A Mind For Numbers

Home > Other > A Mind For Numbers > Page 23
A Mind For Numbers Page 23

by Barbara Oakley, PhD


  Chi, MTH, et al. “Categorization and representation of physics problems by experts and novices.” Cognitive Science 5, 2 (1981): 121–152.

  Chiesa, A, and A Serretti. “Mindfulness-based stress reduction for stress management in healthy people: A review and meta-analysis.” Journal of Alternative Complementary Medicine 15, 5 (2009): 593–600.

  Cho, S, et al. “Hippocampal-prefrontal engagement and dynamic causal interactions in the maturation of children’s fact retrieval.” Journal of Cognitive Neuroscience 24, 9 (2012): 1849–1866.

  Christman, SD, et al. “Mixed-handed persons are more easily persuaded and are more gullible: Interhemispheric interaction and belief updating.” Laterality 13, 5 (2008): 403–426.

  Chu, A, and JN Choi. “Rethinking procrastination: Positive effects of ‘active’ procrastination behavior on attitudes and performance.” Journal of Social Psychology 145, 3 (2005): 245–264.

  Colvin, G. Talent Is Overrated. New York: Portfolio, 2008.

  Cook, ND. Tone of Voice and Mind. Philadelphia: Benjamins, 2002.

  ———. “Toward a central dogma for psychology.” New Ideas in Psychology 7, 1 (1989): 1–18.

  Cooper, G, and J Sweller. “Effects of schema acquisition and rule automation on mathematical problem-solving transfer.” Journal of Educational Psychology 79, 4 (1987): 347.

  Cowan, N. “The magical number 4 in short-term memory: A reconsideration of mental storage capacity.” Behavioral and Brain Sciences 24, 1 (2001): 87–114.

  Coyle, D. The Talent Code. New York: Bantam, 2009.

  Cree, GS, and K McRae. “Analyzing the factors underlying the structure and computation of the meaning of chipmunk, cherry, chisel, cheese, and cello (and many other such concrete nouns).” Journal of Experimental Psychology: General 132, 2 (2003): 163–200.

  Dalí, S. Fifty Secrets of Magic Craftsmanship. New York: Dover, 1948 (reprint 1992).

  de Bono, E. Lateral Thinking. New York: Harper Perennial, 1970.

  DeFelipe, J. “Brain plasticity and mental processes: Cajal again.” Nature Reviews Neuroscience 7, 10 (2006): 811–817.

  ———. Cajal’s Butterflies of the Soul: Science and Art. New York: Oxford University Press, 2010.

  ———. “Sesquicentenary of the birthday of Santiago Ramón y Cajal, the father of modern neuroscience.” Trends in Neurosciences 25, 9 (2002): 481–484.

  Demaree, H, et al. “Brain lateralization of emotional processing: Historical roots and a future incorporating ‘dominance.’” Behavioral and Cognitive Neuroscience Reviews 4, 1 (2005): 3–20.

  Derman, E. Models. Behaving. Badly. New York: Free Press, 2011.

  Deslauriers, L, et al. “Improved learning in a large-enrollment physics class.” Science 332, 6031 (2011): 862–864.

  Dijksterhuis, A, et al. “On making the right choice: The deliberation-without-attention effect.” Science 311, 5763 (2006): 1005–1007.

  Doidge, N. The Brain That Changes Itself. New York: Penguin, 2007.

  Drew, C. “Why science majors change their minds (it’s just so darn hard).” New York Times, November 4, 2011.

  Duckworth, AL, and ME Seligman. “Self-discipline outdoes IQ in predicting academic performance of adolescents.” Psychological Science 16, 12 (2005): 939–944.

  Dudai, Y. “The neurobiology of consolidations, or, how stable is the engram?” Annual Review of Psychology 55 (2004): 51–86.

  Duhigg, C. The Power of Habit. New York: Random House, 2012.

  Duke, RA, et al. “It’s not how much; it’s how: Characteristics of practice behavior and retention of performance skills.” Journal of Research in Music Education 56, 4 (2009): 310–321.

  Dunlosky, J, et al. “Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology.” Psychological Science in the Public Interest 14, 1 (2013): 4–58.

  Dunning, D, et al. “Why people fail to recognize their own incompetence.” Current Directions in Psychological Science 12, 3 (2003): 83–87.

  Dweck, C. Mindset. New York: Random House, 2006.

  Edelman, S. Change Your Thinking with CBT. New York: Ebury, 2012.

  Efron, R. The Decline and Fall of Hemispheric Specialization. Hillsdale, NJ: Erlbaum, 1990.

  Ehrlinger, J, et al. “Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent.” Organizational Behavior and Human Decision Processes 105, 1 (2008): 98–121.

  Eisenberger, R. “Learned industriousness.” Psychological Review 99, 2 (1992): 248.

  Ellenbogen, JM, et al. “Human relational memory requires time and sleep.” PNAS 104, 18 (2007): 7723–7728.

  Ellis, AP, et al. “Team learning: Collectively connecting the dots.” Journal of Applied Psychology 88, 5 (2003): 821.

  Elo, AE. The Rating of Chessplayers, Past and Present. London: Batsford, 1978.

  Emmett, R. The Procrastinator’s Handbook. New York: Walker, 2000.

  Emsley, J. The Elements of Murder. New York: Oxford University Press, 2005.

  Ericsson, KA. Development of Professional Expertise. New York: Cambridge University Press, 2009.

  Ericsson, KA, et al. “The making of an expert.” Harvard Business Review 85, 7/8 (2007): 114.

  Erlacher, D, and M Schredl. “Practicing a motor task in a lucid dream enhances subsequent performance: A pilot study.” The Sport Psychologist 24, 2 (2010): 157–167.

  Fauconnier, G, and M Turner. The Way We Think. New York: Basic Books, 2002.

  Felder, RM. “Memo to students who have been disappointed with their test grades.” Chemical Engineering Education 33, 2 (1999): 136–137.

  —————— “Impostors everywhere.” Chemical Engineering Education 22, 4 (1988): 168–169.

  Felder, RM, et al. “A longitudinal study of engineering student performance and retention. V. Comparisons with traditionally-taught students.” Journal of Engineering Education 87, 4 (1998): 469–480.

  Ferriss, T. The 4-Hour Body. New York: Crown, 2010.

  Feynman, R. The Feynman Lectures on Physics Vol. 2. New York: Addison Wesley, 1965.

  ———. “Surely You’re Joking, Mr. Feynman.” New York: Norton, 1985.

  ———. What Do You Care What Other People Think? New York: Norton, 2001.

  Fields, RD. “White matter in learning, cognition and psychiatric disorders.” Trends in Neurosciences 31, 7 (2008): 361–370.

  Fiore, NA. The Now Habit. New York: Penguin, 2007.

  Fischer, KW, and TR Bidell. “Dynamic development of action, thought, and emotion.” In Theoretical Models of Human Development: Handbook of Child Psychology, edited by W Damon and RM Lerner. New York: Wiley, 2006: 313–399.

  Foer, J. Moonwalking with Einstein. New York: Penguin, 2011.

  Foerde, K, et al. “Modulation of competing memory systems by distraction.” Proceedings of the National Academy of the Sciences 103, 31 (2006): 11778–11783.

  Gabora, L, and A Ranjan. “How insight emerges in a distributed, content-addressable memory.” In Neuroscience of Creativity, edited by O Vartanian et al. Cambridge, MA: MIT Press, 2013: 19–43.

  Gainotti, G. “Unconscious processing of emotions and the right hemisphere.” Neuropsychologia 50, 2 (2012): 205–218.

  Gazzaniga, MS. “Cerebral specialization and interhemispheric communication: Does the corpus callosum enable the human condition?” Brain 123, 7 (2000): 1293–1326.

  Gazzaniga, MS, et al. “Collaboration between the hemispheres of a callosotomy patient: Emerging right hemisphere speech and the left hemisphere interpreter.” Brain 119, 4 (1996): 1255–1262.

  Geary, DC. The Origin of Mind. Washington, DC: American Psychological Association, 2005.

  ———. “Primal brain in the modern classroom.” Scientific American Mind 22, 4 (2011): 44–49.

  Geary, DC, et al. “
Task Group Reports of the National Mathematics Advisory Panel; Chapter 4: Report of the Task Group on Learning Processes.” 2008. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/learning-processes.pdf.

  Gentner, D, and M Jeziorski. “The shift from metaphor to analogy in western science.” In Metaphor and Thought, edited by A Ortony. 447–480, Cambridge, UK: Cambridge University Press, 1993.

  Gerardi, K, et al. “Numerical ability predicts mortgage default.” Proceedings of the National Academy of Sciences 110, 28 (2013): 11267–11271.

  Giedd, JN. “Structural magnetic resonance imaging of the adolescent brain.” Annals of the New York Academy of Sciences 1021, 1 (2004): 77–85.

  Gladwell, M. Outliers. New York: Hachette, 2008.

  Gleick, J. Genius. New York: Pantheon Books, 1992.

  Gobet, F. “Chunking models of expertise: Implications for education.” Applied Cognitive Psychology 19, 2 (2005): 183–204.

  Gobet, F, et al. “Chunking mechanisms in human learning.” Trends in Cognitive Sciences 5, 6 (2001): 236–243.

  Gobet, F, and HA Simon. “Five seconds or sixty? Presentation time in expert memory.” Cognitive Science 24, 4 (2000): 651–682.

  Goldacre, B. Bad Science. London: Faber & Faber, 2010.

  Graham, P. “Good and bad procrastination.” 2005. http://paulgraham.com/procrastination.html.

  Granovetter, M. “The strength of weak ties: A network theory revisited.” Sociological Theory 1, 1 (1983): 201–233.

  Granovetter, MS. “The strength of weak ties.” American Journal of Sociology (1973): 1360–1380.

  Greene, R. Mastery. New York: Viking, 2012.

  Gruber, HE. “On the relation between aha experiences and the construction of ideas.” History of Science Cambridge 19, 1 (1981): 41–59.

  Guida, A, et al. “How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework.” Brain and Cognition 79, 3 (2012): 221–244.

  Güntürkün, O. “Hemispheric asymmetry in the visual system of birds.” In The Asymmetrical Brain, edited by K Hugdahl and RJ Davidson, 3–36. Cambridge, MA: MIT Press, 2003.

  Hake, RR. “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses.” American Journal of Physics 66 (1998): 64–74.

  Halloun, IA, and D Hestenes. “The initial knowledge state of college physics students.” American Journal of Physics 53, 11 (1985): 1043–1055.

  Houdé, O. “Consciousness and unconsciousness of logical reasoning errors in the human brain.” Behavioral and Brain Sciences 25, 3 (2002): 341–341.

  Houdé, O, and N Tzourio-Mazoyer. “Neural foundations of logical and mathematical cognition.” Nature Reviews Neuroscience 4, 6 (2003): 507–513.

  Immordino-Yang, MH, et al. “Rest is not idleness: Implications of the brain’s default mode for human development and education.” Perspectives on Psychological Science 7, 4 (2012): 352–364.

  James, W. Principles of Psychology. New York: Holt, 1890.

  ———. Talks to Teachers on Psychology: And to Students on Some of Life’s Ideals. Rockville, MD: ARC Manor, 2008 [1899].

  Ji, D, and MA Wilson. “Coordinated memory replay in the visual cortex and hippocampus during sleep.” Nature Neuroscience 10, 1 (2006): 100–107.

  Jin, X. “Basal ganglia subcircuits distinctively encode the parsing and concatenation of action sequences.” Nature Neuroscience 17 (2014): 423–430.

  Johansson, F. The Click Moment. New York: Penguin, 2012.

  Johnson, S. Where Good Ideas Come From. New York: Riverhead, 2010.

  Kalbfleisch, ML. “Functional neural anatomy of talent.” The Anatomical Record Part B: The New Anatomist 277, 1 (2004): 21–36.

  Kamkwamba, W, and B Mealer. The Boy Who Harnessed the Wind. New York: Morrow, 2009.

  Kapur, M, and K Bielczyc. “Designing for productive failure.” Journal of the Learning Sciences 21, 1 (2012): 45–83.

  Karpicke, JD. “Retrieval-based learning: Active retrieval promotes meaningful learning.” Current Directions in Psychological Science 21, 3 (2012): 157–163.

  Karpicke, JD, and JR Blunt. “Response to comment on ‘Retrieval practice produces more learning than elaborative studying with concept mapping.’” Science 334, 6055 (2011a): 453–453.

  ———. “Retrieval practice produces more learning than elaborative studying with concept mapping.” Science 331, 6018 (2011b): 772–775.

  Karpicke, JD, et al. “Metacognitive strategies in student learning: Do students practice retrieval when they study on their own?” Memory 17, 4 (2009): 471–479.

  Karpicke, JD, and PJ Grimaldi. “Retrieval-based learning: A perspective for enhancing meaningful learning.” Educational Psychology Review 24, 3 (2012): 401–418.

  Karpicke, JD, and HL Roediger. “The critical importance of retrieval for learning.” Science 319, 5865 (2008): 966–968.

  Kaufman, AB, et al. “The neurobiological foundation of creative cognition.” Cambridge Handbook of Creativity (2010): 216–232.

  Kell, HJ, et al. “Creativity and technical innovation: Spatial ability’s unique role.” Psychological Science 24, 9 (2013): 1831–1836.

  Keller, EF. A Feeling for the Organism, 10th Aniversary Edition: The Life and Work of Barbara McClintock. New York: Times Books, 1984.

  Keresztes, A, et al. “Testing promotes long-term learning via stabilizing activation patterns in a large network of brain areas.” Cerebral Cortex (advance access, published June 24, 2013).

  Kinsbourne, M, and M Hiscock. “Asymmetries of dual-task performance.” In Cerebral Hemisphere Asymmetry, edited by JB Hellige, 255–334. New York: Praeger, 1983.

  Klein, G. Sources of Power. Cambridge, MA: MIT Press, 1999.

  Klein, H, and G Klein. “Perceptual/cognitive analysis of proficient cardio-pulmonary resuscitation (CPR) performance.” Midwestern Psychological Association Conference, Detroit, MI, 1981.

  Klingberg, T. The Overflowing Brain. New York: Oxford University Press, 2008.

  Kornell, N, et al. “Unsuccessful retrieval attempts enhance subsequent learning.” Journal of Experimental Psychology: Learning, Memory, and Cognition 35, 4 (2009): 989.

  Kounios, J, and M Beeman. “The Aha! moment: The cognitive neuroscience of insight.” Current Directions in Psychological Science 18, 4 (2009): 210–216.

  Kruger, J, and D Dunning. “Unskilled and unaware of it: How difficulties in one’s own incompetence lead to inflated self-assessments.” Journal of Personality and Social Psychology 77, 6 (1999): 1121–1134.

  Leonard, G. Mastery. New York: Plume, 1991.

  Leutner, D, et al. “Cognitive load and science text comprehension: Effects of drawing and mentally imaging text content.” Computers in Human Behavior 25 (2009): 284–289.

  Levin, JR, et al. “Mnemonic vocabulary instruction: Additional effectiveness evidence.” Contemporary Educational Psychology 17, 2 (1992): 156–174.

  Longcamp, M, et al. “Learning through hand- or typewriting influences visual recognition of new graphic shapes: Behavioral and functional imaging evidence.” Journal of Cognitive Neuroscience 20, 5 (2008): 802–815.

  Luria, AR. The Mind of a Mnemonist. Translated by L Solotaroff. New York: Basic Books, 1968.

  Lutz, A, et al. “Attention regulation and monitoring in meditation.” Trends in Cognitive Sciences 12, 4 (2008): 163.

  Lützen, J. Mechanistic Images in Geometric Form. New York: Oxford University Press, 2005.

  Lyons, IM, and SL Beilock. “When math hurts: Math anxiety predicts pain network activation in anticipation of doing math.” PLOS ONE 7, 10 (2012): e48076.

  Maguire, EA, et al. “Routes to remembering: The brains behind superior memory.” Nature Neuroscience 6, 1 (2003): 90–95.

  Mangan, BB. “Taking phenomen
ology seriously: The ‘fringe’ and its implications for cognitive research.” Consciousness and Cognition 2, 2 (1993): 89–108.

  Mastascusa, EJ, et al. Effective Instruction for STEM Disciplines. San Francisco: Jossey-Bass, 2011.

  McClain, DL. “Harnessing the brain’s right hemisphere to capture many kings.” New York Times, January 24 (2011). http://www.nytimes.com/2011/01/25/science/25chess.html?_r=0.

  McCord, J. “A thirty-year follow-up of treatment effects.” American Psychologist 33, 3 (1978): 284.

  McDaniel, MA, and AA Callender. “Cognition, memory, and education.” In Cognitive Psychology of Memory, Vol. 2 of Learning and Memory, edited by HL Roediger, 819–843. Oxford, UK: Elsevier, 2008.

  McGilchrist, I. The Master and His Emissary. New Haven, CT: Yale University Press, 2010.

  Mihov, KM, et al. “Hemispheric specialization and creative thinking: A meta-analytic review of lateralization of creativity.” Brain and Cognition 72, 3 (2010): 442–448.

  Mitra, S, et al. “Acquisition of computing literacy on shared public computers: Children and the ‘hole in the wall.’” Australasian Journal of Educational Technology 21, 3 (2005): 407.

  Morris, PE, et al. “Strategies for learning proper names: Expanding retrieval practice, meaning and imagery.” Applied Cognitive Psychology 19, 6 (2005): 779–798.

  Moussa, MN, et al. “Consistency of network modules in resting-state fMRI connectome data.” PL0S ONE 7, 8 (2012): e49428.

  Mrazek, M, et al. “Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering.” Psychological Science 24, 5 (2013): 776–781.

  Nagamatsu, LS, et al. “Physical activity improves verbal and spatial memory in adults with probable mild cognitive impairment: A 6-month randomized controlled trial.” Journal of Aging Research (2013): 861893.

  Nakano, T, et al. “Blink-related momentary activation of the default mode network while viewing videos.” Proceedings of the National Academy of Sciences 110, 2 (2012): 702–706.

  National Survey of Student Engagement. Promoting Student Learning and Institutional Improvement: Lessons from NSSE at 13. Bloomington: Indiana University Center for Postsecondary Research, 2012.

 

‹ Prev