]
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  741. (2011) The developing brain: from theory to neuroimaging and back [d]
  742. (2011) Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
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  746. (2011) Drift into failure: from hunting broken components to understanding complex systems [i]
  747. (2011) The dynamics of ontogeny: a neuroconstructivist perspective on genes, brains, cognition and behavior [d]
  748. (2011) Psychological selection and optimal experience across cultures: social empowerment through personal growth [i]
  749. (2011) Educating the developing mind: towards an overarching paradigm [d]
  750. (2011) Nutrition and nutritional supplements to promote brain health [i] [d]
  751. (2011) Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks [d]
  752. (2011) From belief to knowledge: achieving and sustaining an adaptive culture in organizations [i]
  753. (2011) Developing executive leaders: the relative contribution of cognitive ability, personality, and the accumulation of work experience in predicting strategic thinking competency [d]
  754. (2011) Road maps for learning: a bird's eye view [d]
  755. (2011) The innovator's DNA: mastering the five skills of disruptive innovators [i]
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  757. (2011) Links between attachment and social information processing: examination of intergenerational processes [p]
  758. (2011) Integrated information increases with fitness in the evolution of animats [d]
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  760. (2011) Perceptual simulation in developing language comprehension [p] [d]
  761. (2011) High levels of participation in conservation projects enhance learning [d]
  762. (2011) Philosophical delusion and its therapy: outline of a philosophical revolution [i]
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  764. (2011) On taming horses and strengthening riders: recent developments in research on interventions to improve self-control in health behaviors [d]
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  766. (2011) Expertise differences in the comprehension of visualizations: a meta-analysis of eye-tracking research in professional domains [d]
  767. (2011) Origins and development of recollection: perspectives from psychology and neuroscience [i] [d]
  768. (2011) Addiction, adolescence, and the integration of control and motivation [d]
  769. (2011) When and why incentives (don't) work to modify behavior [d]
  770. (2011) Personal narratives about states of suffering and wellbeing: children's conceptualization in terms of physical and psychological domain [d]
  771. (2011) Advancing a second-person contemplative approach for collective wisdom and leadership development [d]
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  773. (2011) Leadership and collective requisite complexity [d]
  774. (2011) Leader development and the dark side of personality [d]
  775. (2011) Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  776. (2011) Enhancing cognitive fitness in adults: a guide to the use and development of community-based programs [i] [d]
  777. (2011) The developmental origins of health [d]
  778. (2011) Commentary on Road maps for learning: a guide to the navigation of learning progressions [d]
  779. (2011) An integrative mechanistic account of psychological distress, therapeutic change and recovery: the Perceptual Control Theory approach [d]
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  781. (2011) Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations [d]
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  786. (2011) Learning about environmental issues with the aid of cognitive tools [d]
  787. (2011) Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  788. (2011) Integrative thinking is the key: an evaluation of current research into the development of adult thinking [d]
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  791. (2011) Cultural niche construction and human learning environments: investigating sociocultural perspectives [d]
  792. (2011) Indirect goal priming is more powerful than explicit instruction in children [d]
  793. (2011) Visualising knowledge structures in biology: discipline, curriculum and student understanding [d]
  794. (2011) Cognitive effort drives workspace configuration of human brain functional networks [d]
  795. (2011) Transforming the power of education for young minority women: narrations, metareflection, and societal change [d]
  796. (2011) Resting-state functional connectivity indexes reading competence in children and adults [d]
  797. (2011) The influence of text modality on learning with static and dynamic visualizations [d]
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  800. (2011) Positive development in a disorderly world [d]
  801. (2011) Spreadsheets as cognitive tools: a study of the impact of spreadsheets on problem solving of math story problems [d]
  802. (2011) Taxonomic counts of cognition in the wild [d]
  803. (2011) Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  804. (2011) Behavioral epigenetics [d]
  805. (2011) Constructing stories of self-growth: how individual differences in patterns of autobiographical reasoning relate to well-being in midlife [d]
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  807. (2011) Handbook of counselor preparation: constructivist, developmental, and experiential approaches [i]
  808. (2011) The city as a machine for learning [d]
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  810. (2011) Evidence-centered design for simulation-based assessment [u]
  811. (2011) A gradient of childhood self-control predicts health, wealth, and public safety [d]
  812. (2011) Bereaved elders: transformative learning in late life [d]
  813. (2011) Consciousness in culture-based conflict and conflict resolution [d]
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  815. (2011) Implicit social cognition: from measures to mechanisms [p] [d]
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  819. (2011) Developmental evaluation: applying complexity concepts to enhance innovation and use [i]
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  821. (2011) Learning through deepening conversations: a key strategy of insight mediation [d]
  822. (2011) Using manual rotation and gesture to improve mental rotation in preschoolers [i] [u]
  823. (2011) From scribbles to meanings: social interaction in different cultures and the emergence of young children's early drawing [d]
  824. (2011) Epigenetic mechanisms in experience-driven memory formation and behavior [d]
  825. (2011) Distinguishing between development and change: reviving organismic-developmental theory [d]
  826. (2011) The complexity of moral learning: diversity, deprovincialisation and privilege [d]
  827. (2011) Dual processes in decision making and developmental neuroscience: a fuzzy-trace model [p] [d]
  828. (2011) A dynamic look at narrative change in psychotherapy: a case study tracking innovative moments and protonarratives using state space grids [d]
  829. (2011) A life course approach to the development of mental skills [d]
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  831. (2011) Toward a visually-oriented school mathematics curriculum: research, theory, practice, and issues [i] [d]
  832. (2011) Developing destinies: a Mayan midwife and town [i]
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  834. (2011) Social learning and evolution: the cultural intelligence hypothesis [p] [d]
  835. (2011) Teaching minds: how cognitive science can save our schools [i]
  836. (2011) Flourish: a visionary new understanding of happiness and well-being [i]
  837. (2011) Stealth assessment in computer-based games to support learning [i]
  838. (2011) Kinds of environments—a framework for reflecting on the possible contours of a better world [d]
  839. (2011) Learning to be bad: adverse social conditions, social schemas, and crime [d]
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  841. (2011) Juveniles at risk: a plea for preventive justice [i] [d]
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  844. (2011) Defusion: a behavior-analytic strategy for addressing private events [p]
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  847. (2011) Developmental cognitive science goes to school [i]
  848. (2011) Responsible careers: systemic reflexivity in shifting landscapes [d]
  849. (2011) Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  850. (2011) Parent development in clinical child neurological assessment process: encounters with the assimilation model [d]
  851. (2011) Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing [d]
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  853. (2011) The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct [d]
  854. (2011) Effectiveness of past and current critical incident analysis on reflective learning and practice change [p] [d]
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  856. (2011) Behavioural conditioning as the mediator of placebo responses in the immune system [d]
  857. (2011) 'And so they ordered me to kill a person': conceptualizing the impacts of child soldiering on the development of moral agency [d]
  858. (2011) Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
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  860. (2011) Shapeshifting for memory [d]
  861. (2011) Constraints on learning from expository science texts [i]
  862. (2011) Sleep selectively enhances memory expected to be of future relevance [p] [d]
  863. (2011) No longer simply a practice-based research network (PBRN): health improvement networks [d]
  864. (2011) Taking emergence seriously: the centrality of circular causality for dynamic systems approaches to development [d]
  865. (2011) Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence [d]
  866. (2010) Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction [d]
  867. (2010) How learning works: seven research-based principles for smart teaching [i]
  868. (2010) The role of ecological constraints on expertise development [u]
  869. (2010) Are older adults wiser than college students?: a comparison of two age cohorts [d]
  870. (2010) Neurodiversity: discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences [i]
  871. (2010) Body learning: examining the processes of skill learning in dance [d]
  872. (2010) How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood [d]
  873. (2010) Recent surprising similarities between plant cells and neurons [p] [d]
  874. (2010) Using learning networks to understand complex systems: a case study of biological, geophysical and social research in the Amazon [d]
  875. (2010) Cognitive development and working memory: a dialogue between neo-Piagetian and cognitive approaches [i]
  876. (2010) On the vices of nominalization and the virtues of contextualizing [i]
  877. (2010) Removing brakes on adult brain plasticity: from molecular to behavioral interventions [d]
  878. (2010) Development and assessment of self-authorship: exploring the concept across cultures [i]
  879. (2010) Personal epistemology in the classroom: theory, research, and implications for practice [i]
  880. (2010) The person and the variable in developmental psychology [d]
  881. (2010) A learning progression for scientific argumentation: understanding student work and designing supportive instructional contexts [d]
  882. (2010) Darwinian sociocultural evolution: solutions to dilemmas in cultural and social theory [i] [d]
  883. (2010) Large-scale brain networks in cognition: emerging methods and principles [d]
  884. (2010) Social identity complexity and acceptance of diversity [i] [d]
  885. (2010) Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d]
  886. (2010) The interplay of cognition and cooperation [d]
  887. (2010) Teaching family systems theory: a developmental-constructivist perspective [d]
  888. (2010) Developmental trajectories in design thinking: an examination of criteria [d]
  889. (2010) Social understanding through social interaction [i]
  890. (2010) Enhancing the ability to think strategically: a learning model [d]
  891. (2010) Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  892. (2010) Neural mechanisms for interacting with a world full of action choices [p] [d]
  893. (2010) Minds in space [i] [d]
  894. (2010) Learning in the wild [d]
  895. (2010) Nationalism, cognitive ability, and interpersonal relations [d]
  896. (2010) The psychology of social and cultural diversity [i] [d]
  897. (2010) Learning agility: a construct whose time has come [d]
  898. (2010) Predictive coding and the neural response to predictable stimuli [p] [d]
  899. (2010) Metacognition and severe adult mental disorders: from research to treatment [i]
  900. (2010) Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  901. (2010) Are risk aversion and impatience related to cognitive ability? [d]
  902. (2010/2014) On becoming a better therapist: evidence-based practice one client at a time [i]
  903. (2010) Psychotherapy change process research: realizing the promise [d]
  904. (2010) Engaging multiple epistemologies: implications for science education [i]
  905. (2010) Developing the person-oriented approach: theory and methods of analysis [d]
  906. (2010) Surrounded by science: learning science in informal environments [i] [d] [u]
  907. (2010) The developmental relations among mind, brain and education: essays in honor of Robbie Case [i] [d]
  908. (2010) The intentional personal development of mind and brain through education [i] [d]
  909. (2010) Meta-action research on a leadership development program: a process model for life-long learning [d]
  910. (2010) Reconsolidation in humans opens up declarative memory to the entrance of new information [p] [d]
  911. (2010) Planning, maps, and children's lives: a cautionary tale [d]
  912. (2010) A 'knowledge profile' of an engineering occupation: temporal patterns in the use of engineering knowledge [d]
  913. (2010) How culture constructs our sense of neighborhood: mental maps and children's perceptions of place [d]
  914. (2010) Embodiment as a unifying perspective for psychology [d]
  915. (2010) Beyond dual-process models: a categorisation of processes underlying intuitive judgement and decision making [d]
  916. (2010) Brain imaging, cognitive processes, and brain networks [d]
  917. (2010) Building a professional learning community at work: a guide to the first year [i]
  918. (2010) Cognitive complexity among practicing counselors: how thinking changes with experience [d]
  919. (2010) Ignorance and surprise: science, society, and ecological design [i]
  920. (2010) Reasoning about social conflicts improves into old age [d]
  921. (2010) A bridge over troubled water: reconsolidation as a link between cognitive and neuroscientific memory research traditions [d]
  922. (2010) How students come to be, know, and do: a case for a broad view of learning [i] [d]
  923. (2010) Structuring thought: an examination of four methods [i]
  924. (2010) Apprenticeship patterns: guidance for the aspiring software craftsman [i]
  925. (2010) Cognitive ecology [d]
  926. (2010) Footprints through the weather-world: walking, breathing, knowing [d]
  927. (2010) Hidden talent: tacit skill formation and labor market incorporation of Latino immigrants in the United States [d]
  928. (2010) Do lots of deliberate practice [i]
  929. (2010) Wisdom—a neuroscience perspective [d]
  930. (2010) Where good ideas come from: the natural history of innovation [i]
  931. (2010) Arguing to learn and learning to argue: design justifications and guidelines [d]
  932. (2010) No knowledge but through information [d] [u]
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  934. (2010) Social development as preference management: how infants, children, and parents get what they want from one another [i] [d]
  935. (2010) Implicit learning as an ability [d]
  936. (2010) Mapping student information literacy activity against Bloom's taxonomy of cognitive skills [d] [u]
  937. (2010) Darwin and development: why ontogeny does not recapitualte phylogeny for human concepts [i] [d]
  938. (2010) The relation of story structure to a model of conceptual change in science learning [d]
  939. (2010) Short-term fluctuations in identity: introducing a micro-level approach to identity formation [d]
  940. (2010) The evolution of childhood: relationships, emotion, mind [i]
  941. (2010) Going to the core: deepening reflection by connecting the person to the profession [i] [d]
  942. (2010) Learning, training, and development in organizations [i]
  943. (2010) Social-cognitive development, ethical and legal knowledge, and ethical decision making of counselor education students [d]
  944. (2010) Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics [d]
  945. (2010) How different variants of orbit diagrams influence student explanations of the seasons [d]
  946. (2010) How life history and demography promote or inhibit the evolution of helping behaviours [d]
  947. (2010) Long-term effects of social investment: the case of partnering in young adulthood [d]
  948. (2010) The evidence for the effectiveness of action learning [d]
  949. (2010) The handbook of life-span development [i] [d]
  950. (2010) Reuse in the brain and elsewhere [d]
  951. (2010) Philosophy, ethics, medicine and health care: the urgent need for critical practice [d]
  952. (2010) Autonomous cross-cultural hardship travel (ACHT) as a medium for growth, learning, and a deepened sense of self [d]
  953. (2010) Handbook of reflection and reflective inquiry [i] [d]
  954. (2010) Adjudicative competence: evidence that impairment in 'rational understanding' is taxonic [d]
  955. (2010) The making of human concepts [i] [d]
  956. (2010) Good judgments do not require complex cognition [d]
  957. (2010) Learning through feedback in the field: reflective learning in a NGO in the Peruvian Amazon [d]
  958. (2010) Farmers facing rapid agricultural land condition changes in two villages in the Upper Amazon, Peru: can action learning contribute to resilience? [d]
  959. (2010) Patterns of gender development [d]
  960. (2010) The dynamic development of thinking, feeling, and acting over the life span [i] [d]
  961. (2010) Experimenting with rejection builds confidence [u]
  962. (2010) Letting structure emerge: connectionist and dynamical systems approaches to cognition [d]
  963. (2010) Teaching for clinical reasoning: helping students make the conceptual links [d]
  964. (2010) The mind in context [i]
  965. (2010) From workplace to playspace: innovating, learning, and changing through dynamic engagement [i]
  966. (2010) Contemporary directions in psychopathology: scientific foundations of the DSM-V and ICD-11 [i]
  967. (2010) Some implications of expertise research for educational assessment [d]
  968. (2010) The spatial foundations of language and cognition [and spatiotemporal foundations] [i] [d]
  969. (2010) Neural reuse as a source of developmental homology [d]
  970. (2010) Helping college students find purpose: the campus guide to meaning-making [i]
  971. (2010) Report of a workshop on the scope and nature of computational thinking [i] [d] [u]
  972. (2010) Strategic information provision and experiential variety as tools for developing adaptive leadership skills [d]
  973. (2010) Emphasizing intraindividual variability in the study of development over the life span: concepts and issues [i] [d]
  974. (2010) Analyzing intra-person variation: hybridizing the ACE model with P-technique factor analysis and the idiographic filter [d]
  975. (2010) Expository discourse in children, adolescents, and adults: development and disorders [i]
  976. (2010) Making and remaking the world: the influence of constructivism on psychotherapy [u]
  977. (2010/2016) Not for profit: why democracy needs the humanities [i]
  978. (2010) Behavior change support systems: a research model and agenda [i] [d]
  979. (2010) Moving beyond panaceas: a multi-tiered diagnostic approach for social-ecological analysis [d]
  980. (2010) The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  981. (2010) A developmental theory of mental attention: its application to measurement and task analysis [i]
  982. (2010) On telling the whole story: facts and interpretations in autobiographical memory narratives from childhood through midadolescence [d]
  983. (2010) Developing moral agency through narrative [d]
  984. (2010) Thoughtfully reflective decision making and the accumulation of capital: bringing choice back in [d]
  985. (2010) Innovations in educational psychology: perspectives on learning, teaching, and human development [i]
  986. (2010) How (well-structured) talk builds the mind [i]
  987. (2010) Motivation, learning, and transformative experience: a study of deep engagement in science [d]
  988. (2010) Brains: how they seem to work [i]
  989. (2010) The role of developmental social networks in effective leader self-learning processes [i]
  990. (2010) What is social learning? [u]
  991. (2010) The playful brain: the surprising science of how puzzles improve your mind [i]
  992. (2010) It is Developmental Me, not Generation Me: developmental changes are more important than generational changes in narcissism—commentary on Trzesniewski & Donnellan (2010) [d]
  993. (2010) Enculturing brains through patterned practices [d]
  994. (2010) Self-management and leadership development [i]
  995. (2010) Contributions of attentional control to socioemotional and academic development [d]
  996. (2010) Food for thought: conditions for discourse reflection in the light of environmental assessment [d]
  997. (2010) Evidence-centered design of epistemic games: measurement principles for complex learning environments [u]
  998. (2010) Cross-grade comparison of students' understanding of energy concepts [d]
  999. (2010) Seeing ourselves: what vision can teach us about metacognition [i]
  1000. (2010) A tripartite learning conceptualization of psychotherapy: the therapeutic alliance, technical interventions, and relearning [p] [u]
  1001. (2010) Being wrong: adventures in the margin of error [i]
  1002. (2010) Drawing as a generative activity and drawing as a prognostic activity [d]
  1003. (2010) Interviewing: an insider's insight into learning [i] [d]
  1004. (2010) Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  1005. (2010) Translating science into clinical practice [i] [d]
  1006. (2010) John Dewey's reception in 'Schönian' reflective practice [u]
  1007. (2010) Epistemological lenses and group relations learning
  1008. (2010) More than concepts: how multiple integrations make human intelligence [i] [d]
  1009. (2010) Dissociating response systems: erasing fear from memory [d]
  1010. (2010) Mind, brain, and education: neuroscience implications for the classroom [i]
  1011. (2010) Developmental perspectives on personality: implications for ecological and evolutionary studies of individual differences [d]
  1012. (2010) Metarationality: good decision-making strategies are self-correcting [i]
  1013. (2010) The bounds of representation: a non-representationalist use of the resources of the model of extended cognition [d]
  1014. (2010) Matching method with theory in person-oriented developmental psychopathology research [d]
  1015. (2010) Developing a hypothetical multi-dimensional learning progression for the nature of matter [d]
  1016. (2010) Constructing a self: the role of self-structure and self-certainty in social anxiety [d]
  1017. (2010) Developing an integrated self: academic and ethnic identities among ethnically diverse college students [p] [d]
  1018. (2010) How brains make mental models [i] [d]
  1019. (2010) Learning as core of psychological science and clinical practice [u]
  1020. (2010) Typical and atypical development of functional human brain networks: insights from resting-state fMRI [d]
  1021. (2010) The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes [d]
  1022. (2010) Dementia: continuum or distinct entity? [d]
  1023. (2010) Dreaming of a learning task is associated with enhanced sleep-dependent memory consolidation [p] [d]
  1024. (2010) Music making as a tool for promoting brain plasticity across the life span [d]
  1025. (2010) Hippocampal–neocortical interactions in memory formation, consolidation, and reconsolidation [d]
  1026. (2010) Novelty as a dimension in the affective brain [d]
  1027. (2010) The counselor cognitions questionnaire: development and validation [d]
  1028. (2010) Physical literacy: throughout the lifecourse [i]
  1029. (2010) Patterns of implicit learning below the level of conscious knowledge [d]
  1030. (2010) Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  1031. (2010) Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  1032. (2009) Concept mapping in mathematics: research into practice [i] [d]
  1033. (2009) A complex systems methodology to transition management [d]
  1034. (2009) Leadership and adult development theories: overviews and overlaps
  1035. (2009) Reflection as a strategy to enhance task performance after feedback [d]
  1036. (2009) Neurotransmitters and prefrontal cortex—limbic system interactions: implications for plasticity and psychiatric disorders [d]
  1037. (2009) How similar are wise men and women?: a comparison across two age cohorts [d]
  1038. (2009) Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialog [d]
  1039. (2009) Psychotherapy as a developmental process [i]
  1040. (2009) Learning science in informal environments: people, places, and pursuits [i] [d] [u]
  1041. (2009) Libraries and learning: a history of paradigm change [d]
  1042. (2009) Evolution of co-management: role of knowledge generation, bridging organizations and social learning [d]
  1043. (2009) Dissecting components of reward: 'liking', 'wanting', and learning [d]
  1044. (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]
  1045. (2009/2017) Revisiting the entrepreneurial mind: inside the black box: an expanded edition [i] [d]
  1046. (2009) Learning without error [i] [d]
  1047. (2009/2014) The human brain book [i]
  1048. (2009) Facilitating conceptual change in gases concepts [d]
  1049. (2009) Radical embodied cognitive science [i]
  1050. (2009) Dialectical thinking and coping flexibility: a multimethod approach [p] [d]
  1051. (2009) Active–constructive–interactive: a conceptual framework for differentiating learning activities [d]
  1052. (2009) Cultural neuroscience: cultural influences on brain function [i]
  1053. (2009) Industrial policy and development: the political economy of capabilities accumulation [i] [d]
  1054. (2009) Resistance to change: unconscious knowledge and the challenge of unlearning [i]
  1055. (2009) The economics and psychology of inequality and human development [d]
  1056. (2009) The philosopher leader: on relationalism, ethics and reflexivity: a critical perspective to teaching leadership [d]
  1057. (2009) Putting perspectives into participation: constructive conflict methodology for problem structuring in stakeholder dialogues [i] [u]
  1058. (2009) Reasoning and self-awareness from adolescence to middle age: organization and development as a function of education [d]
  1059. (2009) Group learning in participatory planning processes: an exploratory quasiexperimental analysis of local mitigation planning in Florida [d]
  1060. (2009) Leading adult learning: supporting adult development in our schools [i]
  1061. (2009) 10 models of teaching + learning [u]
  1062. (2009) It's not how much; it's how: characteristics of practice behavior and retention of performance skills [d]
  1063. (2009) Constructing causal diagrams to learn deliberation [u]
  1064. (2009) From everyday to scientific observation: how children learn to observe the biologist's world [d]
  1065. (2009) Developmental levels of conceptions of compassion in the ethical decision-making of Western Buddhist practitioners [d]
  1066. (2009) Toward a science of exceptional achievement [d]
  1067. (2009) Diagnostic error in medical education: where wrongs can make rights [d]
  1068. (2009) Childhood poverty, chronic stress, and adult working memory [d]
  1069. (2009) A conceptual guide to natural history museum visitors' understanding of evolution [d]
  1070. (2009) Functional brain networks develop from a 'local to distributed' organization [d]
  1071. (2009) Mind, brain, and education: building a scientific groundwork for learning and teaching [d]
  1072. (2009) Democracy and expertise: reorienting policy inquiry [i]
  1073. (2009) Narrow assessments misrepresent development and misguide policy [d]
  1074. (2009) Human reconsolidation does not always occur when a memory is retrieved: the relevance of the reminder structure [p] [d]
  1075. (2009) Building on a strong foundation: five pathways to the next level of motivational theorizing [i]
  1076. (2009) The importance of learning to make assumptions [d]
  1077. (2009) Statistical machine learning and the logic of scientific discovery [u]
  1078. (2009) Philosophical antecedents of situated cognition [i] [d]
  1079. (2009) Hormones and brain plasticity [i]
  1080. (2009) Dynamic systems and the quest for individual-based models of change and development [i] [d]
  1081. (2009) We can think with the implicit, as well as with fully-formed concepts [i] [d]
  1082. (2009) Extremism and social learning [d]
  1083. (2009) The mirror neuron system and observational learning: implications for the effectiveness of dynamic visualizations [d]
  1084. (2009) The role of environment in contextual and social influences on motivation: generalities, specificities, and causality [i]
  1085. (2009) Learning styles as self-fulfilling prophecies [i]
  1086. (2009) Buddha's brain: the practical neuroscience of happiness, love & wisdom [i]
  1087. (2009) Composing models of geographic physical processes [i] [d]
  1088. (2009) Unconscious priming of a no-go response [d]
  1089. (2009) Episodic memory reconsolidation: updating or source confusion? [p] [d]
  1090. (2009) Contemporary theories of learning: learning theorists—in their own words [i]
  1091. (2009) Exploring hierarchies of knowledge in Peru: scaling urban grassroots women health promoters' expertise [d]
  1092. (2009) Letting everything become your teacher: 100 lessons in mindfulness [i]
  1093. (2009) The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory [d]
  1094. (2009) Nativism versus neuroconstructivism: rethinking the study of developmental disorders [d]
  1095. (2009) Developmentally effective experiences for promoting self-authorship [d]
  1096. (2009) Subcortical structures and cognition: implications for neuropsychological assessment [i] [d]
  1097. (2009) Beyond cultural competence: critical consciousness, social justice, and multicultural education [d]
  1098. (2009) Tracking the emergence of conceptual knowledge during human decision making [d]
  1099. (2009) Heresies of the heart: developing emotional wisdom [i]
  1100. (2009) Cognitive load and science text comprehension: effects of drawing and mentally imagining text content [d]
  1101. (2009) The experience of depth curiosity: the pursuit of congruence despite the danger of engulfment [d]
  1102. (2009) The wisdom of individuals: exploring people's knowledge about everyday events using iterated learning [d]
  1103. (2009) A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth [d]
  1104. (2009) Understanding without explanation [i]
  1105. (2009) Learning and memory, part II: molecular mechanisms of synaptic plasticity [p] [d]
  1106. (2009) To give is better than to receive: the benefits of peer review to the reviewer's own writing [d]
  1107. (2009) Aging, training, and the brain: a review and future directions [d]
  1108. (2009) Understanding the relationship between moral judgment development and individual characteristics: the role of educational contexts [d]
  1109. (2009) How information becomes a resource for action in an uncertain and complex world: sense-making and contingency in the knowing process [d]
  1110. (2009) Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers [d]
  1111. (2009) Forgiveness and reconciliation: essential to sustaining human development [i] [d]
  1112. (2009) Social learning through evaluation: a case study of overcoming constraints for management of dryland salinity [d]
  1113. (2009) Age-related changes in modular organization of human brain functional networks [d]
  1114. (2009) The provenance and control of behavior: simplistic answers are doomed to fail [d]
  1115. (2009) Argumentation and education: theoretical foundations and practices [i] [d]
  1116. (2009) Advances in dynamic factor analysis of psychological processes [i] [d]
  1117. (2009) Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities [d]
  1118. (2009) Critical appraisal of physical science as a human enterprise: dynamics of scientific progress [i] [d]
  1119. (2009) Responsibility in childhood: three developmental trajectories [d]
  1120. (2009) Developments in task analysis: new methods to study change [p] [d]
  1121. (2009) Dynamic emotional processing in experiential therapy: two steps forward, one step back [d]
  1122. (2009) Making learning whole: how seven principles of teaching can transform education [i]
  1123. (2009) Toward a physical basis of attention and self-regulation [d]
  1124. (2009) Time-structured and net intraindividual variability: tools for examining the development of dynamic characteristics and processes [d]
  1125. (2009) Examining the 'whole child' to generate usable knowledge [d]
  1126. (2009) Experiential wisdom and optimal experience: interviews with three distinguished lifelong learners [d]
  1127. (2009) Scientific understanding: philosophical perspectives [i]
  1128. (2009) The Cambridge handbook of situated cognition [i] [d]
  1129. (2009) Coaching with the brain in mind: foundations for practice [i]
  1130. (2009) The dynamics of action-oriented problem solving: linking interpretation and choice [u]
  1131. (2009) Constructivisms from a genetic point of view: a critical classification of current tendencies [i.e. from a developmental point of view] [d]
  1132. (2009) New territories of positive life-span development: wisdom and life longings [i] [d]
  1133. (2009) Beyond just research: experiences from southern Africa in developing social learning partnerships for resource conservation initiatives [d]
  1134. (2009) How caregiving affects development: psychological implications for child, adolescent, and adult caregivers [i]
  1135. (2009) Complex thought and construction of the self in the face of aging and death [d]
  1136. (2009) Why do different individuals progress along different life trajectories? [d]
  1137. (2009) Environmental regulation of the neural epigenome [d]
  1138. (2009) Toward a unified theory of development: connectionism and dynamic systems theory re-considered [i] [d]
  1139. (2009) Dynamic field theory and embodied cognitive dynamics [i] [d]
  1140. (2009) The generalist approach [d]
  1141. (2009) Distinguishing the reflective, algorithmic, and autonomous minds: is it time for a tri-process theory? [i]
  1142. (2009) What intelligence tests miss: the psychology of rational thought [i]
  1143. (2009) Reflective practice in psychotherapy and counselling [i]
  1144. (2009) Learning, knowing and being in the world: postformalism, Einstein, and lessons from a kid named Larry [d]
  1145. (2009) Journal keeping: how to use reflective writing for effective learning, teaching, professional insight, and positive change [i]
  1146. (2009) Changes in the interaction of resting-state neural networks from adolescence to adulthood [d]
  1147. (2009) Logical operations in theory-building case studies [d] [u]
  1148. (2009) The two horses of behavior: reflection and impulse [i]
  1149. (2009) Rethinking intergenerational transmission(s): does a wellbeing lens help?: the case of nutrition [d]
  1150. (2009) Bridging the gap: how can information access and exchange between conservation biologists and field practitioners be improved for better conservation outcomes? [d]
  1151. (2009) Learning: an evolutionary analysis [d]
  1152. (2009) Tuning into others' voices: radical listening, learning from difference, and escaping oppression [d]
  1153. (2009) Why we cooperate [i]
  1154. (2009) Perceived barriers and protective factors of juvenile offenders on their developmental pathway to adulthood [d]
  1155. (2009) Neural activity predicts attitude change in cognitive dissonance [d]
  1156. (2009) Human potential: exploring techniques used to enhance human performance [i]
  1157. (2009) Long-term meditation is associated with increased gray matter density in the brain stem [d]
  1158. (2009) Jumping to a conclusion: fallacies and standards of proof [d] [u]
  1159. (2009) Worldview and mind: religious thought and psychological development [i]
  1160. (2009) Handbook of motivation at school [i]
  1161. (2009) Mental illness and mental health: the two continua model across the lifespan [d]
  1162. (2009) Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  1163. (2009) Edison and science: a curious result [d]
  1164. (2009) Individual differences in learning to perceive length by dynamic touch: evidence for variation in perceptual learning capacities [d]
  1165. (2009) The illusion of depth of understanding in science [i]
  1166. (2009) Dynamics of life-course transitions: a methodological reflection [i] [d]
  1167. (2009) Exploration and meaning making in the learning of science [i] [d]
  1168. (2009) Mental simulation in language comprehension and social cognition [d]
  1169. (2008) Generating conceptually personalized interactions for educational digital libraries using concept maps [i]
  1170. (2008) Learning to negotiate reality: a strategy for teaching intercultural competencies [d]
  1171. (2008) Could the use of a knowledge-based system lead to implicit learning? [i] [d]
  1172. (2008) The native mind and the cultural construction of nature [i]
  1173. (2008) Developmental readiness: accelerating leader development [d]
  1174. (2008) On improving dynamic decision-making: implications from multiple-process cognitive theory [d]
  1175. (2008) Enhancing social and transition behaviors of persons with autism through activity schedules: a review
  1176. (2008) Building on knowledge: developing expertise, creativity and intellectual capital in the construction professions [i] [d]
  1177. (2008) The educated brain: essays in neuroeducation [i] [d]
  1178. (2008) Developing leadership talent [i]
  1179. (2008) The economics and psychology of personality traits [d]
  1180. (2008) The knack: how street-smart entrepreneurs learn to handle whatever comes up [i]
  1181. (2008) Considering the ethical potential of professional communities [d]
  1182. (2008/2014) Concept mapping using CmapTools to enhance meaningful learning [i] [d]
  1183. (2008) Supersizing the mind: embodiment, action, and cognitive extension [i]
  1184. (2008) Model based learning and instruction in science [i] [d]
  1185. (2008) Creative model construction in scientists and students: the role of imagery, analogy, and mental stimulation [i] [d]
  1186. (2008) Cultural progress is the result of developmental level of support [d]
  1187. (2008) Gesturing makes learning last [d]
  1188. (2008) Ecological knowledge shrinks as economies grow [d]
  1189. (2008) The healthy aging brain: sustaining attachment, attaining wisdom [i]
  1190. (2008) Cerebral constraints in reading and arithmetic: education as a 'neuronal recycling' process [i] [d]
  1191. (2008) Working memory and academic learning: assessment and intervention [i]
  1192. (2008) Developing design propositions through research synthesis [d]
  1193. (2008) Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  1194. (2008) Conceptual change and evolutionary biology: a developmental analysis [i]
  1195. (2008) The social behavior and reputation of the attributionally complex [d]
  1196. (2008) Teaching for wisdom: cross-cultural perspectives on fostering wisdom [i] [d]
  1197. (2008) Process and skill: analyzing dynamic structures of growth [i]
  1198. (2008/2014) Better learning through structured teaching: a framework for the gradual release of responsibility [i]
  1199. (2008) Social cognition: from brains to culture [i]
  1200. (2008) Human development in the twenty-first century: visionary ideas from systems scientists [i] [d]
  1201. (2008) Cognitive ability, learning approaches and personality correlates of general knowledge [d]
  1202. (2008) Brains and the dynamics of 'wants' and 'cans' in learning [d]
  1203. (2008) On the process of becoming a great scientist [d]
  1204. (2008) Why heuristics work [d]
  1205. (2008) The tempest: anthropology and human development [i] [d]
  1206. (2008) Putting the 'development' in professional development: understanding and overturning educational leaders' immunities to change [d]
  1207. (2008) Lessons from the public sphere: listening, adversity, and learning [d]
  1208. (2008) The smoke around mirror neurons: goals as sociocultural and emotional organizers of perception and action in learning [d]
  1209. (2008) Developing a sense of scale: looking backward [d]
  1210. (2008) Keeping found things found: the study and practice of personal information management [i]
  1211. (2008) The Jossey-Bass reader on the brain and learning [i]
  1212. (2008) Drug addiction as a pathology of staged neuroplasticity [d]
  1213. (2008) Discerning the division of cognitive labor: an emerging understanding of how knowledge is clustered in other minds [d]
  1214. (2008) Insight without cortex: lessons from the avian brain [d]
  1215. (2008) Designing cognitive stimulating environments for infants and toddlers [d]
  1216. (2008) What needs to develop in the development of inquiry skills? [d]
  1217. (2008) Beyond control of variables: what needs to develop to achieve skilled scientific thinking? [d]
  1218. (2008) Valuation of the ecosystem services: a psycho-cultural perspective [d]
  1219. (2008) On the irrationality of emotion and the rationality of awareness [d]
  1220. (2008) Social and individual learning of helping in humans and other species [d]
  1221. (2008) Time and identity: a framework for research and theory formation [d]
  1222. (2008) Learning and memory, part I: brain regions involved in two types of learning and memory [p] [d]
  1223. (2008) Learning with animation: research implications for design [i]
  1224. (2008) Supporting medical decision making with argumentation tools [d]
  1225. (2008) The concept of domain in developmental analyses of hierarchical complexity [d]
  1226. (2008) How curricular content and pedagogical strategies affect moral reasoning development in college students [d]
  1227. (2008) Executive development through consciousness-raising experiences [d]
  1228. (2008) Explaining complex behavior [i]
  1229. (2008) Social class and transitions to adulthood [i]
  1230. (2008) A critical review of the theory and application of social learning in participatory natural resource management processes [d]
  1231. (2008) Market discipline and management education: a view from a southern women's cooperative [d]
  1232. (2008) Developing complex mental models in biology through model evolution [i] [d]
  1233. (2008) Writing as thinking [d]
  1234. (2008/2014) Knowledge cartography: software tools and mapping techniques [i] [d]
  1235. (2008/2014) Scaffolding school students' scientific argumentation in inquiry-based learning with evidence maps [i] [d]
  1236. (2008) How we see ourselves and how we see others [d]
  1237. (2008) Procrastination and flow experiences: a tale of opposites [u]
  1238. (2008/2014) Cognitive and pedagogical benefits of argument mapping: L.A.M.P. guides the way to better thinking [i] [d]
  1239. (2008) Personality trait change in adulthood [d]
  1240. (2008) Time and temporality as mediators of science learning [d]
  1241. (2008) The role of intuition in collective learning and the development of shared meaning [d]
  1242. (2008) Durable effects of concentrated disadvantage on verbal ability among African-American children [d]
  1243. (2008) Extending the joint problem space: time and sequence as essential features of knowledge building [u]
  1244. (2008) Experience, reflect, critique: the end of the 'learning cycles' era [d]
  1245. (2008) Visual intelligence: using the deep patterns of visual language to build cognitive skills [d]
  1246. (2008) On the relative independence of thinking biases and cognitive ability [d]
  1247. (2008) Organizational learning and knowledge management [i]
  1248. (2008) Children's knowledge of the earth: a new methodological and statistical approach [d]
  1249. (2008) Seduction without cause: uncovering explanatory neurophilia [d]
  1250. (2008) Dissonance induction and reduction: a possible principle and connectionist mechanism for why therapies are effective [d]
  1251. (2008) Mutual learning as an agenda for social development [i]
  1252. (2008) On teaching and learning: putting the principles and practices of dialogue education into action [i]
  1253. (2008) The virtues of ignorance: complexity, sustainability, and the limits of knowledge [i]
  1254. (2008) International handbook of research on conceptual change [i]
  1255. (2008) Constructive and unconstructive repetitive thought [d]
  1256. (2008) Psychological research and the epistemological approach to argumentation [d] [u]
  1257. (2008) Dramatic insights: a report of the effects of a dramatic production on the learning of student nurses during their mental health course component [d]
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  1578. (2003) Exploring the usefulness of Kelly's personal construct theory in assessing student learning in science courses [d]
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  1587. (2003) Meaning making in secondary science classrooms [i]
  1588. (2003) Not everything we know we learned [i]
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  1604. (2003) The scientist as autodidact [i]
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  1905. (1993) Taking flight: dialogue, collective thinking, and organizational learning [d]
  1906. (1993) Communities of commitment: the heart of learning organizations [d]
  1907. (1993) Science as argument: implications for teaching and learning scientific thinking [d]
  1908. (1993) The neuroscience of animal intelligence: from the seahare to the seahorse [i]
  1909. (1993/2005) The child as thinker: the development and acquisition of cognition in childhood [i]
  1910. (1993) Fast cycle time: how to align purpose, strategy, and structure for speed [i]
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  1912. (1993) Practices of distributed intelligence and designs for education [i]
  1913. (1993) Implicit learning and tacit knowledge: an essay on the cognitive unconscious [i]
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  1921. (1992) The lessons of learning: reconciling theories of policy learning and policy change [d]
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  1923. (1992) The cognitive construction of scientific knowledge: response to Pickering [d]
  1924. (1992) Spatial knowledge acquisition by children: route learning and relational distances [d]
  1925. (1992) As if your life depended on it: promoting cognitive development to promote wellness [d]
  1926. (1992) A cognitive-systemic reconstruction of Maslow's theory of self-actualization [d]
  1927. (1992) Knowledge in transition: toward a Winnicottian epistemology
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  1929. (1992) Learning from our errors [i] [d]
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  1953. (1990) Wisdom and reflective judgment: knowing in the face of uncertainty [i]
  1954. (1990) The loss of wisdom [i]
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  1968. (1989) Crucial decisions: leadership in policymaking and crisis management [i]
  1969. (1989) Mindfulness [i]
  1970. (1989) The cognitive revolution in Western culture [i]
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  1989. (1988) Ontogeny, phylogeny, and historical development [i]
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  2005. (1985/2004) Cognition and psychotherapy [i]
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  2007. (1985) Lives of women who became autonomous [d]
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  2012. (1984) Dialectical thinking and adult development [i]
  2013. (1984/1993) The ideal problem solver: a guide for improving thinking, learning, and creativity [i]
  2014. (1984/2002) The winning trainer: winning ways to involve people in learning [i]
  2015. (1984/2014) Thought and knowledge: an introduction to critical thinking [i]
  2016. (1984) Spatial learning strategies: techniques, applications, and related issues [i]
  2017. (1984) Cognitive processes and the persistence of aggressive behavior [d]
  2018. (1984) Adult leadership and adult development: a constructionist view [i]
  2019. (1984/2015) Experiential learning: experience as the source of learning and development [i]
  2020. (1984) Learning how to learn [i]
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  2022. (1983) Cognitive processes and emotional disorders: a structural approach to psychotherapy [i]
  2023. (1983) Wisdom and the context of knowledge: knowing that one doesn't know [i]
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  2025. (1983/2016) Adaptive behavior and learning [i] [d]
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  2027. (1982) On the concepts of period, phase, stage, and level [d]
  2028. (1982) The evolving self: problem and process in human development [i]
  2029. (1982) Natural therapy [i]
  2030. (1982) The construction of logical necessity [d]
  2031. (1982) Exogenous, endogenous, and dialectical constructivism [d]
  2032. (1981) Structuring process skills and the solution of verbal problems involving science concepts [d]
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  2035. (1980) Dialectical schemata: a framework for the empirical study of the development of dialectical thinking [d]
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  2043. (1979) Development of formal hypothesis-testing ability [d]
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  2047. (1978) Experiencing: a humanistic theory of psychology and psychiatry [i]
  2048. (1977/2017) Physiology of behavior [i]
  2049. (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]
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  2056. (1976) Cognitive complexity and social perspective-taking [d]
  2057. (1976) An assessment of children's concepts of the earth utilizing structured interviews [d]
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  2059. (1975) Erikson's theory of human development as it applies to the aged: wisdom as contradictive cognition [d]
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  2077. (1969/1994) Freedom to learn [i]
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  2108. (1931/2006) Handbook of child psychology [i] [d]
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  2111. (1922/1930) Human nature and conduct: an introduction to social psychology [o]
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13th edition, last updated: 9 September 2017
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