References

Please email any omissions or problems you find with this reference list to eSTEP staff.

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Anderson, J. (2000). Cognitive psychology and its implications. Edition 5. New York: Worth. (Expertise)

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. (Cognitive Theory)

Anderson, J.R. (1995). Cognitive Psychology and its Implications (4th ed.). New York: W.H. Freeman and Company. (Strategies, Problem Solving, Problem Space)

Anderson, J. R., (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.

Baddeley, A.D. (1990). Human memory: Theory and practice. Needham Heights, MA, US: Allyn and Bacon, Inc. (Memory, Working Memory)

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. (Modeling)

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84. 19-215. (Motivation)

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481–486. (Problem-Based Learning)

Barrows, H. S. (1985). How to design a problem-based curriculum for the preclinical years. New York. (Problem-Based Learning)

Baumann, J. F. (1984). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20, 93-115. (English Domain)

Bielacyc, K., Pirolli, P. L., & Brown, A. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13 (2), 221-252.

Bloom, B. S. (1984). The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16. (Tutoring)

Bohannon, J.N., III, & Warren-Leubecker, A. (1989). Theoretical approaches to language acquisition. In J. Berko Gleason (Eds.), The development of language (2nd ed., pp. 167-223). Columbus, OH: Merrill. (Foreign Language Domain)

Borich, G. D., & Tombari, M. L. (1997). Educational Psychology: A Contemporary Approach (2nd Ed.). New York: Addison Wesley Longman, Inc. (Forms of Assessment, Development)

Bransford, J.D., & Schwartz, D.L., (1999) Rethinking Transfer: A Simple Proposal with Multiple Implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24, 61-100. (Transfer)

Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. (Cognitive Theory)

Bransford, J. D., & Stein, B. S. (1993). The Ideal Problem-Solver: A guide for improving thinking, learning, and creativity. Freeman. (Problem Solving, Problem Space)

Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B.C. Bruce, & W.F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 458-482). Mahwah, NJ: Erlbaum. (English Domain )

Brown, A.L., Bransford, J.D., Ferrara, R.A. & Campione, J.C. (1983) Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman (Eds.) Cognitive development (4th ed.), (pp. 263-340). New York: Wiley. (Memory)

Brown, A. L., & Campione, J. C., (1990). Communities of learning and thinking, or a context by any other name. Human Development, 21, 108-125.

Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum. (English Domain, Modeling)

Brown, R.H. (1987). Society as text: Essays on rhetoric, reason, and reality. Chicago, IL, US: The University of Chicago Press. (Discourse)

Bruer, J. T. (1994). Schools for Thought: A Science of Learning in the Classroom. MIT Press (Information Processing Theory, Cognitive Theory)

Bruning, R. H., Schraw, G. J., & Ronning, R.R. (1999). Cognitive Psychology and Instruction. Upper Saddle River, NJ: Prentice Hall. (Problem Solving)

Byrnes, J. P. (1996). Cognitive development and learning in instructional contexts. Needham Heights, MA: Allyn and Bacon. (Elaborative Encoding)

Carey, S. (1999) Sources of conceptual change. In E. K. Scholnick & K. Nelson (Eds.), Conceptual development: Piaget's legacy. The Jean Piaget Symposium series (pp. 293-326). Mahwah, NJ: Erlbaum.

Carraher, T.N., D.W. Carraher, and A.D. Schliemann. (1985). Mathematics in the street and in school. British Journal of Developmental Psychology 3: 21-29.

Case, R. (1985). Intellectual development from birth to adulthood. Orlando, FL: Academic Press. (Development)

Case, R. (1987). Neo-Piagetian theory: Retrospect and prospect. International Journal of Psychology, 22, 773-791. (Development)

Chaffee, J. (1991). Thinking critically. Boston: Houghton Mifflin. (Hands On Learning)

Chase, W. G., & Simon, H. A. (1973). The mind’s eye in chess. In W.G. Chase (Ed.), Visual information processing (pp. 215-281). New York: Academic Press. (Expertise)

Chi, M. T. H., deLeeuw, N., Chiu, M.-H., & LaVancher, C. (1994) Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477. (Self Explanation)

Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5, 121-152. (Expertise)

Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.). (1988). The nature of expertise. Hilldale, NJ: Erlbaum. (Expertise)

Chi, M. T. H., Siler, S. A., Jeong, H., Yamaguchi, T., & Hausman, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471-533. (Tutoring)

Chinn, C.A. & Waggoner, M.A. (1992, April). Dynamics of classroom discussion: An analysis of what causes segments of open discourse to begin, continue, and end. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. (Discourse, Discussion Methods)

Chomsky, N. (1965). Aspects of a theory of syntax. Cambridge, MA: MIT Press. (Foreign Language Domain)

Chomsky, N. (1975). The logical structure of linguistic theory. NY: Plenum Press. (Foreign Language Domain)

Chomsky, N. (1975). Reflections on language. New York : Pantheon Books. (Foreign Language Domain)

Chomsky, N. (1986). Knowledge of language: It’s nature, origin, and use. New York: Praeger. (Foreign Language Domain)

Chomsky, N. (1988). Generative Grammar: Its Basis, Development and Prospects. Studies in English Linguistics and Literature, Special Issue, Kyoto University of Foreign Studies. (Foreign Language Domain)

Cobb, P., & Yackel, E. (1996) Constructivist, emergent and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190.

Cobb, P. E., Yackel, E. & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for research in mathematics education, pp. 99-114.

Cognition and Technology Group at Vanderbilt (1992c). The Jasper series as an example of anchored instruction: Theory, program description and assessment data. Educational Psychologist, 27, 291-315.

Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale: Erlbaum. (Cognitive Apprenticeship)

Cormier, S. (1987). The structural processes underlying transfer of training. In S. Cormier and J. Hagman (Eds.), Transfer of learning: Contemporary research and applications. San Diego: Academic Press. (Elaborative Encoding)

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. (Elaborative Encoding, Depth of Processing)

Craik, F.I., & Tulving, E. (1975). Depth of processing and the retention of works in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294. (Elaborative Encoding)

Cross, L.H., & Cross, G.M. (1980-1981). Teachers' evaluative comments and pupil perception of control. Journal of Experimental Education, 49, 68-70. (Assessment)

Derry, S. J. (1984). Effects of an organizer on memory for prose. Journal of Educational Psychology, 76, 98-107. (Working Memory)

Derry, S. J. (1993). Beyond symbolic processing: Expanding horizons for Educational Psychology. Journal of Educational Psychology, 84, 413-418.

Derry, S. J. (1990). Remediating academic difficulties through strategy training: The acquisition of useful knowledge. Remedial and Special Education (RASE), 11 (8), 19-31.

Derry, S. J., and Potts, M. K. (1998). How tutors model students: A study of personal constructs in adaptive tutoring. American Educational Research Journal, 35(1), 65-99. (Tutoring)

Dewey, J. (1963). Experience and Education. New York: Collier. (Problem Based Learning)

Dewitz, P., Carr, E. M., & Patberg, J. P. (1987). Effects of inference training on comprehension and comprehension monitoring. Reading Research Quarterly, 22, 99-121. (English Domain)

DiSessa, A. A. (1996). What do just plain folk know about physics? In D. R. Olson & N. Torrance, (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 709-730). Oxford, England: Blackwell.

Dole, J.A., Duffy, G.G., Roehler, L.R., & Peearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264. (English Domain)

Dreyfus, H. L. & Dreyfus, S. E. (1986). Mind over Machine; The Power of Human Intuition and Expertise in the Era of the Computer. New York: The Free Press. (Expertise)

Eggen, P. & Kauchak, D. (1999) Educational Psychology: Windows on Classrooms. Upper Saddle River, NJ: Prentice Hall. (Forms of Assessment, Problem Solving, Problem Space)

Eisenhart, M. A., & Borko, H. (1991). In search of interdisciplinary collaborative design for studying teacher education. Teaching and Teacher Education, 7, 137-157.

Ellis, E. S., & Lenz, B. K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus, 2, 94-107. (Working Memory)

Elton, L.R.B., & Laurillard, D.M. (1979). Trends in Research on Student Learning. Studies in Higher Education, 4, 87-102.

Emmer, E. T. (1988). Praise and the instructional process. Journal of Classroom Interaction, 23, 32-39. (Classroom Management)

Erickson, J., and Lehrer, R. (1998). The evolution of critical standards as students design hypermedia documents. Journal of the Learning Sciences, 7, 351-386. (Designing to Learn)

Ericsson, K. A. (2002). Attaining Excellence Through Deliberate Practice: Insights From the Study of Expert Performance. In M. Ferrari (Ed.), The pursuit of excellence through education. Mahwah, New Jersey: Lawrence Erlbaum Associates. (Expertise)

Ericsson, K. A. & Lehmann, A. C. (1999). Expertise. In Encyclopedia of Creativity. Vol. 1. Academic Press, pp. 695-707. (Expertise)

Feltovich, P. J., Spiro, R. J., & Coulson, R. L. (1997). Issues of Expert Flexibility in Contexts Characterized by Complexity and Change. In P.J. Feltovich, K. M. Ford, & R. R. Hoffman, (Eds.), Expertise in Context. Menlo Park, California: AAAI Press/MIT Press, pp.126-146. (Expertise)

Flavell, J.H. (1976). Metacognitive Aspects of Problem Solving. In L.B. Resnick (Ed.), The Nature of Intelligence (pp. 231-235). Lawrence Erlbaum Associates. (Metacognition)

Ford, C. H. (1991). View: Parade of the Avant-Garde, An anthology of View magazine (1940-1947). New York: Thunder’s Mouth Press.

Fox, B. A. (1993). The human tutorial dialogue project. Hillsdale, NJ: Erlbaum. (Tutoring)

Gagne, E.D., Yekovich, C.W., & Yekovich, F.R. (1993). The Cognitive psychology of school learning (2nd edition). Harper Collins College Publishers. (Problem Solving, Problem Space)

Gee, J. P. (2000-2001). Identity as an analytic lens for research in education, Review of Research in Education 25, 99-125.

George, P., Lawrence, G., & Bushnell, D. (1998). Handbook for middle school teaching (2nd Ed.). New York: Longman. (Classroom Management)

Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355. (Transfer)

Glenberg, A. M. (1997). What memory is for. Behavioral and Brain Sciences, 20, 1-55. (Memory)

Goodman, G., & Poillion, M.J. (1992). ADD: Acronym for any dysfunction or difficulty. Journal of Special Education, 26, 37-56. (Attention)

Greenfield, P. & Lave, J. (1982). Cognitive aspects of informal education. In D.A. Watger and H.W. Stevenson (Eds.) Cultural Perspective on child development. San Francisco: Freeman. (Cognitive Apprenticeship)

Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17. (Sociocultural Theory)

Halford, G. S., & McCredden, J. E. (1998). Cognitive science questions for cognitive development: The concepts of learning, analogy and capacity. Learning-and-Instruction, 8(4), 289-308. (Development)

Hall, R.H., Sidio-Hall, M.A., & Saling, C.B. (1995). Alternative materials for learning: Cognitive and affective outcomes of learning from knowledge maps. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. (Concept Learning)

Hare, V. C., & Milligan, B. (1984). Main idea identification: Instructional explanations in four basal reader series. Journal of Reading Behavior, 16, 189-204. (English Domain)

Hatano, G, & Inagaki, K. (1986). Two Courses of Expertise. In H. Stevenson, H. Azuma, and K. Hakuta (Eds.), Child development and education in Japan. New York: W. H. Reeman and Company, pp.262-272. (Expertise)

Hatano, G. & Oura, Y. (In press, 2003). Reconceptualizing school learning using insight from expertise research. Educational Researcher. (Expertise)

Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16(4), 431-473.

Hewson, P. W., Beeth, M. E., & Thorley, N. R. (1998). Teaching for conceptual change. In K. G. Tobin & B. J. Fraser (Eds.), International handbook of science education (pp. 199-218). Dordrecht, Netherlands: Kluwer Academic Publishers. (Conceptual Change)

Hewson, P. W., & Hewson, M. G. A'B. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13. (Conceptual Change)

Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11, 541-553. (Conceptual Change)

Heywood, J. (1996). An engineering approach to teaching decision-making skills in schools using an engineering heuristic. Proceedings of 1996 Frontiers in Education Conference, 1, 67-73. IEEE. (Designing to Learn)
Available online.

Hmelo, C. E., & Lin, X. (2000). Becoming self-directed learners: Strategy Development In Problem-Based Learning. In D. Evensen & C. E. Hmelo (Eds.), Problem-based Learning: A research perspective on learning interactions (pp. 227-250). Mahwah NJ: Erlbaum. (Tutoring)

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

Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3-4), 255-278. (Metacognition)

Kagan, D. M. (1993). Contexts for the use of classroom cases. American Educational Research Journal, 30,703-723. (Case-Based Teaching and Learning)

Kelly, D. T. & Heywood, J. (1996). Alternate approaches to K-12 school technology illustrated by an experimental course in technical investigations. Proceedings of 1996 Frontiers in Education Conference, 1, 388-393. IEEE. (Designing to Learn)
Available online.

Kilpatrick, W. H. (1918). The Project Method. Teachers College Record, 19, 319–335. (Problem Based Learning)

King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 30, 338-368.

King, J.R., Biggs, S., & Lipsky, S. (1984). Students' self-questioning and summarizing as reading strategies. Journal of Reading Behavior, 16, 205-218. (English Domain)

Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.

Kurtz, B.E., & Borkowski, J.G. (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43(1), 129-148. (Metacognition)

Lampert, M. (2001). Teaching Problems and the Problems of Teaching. New Haven: Yale University Press, p. 2. (Cognitive Flexibility Theory)

Larkin, J.H. (1981). Enriching formal knowledge: A model for learning to solve textbook physics problems. In J.R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum. (Strategies)

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press. (IRE)

Lave, J. (1988). Cognition in practice: Mind mathematics and culture. New York: Cambridge University Press. (Sociocultural Theory)

Leonard, M. J. (2001). It moves! 5th-graders’ experience of science. Unpublished manuscript. (Designing to Learn)

Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 75-106). Hillsdale, NJ: Erlbaum. (Tutoring)

Linn, M. C. & Burbules, N. C. (1993). Construction of knowledge and group learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 91-119). Washington, DC: American Association for the Advancement of Science (AAAS). (Concept Learning)

Linn, M. C. & Songer, N. B. (1993). How do students make sense of science?, Merrill-Palmer Quarterly, 39(1), 47-73. (Concept Learning)

Lopez, B. (1989) Arctic dreams : imagination and desire in a northern landscape. Toronto ; New York : Bantam Books.

McCloskey, M., Caramazza, A. and Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210 (4474), 1139-1141. (Misconceptions)

McCloskey, Caramazza & Green, 1980 (diagram on Misconceptions page)

Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press. (IRE)

Merseth, K. K. (1996). Cases and case methods in teacher education In J. Sikula (Ed.). Handbook of research on teacher education (2nd Ed). (pp. 722-744). New York: Macmillan. (Case-Based Teaching and Learning)

Meyer, D. K., & Turner, J. C. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17-25. (Self-Regulated Learning)

Mioduser, D. (1998). Framework for the study of cognitive and curricular issues of technological problem solving. International Journal of Technology and Design Education, 8, 167-184. (Designing to Learn)

Muller, C. B. & Collier, J. P. (1995). Engineering concepts in the high school classroom: The Dartmouth/Thayer problem-solving methods. Proceedings of 1995 Frontiers in Education Conference, 2, 4b1.15-4b1.18. IEEE. (Designing to Learn)
Available online.

Nastasi, B.K., & Clements, D.H. (1991). Research on Cooperative Learning: Implication for Practice. School Psychology Review, 20(1), 110-131. (Collaborative Learning)

National Research Council (2000). How People Learn (Expanded Edition). Washington, D. C. National Academy Press. (Problem-Based Learning, Transfer, Adaptive Expertise)

Newell, A., and Rosenbloom, P.S. (1981). Mechanisms of skill acquisition and the law of practice. In J.R. Anderson (Ed.), Cognitive Skills and their Acquisition. Hillsdale, NJ: Erlbaum. (Practice and Feedback)

Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall. (Problem Solving)

O'Connor, M.C., & Michaels, S. (1996). Shifting participant frameworks: orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Child Discourse and Social Learning. Cambridge: Cambridge University Press. Pp. 63-102. (Discourse)

O'Donnell, A. M., & Dansereau, D. F. (1995). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). New York, NY: Cambridge University Press.

Ormrod, J. E. (1998). Educational psychology: Developing learners (2nd Ed.). Upper Saddle River, NJ: Prentice-Hall. (Classroom Management)

Osborne, R. & Freyberg, P. (1985). Learning in science: The implications of children's science. Portsmouth, N.H.: Heinemann.

Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research 66(4), 543-578. (Self-Regulated Learning)

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. (Metacognition, English Domain, Social Knowledge Construction)

Palincsar, A. S., Brown, A. L., & Martin, S. M. (1987). Peer interaction in reading comprehension instruction. Educational Psychologist, 22, 231-253. (English Domain)

Palincsar, A.S., & Brown, A.L. (1989). Classroom dialogues to promote self-regulated comprehension in J. Brophy (Ed.), Advances in research on teaching (Vol. 1, pp. 35-67). Greenwich, CT: JAI Press. (Discussion Methods)

Paxton, R. J. (1999). A deafening silence: History textbooks and the students who read them. Review of Educational Research, 69(3), 315-339. (Social Studies Domain)

Piaget, J., & Inhelder, B. (1969). The psychology of the child. (H. Weaver, Trans.). New York: Basic Books. (Original work published 1966). (Knowledge Construction, Development)

Piaget, J. (1952). The origins of intelligence. New York: International University Press. (Cognitive Theory)

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. (Conceptual Change)

Pressley, M., Harris, K. R., & Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review, 4, 3-31. (Problem Space, Explanation-Based Learning)

Pressley, M. & McCormick, C. B. (1995). Advanced Educational Psychology for Educators, Researchers, and Policy-Makers. New York, NY: Harper Collins College Publishers. (Problem Solving, Forms of Assessment)

Ramsden, P. & others. (1988). Students' Learning and Perceptions of Teaching: School Effectiveness Reconsidered. Paper presented at the Annual meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988). (Assessment)

Randi, J., and Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp.651-685). San Diego: Academic Press. (Self-Regulated Learning)

Reigeluth, C. M. (Ed.). (1983). Instructional design theories and models: An overview of the current status. Hillsdale, NJ: Erlbaum. (Elaborative Encoding)

Resnick, M. (1996). Toward a practice of “constructional design.” In L. Schauble and R. Glaser (Eds), Innovations in learning: New environments for education (pp. 161-174). Mahwah, NJ: Erlbaum. (Designing to Learn)

Resnick, L. B. (1987). Education and learning to think. Washington, D.C.: National Academy Press. (Problem Solving)

Resnick, L. D., Levine, J. M., & Behrend, S. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC: American Psychological Association. (IRE)

Resnick, L. B, Levine, J. M. & Teasley, S. D. (Eds). Perspectives on socially shared cognition. Washington, D.C. American Psychological Association.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. (Cognitive Apprenticeship, IRE)

Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity: An International Journal, 1, 209-229. (IRE)

Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479-530. (Reciprocal Teaching)

Saint-Exupery, Antoine de. (1943). Le petit prince [The little prince]. New York, Reynal & Hitchcock.

Salomon, G. & Perkins, D.N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142. (Metacognition)

Salthouse, Timothy A. (1998). Independence of Age-Related Influences on Cognitive Abilities across the Life Span. Developmental-Psychology, 34(5), 851-64.

Scardamalia, M., & Bereiter, C. (1991a). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of Learning Sciences, 1(1), 37-68

Schraw, G. & Olafson, L. (in press) Teachers’ epistemological world views and educational practices. Issues in Educational Psychology. (lead article) (Cognitive Theory. Sociocultural Theory)

Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16, 475-522. (Explanation-Based Learning)

Shiffrin, R.M. & Schneider, W. (1977). Controlled and automatic human information processing: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190. (Attention)

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (Case-Based Learning and Teaching)

Shulman, L.S. (1992). Towards a pedagogy of cases, In J.H. Shulman (Ed.). Case Methods in Teacher Education (pp. 1-30). New York: Teacher's College. (Case-Based Teaching and Learning)

Siegel, M.A. (1999). Teaching Science for Public Understanding: Developing Decision-Making Abilities. Unpublished doctoral dissertation, Berkeley, Ca.: University of California. (Argumentation)

Simon, H. A. (1999). The sciences of the artificial. Cambridge, MA: MIT Press. (Designing to Learn)

Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press. (IRE)

Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts. (Memory)

Slavin, R. E. (1997). Educational psychology: Theory and practice. Needham Heights, MA: Allyn and Bacon.

Slavin, Robert E. (1991). Synthesis of Research on Cooperative Learning. Educational Leadership, 48(5), 71-82. (Collaborative Learning, Elaborative Encoding)

Smith, J. P., diSessa, A. A., Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115-163.

Spiro, R.J., Feltovich, P.J., Coulson, R.L., & Anderson D.K. (1989). Multiple analogies for analogy-induced misconception in advanced knowledge acquisition. In S.Vosniadou and A.Ortony (Eds.), Similarity and Analogical Readoning. Cambridge, England: Cambridge University Press, pp. 498-531. PDF (1.4 MB)

Spiro, R.J., Feltovich, P.J., Jacobson, M. & Coulson, R.L. (1992). Cognitive flexibility, constructivism and hypertext: Advanced knowledge acquisition in ill-structured domains. Constructivism and the Technology of Instruction: A Conversation, eds. Duffy, T.M. & Jonassen, D.H., pp. 57-75. (Cognitive Flexibility) (PDF, 2.2MB)

Spoehr, K.T. (1994). Enhancing the acquisition of conceptual structures through hypermedia. In: Kate McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press. (Concept Learning)

Squire, L. R. (1987). Memory and brain. New York: Oxford University Press. (Long Term Memory)

Stipek, D.J. (1996). Motivation and Instruction. In D.C. Berliner and R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 85-113). New York: Simon & Schuster Macmillan. (Motivation)

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Available online.

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Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. (Sociocultural Theory)

Wertsch, J. V. (1991). Voices of the mind. Cambridge, MA: Harvard University Press. (IRE)

Wiggins, G.P. & McTighe, J. (2000). Understanding by Design. Prentice Hall, 67-68. (Instructional Design)

Wineburg, S.S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87.

Zimmerman, B. J. (1994). Dimensions of Academic Self-Regulation: A Conceptual Framework for Education. In D. H. Schunk, and B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 3-21). Hillsdale, New Jersey: Lawrence Erlbaum Associates. (Self-Regulated Learning)

Zimmerman, B. J., Bonner, S., and Kovach, R. (1996). Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington, D. C.: American Psychological Association. (Self-Regulated Learning)