How to learn

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

  1. Lucas Payne Butler, Samuel Ronfard, & Kathleen H. Corriveau [ed] () The questioning child: insights from psychology and education [i] [d]
  2. () Quantum reinforcement learning during human decision-making [p] [d]
  3. () What makes a good question?: towards an epistemic classification [i] [d]
  4. () Libraries that learn: keys to managing organizational knowledge [i]
  5. () Metacognitive processes model of decentering: emerging methods and insights [p] [d]
  6. () Systematicity, knowledge, and bias: how systematicity made clinical medicine a science [d]
  7. () The brain from inside out [i] [d]
  8. () Visual narratives and the mind: comprehension, cognition, and learning [i] [d] [u]
  9. () Perceptual learning: the flexibility of the senses [i] [d]
  10. () Animal expertise: mechanisms, ecology and evolution [d]
  11. Kara D. Federmeier & Diane M. Beck [ed] () Knowledge and vision [i] [d]
  12. () Designing student reflections to enable transformative learning experiences [d]
  13. () The evolution of the sensitive soul: learning and the origins of consciousness [i] [d]
  14. () Dialogical argumentation and reasoning in elementary science classrooms [i] [d]
  15. () The intelligence trap: why smart people make dumb mistakes [i]
  16. John W. Schwieter [ed] () The handbook of the neuroscience of multilingualism [i] [d]
  17. () Iterate: ten lessons in design and failure [i] [d]
  18. () Becoming human: a theory of ontogeny [i] [d]
  19. () Ultralearning: timeless techniques for mastering hard skills [i]
  20. () Can increased educational attainment among lower-educated mothers reduce inequalities in children's skill development? [p] [d]
  21. () Great minds and how to grow them: high performance learning [i] [d]
  22. () Knowledge representation and cognitive skills in problem solving: a view from linguistic typology [i] [d]
  23. () Explicating development of personal professional theories from higher vocational education to beginning a professional career through computer-supported drawing of concept maps [d]
  24. () Is a nervous system necessary for learning? [d]
  25. () Longitudinal alterations of frontoparietal and frontotemporal networks predict future creative cognitive ability [d]
  26. Robert E. Clark & Stephen J. Martin [ed] () Behavioral neuroscience of learning and memory [i] [d]
  27. () A nice surprise?: predictive processing and the active pursuit of novelty [d]
  28. () The impact of paper versus digital map technology on students' spatial thinking skill acquisition [d]
  29. () Contextual debiasing and critical thinking: reasons for optimism [d]
  30. David Danks & Emiliano Ippoliti [ed] () Building theories: heuristics and hypotheses in sciences [i] [d]
  31. () Interpersonal harm aversion as a necessary foundation for morality: a developmental neuroscience perspective [p] [d]
  32. () Scientific progress: four accounts [d]
  33. Yehudit Judy Dori, Zemira R. Mevarech, & Dale R. Baker [ed] () Cognition, metacognition, and culture in STEM education: learning, teaching and assessment of science, technology, engineering, and mathematics—STEM [i] [d]
  34. () Beyond evolutionary psychology: how and why neuropsychological modules arise [i] [d]
  35. () Rethinking narrative: leveraging storytelling for science learning [d]
  36. () Complex thinking as a result of incongruent information exposure [d]
  37. () Enculturation and narrative practices [d]
  38. () The surprisingly powerful influence of drawing on memory [d]
  39. () Memory and technology: how we use information in the brain and the world [i] [d]
  40. () Drawing boundary conditions for learning by drawing [d]
  41. Frank Fischer, Clark Chinn, Katharina Engelmann, & Jonathan Osborne [ed] () Scientific reasoning and argumentation: the roles of domain-specific and domain-general knowledge [i] [d]
  42. () Thinking and feeling: a social-developmental perspective [i] [d]
  43. () Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  44. () Late stages of adult development: one linear sequence or several parallel branches? [u]
  45. Laura Kerslake & Rupert Wegerif [ed] () Theory of teaching thinking: international perspectives [i] [d]
  46. () The learning benefits of teaching: a retrieval practice hypothesis [d]
  47. () A role for reasoning in a dialogic approach to critical thinking [d]
  48. () Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students' transfer [d]
  49. () Providing written or oral explanations?: differential effects of the modality of explaining on students' conceptual learning and transfer [d]
  50. () Rational metareasoning and the plasticity of cognitive control [p] [d]
  51. () The implications and applications of learning via instructions [p] [d]
  52. () Learner assessment and remediation [i]
  53. () Psychological change in everyday life: an exploratory study [d]
  54. () Sociocognitive foundations of educational measurement [i] [d]
  55. () Mental flexibility: an MEG investigation in typically developing children [p] [d]
  56. Richard Morris, Aaron Bornstein, & Amitai Shenhav [ed] () Goal-directed decision making: computations and neural circuits [i] [d]
  57. () The link between deductive reasoning and mathematics [d]
  58. () Brain food: the surprising science of eating for cognitive power [i]
  59. Albert Newen, Leon de Bruin, & Shaun Gallagher [ed] () Oxford handbook of 4E cognition [embodied, embedded, enactive, extended] [i] [d]
  60. () Learning how to learn: how to succeed in school without spending all your time studying [i]
  61. () The ethical implications and utility of routine outcome monitoring in determining boundaries of competence in practice [d]
  62. Joëlle Proust & Martin Fortier [ed] () Metacognitive diversity: an interdisciplinary approach [i] [d]
  63. Matthew R. Sanders & Alina Morawska [ed] () Handbook of parenting and child development across the lifespan [i] [d]
  64. () The deep learning revolution [i]
  65. () The universe of algorithms [i] [u]
  66. () A general reinforcement learning algorithm that masters chess, shogi, and Go through self-play [p] [d]
  67. () Never stop learning: stay relevant, reinvent yourself, and thrive [i]
  68. () Evolution of human cognition: temporal dynamics at biological and historical time scales [i] [d]
  69. () Culture and the extended phenotype: cognition and material culture in deep time [i] [d]
  70. () Cultural transmission in an ever-changing world: trial-and-error copying may be more robust than precise imitation [p] [d]
  71. () The illusion of explanatory depth [i] [u]
  72. () Cognitive maps: some people make them, some people struggle [d]
  73. () The effect of content delivery style on student performance in anatomy [p] [d]
  74. Olga Zlatkin-Troitschanskaia, Gabriel Wittum, & Andreas Dengel [ed] () Positive learning in the age of information: a blessing or a curse? [i] [d]
  75. () Memory for space, time, and episodes [i] [d]
  76. Nikolai Axmacher & Björn Rasch [ed] () Cognitive neuroscience of memory consolidation [i] [d]
  77. () Reflective thought and actively open-minded thinking [i] [d]
  78. () Memory reconsolidation interference as an emerging treatment for emotional disorders: strengths, limitations, challenges, and opportunities [p] [d]
  79. () Cognitive dimension of operant learning [i] [d]
  80. () What your innovation process should look like [u]
  81. () Prefrontal cortex and human memory: an integrated account from the cognitive neuroscience of working and long-term memory [i] [d]
  82. () Developmental changes in learning: computational mechanisms and social influences [p] [d]
  83. () Imaginative moral development [d]
  84. () Helping people change: coaching with compassion for lifelong learning and growth [i]
  85. () Operant behavior in model systems [i] [d]
  86. () Short-term and working memory [i] [d]
  87. () Learning and memory in addiction [i] [d]
  88. () Toward an open learning analytics ecosystem [i] [d]
  89. () Learning to time intervals [i] [d]
  90. () The interrelations of individual learning and collective knowledge construction: a cognitive-systemic framework [i] [d]
  91. () Hormones and memory [i] [d]
  92. () Assessing science inquiry and reasoning using dynamic visualizations and interactive simulations [i] [d]
  93. () Instructed fear stimuli bias visual attention [p] [d]
  94. Anthony S. Dick & Ulrich Mueller [ed] () Advancing developmental science: philosophy, theory, and method [i] [d]
  95. () Generality of the laws of learning: from biological constraints to ecological perspectives [i] [d]
  96. () Longitudinal retention of anatomical knowledge in second-year medical students [p] [d]
  97. () Cognitive innovations and the evolutionary biology of expertise [p] [d]
  98. () A review of measures of Erikson's stages of psychosocial development: evidence for a general factor [d]
  99. () Why do protective factors protect?: an evolutionary developmental perspective [d]
  100. Jill E. Ellingson & Raymond A. Noe [ed] () Autonomous learning in the workplace [i] [d]
  101. () Breaking boundaries: optimizing reconsolidation-based interventions for strong and old memories [p] [d]
  102. () Tackling maladaptive memories through reconsolidation: from neural to clinical science [p] [d]
  103. () The effect of image quality, repeated study, and assessment method on anatomy learning [p] [d]
  104. () The cognitive science of sketch worksheets [d]
  105. Niall Galbraith, Erica Lucas, & David E. Over [ed] () The thinking mind: a festschrift for Ken Manktelow [i] [d]
  106. () Enactivist interventions: rethinking the mind [i] [d]
  107. () Pursuing fundamental advances in human reasoning [i] [d]
  108. () Deconstructive and constructive dynamics in the clinical process: a step further in the validation of the two-stage semiotic model [d]
  109. () Wisdom in context [d]
  110. () Understanding associations between low-income mothers' participation in education and parenting [d]
  111. () A comparative analysis of the molecular mechanisms contributing to implicit and explicit memory storage in Aplysia and in the hippocampus [i] [d]
  112. () A new understanding of mental disorders: computational models for dimensional psychiatry [i]
  113. () Humility is the new smart: rethinking human excellence in the smart machine age [i]
  114. () How do social norms influence prosocial development? [p] [d]
  115. () The variability-stability-flexibility pattern: a possible key to understanding the flexibility of the human mind [d]
  116. () Making learning interesting and its application to the science classroom [d]
  117. () Moral motivation as a dynamic developmental process: toward an integrative synthesis [d]
  118. () Integrative levels [as an organizing principle] [u]
  119. () Procedural learning in humans [i] [d]
  120. () Social anxiety is characterized by biased learning about performance and the self [p] [d]
  121. () Verbal redundancy in a procedural animation: on-screen labels improve retention but not behavioral performance [d]
  122. () Arguing deep ideational change [d]
  123. () Toward a better understanding on the role of prediction error on memory processes: from bench to clinic [p] [d]
  124. () Can engaging in science practices promote deep understanding of them? [d]
  125. () Building machines that learn and think like people [and comments and reply] [p] [d]
  126. () Darwin's unfinished symphony: how culture made the human mind [i] [d] [j]
  127. () Cognitive and interpersonal features of intellectual humility [p] [d]
  128. () An update on memory reconsolidation updating [p] [d]
  129. () Cumulative cultural learning: development and diversity [p] [d]
  130. () Learning to feel tired: a learning trajectory towards chronic fatigue [p] [d]
  131. () The professionalization and training of psychologists: the place of clinical wisdom [p] [d]
  132. () Strategy selection as rational metareasoning [p] [d]
  133. () Effects of prior-knowledge on brain activation and connectivity during associative memory encoding [p] [d]
  134. () Student counselors' moral, intellectual, and professional ethical identity development [d]
  135. () A meta-analysis suggests different neural correlates for implicit and explicit learning [p] [d]
  136. () Self-generated drawing: a help or hindrance to learning from animation? [i] [d]
  137. Richard Lowe & Rolf Ploetzner [ed] () Learning from dynamic visualization: innovations in research and application [i] [d]
  138. () Lifespan differences in a self determination theory model of eudaimonia: a cross-sectional survey of younger, middle-aged, and older adults [d]
  139. () The transformation of a white supremacist: a dialectical-developmental analysis [d]
  140. () How talk mediates moral development: inescapable frameworks in the measure of moral meaning [book review] [d]
  141. () Enlightenment as a psychological construct and as a Buddhist religious pursuit: a cross-cultural understanding [d]
  142. () Natural-born arguers: teaching how to make the best of our reasoning abilities [d]
  143. () Pursuing Darwin's curious parallel: prospects for a science of cultural evolution [p] [d]
  144. () Emergent patterns in agent–environment interactions and their roles in supporting agile spatial skills [d]
  145. () Assessing model-based reasoning using evidence-centered design: a suite of research-based design patterns [i] [d]
  146. () Neural computation theories of learning [i] [d]
  147. () Behavioral epigenetics [d]
  148. () Behaviorally induced synaptic tagging [i] [d]
  149. () Structural basis of semantic memory [i] [d]
  150. () The causes of errors in clinical reasoning: cognitive biases, knowledge deficits, and dual process thinking [p] [d]
  151. () Mindshift: break through obstacles to learning and discover your hidden potential [i]
  152. () Self-knowledge and the development of virtue [i] [d]
  153. () How we think and learn: theoretical perspectives and practical implications [i] [d]
  154. () Believing, remembering, and imagining: the roots and fruits of meanings made and remade [i] [d]
  155. () Learning to argue via apprenticeship [p] [d]
  156. () Working memory, attention, and salience in active inference [p] [d]
  157. () Oscillations, neural computations and learning during wake and sleep [p] [d]
  158. () Addiction, cognitive decline and therapy: seeking ways to escape a vicious cycle [p] [d]
  159. () Extended cognition and the dynamics of algorithmic skills [i] [d]
  160. () Looking across instead of back and forth: how the simultaneous presentation of multiple animation episodes facilitates learning [i] [d]
  161. () Strategies for learning from animation with and without narration [i] [d]
  162. () Schemas [i] [d]
  163. () Going where the action is to conceptualize the person [d]
  164. () Neurobiology of fear memory [i] [d]
  165. () EEG microstate correlates of fluid intelligence and response to cognitive training [p] [d]
  166. () Reconsolidation: historical perspective and theoretical aspects [i] [d]
  167. () Understanding psychiatric disorder by capturing ecologically relevant features of learning and decision-making [p] [d]
  168. () Learning from animations: from 2D to 3D? [i] [d]
  169. () Digital pictures, videos, and beyond: knowledge acquisition with realistic images [i] [d]
  170. Stephan Schwan & Ulrike Cress [ed] () The psychology of digital learning: constructing, exchanging, and acquiring knowledge with digital media [i] [d]
  171. () Metamemory: an update of critical findings [i] [d]
  172. () Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  173. () Does reactivation trigger episodic memory change?: a meta-analysis [p] [d]
  174. () Allocating, tagging, and linking memories [i] [d]
  175. () Cognitive manipulation of brain electric microstates [p] [d]
  176. () Cognitive neuroscience of memory [i]
  177. () Social network size and cognitive functioning in middle-aged adults: cross-sectional and longitudinal associations [p] [d]
  178. () Implicit versus explicit memory [i] [d]
  179. () Drawing for promoting learning and engagement with dynamic visualizations [i] [d]
  180. () Developmental aspects of memory processes [i] [d]
  181. () The large-scale functional connectivity correlates of consciousness and arousal during the healthy and pathological human sleep cycle [p] [d]
  182. () Extinction during reconsolidation eliminates recovery of fear conditioned to fear-irrelevant and fear-relevant stimuli [p] [d]
  183. () Toward a neurocentric view of learning [p] [d]
  184. Maggie E. Toplak & Joshua Weller [ed] () Individual differences in judgement and decision-making: a developmental perspective [i] [d]
  185. () The memory labyrinth: systems, processes, and boundaries [i] [d]
  186. () Learning from static and dynamic visualizations: what kind of questions should we ask? [i] [d]
  187. () The constructive mind: Bartlett's psychology in reconstruction [i] [d]
  188. Sara Imari Walker, Paul C. W. Davies, & George F. R. Ellis [ed] () From matter to life: information and causality [i] [d]
  189. () Origins of secure base script knowledge and the developmental construction of attachment representations [p] [d]
  190. () On principles of educational change and principled action in psychotherapy supervision [d]
  191. () Informed reflexivity: enacting epistemic virtue [d]
  192. () Problem-oriented learning in geography education: construction of motivating problems [d]
  193. () The reading mind: a cognitive approach to understanding how the mind reads [i]
  194. () The explanatory significance of wholes: how exclusive reliance on antecedent-consequent models of explanation undermines the study of persons [d]
  195. () Personality-dependent differences in problem-solving performance in a social context reflect foraging strategies [p] [d]
  196. () Human connectomics across the life span [p] [d]
  197. () Associative mechanisms allow for social learning and cultural transmission of string pulling in an insect [p] [d]
  198. Julia Annas, Darcia Narváez, & Nancy E. Snow [ed] () Developing the virtues: integrating perspectives [i] [d]
  199. () Varieties of experimentalism [d]
  200. () Mental models and ethical decision making: the mediating role of sensemaking [d] [j]
  201. () Fostering the virtues of inquiry [d]
  202. () Actual drawing of histological images improves knowledge retention [p] [d]
  203. () Learning while (re)configuring: business model innovation processes in established firms [d]
  204. () Epistemologies in practice: making scientific practices meaningful for students [d]
  205. Stephen Billett, Darryl Dymock, & Sarojni Choy [ed] () Supporting learning across working life: models, processes and practices [i] [d]
  206. () Concepts as semantic pointers: a framework and computational model [d]
  207. () The Brain Scoop and the sloppy business of learning [u]
  208. () Learning from research [in clinical psychology] [i] [d]
  209. () Children's play and culture learning in an egalitarian foraging society [p] [d]
  210. () Generalisation of fear and avoidance along a semantic continuum [p] [d]
  211. () Search versus knowledge in human problem solving: a case study in chess [i] [d]
  212. () Integrating the analysis of mental operations into multilevel models to validate an assessment of higher education students' competency in business and economics [d]
  213. () Explication as a method of conceptual re-engineering [d]
  214. () Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  215. () The inquiring organization: how organizations acquire knowledge and seek information [i] [d]
  216. () Unselective overimitators: the evolutionary implications of children's indiscriminate copying of successful and prestigious models [p] [d]
  217. () Mapping the cultural learnability landscape of danger [p] [d]
  218. () A multimodal parallel architecture: a cognitive framework for multimodal interactions [p] [d]
  219. () Meet them in the moment: engaging public library patrons when it matters most [d] [u]
  220. () Children's rights: from philosophy to public policy [i] [d]
  221. () Only humans need apply: winners and losers in the age of smart machines [i]
  222. () How to assess intercultural competence [i] [d]
  223. () Pragmatism, growth, and democratic citizenship [o] [u]
  224. () 'You are as you read': do students' reading interests contribute to their individuality? [d]
  225. () Teaching, learning and leading in today's complex world: reaching new heights with a developmental approach [d]
  226. () Creativity with students [i] [d]
  227. () An integrative theory of psychotherapy: research and practice [d]
  228. () Peak: secrets from the new science of expertise [i]
  229. Michael A. Evans, Martin J. Packer, & R. Keith Sawyer [ed] () Reflections on the learning sciences [i] [d]
  230. () Adult development meets social sciences—reviewing the state of the art [d]
  231. () The fate of memory: reconsolidation and the case of prediction error [p] [d]
  232. () Interference conditions of the reconsolidation process in humans: the role of valence and different memory systems [p] [d]
  233. () The doxastic shear pin: delusions as errors of learning and memory [p] [d]
  234. () 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]
  235. () Learning and education [and personal construct theory] [i] [d]
  236. () A psychoengineering paradigm for the neurocognitive mechanisms of biofeedback and neurofeedback [p] [d]
  237. () Creating and promoting lifelong learning in public libraries: tools and tips for practitioners [i]
  238. () Pushing the bounds of rationality: argumentation and extended cognition [i]
  239. Jeffrey Alan Greene, William A. Sandoval, & Ivar Bråten [ed] () Handbook of epistemic cognition [i] [d]
  240. () Beyond born versus made: a new look at expertise [i] [d]
  241. () The cognitive integration of scientific instruments: information, situated cognition, and scientific practice [d]
  242. () The secret of our success: how culture is driving human evolution, domesticating our species, and making us smarter [i] [d]
  243. () The human advantage: a new understanding of how our brain became remarkable [i] [d]
  244. () Reflective argumentation: a cognitive function of arguing [d]
  245. () Deontological coherence: a framework for commonsense moral reasoning [p] [d]
  246. () Argumentative reasoning [i] [d]
  247. () Learning to feel like a scientist [d]
  248. () Discovery without a 'logic' would be a miracle [d]
  249. () Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students [p] [d]
  250. () An everyone culture: becoming a deliberately developmental organization [i]
  251. () Children's intellectual ability is associated with structural network integrity [p] [d]
  252. () The creativity challenge: how we can recapture American innovation [i]
  253. () Visualising powerful knowledge to develop the expert student: a knowledge structures perspective on teaching and learning at university [i] [d]
  254. () Assessing the relationships among wisdom, humility, and life satisfaction [d]
  255. () Learning is the key twenty-first century skill [d]
  256. () Small teaching: everyday lessons from the science of learning [i]
  257. () Identification of animals and plants is an essential skill set [u]
  258. () The ontogeny of cultural learning [p] [d]
  259. () Lifespan development of adaptive neurocognitive representations: reciprocal interactions between cognition and motivation [i]
  260. () What could you really learn on your own?: understanding the epistemic limitations of knowledge acquisition [p] [d]
  261. () Plausibility judgments in conceptual change and epistemic cognition [d]
  262. () The intelligent behavior of plants [d]
  263. () Where and how to search?: search paths in open innovation [d]
  264. () Different dimensions of the prediction error as a decisive factor for the triggering of the reconsolidation process [p] [d]
  265. () Uninformed: why people know so little about politics and what we can do about it [i]
  266. Roman Madzia & Matthias Jung [ed] () Pragmatism and embodied cognitive science: from bodily intersubjectivity to symbolic articulation [i] [d]
  267. () Toward dynamic adaptation of psychological interventions for child and adolescent development and mental health [p] [d]
  268. () Enhanced memory as a common effect of active learning [d]
  269. () Believing that humans swallow spiders in their sleep: false beliefs as side effects of the processes that support accurate knowledge [i] [d]
  270. () First person action research: living life as inquiry [i]
  271. () Embodiment and human development [d]
  272. () Developing argumentation strategies in electronic dialogs: is modeling effective? [d]
  273. () Cultivating constructivism: inspiring intuition and promoting process and pragmatism [d]
  274. () Sense-making innovative systems: prestigious MOOCs [d]
  275. () Strengthening causal inference in developmental research [d]
  276. () Scene construction, visual foraging, and active inference [p] [d]
  277. () How developments in psychology and technology challenge validity argumentation [d]
  278. () The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  279. () Thought in action: expertise and the conscious mind [i] [d]
  280. () The developmental systems approach and the analysis of behavior [d]
  281. () Episodic memory and beyond: the hippocampus and neocortex in transformation [p] [d]
  282. () Logical and causal reasoning [i] [d]
  283. () Innovation in the collective brain [p] [d]
  284. Michele Notari, Rebecca B. Reynolds, Samuel Chu, & Beat Döbeli Honegger [ed] () The wiki way of learning: creating learning experiences using collaborative web pages [i]
  285. () Socratic pedagogy: the importance of argument [i] [d]
  286. () Experience cycle methodology: a qualitative method to understand the process of revising personal constructs [i] [d]
  287. () The ties that bind: social capital, families, and children's well-being [d]
  288. () Learning from practice and patients [i] [d]
  289. () Practising insight mediation [i]
  290. () Head in the cloud: why knowing things still matters when facts are so easy to look up [or: Head in the cloud: the power of knowledge in the age of Google] [i]
  291. () Exploring the dynamics of human development: an integrative approach [i] [d]
  292. () Imagine there are no leaders: reframing leadership as collaborative agency [d]
  293. () Covert neurofeedback without awareness shapes cortical network spontaneous connectivity [p] [d]
  294. () The use of argument maps as an assessment tool in higher education [d]
  295. () The structure of ill-structured (and well-structured) problems revisited [d]
  296. () Tapping the power of personalized learning: a roadmap for school leaders [i]
  297. Andrew P. Roddick & Ann Brower Stahl [ed] () Knowledge in motion: constellations of learning across time and place [i]
  298. () Skills-based learning for reproducible expertise: looking elsewhere for guidance [d]
  299. () Cerebral cortex: principles of operation [i] [d]
  300. () Professional development and personal therapy [i] [d]
  301. () A competence development framework for learning and teaching system dynamics [d]
  302. () Software architecture design reasoning: a card game to help novice designers [i] [d] [u]
  303. () Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  304. () Assessing complexity in learning outcomes: a comparison between the SOLO taxonomy and the model of hierarchical complexity [d]
  305. () The rationality quotient: toward a test of rational thinking [i] [d]
  306. () Social justice and educational measurement: John Rawls, the history of testing, and the future of education [i] [d]
  307. () Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  308. () A preliminary study of the effects of working memory training on brain function [d]
  309. () Developmental virtue ethics [i] [d]
  310. () Knowledge engineering: building cognitive assistants for evidence-based reasoning [i] [d]
  311. () Intelligence analysis as discovery of evidence, hypotheses, and arguments: connecting the dots [i] [d]
  312. () Critical learning incidents in system dynamics modelling engagements [d]
  313. () Thick, thin, and becoming a virtuous arguer [d]
  314. () Embeddedness, social capital and learning in rural areas: the case of producer cooperatives [d]
  315. () Transtheoretic transdiagnostic psychotherapy [d]
  316. () Help your kids with study skills: a unique step-by-step visual guide [i]
  317. () Are we smart enough to know how smart animals are? [i]
  318. () Test expectation enhances memory consolidation across both sleep and wake [p] [d]
  319. () Fronto-parietal network reconfiguration supports the development of reasoning ability [p] [d]
  320. David A. Winter & Nick Reed [ed] () The Wiley handbook of personal construct psychology [i] [d]
  321. () Process patterns and conceptual changes in knowledge representations during information seeking and sensemaking: a qualitative user study [d]
  322. Donna Rose Addis, Morgan Barense, & Audrey Duarte [ed] () The Wiley handbook on the cognitive neuroscience of memory [i] [d]
  323. () Bayesian networks in educational assessment [i] [d]
  324. () Media and cognitive development [i] [d]
  325. () Gaining control: how human behavior evolved [i] [d]
  326. () Teaching critical thinking as inquiry [i] [d]
  327. () The brain in your pocket: evidence that smartphones are used to supplant thinking [d]
  328. () Embracing multiple definitions of learning [p] [d]
  329. () The reflective practice guide: an interdisciplinary approach to critical reflection [i] [d]
  330. () Cognitive productivity: using knowledge to become profoundly effective [u]
  331. () Focus on the success of others leads to selfish behavior [p] [d]
  332. () Can multiple-choice testing induce desirable difficulties?: evidence from the laboratory and the classroom [d]
  333. () The practice of 'learning history': local and open system approaches [i] [d]
  334. () The importance of language in students' reasoning about heat in thermodynamic processes [d]
  335. () Imitate or innovate?: children's innovation is influenced by the efficacy of observed behaviour [p] [d]
  336. () Proofs, mathematical practice and argumentation [d]
  337. () Self-explanation in learning clinical reasoning: the added value of examples and prompts [p] [d]
  338. () Building cognition: the construction of computational representations for scientific discovery [d]
  339. () Temperament and personality [in human development] [i] [d]
  340. () The skillful means of engaged research [i] [d]
  341. () Effects on learning of multimedia animation combined with multidimensional concept maps [d]
  342. () Insight and analysis problem solving in microbes to machines [d]
  343. () Surfing uncertainty: prediction, action, and the embodied mind [i] [d]
  344. () How the hippocampus preserves order: the role of prediction and context [p] [d]
  345. () A model of critical thinking in higher education [i] [d]
  346. Martin Davies & Ronald Barnett [ed] () The Palgrave handbook of critical thinking in higher education [i] [d]
  347. () Collaborative diagramming during problem based learning in medical education: do computerized diagrams support basic science knowledge construction? [p] [d]
  348. () Intelligence emerging: adaptivity and search in evolving neural systems [i] [j]
  349. () The development of wisdom in judicial decision-making [d]
  350. () Rethinking extinction [d]
  351. () Memory reconsolidation understood and misunderstood [d]
  352. () Minding the findings: let's not miss the message of memory reconsolidation research for psychotherapy [d]
  353. (/2016) The restorative workplace: an organizational learning approach to discrimination [u]
  354. () Human development in time and place [i] [d]
  355. Andreas K. Engel, Karl J. Friston, & Danica Kragic [ed] () The pragmatic turn: toward action-oriented views in cognitive science [i] [d]
  356. () The hungry mind: the origins of curiosity in childhood [i]
  357. () Collaborative developmental action inquiry [i] [d]
  358. () Learning to question everything [d]
  359. () Updating memories: the role of prediction errors in memory reconsolidation [p] [d]
  360. Aidan Feeney & Valerie A. Thompson [ed] () Reasoning as memory [i]
  361. () Making students responsible for their learning—empowering learners to build shared mental models [i] [d]
  362. () Cognitive neuroscience of human systems: work and everyday life [i]
  363. () Action errors, error management, and learning in organizations [p] [d]
  364. () Dispositional mindfulness is predicted by structural development of the insula during late adolescence [p] [d]
  365. () If you're not failing, you're not growing [u]
  366. () What's the use of consciousness?: how the stab of conscience made us really conscious [i] [d]
  367. () Developmental changes in reward sensitivity and cognitive control across adolescence: implications for desire [i]
  368. () Cognitive mechanisms of change in delusions: an experimental investigation targeting reasoning to effect change in paranoia [p] [d]
  369. () The effect of distributed practice: neuroscience, cognition, and education [d]
  370. () Individual differences in learning predict the return of fear [d]
  371. () Better and faster: the proven path to unstoppable ideas [i]
  372. () Learner-centered design of computing education: research on computing for everyone [i] [d]
  373. () The knowledge capital of nations: education and the economics of growth [i] [d] [j]
  374. () Increases in maternal education and low-income children's cognitive and behavioral outcomes [p] [d]
  375. () 'Chickens are a lot smarter than I originally thought': changes in student attitudes to chickens following a chicken training class [p] [d]
  376. () Metacognitive skill development and applied systems science: a framework of metacognitive skills, self-regulatory functions and real-world applications [i] [d]
  377. Alejandro Peña-Ayala [ed] () Metacognition: fundaments, applications, and trends [i] [d]
  378. () Memory development [i] [d]
  379. () The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills [d]
  380. () An evolutionary analysis of learned attention [p] [d]
  381. () Using concept mapping to evaluate knowledge structure in problem-based learning [p] [d]
  382. () Retrieval practice does not safeguard memories from interference-based forgetting [d]
  383. () Varying use of conceptual metaphors across levels of expertise in thermodynamics [d]
  384. Kathleen M. Kantak & Joseph G. Wettstein [ed] () Cognitive enhancement [i] [d]
  385. () Plant sensing & communication [i] [d]
  386. () Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  387. () 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]
  388. () Innovating minds: rethinking creativity to inspire change [i]
  389. () Integrating the differentiated: a review of the personal construct approach to cognitive complexity [d]
  390. () What develops in moral identities?: a critical review [d]
  391. () Using T-groups to develop action research skills in volatile, uncertain, complex, and ambiguous environments [i] [d]
  392. () Argumentation as core curriculum [d]
  393. () Thinking together and alone [d]
  394. () Developing multivariable thinkers [d]
  395. () The extended evolutionary synthesis: its structure, assumptions and predictions [p] [d]
  396. () Toward developmentally aware practices in the legal system: progress, challenge, and promise [p] [d]
  397. () Metacognitive education: going beyond critical thinking [i] [d]
  398. Richard M. Lerner [ed] () Handbook of child psychology and developmental science [i] [d]
  399. () Are science comics a good medium for science communication?: the case for public learning of nanotechnology [d]
  400. () From individual to collective learning: a conceptual learning framework for enacting rework prevention [d]
  401. () Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  402. () When analytic thought is challenged by a misunderstanding [d]
  403. () A developmental perspective on moral emotions [d]
  404. () Neuroscience, embodiment, and development [i] [d]
  405. () The development of temporal cognition [i] [d]
  406. () Directions toward a meta-process model of decision making: cognitive and behavioral models of change [d]
  407. () Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation [i]
  408. () Addiction as maladaptive learning, with a focus on habit learning [i] [d]
  409. () Enhancing cognition by affecting memory reconsolidation [d]
  410. () Artistic development [i] [d]
  411. () The developing genome: an introduction to behavioral epigenetics [i]
  412. () Epistemic cognition and development: the psychology of justification and truth [i]
  413. () Understanding starts in the mesocosm: conceptual metaphor as a framework for external representations in science teaching [d]
  414. () Why forget?: on the adaptive value of memory loss [p] [d]
  415. () Listen to the map user: cognition, memory, and expertise [d]
  416. () Deweyan approaches to abduction? [i] [u]
  417. () The repurposed social brain [p] [d]
  418. () Phases of inquiry-based learning: definitions and the inquiry cycle [d]
  419. () The architecture of social relationships and thinking spaces for growth [i] [d]
  420. () Stanovich's arguments against the 'adaptive rationality' project: an assessment [d]
  421. () Commonalities between pain and memory mechanisms and their meaning for understanding chronic pain [i] [d]
  422. () Accelerating the public's learning curve on wicked policy issues: results from deliberative forums on euthanasia [d]
  423. () The development of reasoning [i] [d]
  424. () Attentional development [i] [d]
  425. () Creating cultures of thinking: the 8 forces we must master to truly transform our schools [i]
  426. () Personal visualization for learning [u]
  427. () Doors opening: a mechanism for growth after adversity [d]
  428. () The end of average: how we succeed in a world that values sameness [i]
  429. () Episodic future thinking and episodic counterfactual thinking: intersections between memory and decisions [d]
  430. () A new psychology for sustainability leadership: the hidden power of ecological worldviews [i] [d]
  431. () How to improve the teaching of clinical reasoning: a narrative review and a proposal [p] [d]
  432. () Developing meaning-making to promote critical thinking [i] [d]
  433. () Sleep, cognition, and normal aging: integrating a half century of multidisciplinary research [p] [d]
  434. () 'The times they are a-changin': gene expression, neuroplasticity, and developmental research [d]
  435. () How to train your Bayesian: a problem-representation transfer rather than a format-representation shift explains training effects [p] [d]
  436. () Learning versus performance: an integrative review [p] [d]
  437. () The cognitive cycle [i] [d] [u]
  438. () Improvisation facilitates divergent thinking and creativity: realizing a benefit of primary school arts education [d]
  439. () Principles of neural design [i] [d] [j]
  440. () Brain and cognitive development [i] [d]
  441. Maciej Stolarski, Nicolas Fieulaine, & Wessel van Beek [ed] () Time perspective theory: review, research and application: essays in honor of Philip G. Zimbardo [i] [d]
  442. () Leading to learn [d]
  443. () Cognitive complexity, religious cognition, cognitive development, and religious judgment: an empirical study of relationships amongst 'normal' and 'gifted' young people [d]
  444. () Better but still biased: analytic cognitive style and belief bias [d]
  445. () Reinforced correct answers to next stage problems produced the highest stage performance in traditional nonliterates found in the world [d]
  446. () Long-term potentiation of pain 'memory' in the spinal cord [p] [d]
  447. () Annual research review: growth connectomics—the organization and reorganization of brain networks during normal and abnormal development [p] [d]
  448. () Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning [p] [d]
  449. () Secure base representations in middle childhood across two Western cultures: associations with parental attachment representations and maternal reports of behavior problems [p] [d]
  450. () Paths from trauma to intrapersonal strength: worldview, posttraumatic growth, and wisdom [d]
  451. () First bite: how we learn to eat [i]
  452. () Counseling individuals through the lifespan [i]
  453. () Steps towards an evolutionary account of argumentative competence [d] [u]
  454. () A new computational account of cognitive control over reinforcement-based decision-making: modeling of a probabilistic learning task [p] [d]
  455. () Reorganization of functional brain networks mediates the improvement of cognitive performance following real-time neurofeedback training of working memory [p] [d]
  456. () Learning personalized: the evolution of the contemporary classroom [i]
  457. () Deweyan education and democratic ecologies [d]
  458. () Multiple-documents literacy: strategic processing, source awareness, and argumentation when reading multiple conflicting documents [d]
  459. () The schooled society: the educational transformation of global culture [i]
  460. () Life span theory and career theories: rapprochement or estrangement? [i] [d]
  461. () Reconsidering personal epistemology as metacognition: a multifaceted approach to the analysis of epistemic thinking [d]
  462. () The central role of assessment in pedagogy [i] [d]
  463. () Incommensurability, relativism, and the epistemic authority of science [d]
  464. () Demystifying 'free will': the role of contextual information and evidence accumulation for predictive brain activity [d]
  465. () Environmental leadership and consciousness development: a case study among Canadian SMEs [small and medium-sized enterprises] [d] [j]
  466. () A spinal analog of memory reconsolidation enables reversal of hyperalgesia [d]
  467. () Adults can be trained to acquire synesthetic experiences [d]
  468. () Expertise development through schooling and work [i] [d]
  469. () Train your mind for peak performance: a science-based approach for achieving your goals [i] [d]
  470. () Assessment frequency in introductory computer programming disciplines [d]
  471. () Make it stick: the science of successful learning [i] [d]
  472. () Expertise in biological conceptions: the case of the vineyard [d]
  473. () Placebo analgesia: a predictive coding perspective [d]
  474. () Developmental process emerges from extended brain–body–behavior networks [p] [d]
  475. () How we learn: the surprising truth about when, where, and why it happens [i]
  476. () Transforming your teaching: practical classroom strategies informed by cognitive neuroscience [i]
  477. () Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills [d]
  478. () Neurotherapy and neurofeedback: brain-based treatment for psychological and behavioral problems [i] [d]
  479. () How do artists learn and what can educators learn from them? [u]
  480. Egan J. Chernoff & Bharath Sriraman [ed] () Probabilistic thinking: presenting plural perspectives [i] [d]
  481. () The interplay among knowledge, cognitive abilities and thinking styles in probabilistic reasoning: a test of a model [i] [d]
  482. () The inherence heuristic across development: systematic differences between children's and adults' explanations for everyday facts [d]
  483. () Complexity in relational processing predicts changes in functional brain network dynamics [p] [d]
  484. Melinde Coetzee [ed] () Psycho-social career meta-capacities: dynamics of contemporary career development [i] [d]
  485. () Using SAFMEDS and direct instruction to teach the model of hierarchical complexity [d]
  486. () Fast mapping rapidly integrates information into existing memory networks [p] [d]
  487. () Method usage in design: how methods function as mental tools for designers [d]
  488. () Consciousness and the brain: deciphering how the brain codes our thoughts [i]
  489. Dori Derdikman & James J. Knierim [ed] () Space, time and memory in the hippocampal formation [i] [d]
  490. () Don't do it again!: directed forgetting of habits [p] [d]
  491. () What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  492. () Adaptive expertise and cognitive readiness: a perspective from the expert-performance approach [i] [d]
  493. () Reconsolidation of a well-learned instrumental memory [p] [d]
  494. Thomas Jekel, Eric Sanchez, Inga Gryl, Caroline Juneau-Sion, & John Lyon [ed] () Learning and teaching with geomedia [i]
  495. Stephen M. Fleming & Christopher D. Frith [ed] () The cognitive neuroscience of metacognition [i] [d]
  496. () Metacognitive facilitation of spontaneous thought processes: when metacognition helps the wandering mind find its way [i] [d]
  497. () Experience teaches plants to learn faster and forget slower in environments where it matters [d]
  498. (/2016) Pragmatic interventions into enactive and extended conceptions of cognition [i] [d]
  499. () Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  500. () Outsourced cognition [d]
  501. () What is a memory schema?: a historical perspective on current neuroscience literature [d]
  502. () The emerging standard model of the human decision-making apparatus [i]
  503. () Child psychology: a very short introduction [i]
  504. () Innovation and problem solving: a review of common mechanisms [p] [d]
  505. () Categorizing cognition: toward conceptual coherence in the foundations of psychology [i] [j]
  506. () Impact and sustainability of creative capacity building: the cognitive, behavioral, and neural correlates of increasing creative capacity [i] [d]
  507. () Dimensions of integration in embedded and extended cognitive systems [d]
  508. () Integrating argument mapping with systems thinking tools: advancing applied systems science [i] [d]
  509. () From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science [d]
  510. () Stress selectively affects the reactivated components of a declarative memory [p] [d]
  511. () The cultural ecosystem of human cognition [d]
  512. Dirk Ifenthaler & Ria Hanewald [ed] () Digital knowledge maps in education: technology-enhanced support for teachers and learners [i] [d]
  513. () Epigenetic mechanisms of memory formation and reconsolidation [d]
  514. () Deliberative methods for complex issues: a typology of functions that may need scaffolding [u]
  515. () Connected code: why children need to learn programming [i] [j]
  516. () Making business personal [u]
  517. () Building on prior knowledge: schema-dependent encoding processes relate to academic performance [d]
  518. Zafar U. Khan, E. Chris Muly, & Daniel L. Alkon [ed] () Molecular basis of memory [i] [d]
  519. () Decision making through dialogue: a case study of analyzing preservice teachers' argumentation on socioscientific issues [d]
  520. () A behavioural neuroscience perspective on the aetiology and treatment of anxiety disorders [d]
  521. () Heuristics and biases: interactions among numeracy, ability, and reflectiveness predict normative responding [p] [d]
  522. () Childhood cognitive development as a skill [p] [d]
  523. () Coordinated exploration: organizing joint search by multiple specialists to overcome mutual confusion and joint myopia [d]
  524. (/2016) Argue with me: argument as a path to developing students' thinking and writing [i] [d]
  525. () Early and repeated exposure to examples improves creative work [i] [d]
  526. () A teaching strategy with a focus on argumentation to improve undergraduate students' ability to read research articles [d]
  527. () Error in intensive care: psychological repercussions and defense mechanisms among health professionals [p] [d]
  528. () Assessment of uncertainty-infused scientific argumentation [d]
  529. () The contributions of explanation and exploration to children's scientific reasoning [d]
  530. Allison Littlejohn & Anoush Margaryan [ed] () Technology-enhanced professional learning: processes, practices, and tools [i] [d]
  531. () Applied positive psychology: integrated positive practice [i]
  532. () Sociocultural patterning of neural activity during self-reflection [d]
  533. () Reconstructing metaphorical meaning [d]
  534. () The predictive brain: consciousness, decision and embodied action [i]
  535. () 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]
  536. Henry Markovits [ed] () The developmental psychology of reasoning and decision-making [i]
  537. () Finding a meaningful life as a developmental task in emerging adulthood: the domains of love and work across cultures [d]
  538. () Start a new fire: measuring the value of academic libraries in undergraduate learning [d]
  539. () Motor system evolution and the emergence of high cognitive functions [d]
  540. Hugo Merchant & Victor de Lafuente [ed] () Neurobiology of interval timing [i] [d]
  541. () Guide to teaching puzzle-based learning [i] [d]
  542. Bruce Joshua Miller [ed] () Curiosity's cats: writers on research [i]
  543. () Memory as decision making [i]
  544. Sarah Mills & Peter Kraftl [ed] () Informal education, childhood and youth: geographies, histories, practices [i] [d]
  545. Peter C. M. Molenaar, Richard M. Lerner, & Karl M. Newell [ed] () Handbook of developmental systems theory and methodology [i]
  546. () Sociality influences cultural complexity [p] [d]
  547. Harold F. O'Neil, Ray S. Perez, & Eva L. Baker [ed] () Teaching and measuring cognitive readiness [i] [d]
  548. () Models in science and in learning science: focusing scientific practice on sense-making [i] [d]
  549. () The bilingual mind: and what it tells us about language and thought [i] [d]
  550. () Unconscious learning of likes and dislikes is persistent, resilient, and reconsolidates [p] [d]
  551. () Connecting to create: expertise in musical improvisation is associated with increased functional connectivity between premotor and prefrontal areas [p] [d]
  552. () The benefit of generating errors during learning [d]
  553. Sandra Prince-Embury & Donald H. Saklofske [ed] () Resilience interventions for youth in diverse populations [i] [d]
  554. () The effect of action experience on sensorimotor EEG rhythms during action observation [d]
  555. () Analytical reasoning task reveals limits of social learning in networks [p] [d]
  556. () The construction of moral agency in mother–child conversations about helping and hurting across childhood and adolescence [p] [d]
  557. () The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  558. () The teaching brain: an evolutionary trait at the heart of education [i]
  559. () Everyday bias: identifying and overcoming unconscious prejudice in our daily lives [i]
  560. () Students' socioscientific reasoning and decision-making on energy-related issues: development of a measurement instrument [d]
  561. () Retrieval is not necessary to trigger reconsolidation of object recognition memory in the perirhinal cortex [p] [d]
  562. () Cognitive success: instrumental justifications of normative systems of reasoning [p] [d]
  563. () Reconsolidation of human memory: brain mechanisms and clinical relevance [d]
  564. () Making sense of knowledge integration maps [i] [d]
  565. () Prediction error demarcates the transition from retrieval, to reconsolidation, to new learning [p] [d]
  566. Lawrence A. Shapiro [ed] () The Routledge handbook of embodied cognition [i] [d]
  567. () Life-history theory explains childhood moral development [p] [d]
  568. () Formative and stealth assessment [i] [d]
  569. () Contemporary directions in theories and psychotherapeutic strategies in treatment of personality disorders: relation to level of personality functioning [d]
  570. () Appraising constructivism in science education [i] [d]
  571. () Training creative cognition: adolescence as a flexible period for improving creativity [p] [d]
  572. () What learning theories can teach us in designing neurofeedback treatments [p] [d]
  573. () Explanatory identities and conceptual change [d]
  574. () Beyond reason and tolerance: the purpose and practice of higher education [i] [d]
  575. () Use a short knowledge cycle to keep your cool [u]
  576. () The collector's fallacy [u]
  577. () Witnessing clients' emotional transformation: an emotion-focused therapist's experience of providing therapy [p] [d]
  578. () A natural history of human thinking [i]
  579. () Learning more effectively with IBIS diagrams [u]
  580. () Plant behaviour and intelligence [i] [d]
  581. () Cognitive neuroscience and psychotherapy: network principles for a unified theory [i] [d]
  582. () Precise minds in uncertain worlds: predictive coding in autism [p] [d]
  583. () The body keeps the score: brain, mind, and body in the healing of trauma [i]
  584. () Learn by doing: lessons from a programmer [u]
  585. () Beyond type 1 vs. type 2 processing: the tri-dimensional way [p] [d]
  586. () When reasoning modifies memory: schematic assimilation triggered by analogical mapping [d]
  587. () Living systems theory of vocational behavior and development [i] [d]
  588. Cecilia Wainryb & Holly E. Recchia [ed] () Talking about right and wrong: parent–child conversations as contexts for moral development [i] [d]
  589. () Dreaming and offline memory consolidation [p] [d]
  590. () Memories of traumatic events in childhood fade after experiencing similar less stressful events: results from two natural experiments [p] [d]
  591. () Maturation of work attitudes: correlated change with big five personality traits and reciprocal effects over 15 years [d]
  592. () 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]
  593. () Adding dynamics to a static theory: how leader traits evolve and how they are expressed [d]
  594. () Why does guessing incorrectly enhance, rather than impair, retention? [p] [d]
  595. () 'Put your fingers right in here': learnability and instructed experience [d]
  596. () Towards a comprehensive model of the cognitive process and mechanisms of individual sensemaking [d]
  597. () Zone of proximal development (ZPD) as an ability to play in psychotherapy: a theory-building case study of very brief therapy [d]
  598. () The road to walking: what learning to walk tells us about development [i] [d]
  599. () Network-based diffusion analysis reveals cultural transmission of lobtail feeding in humpback whales [d]
  600. () Beyond principles and programs: an action framework for modeling development: commentary on Fields [d]
  601. () Epistemic dependence in interdisciplinary groups [d] [j]
  602. () The role of locomotion in psychological development [p] [d]
  603. () Neural reuse in the evolution and development of the brain: evidence for developmental homology? [d]
  604. () The paradoxical nature of personal wisdom and its relation to human development in the reflective, cognitive, and affective domains [i] [d]
  605. () Confabulation in healthy aging is related to poor encoding and retrieval of over-learned information [d]
  606. () Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice? [d]
  607. Roger Azevedo & Vincent A. W. M. M. Aleven [ed] () International handbook of metacognition and learning technologies [i] [d]
  608. () Experiencing your brain: neurofeedback as a new bridge between neuroscience and phenomenology [p] [d]
  609. Pierre Barrouillet & Caroline Gauffroy [ed] () The development of thinking and reasoning [i]
  610. () A framework for designing scaffolds that improve motivation and cognition [p] [d]
  611. () Neurons activated during fear memory consolidation and reconsolidation are mapped to a common and new topography in the lateral amygdala [d]
  612. () Learned regulation of brain metabolism [p] [d]
  613. () Self-regulated learning: beliefs, techniques, and illusions [p] [d]
  614. () Initial mental representations of design problems: differences between experts and novices [d]
  615. () The developing moralities: a cognitive neuroscience approach [i] [d]
  616. () An emotion regulation perspective on belief change [i] [d]
  617. () Attitude change [i] [d]
  618. () Developmental pathways among adaptive functioning and externalizing and internalizing behavioral problems: cascades from childhood into adolescence [d]
  619. () Effects of direct and indirect instruction on fostering decision-making competence in socioscientific issues [d]
  620. () Investigating children's Why-questions: a study comparing argumentative and explanatory function [d]
  621. () The influence of prior knowledge on memory: a developmental cognitive neuroscience perspective [d]
  622. () Using rationale to assist student cognitive and intellectual development [i] [d]
  623. () Posttraumatic growth in clinical practice [i]
  624. () Irregular assimilation progress: reasons for setbacks in the context of linguistic therapy of evaluation [d]
  625. () Make your brain smarter: increase your brain's creativity, energy, and focus [i]
  626. () Differential functional connectivity within an emotion regulation neural network among individuals resilient and susceptible to the depressogenic effects of early life stress [d]
  627. () Whatever next?: predictive brains, situated agents, and the future of cognitive science [and comments and reply] [p] [d]
  628. () The roles of learning orientation and passion for work in the formation of entrepreneurial intention [d]
  629. () The temporal dynamics of enhancing a human declarative memory during reconsolidation [d]
  630. () Design representations [for learning interventions] [i] [d]
  631. () Designing for learning in an open world [i] [d]
  632. Arthur L. Costa & Pat Wilson O'Leary [ed] () The power of the social brain: teaching, learning, and interdependent thinking [i]
  633. Stephen J. Cowley & Frédéric Vallée-Tourangeau [ed] () Cognition beyond the brain: computation, interactivity and human artifice [i] [d]
  634. () The social neuroscience of education: optimizing attachment and learning in the classroom [i]
  635. () Cognitive debiasing 1: origins of bias and theory of debiasing [d]
  636. () Cognitive debiasing 2: impediments to and strategies for change [d]
  637. () Educational strategies for improving clinical reasoning [p] [d]
  638. () Why a true account of human development requires exemplar research [p] [d]
  639. () Bats, balls, and substitution sensitivity: cognitive misers are no happy fools [p] [d]
  640. () The little engine who could not: 'rehabilitating' the individual in safety research [d]
  641. () On the epistemology and ethics of communicating a Cartesian consciousness [d]
  642. () Detection of a temporal error triggers reconsolidation of amygdala-dependent memories [d]
  643. () Current trends in moral research: what we know and where to go from here [d]
  644. () Volunteer work, informal learning and social action [i] [d]
  645. () What works, what doesn't: some study techniques accelerate learning, whereas others are just a waste of time [d]
  646. () A dialogical account of deductive reasoning as a case study for how culture shapes cognition [d]
  647. () A cognitive approach to teaching philosophy [d]
  648. () How and why people change: foundations of psychological therapy [i]
  649. Gregory J. Feist & Michael E. Gorman [ed] () Handbook of the psychology of science [i]
  650. () Epistemic beliefs and comprehension in the context of reading multiple documents: examining the role of conflict [d]
  651. Michel Ferrari & Nic M. Weststrate [ed] () The scientific study of personal wisdom: from contemplative traditions to neuroscience [i] [d]
  652. () Reconstructing Deweyan growth: the significance of James Baldwin's moral psychology [d] [j]
  653. () Transmitting delusional beliefs in a hypnotic model of folie à deux [p] [d]
  654. (/2018) Fundamentals of cognitive neuroscience: a beginner's guide [i] [d]
  655. () Knowledge acquisition: past, present and future [d]
  656. () Humans as scientists: scientists as humans [d]
  657. () Birds of a feather: applied behavior analysis and quality of life [d]
  658. () Analogical learning and reasoning [i] [d]
  659. () The design thinking approaches of three different groups of designers based on self-reports [d]
  660. () Epistemic economics and organization: forms of rationality and governance for a wiser economy [i]
  661. () Towards automated analysis of student arguments [i] [d]
  662. () The psychological and neurological bases of leader self-complexity and effects on adaptive decision-making [d]
  663. () Decay happens: the role of active forgetting in memory [d]
  664. () Structuring case-based ethics training: how comparing cases and structured prompts influence training effectiveness [d]
  665. () Neurocognitive biases and the patterns of spontaneous correlations in the human cortex [d]
  666. () The importance of developing employability [d]
  667. () Informative and inspirational contributions of exemplar studies [p] [d]
  668. () Yes it can: on the functional abilities of the human unconscious [d]
  669. () Guided self-management of transient information in animations through pacing and sequencing strategies [d]
  670. () The relationship between memory and inductive reasoning: does it develop? [d]
  671. Elisabeth Hildt & Andreas G. Franke [ed] () Cognitive enhancement: an interdisciplinary perspective [i] [d]
  672. () The predictive mind [i] [d]
  673. () Reducing health-information avoidance through contemplation [p] [d]
  674. () Macrocognition: a theory of distributed minds and collective intentionality [i] [d]
  675. Tim Ingold & Gísli Pálsson [ed] () Biosocial becomings: integrating social and biological anthropology [i] [d]
  676. () Learning in place: immigrants' spatial and temporal strategies for occupational advancement [d]
  677. () Neural mechanisms of reactivation-induced updating that enhance and distort memory [p] [d]
  678. () What clinicians can learn from schema change in sport [d]
  679. () An introduction to statistical learning: with applications in R [i] [d]
  680. () Information: theory, brain, and behavior [d]
  681. () Exploring the use of conceptual metaphors in solving problems on entropy [d]
  682. () The evolution of error: error management, cognitive constraints, and adaptive decision-making biases [d]
  683. () It takes a child to raise a parent: stories of evolving child and parent development [i]
  684. J. Michael Spector, Barbara B. Lockee, Sharon E. Smaldino, Mary C. Herring, & J. Michael Spector [ed] () Learning, problem solving, and mind tools: essays in honor of David H. Jonassen [i]
  685. () The spectrum of responses to complex societal issues: reflections on seven years of empirical inquiry [u]
  686. () Ungifted: intelligence redefined [i]
  687. () Integrating epistemological perspectives on chemistry in chemical education: the cases of concept duality, chemical language, and structural explanations [d]
  688. () Toward a Peircean theory of human learning: revealing the misconception of belief revision [i] [d]
  689. () The goals behind the goals: pursuing adult development in the coaching enterprise [i] [d]
  690. () Psychology in the brain: integrative cognitive neuroscience [i]
  691. () Differential roles for medial prefrontal and medial temporal cortices in schema-dependent encoding: from congruent to incongruent [d]
  692. () Simulation and managerial decision making: a double-loop learning framework [d]
  693. () Unfolding mapping practices: a new epistemology for cartography [d]
  694. () Space to reason: a spatial theory of human thought [i] [d]
  695. () Learning to modulate one's own brain activity: the effect of spontaneous mental strategies [p] [d]
  696. () East meets West: toward a universal ethic of virtue for global business [d] [j]
  697. () Change in cognitive errors and coping over the course of brief psychodynamic intervention [p] [d]
  698. () Visible learners: promoting Reggio-inspired approaches in all schools [i]
  699. () Developing norms of argumentation: metacognitive, epistemological, and social dimensions of developing argumentive competence [d]
  700. () Reasoning [and developmental psychology] [i] [d]
  701. () Simulation and learning: a model-centered approach [i] [d]
  702. () What have we learned about learning from accidents?: post-disasters reflections [d]
  703. John D. Lee & Alex Kirlik [ed] () The Oxford handbook of cognitive engineering [i] [d]
  704. () Visualizing communication structures in science classrooms: tracing cumulativity in teacher-led whole class discussions [d]
  705. () Conditioning the mind's eye: associative learning with voluntary mental imagery [d]
  706. () Breaking away from set patterns of thinking: improvisation and divergent thinking [d]
  707. () The concept of homology as a basis for evaluating developmental mechanisms: exploring selective attention across the life-span [d]
  708. Michael Linden & Krzysztof Rutkowski [ed] () Hurting memories and beneficial forgetting: posttraumatic stress disorders, biographical developments, and social conflicts [i] [d]
  709. Edwin A. Locke & Gary P. Latham [ed] () New developments in goal setting and task performance [i] [d]
  710. () Structural brain plasticity in adult learning and development [d]
  711. () From distal to proximal: routine educational data monitoring in school-based mental health [d]
  712. () What students' arguments can tell us: using argumentation schemes in science education [d]
  713. () Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law [d]
  714. () Problem solving [i] [d]
  715. () Learning causes reorganization of neuronal firing patterns to represent related experiences within a hippocampal schema [d]
  716. () An exploratory study of the relationship between changes in emotion and cognitive processes and treatment outcome in borderline personality disorder [p] [d]
  717. () Transitions to safety in 'obsessive' thinking: covert links of operant chains in clinical behavior analysis [d]
  718. () The relationships between modelling and argumentation from the perspective of the model of modelling diagram [d]
  719. () Developmental pathways to functional brain networks: emerging principles [d]
  720. () Knowing when to doubt: developing a critical stance when learning from others [p] [d]
  721. () Evidence-centered design for simulation-based assessment [p] [d]
  722. () Importing the homology concept from biology into developmental psychology [d]
  723. () Behavioral genetics, genetics, and epigenetics [i] [d]
  724. () The development of cognitive control from infancy through childhood [i] [d]
  725. () Towards a learning progression of energy [d]
  726. () Achieving the same for less: improving mood depletes blood glucose for people with poor (but not good) emotion control [d]
  727. () Coordinating principles and examples through analogy and self-explanation [d]
  728. () Coherence of pre-service physics teachers' views of the relatedness of physics concepts [d]
  729. () Applying complexity theory to a dynamical process model of the development of pathological belief systems [u]
  730. () Errors in psychological practice: devising a system to improve client safety and well-being [d]
  731. () From perception to memory: changes in memory systems across the lifespan [d]
  732. () The 21st century challenge for science education: assessing scientific reasoning [d]
  733. () Upgrading the sleeping brain with targeted memory reactivation [p] [d]
  734. () Wisdom through adversity: learning and growing in the wake of an error [p] [d]
  735. () Brain mechanisms for emotional influences on perception and attention: what is magic and what is not [d]
  736. () Interplay of hippocampus and prefrontal cortex in memory [d]
  737. () Behavioral landscapes and change in behavioral landscapes: a multiple time-scale density distribution approach [d]
  738. () What is meant by argumentative competence?: an integrative review of methods of analysis and assessment in education [d]
  739. () Problematising style differences theory and professional learning in educational psychology [d]
  740. Daniel Reisberg [ed] () The Oxford handbook of cognitive psychology [i] [d]
  741. () Learning the possible: Mexican American students moving from the margins of life to new ways of being [i] [j]
  742. () Student thought and classroom language: examining the mechanisms of change in dialogic teaching [d]
  743. () The holistic phase model of early adult crisis [d]
  744. () Development through adulthood: an integrative sourcebook [i]
  745. () The developing practitioner: growth and stagnation of therapists and counselors [i] [d]
  746. () The science of the individual [d]
  747. () Planning and performing physical actions [i] [d]
  748. () The gift of adversity: the unexpected benefits of life's difficulties, setbacks, and imperfections [i]
  749. () Synesthetic experiences enhance unconscious learning [d]
  750. () Lifetime memories from persistently supple synapses [d]
  751. John L. R. Rubenstein & Pasko Rakic [ed] () Comprehensive developmental neuroscience [o]
  752. Nikol Rummel, Manu Kapur, Mitchell J. Nathan, & Sadhana Puntambekar [ed] () To see the world and a grain of sand: learning across levels of space, time and scale [u]
  753. () Complementary approaches to the study of decision making across the adult life span [d]
  754. () Arguments about deletion: how experience improves the acceptability of arguments in ad-hoc online task groups [i] [d]
  755. () Causes & cures in the classroom: getting to the root of academic and behavior problems [i]
  756. () Prediction error governs pharmacologically induced amnesia for learned fear [p] [d]
  757. () Fundamentals of comparative cognition [i]
  758. () Mechanisms for widespread hippocampal involvement in cognition [d]
  759. () Learning wisdom through geographical dislocations [d]
  760. () STEM career changers' transformation into science teachers [d]
  761. () Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction [d]
  762. () Decision making [i] [d]
  763. () Why humans are (sometimes) less rational than other animals: cognitive complexity and the axioms of rational choice [d]
  764. () Human interactivity: problem-solving, solution-probing and verbal patterns in the wild [i] [d]
  765. Kim Sterelny, Richard Joyce, Brett Calcott, & Ben Fraser [ed] () Cooperation and its evolution [i] [d] [j]
  766. () Assessing students' problem solving ability and cognitive regulation with learning trajectories [i] [d]
  767. Robert B. Stevenson, Michael Brody, Justin Dillon, & Arjen E. J. Wals [ed] () International handbook of research on environmental education [i]
  768. () Healing, mental energy in the physics classroom: energy conceptions and trust in complementary and alternative medicine in grade 10–12 students [d]
  769. () Effects of working memory training on functional connectivity and cerebral blood flow during rest [d]
  770. () How humans learn to think mathematically: exploring the three worlds of mathematics [i] [d]
  771. () Developing a theory of ambitious early-career teacher practice [d]
  772. () Resilience begins with beliefs: building on student strengths for success in school [i]
  773. () Social strain and executive function across the lifespan: the dark (and light) sides of social engagement [d]
  774. () 5 ways to keep your skills sharp [u]
  775. () Learning to lead: a comparison of developmental events and learning among managers in China, India and the United States [d]
  776. () Relevance, meaning and the cognitive science of wisdom [i] [d]
  777. David A. Waller & Lynn Nadel [ed] () Handbook of spatial cognition [i] [d]
  778. () Mobilizing unused resources: using the placebo concept to enhance cognitive performance [p] [d]
  779. () Developmental technologies: technology and human development [i] [d]
  780. () A systems view on revenge and forgiveness systems [d]
  781. () Understanding as representation manipulability [d] [j]
  782. () Towards a framework for evidence-based and inductive design in information systems research [i] [d]
  783. () On contemplation in mathematics [d]
  784. () Personality across working life: the longitudinal and reciprocal influences of personality on work [d]
  785. () Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing [d]
  786. () Effects of cognitive enrichment on behavioural and physiological reactions of pigs [p] [d]
  787. Philip David Zelazo [ed] () The Oxford handbook of developmental psychology [i] [d]
  788. () Deafening silence, unexpected gifts [u]
  789. () Creativity and the brain: uncovering the neural signature of conceptual expansion [d]
  790. () From reactive to endogenously active dynamical conceptions of the brain [i] [d]
  791. () Teaching the nature of science through scientific errors [d]
  792. () Learning progressions: significant promise, significant challenge [d]
  793. David N. Aspin, Judith Chapman, Karen Evans, & Richard Bagnall [ed] () Second international handbook of lifelong learning [i] [d]
  794. () Creativity in the wild: improving creative reasoning through immersion in natural settings [d]
  795. () Constructivism contested: implications of a genetic perspective in psychology [d]
  796. () Not by luck alone: the importance of chance-seeking and silent knowledge in abductive cognition [i] [d]
  797. () Constructing anthropologists: culture learning and culture making in U.S. doctoral education [d]
  798. () Building learning partnerships [d]
  799. () Assessing meaning making and self-authorship: theory, research, and application [i]
  800. () Why do ideas get more creative across time?: an executive interpretation of the serial order effect in divergent thinking tasks [d]
  801. () Understanding endogenously active mechanisms: a scientific and philosophical challenge [d]
  802. () Enhancing instructional problem solving: an efficient system for assisting struggling learners [i]
  803. Virginia Wise Berninger [ed] () Past, present, and future contributions of cognitive writing research to cognitive psychology [i] [d]
  804. () Hitting the road to adulthood: short-term personality development during a major life transition [d]
  805. () Four slogans for cultural change: an evolving place-based, imaginative and ecological learning experience [d]
  806. () Self-regulation and social cognition in adulthood: the gyroscope of personality [i] [d]
  807. () Environmental governance as stochastic belief updating: crafting rules to live by [d]
  808. () The credit illusion [u]
  809. () Styles of reasoning: a pluralist view [d]
  810. () Argumentation step-by-step: learning critical thinking through deliberate practice [d]
  811. () Emerging findings from research on adolescent development and juvenile justice [d]
  812. Edward C. Chang & Christina A. Downey [ed] () Handbook of race and development in mental health [i] [d]
  813. () Seeing deep structure from the interactions of surface features [d]
  814. () Formative assessment: assessment is for self-regulated learning [d]
  815. () Personality and problem-solving performance explain competitive ability in the wild [p] [d]
  816. () 'It was basically college to us': poverty, prison, and emerging adulthood [d]
  817. () Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways [d]
  818. () The little book of talent: 52 tips for improving skills [i]
  819. () Soft systems thinking and social learning for adaptive management [p] [d]
  820. Michel Denis, Valérie Gyselinck, & Francesca Pazzaglia [ed] () From mental imagery to spatial cognition and language: essays in honour of Michel Denis [i]
  821. () Only human: exploring the nature of weakness in authentic leadership [d]
  822. () Implications of dispositional and process views of traits for individual difference research in leadership [d]
  823. () A review of developmental networks: incorporating a mutuality perspective [d]
  824. () Parallel prototyping leads to better design results, more divergence, and increased self-efficacy [i] [d]
  825. () Cognitive therapy and hypnotherapy: a cognitive-developmental approach [u]
  826. () The role of learning agility and career variety in the identification and development of high potential employees [d]
  827. () Their own best teachers: how we help and hinder the development of learners' independence [d]
  828. () Towards a practice-based philosophy of logic: formal languages as a case study [u]
  829. () Formal languages in logic: a philosophical and cognitive analysis [i] [d]
  830. () The field course effect: gains in cognitive learning in undergraduate biology students following a field course [d]
  831. () Unlocking the emotional brain: eliminating symptoms at their roots using memory reconsolidation [i]
  832. () How does expansive framing promote transfer?: several proposed explanations and a research agenda for investigating them [d]
  833. () Life chances, learning and the dynamics of risk in the life course [i] [d]
  834. () Starting well: connecting research with practice in preschool learning [d]
  835. () Transformative learning in planning and policy deliberation: probing social meaning and tacit assumptions [i] [d]
  836. () Machine learning: the art and science of algorithms that make sense of data [i] [d]
  837. () Robustness in biological and social systems [i] [d]
  838. () Metacognition and reasoning [d]
  839. () Effectiveness of holistic mental model confrontation in driving conceptual change [d]
  840. () Lifelong learning in public libraries: principles, programs, and people [i]
  841. () Rural resilience through continued learning and innovation [d]
  842. () Doing gesture promotes learning a mental transformation task better than seeing gesture [d]
  843. () Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings [d]
  844. () Cognitive interventions to reduce diagnostic error: a narrative review [d]
  845. () Assessing 21st century skills: a guide to evaluating mastery and authentic learning [i]
  846. () The value of understanding [d]
  847. Peter Hammerstein & Jeffrey R. Stevens [ed] () Evolution and the mechanisms of decision making [i] [d]
  848. () Trusting what you're told: how children learn from others [i]
  849. () Associations between positive development in late adolescence and social, health, and behavioral outcomes in young adulthood [d]
  850. () Cognitive adaptability and an entrepreneurial task: the role of metacognitive ability and feedback [d]
  851. () The pervasive effects of argument length on inductive reasoning [d]
  852. () Toward a synthesis of cognitive biases: how noisy information processing can bias human decision making [d]
  853. () Examining concurrent and longitudinal relations between personality traits and social well-being in adulthood [d]
  854. () The construction of visual reality [i] [d]
  855. () Problem solving [i] [d]
  856. () Personality trait development and social investment in work [d]
  857. () Negation without symbols: the importance of recurrence and context in linguistic negation [d]
  858. Dirk Ifenthaler, Deniz Eseryel, & Xun Ge [ed] () Assessment in game-based learning: foundations, innovations, and perspectives [i] [d]
  859. () Rest is not idleness: implications of the brain's default mode for human development and education [d]
  860. () A macro–micro–symbolic teaching to promote relational understanding of chemical reactions [d]
  861. () Predicting the future: from implicit learning to consolidation [d]
  862. () Patterns of game playing behavior as indicators of mastery [i] [d]
  863. Peter Jarvis & Mary H. Watts [ed] () The Routledge international handbook of learning [i] [d]
  864. () Training the developing brain: a neurocognitive perspective [d]
  865. () Practice effects in the developing brain: a pilot study [d]
  866. () Disequilibrium and development: the family counseling internship experience [d]
  867. () Designing for productive failure [d]
  868. Kim A. Kastens & Cathryn A. Manduca [ed] () Earth and mind II: a synthesis of research on thinking and learning in the geosciences [i] [d]
  869. () Changing beliefs and behavior through experience-taking [d]
  870. () Multistability and metastability: understanding dynamic coordination in the brain [d]
  871. () How schema and novelty augment memory formation [d]
  872. Sabine C. Koch, Thomas Fuchs, Michela Summa, & Cornelia Müller [ed] () Body memory, metaphor and movement [i] [d]
  873. () The agile mind [i] [d]
  874. () From movement to thought: executive function, embodied cognition, and the cerebellum [d]
  875. () Engaging students in scientific practices: what does constructing and revising models look like in the science classroom? [u]
  876. () A mathematician comes of age [i]
  877. () Dynamic neural systems enable adaptive, flexible memories [d]
  878. () Boosting wisdom: distance from the self enhances wise reasoning, attitudes, and behavior [d]
  879. () Developing a concept of choice [i] [d]
  880. Tamar Kushnir, Janette B. Benson, & Fei Xu [ed] () Rational constructivism in cognitive development [i] [d]
  881. Hélène Landemore & Jon Elster [ed] () Collective wisdom: principles and mechanisms [i] [d]
  882. () Teaching as a design science: building pedagogical patterns for learning and technology [i] [d]
  883. () Bit by bit or all at once?: splitting up the inquiry task to promote children's scientific reasoning [d]
  884. () Exploring explanation: explaining inconsistent evidence informs exploratory, hypothesis-testing behavior in young children [p] [d]
  885. () Drawing on liars' lack of cognitive flexibility: detecting deception through varying report modes [d]
  886. () Practice perfect: 42 rules for getting better at getting better [i]
  887. Daniel H. Lende & Greg Downey [ed] () The encultured brain: an introduction to neuroanthropology [i] [d]
  888. () A competence bartering platform for learners [i] [d]
  889. () Why gamers don't learn more: an ecological approach to games as learning environments [d]
  890. () 'Noticing' as an alternative transfer of learning process [d]
  891. () The role of learning in overcoming work dissatisfaction [o] [u]
  892. Valerie Maholmes & Rosalind Berkowitz King [ed] () The Oxford handbook of poverty and child development [i] [d]
  893. () Rethinking disorienting dilemmas within real-life crises: the role of reflection in negotiating emotionally chaotic experiences [d]
  894. () Neuromodulation of neuronal circuits: back to the future [d]
  895. () Smart thinking: three essential keys to solve problems, innovate, and get things done [i]
  896. () Piaget as a pioneer of dialectical constructivism: seeking dynamic processes for human science [i]
  897. () The effect of mental progression on mood [d]
  898. () Transforming the negotiator: the impact of critical learning on teaching and practicing negotiation [d]
  899. Louise McHugh & Ian Stewart [ed] () The self and perspective taking: contributions and applications from modern behavioral science [i]
  900. () Beyond traits: personality as intersubjective themes [d]
  901. () Suggestion, cognition, and behavior [d]
  902. () Three things game designers need to know about assessment [i] [d]
  903. () Four metaphors we need to understand assessment [u]
  904. () Legislative thinking: responsibility, motivation, and cognitive complexity in U.S. statehouses [u]
  905. Darcia Narváez, Jaak Panksepp, Allan N. Schore, & Tracy R. Gleason [ed] () Evolution, early experience and human development: from research to practice and policy [i]
  906. () Six myths about spatial thinking [d]
  907. () Learning to pose cognitively demanding tasks through letter writing [d]
  908. () Assessment of student's emotions in game-based learning [i] [d]
  909. John Oates, Annette Karmiloff-Smith, & Mark H. Johnson [ed] () Developing brains [i] [u]
  910. () Ecological inheritance and cultural inheritance: what are they and how do they differ? [d]
  911. () From neurons to neighborhoods: an update: workshop summary [i] [d] [u]
  912. () Developing interdependent leadership [i]
  913. () Therapy training as a transformative process [i]
  914. () The neurobiology of the prefrontal cortex: anatomy, evolution, and the origin of insight [i]
  915. James W. Pellegrino & Margaret L. Hilton [ed] () Education for life and work: developing transferable knowledge and skills in the 21st century [i] [d] [u]
  916. () Spatial visualizers, object visualizers and verbalizers: their mathematical creative abilities [d]
  917. () The role of parenting in the emergence of human emotion: new approaches to the old nature–nurture debate [d]
  918. () Attentional networks and consciousness [d]
  919. () Attention in a social world [i]
  920. () Does classroom explicitation of initial conceptions favour conceptual change or is it counter-productive? [d]
  921. () Learning through constructing representations in science: a framework of representational construction affordances [d]
  922. () Transformative art: art as means for long-term neurocognitive change [d]
  923. () The construction of emotional experience requires the integration of implicit and explicit emotional processes [d]
  924. () The decline of theory of mind in old age is (partly) mediated by developmental changes in domain-general abilities [d]
  925. () Learning by mapping across situations [d]
  926. () Large scale brain activations predict reasoning profiles [d]
  927. () Teaching the conceptual structure of mathematics [d]
  928. () Psychotherapist development: integration as a way to autonomy [d]
  929. () New insights in human memory interference and consolidation [d]
  930. Sara Rubinelli & A. Francisca Snoeck Henkemans [ed] (/2014) Argumentation and health [i] [d]
  931. () The science of consequences: how they affect genes, change the brain, and impact our world [i]
  932. () What we know about expertise in professional communication [i] [d]
  933. () The origins of inquiry: inductive inference and exploration in early childhood [d]
  934. () Finding new facts; thinking new thoughts [i] [d]
  935. () Rethinking habits and their role in behaviour change: the case of low-carbon mobility [d]
  936. () Learning as meaning making [i] [d]
  937. () Retrieval per se is not sufficient to trigger reconsolidation of human fear memory [p] [d]
  938. () What is your personal knowledge management ecosystem? [u]
  939. () Complexity and extended phenomenological–cognitive systems [d]
  940. Susan R. Singer, Natalie Nielsen, & Heidi A. Schweingruber [ed] () Problem solving, spatial thinking, and the use of representations in science and engineering [i] [d] [u]
  941. Susan R. Singer, Natalie Nielsen, & Heidi A. Schweingruber [ed] () Discipline-based education research: understanding and improving learning in undergraduate science and engineering [i] [d] [u]
  942. () Transformational teaching: theoretical underpinnings, basic principles, and core methods [d]
  943. () Disability across the developmental life span: for the rehabilitation counselor [i]
  944. () Decisions from experience: adaptive information search and choice in younger and older adults [d]
  945. () Discovering the human connectome [i] [d]
  946. () Personality, nations, and innovation: relationships between personality traits and national innovation scores [d]
  947. () The evolved apprentice: how evolution made humans unique [i] [d]
  948. () 'I am the person now I was always meant to be': identity reconstruction and narrative reframing in therapeutic community prisons [d]
  949. () The large-scale organization of 'visual' streams emerges without visual experience [p] [d]
  950. () The role of field exercises in ecological learning and values education: action research on the use of campus wetlands [d]
  951. Ron Sun [ed] () Grounding social sciences in cognitive sciences [i] [d]
  952. () The importance of attributional complexity for transformational leadership studies [d]
  953. () Helping medical learners recognise and manage unconscious bias toward certain patient groups [p] [d]
  954. () Time scales of memory, learning, and plasticity [d]
  955. () The cognitive science of science: explanation, discovery, and conceptual change [i] [d]
  956. () Mapping minds across cultures [i] [d]
  957. () Delta theory and psychosocial systems: the practice of influence and change [i] [d]
  958. () Higher order thoughts in action: consciousness as an unconscious re-description process [d]
  959. Peter M. Todd & Gerd Gigerenzer [ed] () Ecological rationality: intelligence in the world [i]
  960. () Cognition and neural development [i] [d]
  961. () The role of the visual arts in enhancing the learning process [p] [d]
  962. Michael Ungar [ed] () The social ecology of resilience: a handbook of theory and practice [i] [d]
  963. () Triumphs of experience: the men of the Harvard Grant Study [i] [d]
  964. () The world in their minds: a multi-scale approach of children's representations of geographical space [i] [d]
  965. () How to integrate socio-cultural dimensions into sustainable development: Amazonian case studies [d]
  966. () Reflections on a definition: revisiting the meaning of learning [i] [d]
  967. () Training attentional control and working memory—is younger, better? [d]
  968. () Cognitive sophistication does not attenuate the bias blind spot [d]
  969. () Strategic insight and age-related goal-neglect influence risky decision-making [d]
  970. Susan Krauss Whitbourne & Martin J. Sliwinski [ed] () The Wiley-Blackwell handbook of adulthood and aging [i] [d]
  971. () A transactional approach to person–environment fit: reciprocal relations between personality development and career role growth across young to middle adulthood [d]
  972. () Age-based differences in strategy use in choice tasks [d]
  973. () Mindsets that promote resilience: when students believe that personal characteristics can be developed [d]
  974. () A conceptual model for developing mindsets for strategic insight under conditions of complexity and high uncertainty [d]
  975. Thomas R. Zentall & Edward A. Wasserman [ed] () The Oxford handbook of comparative cognition [i] [d]
  976. Li-fang Zhang, Robert J. Sternberg, & Stephen J. Rayner [ed] () Handbook of intellectual styles: preferences in cognition, learning, and thinking [i]
  977. () Free will as recursive self-prediction: does a deterministic mechanism reduce responsibility? [i] [d]
  978. () Drawing to learn in science [d]
  979. () 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]
  980. () Practicing physical geography: an actor-network view of physical geography exemplified by the rock art stability index [d]
  981. () Problem-based learning [d]
  982. () Pragmatist democracy: evolutionary learning as public philosophy [i] [d]
  983. () Psychological functioning in adulthood: a self-efficacy analysis [i] [d]
  984. () Experiential science: towards an integration of implicit and reflected practitioner-expert knowledge in the scientific development of organic farming [d]
  985. () Seeking chances: from biased rationality to distributed cognition [i] [d]
  986. () Mindfulness, openness to experience, and transformational learning [i] [d]
  987. () Beyond the brain: how body and environment shape animal and human minds [i] [j]
  988. () The relational economy: geographies of knowing and learning [i]
  989. () Self-actualizing: where ego development finally feels good? [d]
  990. () Identity processing styles and psychosocial balance during early and middle adulthood: the role of identity in intimacy and generativity [d]
  991. () The neurobiology of semantic memory [d]
  992. () Dissenting in reflective conversations: critical components of doing action research [d]
  993. () Road maps for learning: a guide to the navigation of learning progressions [d]
  994. () In search of our true selves: feedback as a path to self-knowledge [d]
  995. () Argumentation in science education: a model-based framework [d]
  996. () The cultural niche: why social learning is essential for human adaptation [p] [d]
  997. () Towards creative learning spaces: re-thinking the architecture of post-compulsory education [i] [d]
  998. () Why school is not easy: an analytical perspective [d]
  999. Jo Brownlee, Gregory J. Schraw, & Donna Berthelsen [ed] () Personal epistemology and teacher education [i]
  1000. () Natural learning for a connected world: education, technology, and the human brain [i]
  1001. () Exposure and reorganization: the what and how of effective psychotherapy [d]
  1002. () Emotional experience improves with age: evidence based on over 10 years of experience sampling [d]
  1003. () Psychotherapy, psychopathology, research and practice: pathways of connections and integration [d]
  1004. () The influence of medical students' self-explanations on diagnostic performance [p] [d]
  1005. () Peer reviewers learn from giving comments [d]
  1006. () Can expectancies produce placebo effects for implicit learning? [d]
  1007. () How placebo responses are formed: a learning perspective [d]
  1008. () The connection between postformal thought, stage transition, persistence, and ambition and major scientific innovations [i] [d]
  1009. () The developing brain: from theory to neuroimaging and back [d]
  1010. () Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
  1011. () Speaking freely: my experiences in individual psychotherapies, group therapies, and growth groups [p] [d]
  1012. Philip Dawid, William L. Twining, & Mimi Vasilaki [ed] () Evidence, inference and enquiry [i] [d]
  1013. () We are all learning here: cycles of research and application in adult development [i] [d]
  1014. Stanislas Dehaene & Yves Christen [ed] () Characterizing consciousness: from cognition to the clinic? [i] [d]
  1015. () Drift into failure: from hunting broken components to understanding complex systems [i]
  1016. () The dynamics of ontogeny: a neuroconstructivist perspective on genes, brains, cognition and behavior [d]
  1017. () Psychological selection and optimal experience across cultures: social empowerment through personal growth [i] [d]
  1018. () Nutrition and nutritional supplements to promote brain health [i] [d]
  1019. () 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]
  1020. () From belief to knowledge: achieving and sustaining an adaptive culture in organizations [i]
  1021. () Developing executive leaders: the relative contribution of cognitive ability, personality, and the accumulation of work experience in predicting strategic thinking competency [d]
  1022. () Road maps for learning: a bird's eye view [d]
  1023. () The innovator's DNA: mastering the five skills of disruptive innovators [i]
  1024. () Attachment and the processing of social information across the life span: theory and evidence [p] [d]
  1025. () Links between attachment and social information processing: examination of intergenerational processes [p]
  1026. () Integrated information increases with fitness in the evolution of animats [d]
  1027. () Expert reasoning in psychotherapy case formulation [d]
  1028. () Perceptual simulation in developing language comprehension [p] [d]
  1029. () Metaknowledge [p] [d] [j]
  1030. () High levels of participation in conservation projects enhance learning [d]
  1031. () Philosophical delusion and its therapy: outline of a philosophical revolution [i] [d]
  1032. () A quantitative method for the analysis of nomothetic relationships between idiographic structures: dynamic patterns create attractor states for sustained posttreatment change [d]
  1033. () On taming horses and strengthening riders: recent developments in research on interventions to improve self-control in health behaviors [d]
  1034. () The contribution of complex dynamic systems to development [d]
  1035. () Expertise differences in the comprehension of visualizations: a meta-analysis of eye-tracking research in professional domains [d]
  1036. Simona Ghetti & Patricia J. Bauer [ed] () Origins and development of recollection: perspectives from psychology and neuroscience [i] [d]
  1037. () Addiction, adolescence, and the integration of control and motivation [d]
  1038. () When and why incentives (don't) work to modify behavior [d]
  1039. () Personal narratives about states of suffering and wellbeing: children's conceptualization in terms of physical and psychological domain [d]
  1040. () Why do leaders matter?: a study of expert knowledge in a superstar setting [d]
  1041. () Advancing a second-person contemplative approach for collective wisdom and leadership development [d]
  1042. Tilmann Habermas [ed] () The development of autobiographical reasoning in adolescence and beyond [i]
  1043. () Leadership and collective requisite complexity [d]
  1044. () Moral maturation and moral conation: a capacity approach to explaining moral thought and action [d]
  1045. () Leader development and the dark side of personality [d]
  1046. () Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  1047. Paula E. Hartman-Stein & Asenath La Rue [ed] () Enhancing cognitive fitness in adults: a guide to the use and development of community-based programs [i] [d]
  1048. () The developmental origins of health [d]
  1049. () Commentary on Road maps for learning: a guide to the navigation of learning progressions [d]
  1050. () An integrative mechanistic account of psychological distress, therapeutic change and recovery: the Perceptual Control Theory approach [d]
  1051. Carol Hren Hoare [ed] () The Oxford handbook of reciprocal adult development and learning [i] [d]
  1052. () Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations [d]
  1053. () Time in cognitive development [i] [d]
  1054. () Mindfulness practice leads to increases in regional brain gray matter density [p] [d]
  1055. () Human intelligence [i] [d]
  1056. () A life course model of cognitive activities, socioeconomic status, education, reading ability, and cognition [p] [d]
  1057. Lene Arnett Jensen [ed] () Bridging cultural and developmental approaches to psychology: new syntheses in theory, research, and policy [i]
  1058. () Learning about environmental issues with the aid of cognitive tools [d]
  1059. () Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  1060. () Integrative thinking is the key: an evaluation of current research into the development of adult thinking [d]
  1061. Narinder Kapur [ed] () The paradoxical brain [i] [d]
  1062. () Static snapshots versus dynamic approaches to genes, brain, cognition, and behavior in neurodevelopmental disabilities [i] [d]
  1063. () Cultural niche construction and human learning environments: investigating sociocultural perspectives [d]
  1064. () Indirect goal priming is more powerful than explicit instruction in children [d]
  1065. () Visualising knowledge structures in biology: discipline, curriculum and student understanding [d]
  1066. () Cognitive effort drives workspace configuration of human brain functional networks [d]
  1067. () Transforming the power of education for young minority women: narrations, metareflection, and societal change [d]
  1068. () Resting-state functional connectivity indexes reading competence in children and adults [d]
  1069. () Seven steps toward freedom and two ways to lose it: overcoming limitations of intentionality through self-confrontational coping with stress [d]
  1070. () The influence of text modality on learning with static and dynamic visualizations [d]
  1071. () Rationale for considering typical critical thinking skills [d]
  1072. () Prior learning assessment and the developmental journey: from 'mapless' to cartographer [i] [d]
  1073. () Positive development in a disorderly world [d]
  1074. () Spreadsheets as cognitive tools: a study of the impact of spreadsheets on problem solving of math story problems [d]
  1075. () Rational learning and information sampling: on the 'naivety' assumption in sampling explanations of judgment biases [p] [d]
  1076. () Taxonomic counts of cognition in the wild [d]
  1077. () Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  1078. () Behavioral epigenetics [d]
  1079. () Constructing stories of self-growth: how individual differences in patterns of autobiographical reasoning relate to well-being in midlife [d]
  1080. () How yoga made me a better lean startup practitioner [u]
  1081. () Going deep into mechanisms for moral reasoning growth: how deep learning approaches affect moral reasoning development for first-year students [d]
  1082. () Handbook of counselor preparation: constructivist, developmental, and experiential approaches [i]
  1083. () The city as a machine for learning [d] [j]
  1084. () Developing organisational decision-making capability: a knowledge manager's guide [d]
  1085. () Consolidation and reconsolidation: two lives of memories? [d]
  1086. () Mature transformations in adulthood facilitated by psychotherapy and spiritual practice [i] [d]
  1087. () A gradient of childhood self-control predicts health, wealth, and public safety [p] [d]
  1088. () Bereaved elders: transformative learning in late life [d]
  1089. () Consciousness in culture-based conflict and conflict resolution [d]
  1090. () Development of meaning-conserving memory [i] [d]
  1091. () Implicit social cognition: from measures to mechanisms [p] [d]
  1092. () Critical questions and argument stratagems: a framework for enhancing and analyzing students' reasoning practices [d]
  1093. () Experience cycle methodology: a method for understanding the construct revision pathway [i] [d]
  1094. () Testwise: understanding educational assessment [i]
  1095. () Deep learning: how the mind overrides experience [i] [d] [u]
  1096. () Developmental evaluation: applying complexity concepts to enhance innovation and use [i]
  1097. David J. Pauleen & G. E. Gorman [ed] () Personal knowledge management: individual, organizational and social perspectives [i]
  1098. () Deep processing strategies and critical thinking: developmental trajectories using latent growth analyses [d]
  1099. () Learning through deepening conversations: a key strategy of insight mediation [d]
  1100. () Using manual rotation and gesture to improve mental rotation in preschoolers [i] [u]
  1101. () From scribbles to meanings: social interaction in different cultures and the emergence of young children's early drawing [d]
  1102. () Epigenetic mechanisms in experience-driven memory formation and behavior [d]
  1103. () Distinguishing between development and change: reviving organismic-developmental theory [d]
  1104. () The complexity of moral learning: diversity, deprovincialisation and privilege [d]
  1105. () Dual processes in decision making and developmental neuroscience: a fuzzy-trace model [p] [d]
  1106. () A dynamic look at narrative change in psychotherapy: a case study tracking innovative moments and protonarratives using state space grids [d]
  1107. () A life course approach to the development of mental skills [d]
  1108. () Making thinking visible: how to promote engagement, understanding, and independence for all learners [i]
  1109. () Toward a visually-oriented school mathematics curriculum: research, theory, practice, and issues [i] [d]
  1110. () Developing destinies: a Mayan midwife and town [i]
  1111. Todd R. Schachtman & Steve Reilly [ed] () Associative learning and conditioning theory: human and non-human applications [i] [d]
  1112. () Social learning and evolution: the cultural intelligence hypothesis [p] [d]
  1113. () Teaching minds: how cognitive science can save our schools [i]
  1114. () Flourish: a visionary new understanding of happiness and well-being [i]
  1115. () Problem solving in the life cycles of multicellular organisms: immunology and cancer [i] [d]
  1116. () Stealth assessment in computer-based games to support learning [i]
  1117. () Kinds of environments—a framework for reflecting on the possible contours of a better world [d]
  1118. () Learning to be bad: adverse social conditions, social schemas, and crime [d]
  1119. () Constructing the self in the face of aging and death: complex thought and learning [i] [d]
  1120. () Juveniles at risk: a plea for preventive justice [i] [d]
  1121. () The meanings of teaching from the perspective of exemplary and experienced teachers [u]
  1122. () On the nature of concepts [d]
  1123. () Defusion: a behavior-analytic strategy for addressing private events [p]
  1124. () Networks of the brain [i] [d]
  1125. () Rationality and the reflective mind [i] [d]
  1126. Nancy L. Stein & Stephen W. Raudenbush [ed] () Developmental cognitive science goes to school [i]
  1127. () Responsible careers: systemic reflexivity in shifting landscapes [d]
  1128. () Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  1129. () Parent development in clinical child neurological assessment process: encounters with the assimilation model [d]
  1130. () Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing [d]
  1131. () Mind, brain, and education science: a comprehensive guide to the new brain-based teaching [i]
  1132. () The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct [d]
  1133. () Effectiveness of past and current critical incident analysis on reflective learning and practice change [p] [d]
  1134. () 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]
  1135. () Behavioural conditioning as the mediator of placebo responses in the immune system [d]
  1136. () 'And so they ordered me to kill a person': conceptualizing the impacts of child soldiering on the development of moral agency [d]
  1137. () Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
  1138. () Using technology to personalize learning and assess students in real-time [u]
  1139. () Shapeshifting for memory [d]
  1140. () Constraints on learning from expository science texts [i]
  1141. () Sleep selectively enhances memory expected to be of future relevance [p] [d]
  1142. () No longer simply a practice-based research network (PBRN): health improvement networks [d]
  1143. () Taking emergence seriously: the centrality of circular causality for dynamic systems approaches to development [d]
  1144. () Adolescents' implicit theories predict desire for vengeance after peer conflicts: correlational and experimental evidence [d]
  1145. () Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction [d]
  1146. () How learning works: seven research-based principles for smart teaching [i]
  1147. () The role of ecological constraints on expertise development [u]
  1148. () Are older adults wiser than college students?: a comparison of two age cohorts [d]
  1149. () Neurodiversity: discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences [i]
  1150. () Body learning: examining the processes of skill learning in dance [d]
  1151. () How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood [d]
  1152. () Recent surprising similarities between plant cells and neurons [p] [d]
  1153. () Using learning networks to understand complex systems: a case study of biological, geophysical and social research in the Amazon [d]
  1154. Pierre Barrouillet & Vinciane Gaillard [ed] () Cognitive development and working memory: a dialogue between neo-Piagetian and cognitive approaches [i]
  1155. () On the vices of nominalization and the virtues of contextualizing [i]
  1156. () Removing brakes on adult brain plasticity: from molecular to behavioral interventions [d]
  1157. Marcia B. Baxter Magolda, Elizabeth G. Creamer, & Peggy S. Meszaros [ed] () Development and assessment of self-authorship: exploring the concept across cultures [i]
  1158. Lisa D. Bendixen & Florian C. Feucht [ed] () Personal epistemology in the classroom: theory, research, and implications for practice [i] [d]
  1159. () The person and the variable in developmental psychology [d]
  1160. () A learning progression for scientific argumentation: understanding student work and designing supportive instructional contexts [d]
  1161. () Darwinian sociocultural evolution: solutions to dilemmas in cultural and social theory [i] [d]
  1162. () Large-scale brain networks in cognition: emerging methods and principles [d]
  1163. () Social identity complexity and acceptance of diversity [i] [d]
  1164. () Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d] [j]
  1165. () The interplay of cognition and cooperation [d]
  1166. () Teaching family systems theory: a developmental-constructivist perspective [d]
  1167. () Developmental trajectories in design thinking: an examination of criteria [d]
  1168. () Social understanding through social interaction [i]
  1169. () Enhancing the ability to think strategically: a learning model [d]
  1170. () Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  1171. () Neural mechanisms for interacting with a world full of action choices [p] [d]
  1172. () Minds in space [i] [d]
  1173. () Learning in the wild [d]
  1174. () Nationalism, cognitive ability, and interpersonal relations [d]
  1175. Richard J. Crisp [ed] () The psychology of social and cultural diversity [i] [d]
  1176. Madalina Croitoru, Sébastien Ferré, & Dickson Lukose [ed] () Conceptual structures: from information to intelligence: 18th International Conference on Conceptual Structures, ICCS 2010, Kuching, Sarawak, Malaysia, July 26–30, 2010: proceedings [i] [d]
  1177. () Learning agility: a construct whose time has come [d]
  1178. () Predictive coding and the neural response to predictable stimuli [p] [d]
  1179. Giancarlo Dimaggio & Paul H. Lysaker [ed] () Metacognition and severe adult mental disorders: from research to treatment [i]
  1180. () Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  1181. () Are risk aversion and impatience related to cognitive ability? [d]
  1182. (/2014) On becoming a better therapist: evidence-based practice one client at a time [i] [d]
  1183. () Psychotherapy change process research: realizing the promise [d]
  1184. () Engaging multiple epistemologies: implications for science education [i]
  1185. () Developing the person-oriented approach: theory and methods of analysis [d]
  1186. () Surrounded by science: learning science in informal environments [i] [d] [u]
  1187. Michel Ferrari, Ljiljana Vuletić, & Robbie Case [ed] () The developmental relations among mind, brain and education: essays in honor of Robbie Case [i] [d]
  1188. () The intentional personal development of mind and brain through education [i] [d]
  1189. () Meta-action research on a leadership development program: a process model for life-long learning [d]
  1190. () Reconsolidation in humans opens up declarative memory to the entrance of new information [p] [d]
  1191. () Shaping the coherent self: a moral achievement [d]
  1192. () Planning, maps, and children's lives: a cautionary tale [d]
  1193. () Visualizing logical aspects of conceptual structures [u]
  1194. () Human rationality challenges universal logic [d]
  1195. () A 'knowledge profile' of an engineering occupation: temporal patterns in the use of engineering knowledge [d]
  1196. () How culture constructs our sense of neighborhood: mental maps and children's perceptions of place [d]
  1197. () Embodiment as a unifying perspective for psychology [d]
  1198. () Beyond dual-process models: a categorisation of processes underlying intuitive judgement and decision making [d]
  1199. () Brain imaging, cognitive processes, and brain networks [d]
  1200. () Building a professional learning community at work: a guide to the first year [i]
  1201. () Cognitive complexity among practicing counselors: how thinking changes with experience [d]
  1202. () Ignorance and surprise: science, society, and ecological design [i] [d]
  1203. () Reasoning about social conflicts improves into old age [p] [d]
  1204. () A bridge over troubled water: reconsolidation as a link between cognitive and neuroscientific memory research traditions [d]
  1205. () How students come to be, know, and do: a case for a broad view of learning [i] [d]
  1206. () Structuring thought: an examination of four methods [i]
  1207. () Apprenticeship patterns: guidance for the aspiring software craftsman [i]
  1208. () Cognitive ecology [d]
  1209. () Footprints through the weather-world: walking, breathing, knowing [d]
  1210. () Hidden talent: tacit skill formation and labor market incorporation of Latino immigrants in the United States [d]
  1211. () Do lots of deliberate practice [i]
  1212. () Wisdom—a neuroscience perspective [d]
  1213. () Where good ideas come from: the natural history of innovation [i]
  1214. () Arguing to learn and learning to argue: design justifications and guidelines [d]
  1215. () No knowledge but through information [d] [u]
  1216. () Neuroimaging of the developing brain: taking 'developing' seriously [d]
  1217. () Social development as preference management: how infants, children, and parents get what they want from one another [i] [d]
  1218. () Implicit learning as an ability [p] [d]
  1219. () Mapping student information literacy activity against Bloom's taxonomy of cognitive skills [d] [u]
  1220. () Darwin and development: why ontogeny does not recapitualte phylogeny for human concepts [i] [d]
  1221. () The relation of story structure to a model of conceptual change in science learning [d]
  1222. () Short-term fluctuations in identity: introducing a micro-level approach to identity formation [d]
  1223. () The evolution of childhood: relationships, emotion, mind [i]
  1224. () Going to the core: deepening reflection by connecting the person to the profession [i] [d]
  1225. Steve W. J. Kozlowski & Eduardo Salas [ed] () Learning, training, and development in organizations [i]
  1226. () Social-cognitive development, ethical and legal knowledge, and ethical decision making of counselor education students [d]
  1227. () Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics [d]
  1228. () How different variants of orbit diagrams influence student explanations of the seasons [d]
  1229. () How life history and demography promote or inhibit the evolution of helping behaviours [d]
  1230. () Long-term effects of social investment: the case of partnering in young adulthood [d]
  1231. () The evidence for the effectiveness of action learning [d]
  1232. Richard M. Lerner, Willis F. Overton, Michael E. Lamb, & Alexandra M. Freund [ed] () The handbook of life-span development [i] [d]
  1233. () Reuse in the brain and elsewhere [d]
  1234. () Perspective-taking as an organizational capability [d] [j]
  1235. () Philosophy, ethics, medicine and health care: the urgent need for critical practice [p] [d]
  1236. () Autonomous cross-cultural hardship travel (ACHT) as a medium for growth, learning, and a deepened sense of self [d]
  1237. Nona Lyons [ed] () Handbook of reflection and reflective inquiry [i] [d]
  1238. Lorenzo Magnani, Walter A. Carnielli, & Claudio Pizzi [ed] () Model-based reasoning in science and technology: abduction, logic, and computational discovery [i] [d]
  1239. () Adjudicative competence: evidence that impairment in 'rational understanding' is taxonic [d]
  1240. Denis Mareschal, Paul C. Quinn, & S. E. G. Lea [ed] () The making of human concepts [i] [d]
  1241. () Good judgments do not require complex cognition [d]
  1242. () Learning through feedback in the field: reflective learning in a NGO in the Peruvian Amazon [d]
  1243. () Farmers facing rapid agricultural land condition changes in two villages in the Upper Amazon, Peru: can action learning contribute to resilience? [d]
  1244. () Patterns of gender development [d]
  1245. () The dynamic development of thinking, feeling, and acting over the life span [i] [d]
  1246. () Experimenting with rejection builds confidence [u]
  1247. () Letting structure emerge: connectionist and dynamical systems approaches to cognition [d]
  1248. () Teaching for clinical reasoning: helping students make the conceptual links [p] [d]
  1249. () Fanaticism, fundamentalism and the promotion of reflexivity in religious education [i] [d]
  1250. Batja Mesquita, Lisa Feldman Barrett, & Eliot R. Smith [ed] () The mind in context [i]
  1251. () From workplace to playspace: innovating, learning, and changing through dynamic engagement [i]
  1252. Theodore Millon, Robert F. Krueger, & Erik Simonsen [ed] () Contemporary directions in psychopathology: scientific foundations of the DSM-V and ICD-11 [i]
  1253. () Some implications of expertise research for educational assessment [d]
  1254. Kelly S. Mix, Linda B. Smith, & Michael Gasser [ed] () The spatial foundations of language and cognition [and spatiotemporal foundations] [i] [d]
  1255. () Neural reuse as a source of developmental homology [d]
  1256. () Helping college students find purpose: the campus guide to meaning-making [i]
  1257. () Report of a workshop on the scope and nature of computational thinking [i] [d] [u]
  1258. () Strategic information provision and experiential variety as tools for developing adaptive leadership skills [d]
  1259. () Emphasizing intraindividual variability in the study of development over the life span: concepts and issues [i] [d]
  1260. () Analyzing intra-person variation: hybridizing the ACE model with P-technique factor analysis and the idiographic filter [d]
  1261. Marilyn A. Nippold & Cheryl M. Scott [ed] () Expository discourse in children, adolescents, and adults: development and disorders [i]
  1262. () Making and remaking the world: the influence of constructivism on psychotherapy [u]
  1263. (/2016) Not for profit: why democracy needs the humanities [i] [d]
  1264. () Behavior change support systems: a research model and agenda [i] [d]
  1265. () Moving beyond panaceas: a multi-tiered diagnostic approach for social-ecological analysis [d]
  1266. () The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  1267. () A developmental theory of mental attention: its application to measurement and task analysis [i]
  1268. () On telling the whole story: facts and interpretations in autobiographical memory narratives from childhood through midadolescence [d]
  1269. () Developing moral agency through narrative [d]
  1270. () Thoughtfully reflective decision making and the accumulation of capital: bringing choice back in [d]
  1271. () Strategic learning: how to be smarter than your competition and turn key insights into competitive advantage [i] [d]
  1272. David Preiss & Robert J. Sternberg [ed] () Innovations in educational psychology: perspectives on learning, teaching, and human development [i]
  1273. () How (well-structured) talk builds the mind [i]
  1274. () Motivation, learning, and transformative experience: a study of deep engagement in science [d]
  1275. () Brains: how they seem to work [i]
  1276. () The role of developmental social networks in effective leader self-learning processes [i] [d]
  1277. () What is social learning? [u]
  1278. () The playful brain: the surprising science of how puzzles improve your mind [i]
  1279. () It is Developmental Me, not Generation Me: developmental changes are more important than generational changes in narcissism—commentary on Trzesniewski & Donnellan (2010) [d]
  1280. () Enculturing brains through patterned practices [d]
  1281. Mitchell G. Rothstein & Ronald J. Burke [ed] () Self-management and leadership development [i] [d]
  1282. () Contributions of attentional control to socioemotional and academic development [d]
  1283. () Food for thought: conditions for discourse reflection in the light of environmental assessment [d]
  1284. () Evidence-centered design of epistemic games: measurement principles for complex learning environments [u]
  1285. () Cross-grade comparison of students' understanding of energy concepts [d]
  1286. () Seeing ourselves: what vision can teach us about metacognition [i]
  1287. () A tripartite learning conceptualization of psychotherapy: the therapeutic alliance, technical interventions, and relearning [p] [d]
  1288. () Innovative lean development: how to create, implement and maintain a learning culture using fast learning cycles [i]
  1289. () Being wrong: adventures in the margin of error [i]
  1290. () Drawing as a generative activity and drawing as a prognostic activity [d]
  1291. () Interviewing: an insider's insight into learning [i] [d]
  1292. () Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  1293. () Translating science into clinical practice [i] [d]
  1294. () John Dewey's reception in 'Schönian' reflective practice [u]
  1295. () Epistemological lenses and group relations learning [o]
  1296. () More than concepts: how multiple integrations make human intelligence [i] [d]
  1297. () Dissociating response systems: erasing fear from memory [d]
  1298. David A. Sousa, Joanna A. Christodoulou, Donna Coch, & Stanislas Dehaene [ed] () Mind, brain, and education: neuroscience implications for the classroom [i]
  1299. () Developmental perspectives on personality: implications for ecological and evolutionary studies of individual differences [d]
  1300. () Metarationality: good decision-making strategies are self-correcting [i]
  1301. () The bounds of representation: a non-representationalist use of the resources of the model of extended cognition [d]
  1302. () Matching method with theory in person-oriented developmental psychopathology research [d]
  1303. () Developing a hypothetical multi-dimensional learning progression for the nature of matter [d]
  1304. () Constructing a self: the role of self-structure and self-certainty in social anxiety [d]
  1305. () The cognitive processing of politics and politicians: archival studies of conceptual and integrative complexity [p] [d]
  1306. Tim Swanwick [ed] (/2014) Understanding medical education: evidence, theory, and practice [i] [d]
  1307. () Developing an integrated self: academic and ethnic identities among ethnically diverse college students [p] [d]
  1308. () How brains make mental models [i] [d]
  1309. () Developmental action inquiry: a distinct integral theory that actually integrates developmental theory, practice, and research [i]
  1310. () Learning as core of psychological science and clinical practice [u]
  1311. () Typical and atypical development of functional human brain networks: insights from resting-state fMRI [d]
  1312. () The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes [d]
  1313. () Dementia: continuum or distinct entity? [d]
  1314. () Dreaming of a learning task is associated with enhanced sleep-dependent memory consolidation [p] [d]
  1315. () Music making as a tool for promoting brain plasticity across the life span [d]
  1316. () Hippocampal–neocortical interactions in memory formation, consolidation, and reconsolidation [d]
  1317. () Novelty as a dimension in the affective brain [d]
  1318. () The counselor cognitions questionnaire: development and validation [d]
  1319. Margaret Whitehead [ed] () Physical literacy: throughout the lifecourse [i]
  1320. () Patterns of implicit learning below the level of conscious knowledge [d]
  1321. () Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  1322. () Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  1323. Karoline Afamasaga-Fuata'i [ed] () Concept mapping in mathematics: research into practice [i] [d]
  1324. () A complex systems methodology to transition management [d]
  1325. () Leadership and adult development theories: overviews and overlaps [u]
  1326. () Reflection as a strategy to enhance task performance after feedback [d]
  1327. () Neurotransmitters and prefrontal cortex—limbic system interactions: implications for plasticity and psychiatric disorders [d]
  1328. () How similar are wise men and women?: a comparison across two age cohorts [d]
  1329. () Argumentation and explanation in conceptual change: indications from protocol analyses of peer-to-peer dialog [d]
  1330. () Psychotherapy as a developmental process [i]
  1331. Roger Beard, Debra Myhill, Jeni Riley, & Martin Nystrand [ed] () The Sage handbook of writing development [i] [d]
  1332. Philip Bell, Bruce V. Lewenstein, Andrew W. Shouse, Michael A. Feder, & National Research Council [ed] () Learning science in informal environments: people, places, and pursuits [i] [d] [u]
  1333. () Libraries and learning: a history of paradigm change [d]
  1334. () Evolution of co-management: role of knowledge generation, bridging organizations and social learning [d]
  1335. () Dissecting components of reward: 'liking', 'wanting', and learning [d]
  1336. () 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]
  1337. Malin Brännback & Alan L. Carsrud [ed] (/2017) Revisiting the entrepreneurial mind: inside the black box: an expanded edition [i] [d]
  1338. () Learning without error [i] [d]
  1339. () Learning as a way of leading: lessons from the struggle for social justice [i]
  1340. (/2019) The human brain book [i]
  1341. () Facilitating conceptual change in gases concepts [d]
  1342. () Radical embodied cognitive science [i] [d]
  1343. () Dialectical thinking and coping flexibility: a multimethod approach [p] [d]
  1344. () Active–constructive–interactive: a conceptual framework for differentiating learning activities [d]
  1345. Joan Y. Chiao [ed] () Cultural neuroscience: cultural influences on brain function [i] [d]
  1346. Mario Cimoli, Giovanni Dosi, & Joseph E. Stiglitz [ed] () Industrial policy and development: the political economy of capabilities accumulation [i] [d]
  1347. () Resistance to change: unconscious knowledge and the challenge of unlearning [i]
  1348. () The economics and psychology of inequality and human development [d]
  1349. () The philosopher leader: on relationalism, ethics and reflexivity: a critical perspective to teaching leadership [d]
  1350. () Putting perspectives into participation: constructive conflict methodology for problem structuring in stakeholder dialogues [i] [u]
  1351. () Reasoning and self-awareness from adolescence to middle age: organization and development as a function of education [d]
  1352. () Group learning in participatory planning processes: an exploratory quasiexperimental analysis of local mitigation planning in Florida [d]
  1353. () Leading adult learning: supporting adult development in our schools [i]
  1354. () 10 models of teaching + learning [u]
  1355. () It's not how much; it's how: characteristics of practice behavior and retention of performance skills [d]
  1356. () Constructing causal diagrams to learn deliberation [u]
  1357. () From everyday to scientific observation: how children learn to observe the biologist's world [d]
  1358. () Developmental levels of conceptions of compassion in the ethical decision-making of Western Buddhist practitioners [d]
  1359. () Toward a science of exceptional achievement [d]
  1360. () Diagnostic error in medical education: where wrongs can make rights [d]
  1361. () Childhood poverty, chronic stress, and adult working memory [p] [d]
  1362. () A conceptual guide to natural history museum visitors' understanding of evolution [d]
  1363. () Functional brain networks develop from a 'local to distributed' organization [d]
  1364. John Fien, Rupert Maclean, & Man-Gon Park [ed] () Work, learning, and sustainable development: opportunities and challenges [i]
  1365. () Mind, brain, and education: building a scientific groundwork for learning and teaching [d]
  1366. () Democracy and expertise: reorienting policy inquiry [i] [d]
  1367. () Narrow assessments misrepresent development and misguide policy [p] [d]
  1368. () Human reconsolidation does not always occur when a memory is retrieved: the relevance of the reminder structure [p] [d]
  1369. () Building on a strong foundation: five pathways to the next level of motivational theorizing [i]
  1370. () The importance of learning to make assumptions [d]
  1371. () Statistical machine learning and the logic of scientific discovery [u]
  1372. () Philosophical antecedents of situated cognition [i] [d]
  1373. () Hormones and brain plasticity [i]
  1374. () Dynamic systems and the quest for individual-based models of change and development [i] [d]
  1375. () We can think with the implicit, as well as with fully-formed concepts [i] [d]
  1376. () Extremism and social learning [d]
  1377. () The mirror neuron system and observational learning: implications for the effectiveness of dynamic visualizations [d]
  1378. () The role of environment in contextual and social influences on motivation: generalities, specificities, and causality [i]
  1379. () Structures for facilitating student reflection [d] [j]
  1380. () Learning styles as self-fulfilling prophecies [i]
  1381. () Buddha's brain: the practical neuroscience of happiness, love & wisdom [i]
  1382. () Composing models of geographic physical processes [i] [d]
  1383. () Unconscious priming of a no-go response [d]
  1384. () Episodic memory reconsolidation: updating or source confusion? [p] [d]
  1385. Knud Illeris [ed] () Contemporary theories of learning: learning theorists—in their own words [i]
  1386. () Exploring hierarchies of knowledge in Peru: scaling urban grassroots women health promoters' expertise [d]
  1387. () Letting everything become your teacher: 100 lessons in mindfulness [i]
  1388. () The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory [d]
  1389. () Nativism versus neuroconstructivism: rethinking the study of developmental disorders [d]
  1390. () Developmentally effective experiences for promoting self-authorship [d]
  1391. () Problem solving and situated cognition [i] [d] [u]
  1392. () Subcortical structures and cognition: implications for neuropsychological assessment [i] [d]
  1393. () Beyond cultural competence: critical consciousness, social justice, and multicultural education [d]
  1394. () Tracking the emergence of conceptual knowledge during human decision making [d]
  1395. () Heresies of the heart: developing emotional wisdom [i]
  1396. () Cognitive load and science text comprehension: effects of drawing and mentally imagining text content [d]
  1397. () The experience of depth curiosity: the pursuit of congruence despite the danger of engulfment [d]
  1398. () The wisdom of individuals: exploring people's knowledge about everyday events using iterated learning [d]
  1399. () A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth [d]
  1400. () Understanding without explanation [i] [j]
  1401. () Learning and memory, part II: molecular mechanisms of synaptic plasticity [p] [d]
  1402. () To give is better than to receive: the benefits of peer review to the reviewer's own writing [d]
  1403. () Aging, training, and the brain: a review and future directions [d]
  1404. () Understanding the relationship between moral judgment development and individual characteristics: the role of educational contexts [d]
  1405. () How information becomes a resource for action in an uncertain and complex world: sense-making and contingency in the knowing process [d]
  1406. () Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers [d]
  1407. () Optimising the use of note-taking as an external cognitive aid for increasing learning [d]
  1408. () Forgiveness and reconciliation: essential to sustaining human development [i] [d]
  1409. () Social learning through evaluation: a case study of overcoming constraints for management of dryland salinity [d]
  1410. () Age-related changes in modular organization of human brain functional networks [d]
  1411. () The provenance and control of behavior: simplistic answers are doomed to fail [d]
  1412. Nathalie Muller Mirza & Anne Nelly Perret-Clermont [ed] () Argumentation and education: theoretical foundations and practices [i] [d]
  1413. () Advances in dynamic factor analysis of psychological processes [i] [d]
  1414. () Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities [d]
  1415. Ulrich Müller, Jeremy I. M. Carpendale, & Leslie Smith [ed] () The Cambridge companion to Piaget [i] [d]
  1416. () Critical appraisal of physical science as a human enterprise: dynamics of scientific progress [i] [d]
  1417. () Responsibility in childhood: three developmental trajectories [d]
  1418. () Developments in task analysis: new methods to study change [p] [d]
  1419. () Dynamic emotional processing in experiential therapy: two steps forward, one step back [d]
  1420. () Making learning whole: how seven principles of teaching can transform education [i]
  1421. () Toward a physical basis of attention and self-regulation [d]
  1422. () Time-structured and net intraindividual variability: tools for examining the development of dynamic characteristics and processes [d]
  1423. () Examining the 'whole child' to generate usable knowledge [d]
  1424. () Experiential wisdom and optimal experience: interviews with three distinguished lifelong learners [d]
  1425. Henk W. de Regt, Sabina Leonelli, & Kai Eigner [ed] () Scientific understanding: philosophical perspectives [i] [j]
  1426. Philip Robbins & Murat Aydede [ed] () The Cambridge handbook of situated cognition [i] [d]
  1427. () Coaching with the brain in mind: foundations for practice [i]
  1428. () The dynamics of action-oriented problem solving: linking interpretation and choice [d] [j]
  1429. Geoffrey Sampson, David Gil, & Peter Trudgill [ed] () Language complexity as an evolving variable [i]
  1430. () Constructivisms from a genetic point of view: a critical classification of current tendencies [i.e. from a developmental point of view] [d]
  1431. () New territories of positive life-span development: wisdom and life longings [i] [d]
  1432. () Beyond just research: experiences from southern Africa in developing social learning partnerships for resource conservation initiatives [d]
  1433. Kim Shifren [ed] () How caregiving affects development: psychological implications for child, adolescent, and adult caregivers [i] [d]
  1434. () Complex thought and construction of the self in the face of aging and death [d]
  1435. () Why do different individuals progress along different life trajectories? [d]
  1436. () Environmental regulation of the neural epigenome [d]
  1437. John P. Spencer, Michael S. C. Thomas, & James L. McClelland [ed] () Toward a unified theory of development: connectionism and dynamic systems theory re-considered [i] [d]
  1438. () Dynamic field theory and embodied cognitive dynamics [i] [d]
  1439. () The generalist approach [d]
  1440. () Distinguishing the reflective, algorithmic, and autonomous minds: is it time for a tri-process theory? [i]
  1441. () What intelligence tests miss: the psychology of rational thought [i] [j]
  1442. Jacqui Stedmon & Rudi Dallos [ed] () Reflective practice in psychotherapy and counselling [i]
  1443. () Learning, knowing and being in the world: postformalism, Einstein, and lessons from a kid named Larry [d]
  1444. () Journal keeping: how to use reflective writing for effective learning, teaching, professional insight, and positive change [i]
  1445. () Changes in the interaction of resting-state neural networks from adolescence to adulthood [d]
  1446. () Logical operations in theory-building case studies [d] [u]
  1447. () The two horses of behavior: reflection and impulse [i]
  1448. () Rethinking intergenerational transmission(s): does a wellbeing lens help?: the case of nutrition [d]
  1449. () Bridging the gap: how can information access and exchange between conservation biologists and field practitioners be improved for better conservation outcomes? [d]
  1450. () Learning: an evolutionary analysis [d]
  1451. () Tuning into others' voices: radical listening, learning from difference, and escaping oppression [d]
  1452. () Why we cooperate [i]
  1453. () Perceived barriers and protective factors of juvenile offenders on their developmental pathway to adulthood [j]
  1454. () Neural activity predicts attitude change in cognitive dissonance [d]
  1455. () Human potential: exploring techniques used to enhance human performance [i]
  1456. () Long-term meditation is associated with increased gray matter density in the brain stem [d]
  1457. () Jumping to a conclusion: fallacies and standards of proof [d] [u]
  1458. () Worldview and mind: religious thought and psychological development [i]
  1459. Kathryn R. Wentzel & Allan Wigfield [ed] () Handbook of motivation at school [i]
  1460. () Mental illness and mental health: the two continua model across the lifespan [d]
  1461. () Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  1462. Peter Willis, Stephen McKenzie, & Roger Harris [ed] () Rethinking work and learning: adult and vocational education for social sustainability [i] [d]
  1463. () Edison and science: a curious result [d]
  1464. () Individual differences in learning to perceive length by dynamic touch: evidence for variation in perceptual learning capacities [d]
  1465. () The illusion of depth of understanding in science [i] [j]
  1466. () Dynamics of life-course transitions: a methodological reflection [i] [d]
  1467. () Exploration and meaning making in the learning of science [i] [d]
  1468. () Mental simulation in language comprehension and social cognition [d]
  1469. () Generating conceptually personalized interactions for educational digital libraries using concept maps [i]
  1470. () Learning to negotiate reality: a strategy for teaching intercultural competencies [d]
  1471. () Could the use of a knowledge-based system lead to implicit learning? [i] [d]
  1472. () The native mind and the cultural construction of nature [i]
  1473. () Developmental readiness: accelerating leader development [d]
  1474. () On improving dynamic decision-making: implications from multiple-process cognitive theory [d]
  1475. () Enhancing social and transition behaviors of persons with autism through activity schedules: a review [j]
  1476. () Building on knowledge: developing expertise, creativity and intellectual capital in the construction professions [i] [d]
  1477. Antonio M. Battro, Kurt W. Fischer, & Pierre Léna [ed] () The educated brain: essays in neuroeducation [i] [d]
  1478. () Developing leadership talent [i]
  1479. () The economics and psychology of personality traits [d]
  1480. () The knack: how street-smart entrepreneurs learn to handle whatever comes up [i]
  1481. John H. Byrne [ed] (/2017) Learning and memory: a comprehensive reference [i] [d]
  1482. () Considering the ethical potential of professional communities [d]
  1483. (/2014) Concept mapping using CmapTools to enhance meaningful learning [i] [d]
  1484. () Supersizing the mind: embodiment, action, and cognitive extension [i] [d]
  1485. John J. Clement & Mary Anne Rea-Ramirez [ed] () Model based learning and instruction in science [i] [d]
  1486. () Creative model construction in scientists and students: the role of imagery, analogy, and mental stimulation [i] [d]
  1487. () Cultural progress is the result of developmental level of support [d]
  1488. () Gesturing makes learning last [p] [d]
  1489. () Ecological knowledge shrinks as economies grow [d]
  1490. () The healthy aging brain: sustaining attachment, attaining wisdom [i]
  1491. () Cerebral constraints in reading and arithmetic: education as a 'neuronal recycling' process [i] [d]
  1492. () Working memory and academic learning: assessment and intervention [i]
  1493. () Developing design propositions through research synthesis [d]
  1494. () Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  1495. (/2013) Conceptual change and evolutionary biology: a developmental perspective [i]
  1496. () The social behavior and reputation of the attributionally complex [d]
  1497. Michel Ferrari & Georges Potworowski [ed] () Teaching for wisdom: cross-cultural perspectives on fostering wisdom [i] [d]
  1498. () Process and skill: analyzing dynamic structures of growth [i]
  1499. (/2014) Better learning through structured teaching: a framework for the gradual release of responsibility [i]
  1500. () Social cognition: from brains to culture [i]
  1501. Alan Fogel, Barbara J. King, & Stuart Shanker [ed] () Human development in the twenty-first century: visionary ideas from systems scientists [i] [d]
  1502. () Learning from extant cultures of peace [i] [d]
  1503. () Cognitive ability, learning approaches and personality correlates of general knowledge [d]
  1504. () Brains and the dynamics of 'wants' and 'cans' in learning [d]
  1505. () On the process of becoming a great scientist [d]
  1506. () Why heuristics work [d]
  1507. () The tempest: anthropology and human development [i] [d]
  1508. () Putting the 'development' in professional development: understanding and overturning educational leaders' immunities to change [d]
  1509. () Enrichment effects on adult cognitive development: can the functional capacity of older adults be preserved and enhanced? [p] [d]
  1510. () Dewey: a beginner's guide [i]
  1511. () Lessons from the public sphere: listening, adversity, and learning [d]
  1512. () The smoke around mirror neurons: goals as sociocultural and emotional organizers of perception and action in learning [d]
  1513. () Developing a sense of scale: looking backward [d]
  1514. () Keeping found things found: the study and practice of personal information management [i]
  1515. Jossey-Bass [ed] () The Jossey-Bass reader on the brain and learning [i]
  1516. () Drug addiction as a pathology of staged neuroplasticity [d]
  1517. () Discerning the division of cognitive labor: an emerging understanding of how knowledge is clustered in other minds [d]
  1518. () Training writing skills: a cognitive developmental perspective [d]
  1519. () Insight without cortex: lessons from the avian brain [p] [d]
  1520. () Designing cognitive stimulating environments for infants and toddlers [d]
  1521. () What needs to develop in the development of inquiry skills? [d]
  1522. () Beyond control of variables: what needs to develop to achieve skilled scientific thinking? [d]
  1523. () Valuation of the ecosystem services: a psycho-cultural perspective [d]
  1524. () On the irrationality of emotion and the rationality of awareness [p] [d]
  1525. () Social and individual learning of helping in humans and other species [d]
  1526. () Time and identity: a framework for research and theory formation [d]
  1527. () Learning and memory, part I: brain regions involved in two types of learning and memory [p] [d]
  1528. Richard Lowe & Wolfgang Schnotz [ed] () Learning with animation: research implications for design [i]
  1529. () Supporting medical decision making with argumentation tools [d]
  1530. () The concept of domain in developmental analyses of hierarchical complexity [d]
  1531. () How curricular content and pedagogical strategies affect moral reasoning development in college students [d]
  1532. () Executive development through consciousness-raising experiences [d]
  1533. () Explaining complex behavior [i]
  1534. Jeylan T. Mortimer [ed] () Social class and transitions to adulthood [i]
  1535. () A critical review of the theory and application of social learning in participatory natural resource management processes [d]
  1536. () Market discipline and management education: a view from a southern women's cooperative [d]
  1537. () Developing complex mental models in biology through model evolution [i] [d]
  1538. () Writing as thinking [d]
  1539. Alexandra Okada, Simon J. Buckingham Shum, & Tony Sherborne [ed] (/2014) Knowledge cartography: software tools and mapping techniques [i] [d]
  1540. (/2014) Scaffolding school students' scientific argumentation in inquiry-based learning with evidence maps [i] [d]
  1541. () How we see ourselves and how we see others [d]
  1542. () Procrastination and flow experiences: a tale of opposites [u]
  1543. (/2014) Cognitive and pedagogical benefits of argument mapping: L.A.M.P. guides the way to better thinking [i] [d]
  1544. () Personality trait change in adulthood [d]
  1545. () Time and temporality as mediators of science learning [d]
  1546. (/2014) The neurobiology of learning and memory [i]
  1547. () The role of intuition in collective learning and the development of shared meaning [d]
  1548. () Durable effects of concentrated disadvantage on verbal ability among African-American children [p] [d]
  1549. () Extending the joint problem space: time and sequence as essential features of knowledge building [u]
  1550. () Experience, reflect, critique: the end of the 'learning cycles' era [d]
  1551. () Visual intelligence: using the deep patterns of visual language to build cognitive skills [d]
  1552. () On the relative independence of thinking biases and cognitive ability [d]
  1553. William H. Starbuck, Samuel Holloway, Peter S. Whalen, & Suzanne G. Tilleman [ed] () Organizational learning and knowledge management [i] [d]
  1554. () Children's knowledge of the earth: a new methodological and statistical approach [d]
  1555. () Seduction without cause: uncovering explanatory neurophilia [d]
  1556. () Dissonance induction and reduction: a possible principle and connectionist mechanism for why therapies are effective [d]
  1557. () Mutual learning as an agenda for social development [i]
  1558. () On teaching and learning: putting the principles and practices of dialogue education into action [i]
  1559. William Vitek & Wes Jackson [ed] () The virtues of ignorance: complexity, sustainability, and the limits of knowledge [i]
  1560. Stella Vosniadou [ed] (/2013) International handbook of research on conceptual change [i]
  1561. () Constructive and unconstructive repetitive thought [d]
  1562. () Psychological research and the epistemological approach to argumentation [d] [u]
  1563. () Dramatic insights: a report of the effects of a dramatic production on the learning of student nurses during their mental health course component [d]
  1564. () Manual training of mental rotation in children [d]
  1565. () Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations [d]
  1566. () The locus of the myside bias in written argumentation [d]
  1567. (/2012) Problem solving in organizations: a methodological handbook for business and management students [i] [d]
  1568. () Overcoming intuition: metacognitive difficulty activates analytic reasoning [d]
  1569. () Psychosocial development and leader performance of military officer cadets [d]
  1570. () Metacognitive training aids decision making [d]
  1571. () Buzz-and-pipeline dynamics: towards a knowledge-based multiplier model of clusters [d]
  1572. () Train your mind, change your brain: how a new science reveals our extraordinary potential to transform ourselves [i]
  1573. () Comparing narrative and expository text construction across adolescence: a developmental paradox [d]
  1574. () Why youth is not wasted on the young: immaturity in human development [i]
  1575. () Childhood origins of adult resistance to science [d]
  1576. () Distinguishing between knowledge and beliefs: students' epistemic criteria for differentiating [d]
  1577. () Sharing power: learning-by-doing in co-management of natural resources throughout the world [i] [d]
  1578. (/2016) Learning and behavior: a contemporary synthesis [i]
  1579. () Keeping the audience in mind: relationships between symbol production and social cognition [j]
  1580. Stein Bråten [ed] () On being moved: from mirror neurons to empathy [i] [d]
  1581. () Individual differences in adult decision-making competence [p] [d]
  1582. () Bodily holding in the dialogic–dialectical approach [d]
  1583. () Children's questions: a mechanism for cognitive development [d]
  1584. () Assessment of thinking in adult learners [d]
  1585. () Informal learning: rediscovering the natural pathways that inspire innovation and performance [i]
  1586. () Researchers, indigenous peoples, and place-based learning communities [d]
  1587. () Wikipedia again: an addressable knowledge base [u]
  1588. () 'Tis better to construct than to receive?: the effects of diagram tools on causal reasoning [i]
  1589. () Psychological categories as homologies: lessons from ethology [d]
  1590. Sibel Eruduran & Marilar Aleixandre [ed] () Argumentation in science education: perspectives from classroom-based research [i] [d]
  1591. () Adaptive capacity and learning to learn as leverage for social-ecological resilience [d]
  1592. () Observations on biology [d]
  1593. () Reflection: a neglected art in health promotion [d]
  1594. () Making up the mind: how the brain creates our mental world [i]
  1595. () Learning from Toyota: how action learning can foster competitive advantage in new product development (NPD) [d]
  1596. Dirk Geeraerts & Hubert Cuyckens [ed] () The Oxford handbook of cognitive linguistics [i] [d]
  1597. () Developmental changes in the coherence of essentialist beliefs about psychological characteristics [d]
  1598. () Career cycles and mentoring [i]
  1599. () Fostering independent learning: practical strategies to promote student success [i]
  1600. () Change is not always linear: the study of nonlinear and discontinuous patterns of change in psychotherapy [d]
  1601. () The economics, technology, and neuroscience of human capability formation [p] [d]
  1602. () Experience sampling method: measuring the quality of everyday life [i]
  1603. () Style of knowing regarding uncertainties [d]
  1604. () Hyperconnection: natural history museums, knowledge, and the evolving ecology of community [d]
  1605. (/2013) Studio thinking 2: the real benefits of visual arts education [i]
  1606. () Developmental initiation and developmental networks [i]
  1607. () Fish swim, rocks sit, and lungs breathe: expert–novice understanding of complex systems [d]
  1608. () Instructional animation versus static pictures: a meta-analysis [d]
  1609. () Learning from people, things, and signs [d]
  1610. () Reconsolidation of episodic memories: a subtle reminder triggers integration of new information [p] [d]
  1611. (/2017) How we learn: an introduction to learning and non-learning in school and beyond [i] [d]
  1612. () We feel, therefore we learn: the relevance of affective and social neuroscience to education [d]
  1613. () Schemas as memories: implications for treatment [d]
  1614. Charles W. Kalish & Mark A. Sabbagh [ed] () Conventionality in cognitive development: how children acquire shared representation in language, thought and action [i]
  1615. (/2017) An introduction to cognitive behaviour therapy: skills and applications [i]
  1616. (/2015) Emerging and young adulthood: multiple perspectives, diverse narratives [i] [d]
  1617. () How might action learning be used to develop the emotional intelligence and leadership capacity of public administrators? [d] [j]
  1618. () Six-year change in affect optimization and affect complexity across the adult life span: a further examination [d]
  1619. () Cognition, emotion, and neurobiological development: mediating the relation between maltreatment and aggression [d]
  1620. () The self-regulating brain: cortical–subcortical feedback and the development of intelligent action [d]
  1621. () Reading new environments: students' ability to generalise their understanding between different ecosystems [d]
  1622. () Neuroconstructivism [i] [d]
  1623. () The opposable mind: how successful leaders win through integrative thinking [i]
  1624. () Enaction: toward a Zen mind in learning and teaching [i]
  1625. () From decision analysis to the decision organization [i] [d]
  1626. () A constructive-developmental approach to mentoring relationships [i]
  1627. () The challenge of challenge: can problem solving opportunities enhance animal welfare? [d]
  1628. (/2018) Ten steps to complex learning: a systematic approach to four-component instructional design [i] [d]
  1629. () The emergence of the ability to track a character's mental perspective in narrative [d]
  1630. () Social learning and water resources management [u]
  1631. () Racial and ethnic identity: developmental perspectives and research [d]
  1632. () Transient and robust knowledge: contextual support and the dynamics of children's reasoning about density [d]
  1633. () The learning conference [d]
  1634. () Error: on our predicament when things go wrong [i]
  1635. () The case for developmental methodologies in democratization [d]
  1636. () Epistemological models and culture conflict: Menominee and Euro-American hunters in Wisconsin [d]
  1637. () Minds, brains, and difference in personal understandings [d]
  1638. (/2016) Theory U: leading from the emerging future [i]
  1639. () Systems thinking, lean production and action learning [d]
  1640. () Defense mechanism differences between younger and older adults: a cross-sectional investigation [d]
  1641. () The development of coping [p] [d]
  1642. () Case study: planning as learning [d]
  1643. () Leading for results: transforming teaching, learning, and relationships in schools [i]
  1644. () The continuity of mind [i]
  1645. () Natural myside bias is independent of cognitive ability [d]
  1646. () Risk taking in adolescence: new perspectives from brain and behavioral science [d]
  1647. () Learning by doing versus learning by viewing: three experimental comparisons of learner-generated versus author-provided graphic organizers [d]
  1648. (/2012) There's more to mathematics than rigour and proofs [u]
  1649. (/2015) Mistakes were made (but not by me): why we justify foolish beliefs, bad decisions, and hurtful acts [i]
  1650. () Coherence, truth, and the development of scientific knowledge [d] [j]
  1651. () The psychology of scientific explanation [d]
  1652. () Equity and excellence in the public library: why ignorance is not our heritage [i]
  1653. () Activist forest monks, adult learning and the Buddhist environmental movement in Thailand [d]
  1654. () Self-determination: instructional and assessment strategies [i]
  1655. () The seductive allure of neuroscience explanations [d]
  1656. () Instrumentalizing failure: Edison's invention of the carbon microphone [d]
  1657. () Science is fundamental: the role of biomedical knowledge in clinical reasoning [p] [d]
  1658. () Event perception: a mind–brain perspective [d]
  1659. () Developmental cognitive behavioral therapy with adults [i]
  1660. () Beyond formal education [u]
  1661. () Cognitive interdependence: considering self-in-relationship [i]
  1662. (/2014) Arguing to learn [i] [d]
  1663. Susan M. Awbrey, Diane Dana, Vachel W. Miller, Phyllis Robinson, Merle M. Ryan, & David K. Scott [ed] () Integrative learning and action: a call to wholeness [i]
  1664. () Developmental pathways and intersections among domains of development [i] [d]
  1665. () The ties that lead: a social network approach to leadership [d]
  1666. () Epistemic reasoning and adolescent egocentrism: relations to internalizing and externalizing symptoms in problem youth [d]
  1667. Ellen Bialystok & Fergus I. M. Craik [ed] () Lifespan cognition: mechanisms of change [i]
  1668. () The ecology of learning: sustainability, lifelong learning, and everyday life [i] [d]
  1669. () Action perspectives on human development [i] [d]
  1670. () Effects of personal epistemology on the understanding of multiple texts [d]
  1671. () Building a meaning bridge: therapeutic progress from problem formulation to understanding [d]
  1672. (/2012) Facilitating reflective learning: coaching, mentoring and supervison [i]
  1673. () The bioecological model of human development [i] [d]
  1674. M. Leann Brown, Michael Kenney, & Michael J. Zarkin [ed] () Organizational learning in the global context [i]
  1675. () Wisdom and aging [i] [d]
  1676. () Rhythms of the brain [i]
  1677. Lawrence G. Calhoun & Richard G. Tedeschi [ed] () Handbook of posttraumatic growth: research and practice [i]
  1678. () Learning for action: a short definitive account of soft systems methodology and its use for practitioner, teachers, and students [i]
  1679. () Efficiency in learning: evidence-based guidelines to manage cognitive load [i]
  1680. () A developmental approach to turning points: 'irony' as an ethics for negotiation pragmatics [o] [u]
  1681. () Creativity through the life span from an evolutionary systems perspective [i]
  1682. () Interpreting the evidence on life cycle skill formation [i] [d]
  1683. () Accuracy of physician self-assessment compared with observed measures of competence [d]
  1684. () The meaning and measurement of conceptual development in adulthood [i]
  1685. () Effects of children on adult development and learning: parenthood and beyond [i]
  1686. () Concept formation as knowledge accumulation: a computational linguistics study [d]
  1687. () Mindset: the new psychology of success [i]
  1688. Maurice J. Elias & Harriett Arnold [ed] () The educator's guide to emotional intelligence and academic achievement: social-emotional learning in the classroom [i]
  1689. K. Anders Ericsson, Robert R. Hoffman, Aaron Kozbelt, & A. Mark Williams [ed] (/2018) The Cambridge handbook of expertise and expert performance [i] [d]
  1690. () The psychology of science and the origins of the scientific mind [i] [j]
  1691. () Dynamic development of action and thought [i] [d]
  1692. () Learning to lead in all domains of life [d]
  1693. () Associative and propositional processes in evaluation: an integrative review of implicit and explicit attitude change [d]
  1694. Nathalie Gontier, Jean Paul van Bendegem, & Diederik Aerts [ed] () Evolutionary epistemology, language, and culture: a non-adaptationist, systems theoretical approach [i] [d]
  1695. () Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment [d]
  1696. () Trust-building, knowledge generation and organizational innovations: the role of a bridging organization for adaptive comanagement of a wetland landscape around Kristianstad, Sweden [d]
  1697. () Germs and angels: the role of testimony in young children's ontology [d]
  1698. () Positive emotionality at age 3 predicts cognitive styles in 7-year-old children [d]
  1699. () Skill formation and the economics of investing in disadvantaged children [p] [d]
  1700. () John Dewey's 'wholly original philosophy' and its significance for museums [d]
  1701. Carol Hren Hoare [ed] () Handbook of adult development and learning [i]
  1702. Samuel N. Hogan [ed] () Trends in learning research [i]
  1703. () Field trips as cognitive motivators for high level science learning [d]
  1704. () Against human nature [i] [d]
  1705. () Music and brain plasticity [d]
  1706. () How we reason [i]
  1707. () The development of semantic memories through interpretation [u]
  1708. () Motivation and interpersonal regulation across adulthood: managing the challenges and constraints of social contexts [i]
  1709. () Differing profiles of developmental experiences across types of organized youth activities [d]
  1710. Reed W. Larson, Kathryn R. Branscomb, & Angela R. Wiley [ed] () Family mealtime as a context of development and socialization [i]
  1711. Cathryn A. Manduca & David W. Mogk [ed] () Earth and mind: how geologists think and learn about the earth [i]
  1712. () Action research on land management in the western Amazon, Peru—a research process, its outcomes and the researcher's role [d]
  1713. () Collaborative learning through argument visualisation in secondary school [i]
  1714. () The evolution of professional competence [i]
  1715. Kathleen McCartney & Deborah Phillips [ed] () Blackwell handbook of early childhood development [i] [d]
  1716. Gary E. McPherson [ed] (/2016) The child as musician: a handbook of musical development [i] [d]
  1717. () Knowledge restructuring in biology: testing a punctuated model of conceptual change [d]
  1718. () Learning to think spatially [i] [d] [u]
  1719. () Neuroscience of cognitive development: the role of experience and the developing brain [i]
  1720. () Development of spatial cognition [i] [d]
  1721. () Formative assessment and self-regulated learning: a model and seven principles of good feedback practice [d]
  1722. () Unlocking the riddle of time in learning disability [d]
  1723. () Reflecting on life: remembering as a major process in adult development [d]
  1724. () Human error: causes and control [i]
  1725. () Transforming knowledge and ways of knowing for food sovereignty [i] [u]
  1726. () Intuition and metacognition in medical education: keys to developing expertise [i]
  1727. () Always separate, always connected: independence and interdependence in cultural contexts of development [i]
  1728. () Multiple and inseparable: conceptualizing the development of independence and interdependence [d]
  1729. () Learning and livelihood [u]
  1730. () The developing person: an experiential perspective [i] [d]
  1731. () Typologies of attentional networks [d]
  1732. Clare Rigg & Sue Richards [ed] () Action learning, leadership, and organizational development in public services [i] [d]
  1733. () Patterns of mean-level change in personality traits across the life course: a meta-analysis of longitudinal studies [d]
  1734. () Let the brain explain the mind: the case of attention [d]
  1735. R. Keith Sawyer [ed] (/2014) The Cambridge handbook of the learning sciences [i] [d]
  1736. (/2014) Knowledge building and knowledge creation: theory, pedagogy, and technology [i] [d]
  1737. () Common sense clarified: the role of intuitive knowledge in physics problem solving [d]
  1738. () Qualitative differences between naïve and scientific theories of evolution [d]
  1739. () The influence of service learning on students' personal and social development [d] [j]
  1740. () The importance of feeling whole: learning to 'feel connected', community, and adult development [i]
  1741. () Phenomenology and ecological systems theory: development of diverse groups [i] [d]
  1742. () Exceeding our grasp: science, history, and the problem of unconceived alternatives [i]
  1743. () The fall of the word and the rise of the mental model: a reinterpretation of the recent research on spatial cognition and language [i]
  1744. () Organization learning in non-writing communities [d]
  1745. () Hot thought: mechanisms and applications of emotional cognition [i]
  1746. () Mapping brain maturation [d]
  1747. () Student engineers and engineer identity: campus engineer identities as figured world [d]
  1748. () Making robust decisions: decision management for technical, business, and service teams [i]
  1749. () Learner-generated drawing as a strategy for learning from content area text [d]
  1750. () The behavior of tutoring systems [u]
  1751. () Understanding new media: augmented knowledge & culture [i]
  1752. () The attachment working models concept: among other things, we build script-like representations of secure base experiences [p] [d]
  1753. () Reconciling different voices—developing as an integrative scientist practitioner [d]
  1754. () Mindfulness and the quality of organizational attention [d]
  1755. () Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability [d]
  1756. () Learning and teaching with maps [i]
  1757. () Development in the arts: drawing and music [i] [d]
  1758. () Understanding dialectical thinking from a cultural-historical perspective [d]
  1759. () Overcoming the illusion of will and self-fabrication: going beyond naïve subjective personal introspection to an unconscious/conscious theory of behavior explanation [d]
  1760. () The role of the brain angiotensin system in learning, memory, and neural plasticity [i]
  1761. () Knowledge for what?: the Buddhist concept of learning in the Śūraṅgama sūtra [d]
  1762. () Knowledge [i]
  1763. () The cultural mind: environmental decision making and cultural modeling within and across populations [d]
  1764. () Conversation as experiential learning [d]
  1765. () Interpreting the good life: growth memories in the lives of mature, happy people [d]
  1766. () Imaging brain connectivity in children with diverse reading ability [d]
  1767. () Moral reasoning, moral pluralism, and the classroom [u]
  1768. () Explaining gender differences in crime and violence: the importance of social cognitive skills [d]
  1769. () Developmentally attentive communities [i]
  1770. () Waking up together: intimate partnership on the spiritual path [i]
  1771. () Individual–collective dialectic of free-choice learning in a community-based mapping project [d]
  1772. (/2010) Response to intervention: principles and strategies for effective practice [i]
  1773. () Removing pathogenic memories: a neurobiology of psychotherapy [p] [d]
  1774. () Personality and intellectual competence [i]
  1775. () Neural mechanisms of autonomic, affective, and cognitive integration [d]
  1776. () Control over brain activation and pain learned by using real-time functional MRI [p] [d]
  1777. () The development of a professional: reinterpretation of the professionalization problem from the perspective of cognitive/moral development [d]
  1778. () Invisible force: farmers' mental models and how they influence learning and actions [u]
  1779. () Show me the child at seven II: childhood intelligence and later outcomes in adolescence and young adulthood [d]
  1780. () Show me the child at seven: the consequences of conduct problems in childhood for psychosocial functioning in adulthood [d]
  1781. () Reflective learning: problems and questions concerning a current contextualization of the Vygotskian approach [i] [d]
  1782. Celia B. Fisher & Richard M. Lerner [ed] () Encyclopedia of applied developmental science [i]
  1783. () How the body shapes the mind [i] [d]
  1784. Peter Gärdenfors & Petter Johansson [ed] () Cognition, education, and communication technology [i]
  1785. () Enhancing and augmenting human reasoning [i]
  1786. Lisa Gershkoff-Stowe & David H. Rakison [ed] () Building object categories in developmental time [i]
  1787. () Imposing equivalence on things in the world: a dynamic systems perspective [i]
  1788. () Developing the reflective healthcare team [i]
  1789. () Unexpected development of artistic talents [d]
  1790. Gordon Grant [ed] () Learning disability: a life cycle approach to valuing people [i]
  1791. () Discovering hidden transformations: making science and other courses more learnable [d] [j]
  1792. Michael H. G. Hoffmann, Johannes Lenhard, & Falk Seeger [ed] () Activity and sign: grounding mathematics education [i] [d]
  1793. () An integrative review of theories of interpersonal cognition: an interdependence theory perspective [i]
  1794. () Embracing confusion: what leaders do when they don't know what to do [d]
  1795. () A developmental model of intercultural maturity [d]
  1796. () Metacognition, distributed cognition, and visual design [i]
  1797. () Domain-specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: a dual-process perspective [d]
  1798. () Problem detection [d]
  1799. () Reflection: look, think and act cycles in participatory action research [d]
  1800. () Levels in reflection: core reflection as a means to enhance professional growth [d]
  1801. () Education for thinking [i]
  1802. () Becoming aware of feelings: integration of cognitive-developmental, neuroscientific, and psychoanalytic perspectives [d]
  1803. () The development of strategic thinking: learning to impact human systems in a youth activism program [d]
  1804. () To grow in wisdom: Vannevar Bush, information overload, and the life of leisure [i] [d]
  1805. () Planting misinformation in the human mind: a 30-year investigation of the malleability of memory [d]
  1806. () Change processes in development: the concept of coactive scaffolding [d]
  1807. () Developmental trajectory modeling: a view from developmental psychopathology [d]
  1808. Richard E. Mayer [ed] (/2014) The Cambridge handbook of multimedia learning [i] [d]
  1809. () The development of scientific knowledge of the Earth [d]
  1810. () Early maladaptive schemas in patients with or without personality disorders: does schema modification predict symptomatic relief? [d]
  1811. () Neural activity during encoding predicts false memories created by misinformation [d]
  1812. () Informal learning and the role of social movements [i] [d]
  1813. () Reflective action [i]
  1814. John J. Rieser, Jeffrey J. Lockman, & Charles A. Nelson [ed] () Action as an organizer of learning and development [i]
  1815. (/2013) Developmental influences on adult intelligence: the Seattle longitudinal study [i]
  1816. Madhu Singh [ed] () Meeting basic learning needs in the informal sector: integrating education and training for decent work, empowerment and citizenship [i] [d]
  1817. () Older but not wiser?: the relationship between age and wisdom [d]
  1818. () The promise and practice of learner-generated drawing: literature review and synthesis [d]
  1819. () Patterns—a fundamental idea of mathematical thinking and learning [d]
  1820. () A dynamic duo: emotion and development [d]
  1821. () Cognitive bases for effective participation in democratic institutions: argument skill and juror reasoning [d]
  1822. António Zilhão [ed] () Evolution, rationality, and cognition: a cognitive science for the twenty-first century [i]
  1823. () Accelerating the development of general cognitive processing [i] [d]
  1824. () Management research based on the paradigm of the design sciences: the quest for field-tested and grounded technological rules [d]
  1825. () Knowledge and civilization [i]
  1826. () Creating a reusable learning objects strategy: leveraging information and learning in a knowledge economy [i]
  1827. () Form and function in introducing narrative and expository texts: a developmental perspective [d]
  1828. () Making things better and learning a lesson: experiencing wisdom across the lifespan [d]
  1829. () Silence as the foundation of learning [d]
  1830. () On mentors, cognitive development, education, and constructivism: an interview with Juan Pascual-Leone [d]
  1831. (/2011) Graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials [i]
  1832. () Feeling good: the science of well-being [i]
  1833. Andreas Demetriou & Athanassios Raftopoulos [ed] () Cognitive developmental change: theories, models, and measurement [i] [d]
  1834. Thomas J. D'Zurilla, Edward C. Chang, & Lawrence J. Sanna [ed] () Social problem solving: theory, research, and training [i] [d]
  1835. () How can I know what I don't know?: poor self assessment in a well-defined domain [d]
  1836. () Changing brain networks for visuomotor control with increased movement automaticity [d]
  1837. () Ideas are not replicators but minds are [d]
  1838. () Exploring cognitive development: the child as problem solver [i] [d]
  1839. () Integration of emotion and cognitive control [d]
  1840. () Epistemological understanding as a metacognitive process: thinking aloud during online searching [d]
  1841. () Learning by developing knowledge networks [d]
  1842. () Secrets of connecting leadership and learning with humor [i]
  1843. () Individual differences in emotional complexity: their psychological implications [d]
  1844. () The new division of labor: how computers are creating the next job market [i]
  1845. () Epistemological resources: applying a new epistemological framework to science instruction [d]
  1846. (/2008) What should we do with our brain? [i] [j]
  1847. Ken I. Manktelow & Man Cheung Chung [ed] () Psychology of reasoning: theoretical and historical perspectives [i] [d]
  1848. (/2011) Optimizing the power of action learning: solving problems and building leaders in real time [i]
  1849. () Competence, persistence, and success: the positive psychology of behavioral skill instruction [d]
  1850. () The cognitive mechanics of economic development and institutional change [i]
  1851. () The coactive construction of selves in cultures [i] [d]
  1852. Michael F. Mascolo & Jin Li [ed] () Culture and developing selves: beyond dichotomization [i]
  1853. () The evolution of learning [p] [d]
  1854. () From inference to reasoning: the construction of rationality [d]
  1855. Karsten Mündel & Daniel Schugurensky [ed] () Lifelong citizenship learning, participatory democracy and social change [o] [u]
  1856. () Stress, coping, and differentiation of self: a test of Bowen theory [d]
  1857. () Smart questions: learn to ask the right questions for powerful results [i]
  1858. () Action in perception [i]
  1859. () The psychology of conditionals [i] [d]
  1860. () Processes of social learning in integrated resources management [d]
  1861. () Learning to evolve: a review of contemporary lean thinking [d]
  1862. () Religious belief, scientific expertise, and folk ecology [d]
  1863. () Dialogic activity structures for project-based learning environments [d]
  1864. Michael I. Posner [ed] (/2012) Cognitive neuroscience of attention [i]
  1865. () Abilities that distinguish the effectiveness of five-year alumna performance across work, family and civic roles: a higher education validation [d]
  1866. () The mind at work: valuing the intelligence of the American worker [i]
  1867. () Specificity of priming: a cognitive neuroscience perspective [d]
  1868. () The transition to adulthood as a critical juncture in the course of psychopathology and mental health [d]
  1869. () The cognitive benefits of interactive videos: learning to tie nautical knots [d]
  1870. () Building general knowledge and skill: cognition and microdevelopment in science learning [i] [d]
  1871. () Presence: exploring profound change in people, organizations, and society [i]
  1872. Larisa V. Shavinina & Michel Ferrari [ed] () Beyond knowledge: extracognitive aspects of developing high ability [i]
  1873. () Optimal human being: an integrated multi-level perspective [i]
  1874. () No longer theory: correctional practices that work [j]
  1875. () The teacher as partner: exploring participant structures, symmetry, and identity work in scaffolding [d]
  1876. (/2012) 'Sit & get' won't grow dendrites: 20 professional learning strategies that engage the adult brain [i]
  1877. () Learning through others [d] [j]
  1878. () Action inquiry: the secret of timely and transforming leadership [i]
  1879. () Argument maps improve critical thinking [d]
  1880. () The scientist as philosopher: philosophical consequences of great scientific discoveries [i] [d]
  1881. () Missing the point or missing the norms?: epistemological norms as predictors of students' ability to identify fallacious arguments [d]
  1882. () Trajectories of brain development: point of vulnerability or window of opportunity? [d]
  1883. Jerry Andriessen, Michael J. Baker, & Dan Suthers [ed] () Arguing to learn: confronting cognitions in computer-supported collaborative learning environments [i] [d]
  1884. () A life full of learning [d]
  1885. () Adult development and the practice of psychotherapy [i] [d]
  1886. () Responsible behavior: the importance of social cognition and emotion [d]
  1887. () Integrating science and management through collaborative learning and better information management [d]
  1888. (/2015) The life span: human development for helping professionals [i]
  1889. () Desistance as a developmental process: a comparison of static and dynamic approaches [d]
  1890. () Acculturation and psychological adaptation [i]
  1891. () Diagnostic reasoning strategies and diagnostic success [p] [d]
  1892. () Learning as you journey: Anishinaabe perception of social-ecological environments and adaptive learning [j] [u]
  1893. () The missing link in the relations between intelligence and personality [d]
  1894. Jack Demick & Carrie Andreoletti [ed] () Handbook of adult development [i] [d]
  1895. () Learning from mistakes in clinical practice [i]
  1896. () Managing the risk of learning: psychological safety in work teams [i] [d]
  1897. Rocío Fernández Ballesteros [ed] () Encyclopedia of psychological assessment [i]
  1898. () Adult cognitive development: dynamics in the developmental web [i]
  1899. Usha C. Goswami [ed] (/2011) The Wiley-Blackwell handbook of childhood cognitive development [i] [d]
  1900. David Hardman & Laura Macchi [ed] () Thinking: psychological perspectives on reasoning, judgment, and decision making [i] [d]
  1901. () Educating the modern manager [d]
  1902. () Beyond book learning: cultivating the pedagogy of experience through field trips [d]
  1903. () A perspective on judgment and choice: mapping bounded rationality [p] [d]
  1904. () Structure and content: the relationship between reflective judgment and laypeople's viewpoints [d]
  1905. () Designing argumentation tools for collaborative learning [i] [d]
  1906. () Folkscience: coarse interpretations of a complex reality [d]
  1907. () Rethinking the multiplicity of cognitive resources and curricular representations: alternatives to 'learning styles' and 'multiple intelligences' [d]
  1908. () Peirce's notion of abduction and Deweyan inquiry [u]
  1909. () 'Being called awake': the role of transformative learning in the lives of environmental activists [d]
  1910. () Exploring the usefulness of Kelly's personal construct theory in assessing student learning in science courses [d]
  1911. (/2011) Unequal childhoods: class, race, and family life [i]
  1912. Kennon A. Lattal & Philip N. Chase [ed] () Behavior theory and philosophy [i] [d]
  1913. Richard M. Lerner & Peter L. Benson [ed] () Developmental assets and asset-building communities: implications for research, policy, and practice [i]
  1914. Richard M. Lerner, Francine Jacobs, & Donald Wertlieb [ed] () Handbook of applied developmental science: promoting positive child, adolescent, and family development through research, policies, and programs [i]
  1915. () Biocultural orchestration of developmental plasticity across levels: the interplay of biology and culture in shaping the mind and behavior across the life span [p] [d]
  1916. () Positive adaptation to trauma: wisdom as both process and outcome [p] [d]
  1917. () Using focus groups in research [i]
  1918. () On the structure of educational assessments [d]
  1919. () Substance and structure in assessment arguments [d]
  1920. () Meaning making in secondary science classrooms [i]
  1921. () Not everything we know we learned [i]
  1922. () Creativity and reinforced variability [i] [d]
  1923. () Work experiences and personality development in young adulthood [d]
  1924. () The cultural nature of human development [i]
  1925. () What exactly is a youth development program?: answers from research and practice [d]
  1926. () Cognitive reserve and lifestyle [d]
  1927. () Building vs. borrowing: the challenge of actively constructing ideas [o] [u]
  1928. () Construction of collective and individual knowledge in argumentative activity [d]
  1929. () The promotion of social awareness: powerful lessons from the partnership of developmental theory and classroom practice [i]
  1930. () Information seeking in the context of writing: a design psychology interpretation of the 'problematic situation' [d]
  1931. () Postformal thought and adult development: living in balance [i] [d]
  1932. () Deconstructing differentiation: self regulation, interdependent relating, and well-being in adulthood [d]
  1933. () Generativity versus stagnation: an elaboration of Erikson's adult stage of human development [d]
  1934. Joan Solomon [ed] () The passion to learn: an inquiry into autodidactism [i] [d]
  1935. () Remarkable properties of human ecosystems [j] [u]
  1936. (/2012) Brain architecture: understanding the basic plan [i]
  1937. Jaan Valsiner & Kevin J. Connolly [ed] () Handbook of developmental psychology [i]
  1938. () The everyday production of knowledge: individual differences in epistemological understanding and juror-reasoning skill [d]
  1939. () The perfect wrong note: learning to trust your musical self [i]
  1940. () The scientist as autodidact [i] [d]
  1941. () From fieldwork to mutual learning: working with PRATEC [d] [j]
  1942. () When smart people behave stupidly: reconciling inconsistencies in social-emotional intelligence [i] [j]
  1943. Duncan Barford [ed] () The ship of thought: essays on psychoanalysis and learning [i]
  1944. () Environmental socialization: quantitative tests of the childhood play hypothesis [d]
  1945. () How does the relationship facilitate productive client thinking? [d]
  1946. Paul Brna, Michael J. Baker, Keith Stenning, & Andree Tiberghien [ed] () The role of communication in learning to model [i]
  1947. () From periphery to center: pathways for youth civic engagement in the day-to-day life of communities [d]
  1948. () Mentalism, information, and consciousness [d]
  1949. Peter Carruthers, Stephen P. Stich, & Michael Siegal [ed] () The cognitive basis of science [i] [d]
  1950. () Science without grammar: scientific reasoning in severe agrammatic aphasia [i] [d]
  1951. () Shame: the elephant in the room [d]
  1952. () The reflective practitioner: learning and teaching in community-based forest management [j] [u]
  1953. (/2006) The field guide to understanding human error [i]
  1954. () The role of the child in adult development [d]
  1955. () The learning organization: Foucauldian gloom or utopian sunshine? [d]
  1956. () A psychology of orientation: time awareness across life stages and in dementia [i]
  1957. (/2012) The cognitive neuroscience of memory: an introduction [i] [d]
  1958. () Learning to notice: scaffolding new teachers' interpretations of classroom interactions [u]
  1959. () The baby in the lab-coat: why child development is not an adequate model for understanding the development of science [i] [d]
  1960. () Aging, cognitive complexity, and the fundamental attribution error [d]
  1961. Nira Granott & Jim Parziale [ed] () Microdevelopment: transition processes in development and learning [i] [d]
  1962. William G. Graziano & Brett Paul Laursen [ed] () Social exchange in development [i]
  1963. () Reflection: self-development for the growth of identity and adaptability [i] [d]
  1964. () Becoming a reflective practitioner: a continuing professional development strategy through humanistic action research [d]
  1965. () Sixth sense: accelerating organizational learning with scenarios [i]
  1966. Barbara K. Hofer & Paul R. Pintrich [ed] () Personal epistemology: the psychology of beliefs about knowledge and knowing [i]
  1967. () Neural plasticity: the effects of environment on the development of the cerebral cortex [i]
  1968. () The development of judgment and decision making during childhood and adolescence [d]
  1969. Christopher Johns [ed] (/2010) Guided reflection: a narrative approach to advancing professional practice [i]
  1970. () The practice revolution: getting great results from the six days between music lessons [i]
  1971. () Heuristic and analytic processing: age trends and associations with cognitive ability and cognitive styles [p] [d]
  1972. () Theorizing is important, and collateral information constrains how well it is done [i] [d]
  1973. John Loughran & Tom Russell [ed] () Improving teacher education practices through self-study [i]
  1974. () The hidden genius of emotion: lifespan transformations of personality [i] [d]
  1975. () Geobrowsing: creative thinking and knowledge discovery using geographic visualization [d]
  1976. () Representations of space and time [i]
  1977. Donald W. Pfaff & Marian Joëls [ed] (/2017) Hormones, brain and behavior [i]
  1978. () Policy implementation and cognition: reframing and refocusing implementation research [d]
  1979. () In harm's way: toxic threats to child development [p]
  1980. () Seeing reason: image and language in learning to think [i] [d]
  1981. Robert J. Sternberg [ed] () Why smart people can be so stupid [i] [j]
  1982. Henry Stobart & Rosaleen Howard [ed] () Knowledge and learning in the Andes: ethnographic perspectives [i] [d]
  1983. () Weird ideas that work: 11 1/2 practices for promoting, managing, and sustaining innovation [i]
  1984. () Views of nature and self-discipline: evidence from inner city children [d]
  1985. () Bringing the biosphere home: learning to perceive global environmental change [i]
  1986. () Neural network learning theory: unifying radical behaviorism and cognitive neuroscience [o]
  1987. () Aging well: surprising guideposts to a happier life from the landmark Harvard study of adult development [i]
  1988. () Lifespan development revisited: African-centered spirituality throughout the life cycle [d]
  1989. () A philosophy of culture: the case for holistic pragmatism [or: A philosophy of culture: the scope of holistic pragmatism] [i] [d] [j]
  1990. () Confronting undergraduate dualism with problem-based learning [i]
  1991. () Always under construction [d]
  1992. () A model for designing action learning and action research programs [d]
  1993. () Learning about and learning from expert teachers [d]
  1994. Arthur C. Bohart & Deborah J. Stipek [ed] () Constructive & destructive behavior: implications for family, school, & society [i] [d]
  1995. (/2010) Reflective practice: writing and professional development [i]
  1996. Hilary Bradbury [ed] (/2015) The Sage handbook of action research: participative inquiry and practice [i] [d]
  1997. (/2009) Clear leadership: sustaining real collaboration and partnership at work [i]
  1998. () Learning from human tutoring [d]
  1999. (/2014) Mindware: an introduction to the philosophy of cognitive science [i]
  2000. () Intrinsic versus extrinsic motivation: an approach/avoidance reformulation [d]
  2001. () Teacher testing and the improvement of practice [d]
  2002. () Where the action is: the foundations of embodied interaction [i]
  2003. Gerald M. Edelman & Jean-Pierre Changeux [ed] () The brain [i]
  2004. () Approach and avoidance motivation [d]
  2005. () Cognitive and contextual factors in the emergence of diverse belief systems: creation versus evolution [d]
  2006. John H. Falk, Elizabeth Donovan, & Rosalie Woods [ed] () Free-choice science education: how we learn science outside of school [i]
  2007. () Advanced focus group research [i]
  2008. () A new framework for teaching scientific reasoning [d]
  2009. () A critical review of the validity of ego development theory and its measurement [d]
  2010. Marvin R. Goldfried [ed] () How therapists change: personal and professional reflections [i] [d]
  2011. () A developmental psychobiological systems view: early formulation and current status [i]
  2012. () Lifelong learning: towards a theory of practice for formal and non-formal environmental education and training [u]
  2013. () Costs and benefits of a decision: decision-making competence in adolescents and adults [d]
  2014. () Teaching metacognitively [i] [d]
  2015. () Three paths of adult development: conservers, seekers, and achievers [d]
  2016. () Toward a comprehensive empathy-based theory of prosocial moral development [i] [d]
  2017. () Educating intuition [i]
  2018. () Analytic and heuristic processing influences on adolescent reasoning and decision-making [p] [d]
  2019. () Some predictors of primary control of development in three transitional periods of life [d]
  2020. () Niche construction, ecological inheritance, and cycles of contingency in evolution [i]
  2021. () Common processes of change in psychotherapy and seven other social interactions [d]
  2022. () Introducing talk and writing for conceptual change: a classroom study [d]
  2023. Jane J. Mansbridge & Aldon D. Morris [ed] () Oppositional consciousness: the subjective roots of social protest [i]
  2024. Chris Moore & Karen Lemmon [ed] () The self in time: developmental perspectives [i]
  2025. Susan Oyama, Paul E. Griffiths, & Russell D. Gray [ed] () Cycles of contingency: developmental systems and evolution [i]
  2026. () The development of implicit epistemologies during early and middle adulthood [d]
  2027. () Where has all the education gone? [d]
  2028. () Public reflection as the basis of learning [d]
  2029. () The value of a developmental approach to evaluating character development programmes: an outcome study of Facing History and Ourselves [d]
  2030. () New perspectives on autobiographical memory: the integration of narrative processing and autobiographical reasoning [d]
  2031. (/2014) The new behaviorism: mind, mechanism, and society [i]
  2032. () The rationality of educating for wisdom [d]
  2033. () The origins and nature of arguments: studies in conflict understanding, emotion, and negotiation [d]
  2034. () Distributed agency within intersecting ecological, social, and scientific processes [i]
  2035. () Twilight of the perfect-model model [d] [j]
  2036. Bruce Torff & Robert J. Sternberg [ed] () Understanding and teaching the intuitive mind: student and teacher learning [i]
  2037. () Successful aging [d]
  2038. () The philosophy of Donald T. Campbell: a short review and critical appraisal [d]
  2039. () Wisdom: a metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence [p] [d]
  2040. () Travel broadens the mind [d]
  2041. () Science education as conceptual change [d]
  2042. Anna Laura Comunian & Uwe P. Gielen [ed] () International perspectives on human development [i]
  2043. () Toward a mindful psychological science: theory and application [d]
  2044. () Executive attention and metacognitive regulation [p] [d]
  2045. () Learning in action: a guide to putting the learning organization to work [i]
  2046. () How the mind grows: a developmental perspective on the biology of cognition [d] [j]
  2047. (/2007) Strategies that work: teaching comprehension for understanding and engagement [i]
  2048. () Training yourself: the 21st century credential [i]
  2049. () Technology in action [i] [d]
  2050. () Meaning-making in the learning and teaching process [d]
  2051. () Personal theories, intellectual ability, and epistemological beliefs: adult age differences in everyday reasoning biases [p] [d]
  2052. () Exploring science: the cognition and development of discovery processes [i]
  2053. () Wisdom as a classical source of human strength: conceptualization and empirical inquiry [d]
  2054. Susanne P. Lajoie [ed] () Computers as cognitive tools, volume two: no more walls: theory change, paradigm shifts, and their influence on the use of computers for instructional purposes [i]
  2055. () Toward a psychology of positive youth development [p] [d]
  2056. () Action research and reflective practice: towards a holistic view [d]
  2057. (/2011) Accidental genius: using writing to generate your best ideas, insights, and content [i]
  2058. Arthur Lupia, Mathew D. McCubbins, & Samuel L. Popkin [ed] () Elements of reason: cognition, choice, and the bounds of rationality [i] [d]
  2059. () Core ordering and disordering processes: a constructive view of psychological development [i] [d]
  2060. () Education as the cultivation of intelligence [i]
  2061. Jack Mezirow [ed] () Learning as transformation: critical perspectives on a theory in progress [i]
  2062. () Learning to think like an adult: core concepts of transformation theory [i]
  2063. Patricia H. Miller & Ellin Kofsky Scholnick [ed] () Toward a feminist developmental psychology [i]
  2064. () Development of logical reasoning: children's ability to verbally explain the nature of the distinction between logical and nonlogical forms of argument [p] [d]
  2065. () Diversity in reasoning and rationality: metacognitive and developmental considerations [d] [u]
  2066. Jonathan Osborne & Justin Dillon [ed] (/2010) Good practice in science teaching: what research has to say [i]
  2067. () Mental attention, consciousness, and the progressive emergence of wisdom [d]
  2068. () Intelligence in the wild: a dispositional view of intellectual traits [d]
  2069. Denis Charles Phillips [ed] () Constructivism in education: opinions and second opinions on controversial issues [i]
  2070. () R3 + D3 = a learning tool for science and engineering [d]
  2071. () A mindful approach to mental retardation [d]
  2072. () Nature and understanding: the metaphysics and method of science [i] [d]
  2073. () The making of intelligence [i]
  2074. () Mind sculpture: unlocking your brain's untapped potential [i]
  2075. () Learning to think with emotion [u]
  2076. () Which way cognitive development?: an evaluation of the Piagetian and the domain-specific research programs [d]
  2077. () Systems of knowledge: dialogue, relationships and process [d]
  2078. () Learning from life: turning life's lessons into leadership experience [i]
  2079. () Grabbing the tiger by the tail: a conversation with Robert Kegan [u]
  2080. () Three paradigms of assessment: measurement, procedure, and inquiry [j]
  2081. Jack P. Shonkoff, Deborah Phillips, National Research Council, & Institute of Medicine [ed] () From neurons to neighborhoods: the science of early child development [i] [d] [u]
  2082. () Individual differences in reasoning: implications for the rationality debate? [and comments and reply] [d] [u]
  2083. () Prior learning assessment: the quiet revolution [i]
  2084. () Seeing the big picture: map use and the development of spatial cognition [d]
  2085. () Necessary but not sufficient: the respective roles of single and multiple influences on individual development [i] [d]
  2086. () Self-efficacy and strategy on complex tasks [d]
  2087. () Learning to draw and drawing to learn [d]
  2088. () The wise teacher: a developmental model of teaching [d]
  2089. () Acquisition of adaptive skills: psychotherapeutic change in cognitive and dynamic therapies [p] [d]
  2090. (/2011) Teaching for quality learning at university: what the student does [i]
  2091. () Intuition and creativity in psychotherapy [d]
  2092. Jochen Brandtstädter & Richard M. Lerner [ed] () Action & self-development: theory and research through the life span [i] [d]
  2093. John Bransford, Ann L. Brown, Rodney R. Cocking, & National Research Council [ed] (/2000) How people learn: brain, mind, experience, and school [i] [d] [u]
  2094. () Problems in error correction, learning and knowledge of performance in design organizations [d]
  2095. (/2006) Diagnosing and changing organizational culture: based on the competing values framework [i]
  2096. () A theory of life in the round [d]
  2097. () A multiple pathways/multiple endpoints model of graphic development [j]
  2098. () Self-theories: their role in motivation, personality, and development [i]
  2099. () Structuration, human development and desistance from crime [d]
  2100. () Rulers, models, and nonlinear dynamics: measurement and method in developmental research [i]
  2101. () Rethinking the fifth discipline: learning within the unknowable [i]
  2102. () Children's dreaming and the development of consciousness [i]
  2103. () Weaving, bending, patching, mending the fabric of reality: a cognitive science perspective on worldview inconsistency [d]
  2104. (/2007) The learning map approach [i]
  2105. () Leadership games: experiential learning for organizational development [i]
  2106. () How children and adolescents spend time across the world: work, play, and developmental opportunities [d]
  2107. () The development of wisdom: an analysis of Tibetan Buddhist experience [d]
  2108. () Designing technology to support reflection [d]
  2109. () Action learning in action: transforming problems and people for world-class organizational learning [i]
  2110. () Living life as inquiry [d]
  2111. () The dynamic codevelopment of intentionality, self, and social relations [i] [d]
  2112. () Riegel, dialectics, and multiculturalism [d]
  2113. (/2006) Learning journals: a handbook for reflective practice and professional development [i]
  2114. (/2011) Adolescent rationality and development: cognition, morality, and identity [i]
  2115. () Emotional learning and mechanisms of intentional psychological change [i] [d]
  2116. () Differential participation during science conversations: the interaction of focal artifacts, social configurations, and physical arrangements [d]
  2117. () The dance of change: the challenges of sustaining momentum in learning organizations [i]
  2118. Stephen Soldz & Leigh McCullough [ed] () Reconciling empirical knowledge and clinical experience: the art and science of psychotherapy [i] [d]
  2119. (/2009) Memory: from mind to molecules [i]
  2120. () Rationality and reflective equilibrium [i]
  2121. () Who is rational?: studies of individual differences in reasoning [i]
  2122. () Sleep-induced changes in associative memory [p] [d]
  2123. () Relations between teachers' approaches to teaching and students' approaches to learning [d]
  2124. () Problem solving in families: research and practice [i]
  2125. Leonard Bickman & Debra J. Rog [ed] (/2009) The Sage handbook of applied social research methods [i]
  2126. () Evolution, psychology, and John Dewey's critique of the reflex arc concept [d] [j]
  2127. () The nature and development of decision making: a self-regulation model [i]
  2128. (/2010) Mapping the mind [i]
  2129. (/2008) Building expertise: cognitive methods for training and performance improvement [i]
  2130. () Enchanted looms: conscious networks in brains and computers [i]
  2131. A. A. Derksen & Ton Derksen [ed] () The promise of evolutionary epistemology [i]
  2132. () Evolutionary ecology of learning [i]
  2133. () Building a picture of the brain [j]
  2134. () Culture and biology in emotional development [i] [d]
  2135. Wojciech Gasparski & David Botham [ed] () Action learning [i]
  2136. (/2013) Cognitive neuroscience: the biology of the mind [i]
  2137. Gary Greenberg & Maury M. Haraway [ed] () Comparative psychology: a handbook [i]
  2138. () The pictorial context dependency of savant artists: a research note [d]
  2139. Larry A. Hickman [ed] () Reading Dewey: interpretations for a postmodern generation [i]
  2140. () Innate talents: reality or myth? [and comments and reply] [d]
  2141. () Learning development: an introduction to the social impact of public libraries [i]
  2142. () Patterns of artistic development in children: comparative studies of talent [i]
  2143. () Drawing skills and science concepts in young children: a study of relationships [d] [j]
  2144. () The epistemological significance of Piaget's developmental stages: a Lakatosian interpretation [d]
  2145. (/2010) Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations [i]
  2146. () Meetings: a swampy terrain for adult development [d]
  2147. () Sailing in Neurath's boat with infants (and avoiding shipwreck) [book review] [d]
  2148. () Leave taking: emotional cutoff as lack of differentiation [d]
  2149. () Talent scouts, not practice scouts: talents are real [d]
  2150. () The relationship of developmental tasks to life satisfaction, moral reasoning, and occupational attainment at age 28 [d]
  2151. () Socioemotional development across cultures: context, complexity, and pathways [i] [d]
  2152. Dinesh Sharma & Kurt W. Fischer [ed] () Socioemotional development across cultures [i]
  2153. (/2010) Cognition, evolution, and behavior [i]
  2154. () Learning in relationship: foundation for personal and professional success [i]
  2155. () The development of logic in adulthood: postformal thought and its applications [i] [d]
  2156. () Cognitive ability and variation in selection task performance [d]
  2157. () A balance theory of wisdom [d]
  2158. (/2014) Motivating students to learn [i]
  2159. () On the logical integrity of children's arguments [d]
  2160. () Self-efficacy: the exercise of control [i]
  2161. () History versus science: the evolutionary solution [d] [j]
  2162. () Experienced cognition [i]
  2163. () Being there: putting brain, body, and world together again [i]
  2164. (/2011) The number sense: how the mind creates mathematics [i]
  2165. () The unit of selection: what do reinforcers reinforce? [d]
  2166. () Promoting social and emotional learning: guidelines for educators [i]
  2167. () Psychopathology as adaptive development along distinctive pathways [p]
  2168. Alan Fogel, Maria C. D. P. Lyra, & Jaan Valsiner [ed] () Dynamics and indeterminism in developmental and social processes [i]
  2169. Ian H. Gotlib & Blair Wheaton [ed] () Stress and adversity over the life course: trajectories and turning points [i] [d]
  2170. () The art of doing science and engineering: learning to learn [i] [d]
  2171. () The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning [d]
  2172. (/2015) Developmental cognitive neuroscience: an introduction [i]
  2173. () Knowing and erring: the consolations of error: essay on developmental epistemology [i]
  2174. () Rehearsing for reality: using role-play to transform attitudes and behaviour [u]
  2175. () Autobiography, voice, and developmental theory [i]
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  2512. () On the dual nature of learning—a re-interpretation of 'conditioning' and 'problem-solving' [u]
  2513. () Assignment for life [d]
  2514. () As we may think [u]
  2515. () Counseling and psychotherapy: newer concepts in practice [o]
  2516. (/1972) Foundations for a science of personality [i]
  2517. (/1975) On my philosophy [i]
  2518. () Intelligence in the modern world: John Dewey's philosophy [o]
  2519. () Experience and education [o]
  2520. () Logic: the theory of inquiry [i] [u]
  2521. (/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  2522. () Remembering: a study in experimental and social psychology [o] [u]
  2523. William Damon & Richard M. Lerner [ed] (/2006) Handbook of child psychology [i] [d]
  2524. (/1985) Widening the circle of enlightenment: Hull House and adult education [i]
  2525. (/1960) The quest for certainty: a study of the relation of knowledge and action [o] [u]
  2526. () Intelligent living [o]
  2527. (/1930) Human nature and conduct: an introduction to social psychology [o] [u]
  2528. () The law of habituation [d]
  2529. () Democracy and education: an introduction to the philosophy of education [o] [u]
  2530. (/2007) Essays in experimental logic [i] [u]
  2531. (/1934) How to theorize [or: On selecting hypotheses] [i] [u]
  2532. (/2007) Some stages of logical thought [i] [j] [u]
  2533. (/1963) Los tónicos de la voluntad: reglas y consejos sobre investigación científica: discurso leído con ocasión de la recepción del autor en la Real Academia de Ciencias Exactas, Físicas y Naturales [o]
  2534. (/1992) Training in reasoning [i]
  2535. (/1981) The principles of psychology [i] [u]
  2536. (/1934) How to make our ideas clear [i] [u]
  2537. (/1934) The fixation of belief [i] [u]
  2538. (/1934) Some consequences of four incapacities [i] [u]
  2539. (/1893) On the advisableness of improving natural knowledge [o] [u]

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14th edition, last updated: 23 February 2020
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