Abraham, A. (2016). The imaginative mind. Human Brain Mapping, 37(11), 4197–4211.
Andrews-Hanna, J.R., Smallwood, J., & Spreng, R.N. (2014). The default network and self-generated thought: Component processes, dynamic control, and clinical relevance. Annals of the New York Academy of Sciences, 1316, 29–52.
Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W., Franklin, M. S., & Schooler, J. W. (2012). Inspired by distraction mind wandering facilitates creative incubation. Psychological Science, 23(10), 1117–1122.
Baird, B., Smallwood, J., & Schooler, J. W. (2011). Back to the future: Autobiographical planning and the functionality of mind-wandering. Conscious Cognition, 20, 1604–1611.
Barron, F. & Harrington, D.M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439–476.
Batson, C. D. (2009). Two forms of perspective taking: Imagining how another feels and imagining how you would feel. In Markman, K. D., Klein, W. M. P., & Suhr, J. A. (eds.), Handbook of imagination and mental simulation. New York: Psychology Press.
Beaussart, M. L., Andrews, C. J., & Kaufman, J. C. (2013). Creative liars: The relationship between creativity and integrity. Thinking Skills and Creativity, 9, 129–134.
Beaty, R. E., Benedek, M., Kaufman, S. B., & Silvia, P. J. (2015). Default and executive network coupling supports creative idea production. Nature Scientific Reports, 5, 10964.
Beaty, R. E., Benedek, M., Wilkins, R. W., Jauk, E., Fink, A., Silvia, P. J., … & Neubauer, A. C. (2014). Creativity and the default network: A functional connectivity analysis of the creative brain at rest. Neuropsychologia, 64, 92–98.
Beaty, R. E., Silvia, P. J., Nusbaum, E. C., Jauk, E., & Benedek, M. (2014). The roles of associative and executive processes in creative cognition. Memory and Cognition, 42, 1186–1197.
Beghetto, R. A. & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 85–95.
Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-believe play: Wellspring for the development of self-regulation. In Singer, D. G., Golinkoff, R., & Hirsh-Pasek, K. (eds.), Play=learning: How play motivates and enhances young children’s cognitive and social-emotional growth (pp. 74–110). New York: Oxford University Press.
Binning, K. R., Unzueta, M. M., Huo, Y. J., & Molina, L. E. (2009). The interpretation of multiracial status and its relation to social engagement and psychological well-being. Journal of Social Issues, 65(1), 35–49.
Bonnelle, V., Ham, T. E., Leech, R., Kinnunen, K. M., Mehta, M. A., Greenwood, R. J., & Sharp, D. J. (2012). Salience network integrity predicts default mode network function after traumatic brain injury. Proceedings of the National Academy of Science, 109, 4690–4695.
Briazu, R. A., Walsh, C. R., Deeprose, C., & Ganis, G. (2017). Undoing the past in order to lie in the present: Counterfactual thinking and deceptive communication. Cognition, 161, 66–73.
Buckner, R. L., Andrews-Hanna, J. R., & Schacter, D. L. (2008). The brain’s default network: Anatomy, function, and relevance to disease. Annals of the New York Academy of Sciences, 1124, 1–38.
Buckner, R. L. & Carroll, D. C. (2007). Self-projection and the brain. Trends in Cognitive Science, 11, 49–57.
Carson, S. H. (2011). Creativity and psychopathology: A shared vulnerability model. Canadian Journal of Psychiatry, 56(3), 144.
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2003). Decreased latent inhibition is associated with increased creative achievement in high-functioning individuals. Journal of Personality and Social Psychology, 85(3), 499–506.
Chang, A. F., Berger, S. E., & Chang, B. (1981). The relationship of student self-esteem and teacher empathy to classroom learning. Psychology: A Journal of Human Behavior, 18 (4) 21–25.
Cooney, G., Gilbert, D. T., & Wilson, T. D. (2017). The novelty penalty: Why do people like talking about new experiences but hearing about old ones?. Psychological Science, 28(3), 380–394.
Cropley, D. H., Kaufman, J. C., & Cropley, A. J. (2008). Malevolent creativity: A functional model of creativity in terrorism and crime. Creativity Research Journal, 20(2), 105–115.
De Brigard, F., Spreng, R. N., Mitchell, J. P., & Schacter, D. L. (2015). Neural activity associated with self, other, and object-based counterfactual thinking. Neuroimage, 109, 12–26.
DeYoung, C. G. (2013). The neuromodulator of exploration: A unifying theory of the role of dopamine in personality. Frontiers in Human Neuroscience, 7, 762.
DeYoung, C. G., Quilty, L. C., & Peterson, J. B. (2007). Between facets and domains: 10 aspects of the Big Five. Journal of Personality and Social Psychology, 93(5), 880–896.
Doron, E. (2017). Fostering creativity in school aged children through perspective taking and visual media based short term intervention program. Thinking Skills and Creativity, 23, 150–160.
Dunlop, W. L., Guo, J., & McAdams, D. P. (2016). The autobiographical author through time: Examining the degree of stability and change in redemptive and contaminated personal narratives. Social Psychological and Personality Science, 7(5), 428–436.
Fan, Y., Duncan, N. W., Greck, M. De, & Northoff, G. (2011). Is there a core neural network in empathy? An fMRI based quantitative meta-analysis. Neuroscience and Biobehavioral Reviews, 35(3), 903–911.
Fein, G. G. (1987). Pretend play: Creativity and consciousness. In Görlitz, D. & Wohlwill, J. F. (eds.), Curiosity, imagination, and play: On the development of spontaneous cognitive motivational processes (pp. 281–304). Hillsdale, NJ: Lawrence Erlbaum Associates.
Finke, R. (1995). Creative realism. In Smith, S., Ward, T., & Finke, R. (eds.), The creative cognition approach. New York: Cambridge University Press.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition. Cambridge, MA: MIT Press.
Fiorella, L. & Mayer, R. E. (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, 39(2), 75–85.
Fong, C. T. (2006). The effects of emotional ambivalence on creativity. Academy of Management Journal, 49(5), 1016–1030.
Förster, J., Friedman, R.S., & Liberman, N. (2004). Temporal construal effects on abstract and concrete thinking: Consequences for insight and creative cognition. Journal of Personality Psychology and Social Psychology, 87, 177–189.
Frankl, V. (1946). Man’s search for meaning. Boston, MA: Beacon Press.
Galinsky, A. D., Maddux, W. W., Gilin, D., & White, J. B. (2008). Why it pays to get inside the head of your opponent: The differential effects of perspective taking and empathy in negotiations. Psychological Science, 19(4), 378–384.
Galinsky, A. D. & Moskowitz, G. B. (2000). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78(4), 708.
Gilbert, D. & Wilson, T. (2007). Prospection: Experiencing the future. Science, 351, 1351–1354.
Glăveanu, V. P. (2010). Principles for a cultural psychology of creativity. Culture and Psychology, 16(2), 147–163.
Goldstein, T. R., Wu, K., & Winner, E. (2009). Actors are skilled in theory of mind but not empathy. Imagination, Cognition and Personality, 29(2), 115–133.
Gotlieb, R., Hyde, E., Immordino-Yang, M. H., & Kaufman, S. B. (2016). Cultivating the social–emotional imagination in gifted education: Insights from educational neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22–31.
Gotlieb, R., Jahner, E., Immordino-Yang, M. H., & Kaufman, S. B. (2016). How social–emotional imagination facilitates deep learning and creativity in the classroom. In Beghetto, R. A. & Kaufman, J. C (eds.). Nurturing creativity in the classroom (2nd edn). New York: Cambridge University Press.
Gresky, D. M., Eyck, L. L. T., Lord, C. G., & McIntyre, R. B. (2005). Effects of salient multiple identities on women’s performance under mathematics stereotype threat. Sex Roles, 53(9), 703–716.
Hirsh-Pasek, K., Golinkoff, R., Berk, L., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press.
Hoever, I. J., Van Knippenberg, D., Van Ginkel, W. P., & Barkema, H. G. (2012). Fostering team creativity: Perspective taking as key to unlocking diversity’s potential. Journal of Applied Psychology, 97(5), 982.
Hoff, E. V. (2005). Imaginary companions, creativity, and self-image in middle childhood. Creativity Research Journal, 17(2–3), 167–180.
Hughes, F. P. (1999). Children, play, and development (3rd edn). Needham Heights, MA: Allyn & Bacon.
Hurtado, S. (2005). The next generation of diversity and intergroup relations research. Journal of Social Issues, 61(3), 595–610.
Immordino-Yang, M. H. (2011). Me, my “self” and you: Neuropsychological relations between social emotion, self-awareness, and morality. Emotion Review, 3(3), 313–315.
Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352–364.
Immordino-Yang, M. H. & Gotlieb, R. (2017) Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue, 54(1), 344–367.
Immordino-Yang, M. H., McColl, A., Damasio, H., & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021–8026.
Immordino-Yang, M. H., Yang, X. & Damasio, H. (2014) Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience, 8, 728.
Jack, A. I., Dawson, A. J., Begany, K. L., Leckie, R. L., Barry, K. P., Ciccia, A. H., & Snyder, A. Z. (2013). fMRI reveals reciprocal inhibition between social and physical cognitive domains. NeuroImage, 66, 385–401.
Jackson, J. D., Weinstein, Y., & Balota, D. A. (2013). Can mind-wandering be timeless? Atemporal focus and aging in mind-wandering paradigms. Frontiers in Psychology, 4, 742.
Jung, R. E., Mead, B. S., Carrasco, J., & Flores, R. A. (2013). The structure of creative cognition in the human brain. Frontiers in Human Neuroscience, 7(330), 1–13.
Kam, J. W., Dao, E., Stanciulescu, M., Tildesley, H., & Handy, T.C. (2013). Mind wandering and the adaptive control of attentional resources. Journal of Cognitive Neuroscience, 25, 952–960.
Kang, S. K. & Bodenhausen, G. V. (2015). Multiple identities in social perception and interaction: Challenges and opportunities. Annual Review of Psychology, 66, 547–574.
Kaufman, J. C. (2006). Self‐reported differences in creativity by ethnicity and gender. Applied Cognitive Psychology, 20(8), 1065–1082.
Kaufman, J. C. (2010). Using creativity to reduce ethnic bias in college admissions. Review of General Psychology, 14(3), 189–203.
Kaufman, J. C. & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1.
Kaufman, J. C., Waterstreet, M. A., Ailabouni, H. S., Whitcomb, H. J., Roe, A. K. et al. (2010). Personality and self-perceptions of creativity across domains. Imagination, Cognition and Personality, 29 (3), 193–209.
Kaufman, S. B. (2013). Opening up openness to experience: A four‐factor model and relations to creative achievement in the arts and sciences. The Journal of Creative Behavior, 47(4), 233–255.
Kaufman, S. B., DeYoung, C. G., Gray, J. R., Jimenez, L., Brown, J. B., & Mackintosh, N. (2010). Implicit learning as an ability. Cognition, 116, 321–340.
Kaufman, S. B. & Duckworth, A. L. (2015). World-class expertise: A developmental model. Wiley Interdisciplinary Reviews: Cognitive Science. https://doi.org/10.1002/wcs.1365
Kaufman, S. B. & Gregoire, C. (2015). Wired to create: Unraveling the mysteries of the creative mind. New York: Perigee, Penguin Random House.
Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., & De Young, C. G. (2016). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258.
Lamm, C., Decety, J., & Singer, T. (2011). Meta-analytic evidence for common and distinct neural networks associated with directly experienced pain and empathy for pain. NeuroImage, 54(3), 2492–2502.
Liberman, N., Sagristano, M. D., & Trope, Y. (2002). The effect of temporal distance on level of mental construal. Journal of Experimental Social Psychology, 38, 523–534.
Liberman, N. & Trope, Y. (1998). The role of feasibility and desirability considerations in near and distant future decisions: A test of temporal construal theory. Journal of Personality and Social Psychology, 75, 5–18.
Liberman, N. & Trope, Y. (2008). The psychology of transcending the here and now. Science, 322, 1201–1205.
Liberman, N., Trope, Y., & Stephan, E. (2007). Psychological distance. Social Psychology: Handbook of Basic Principles, 2, 353–383.
Lubow, R. E. (1989). Latent inhibition and conditioned attention theory (Vol. 9). New York: Cambridge University Press.
Lubow, R. E., Ingberg-Sachs, Y., Zalstein-Orda, N., & Gewirtz, J. C. (1992). Latent inhibition in low and high “psychotic-prone” normal subjects. Personality and Individual Differences, 13(5),563–572.
Madore, K. P., Addis, D. R., & Schacter, D. L. (2015). Creativity and memory effects of an episodic-specificity induction on divergent thinking. Psychological Science, 26(9), 1461–1468.
Madore, K. P., Jing, H. G., & Schacter, D. L. (2016). Divergent creative thinking in young and older adults: Extending the effects of an episodic specificity induction. Memory and Cognition, 44(6), 974–988.
Markman, K. D., Klein, W. M., & Suhr, J. A. (2009). Overview. In Markman, K. D., Klein, W. M., & Suhr, J. A. (eds.), Handbook of imagination and mental simulation (pp. vii–xvi). New York: Taylor & Francis.
Mason, R. A. & Just, M. A. (2016). Neural representations of physics concepts. Psychological Science, 27(6), 904–913.
McAdams, D. P. & Guo, J. (2015). Narrating the generative life. Psychological Science, 26(4), 475–483.
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258–1263.
McMillan, R., Kaufman, S. B., & Singer, J. L. (2013). Ode to positive constructive daydreaming. Frontiers in Psychology, 4, 626.
Mischel, W. (2014). The marshmallow test: Mastering self-control (1st edn). New York: Little, Brown and Company.
Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933–938.
Mitchell, J. P., Schirmer, J., Ames, D.L., & Gilbert., D.T. (2011). Medial prefrontal cortex predicts intertemporal choice. Journal of Cognitive Neuroscience 23(4), 857–866.
Montessori, M. (1948). From childhood to adolescence: Including erdkinder and the function of the university (1st English edn 1973). Amsterdam: Montessori-Pierson Publishing Company.
Mooneyham, B. W. & Schooler, J. W. (2013). The costs and benefits of mind-wandering: a review. Canadian Journal of Experimental Psychology, 67(1), 11–18.
Morris, M., Chiu, C.Y., & Liu, Z. (2015). Polycultural psychology. Annual Review of Psychology, 66, 631–659.
Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory and Cognition, 42(7), 1038–1048.
Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109(3), 504.
O’Connor, E., McCormack, T., Beck, S. R., & Feeney, A. (2015). Regret and adaptive decision making in young children. Journal of Experimental Child Psychology, 135, 86–92.
O’Hearn, C. C. (2008). Half and half: Writers on growing up biracial and bicultural. Pantheon.
Oleynick, V. C., DeYoung, C. G., Hyde, E., Kaufman, S. B., Beaty, R. E., & Silvia, P. J. (2017). Openness/Intellect: The core of the creative personality. In Feist, G. J., Reiter-Palmon, R., & Kaufman, J. C. (eds.), The Cambridge handbook of creativity and personality research. New York: Cambridge University Press.
Oleynick, V. C., Thrash, T. M., LeFew, M. C., Moldovan, E. G., & Kieffaber, P. D. (2014). The scientific study of inspiration in the creative process: Challenges and opportunities. Frontiers in Human Neuroscience, 8.
Østby, Y., Walhovd, K. B., Tamnes, C. K., Grydeland, H., Westlye, L. T., & Fjell, A. M. (2012). Mental time travel and default-mode network functional connectivity in the developing brain. Proceedings of the National Academy of Sciences, 109(42), 16800–16804.
Oyserman, D. & Lee, S. W. (2008). Does culture influence what and how we think? Effects of priming individualism and collectivism. Psychological Bulletin, 134(2), 311–342.
Peterson, J. B., Smith, K. W., & Carson, S. (2002). Openness and extraversion are associated with reduced latent inhibition: Replication and commentary. Personality and Individual Differences, 33, 1137–1147.
Preiss, D. D., Cosmelli, D., Grau, V., & Ortiz, D. (2016). Examining the influence of mind wandering and metacognition on creativity in university and vocational students. Learning and Individual Differences, 51, 417–426.
Raichle, M. E. & Snyder, A. Z. (2007). A default mode of brain function: A brief history of an evolving idea. Neuroimage, 37(4), 1083–1090.
Roese, N. J. & Olson, J. M. (2014). What might have been: The social psychology of counterfactual thinking. Psychology Press.
Rumble, A. C., Van Lange, P. A., & Parks, C. D. (2010). The benefits of empathy: When empathy may sustain cooperation in social dilemmas. European Journal of Social Psychology, 40(5), 856–866.
Runco, M. A. (2006 ). Creativity: Theories and themes: Research, development, and practice. San Diego, CA: Academic Press.
Runco, M. A. & Pina, J. (2013). Imagination and personal creativity. In Taylor, M. (ed.), Oxford handbook of the development of imagination (pp. 379–386). New York: Oxford University Press.
Russ, S. W. (2014). Pretend play in childhood: Foundations of adult creativity. Washington, DC: American Psychological Association.
Russ, S. W., Robins, A., & Christiano, B. (1999). Pretend play: longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12, 129–139.
Rydell, R. J. & Boucher, K. L. (2010). Capitalizing on multiple social identities to prevent stereotype threat: The moderating role of self-esteem. Personality and Social Psychology Bulletin, 36(2), 239–250.
Rydell, R. J., McConnell, A. R., & Beilock, S. L. (2009). Multiple social identities and stereotype threat: Imbalance, accessibility, and working memory. Journal of Personality and Social Psychology, 96(5), 949.
Sachet, A. B. & Mottweiler, C.M. (2013). The distinction between role-play and object substitution in pretend play. In Taylor, M. (ed.), Oxford handbook of the development of imagination (pp. 175–185). New York: Oxford University Press.
Sawyer, R. K. (2007). Group genius: The creative power of collaboration (1st edn). New York: Basic Books.
Sawyer, R. K. (2017). Group genius: The creative power of collaboration (2nd edn). New York: Basic Books.
Schacter, D. L. (1996). Searching for memory: The brain, the mind, and the past. New York: Basic Books.
Schacter, D. L., Addis, D. R., & Buckner, R. L. (2007). Remembering the past to imagine the future: The prospective brain. Nature Reviews Neuroscience, 8, 657–661.
Schooler, J. W., Smallwood, J., Christoff, K., Handy, T. C., Reichle, E. D., & Sayette, M. A. (2011). Meta-awareness, perceptual decoupling, and the wandering mind. Trends Cognitive Science, 15, 319–326.
Schurz, M., Radua, J., Aichhorn, M., Richlan, F., & Perner, J. (2014). Fractionating theory of mind: A meta-analysis of functional brain imaging studies. Neuroscience and Biobehavioral Reviews, 1–26.
Seligman, M. E. P., Forgeard, M., & Kaufman, S. B. (2016). Creativity and aging: What we can make with what we have left. In Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (eds.), Homo Prospectus. New York: Oxford University Press.
Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science, 8(2), 119–141.
Shenk, J. W. (2014). Powers of two: Finding the essence of innovation in creative pairs. New York: Eamon Dolan and Houghton Mifflin Harcourt.
Shweder, R. A. & Bourne, E. J. (1982). Does the concept of the person vary cross-culturally?. In Marsella, A. & White, G. (eds.), Cultural conceptions of mental health and therapy. Dordrecht: Reidel.
Smallwood, J., Ruby, F. J., & Singer, T. (2013). Letting go of the present: Mind-wandering is associated with reduced delay discounting. Conscious Cognition, 22, 1–7.
Smallwood, J., Schooler, J. W., Turk, D. J., Cunningham, S. J., Burns, P., & Macrae, C. N. (2011). Self-reflection and the temporal focus of the wandering mind. Conscious Cognition. 20, 1120–1126.
Spreng, R. N. & Andrews-Hanna, J. R. (2015). The default network and social cognition. Brain mapping: An encyclopedic reference. Academic Press, 165–169.
Spreng, R. N. & Grady, C. L. (2010). Patterns of brain activity supporting autobiographical memory, prospection, and theory of mind, and their relationship to the default mode network. Journal of Cognitive Neuroscience, 22(6), 1112–1123.
Sternberg, R. J. & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1–31.
Sternberg, R. J. & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In Sternberg, R. J. (ed.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.
Taillandier-Schmitt, A., Esnard, C., & Mokounkolo, R. (2012). Self-affirmation in occupational training: Effects on the math performance of French women nurses under stereotype threat. Sex Roles, 67(1–2), 43–57.
Tamir, D. I. & Mitchell, J. P. (2011). The default network distinguishes construals of proximal versus distal events. Journal of Cognitive Neuroscience, 23(10), 2945–2955.
Taylor, M., Hodges, S. D., & Kohányi, A. (2003). The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own?. Imagination, Cognition and Personality, 22(4), 361–380.
Tetlock, P. E. & Gardner, D. (2016). Superforecasting: The art and science of prediction. New York: Broadway Books.
Thrash, T. M., Maruskin, L. A., Cassidy, S. E., Fryer, J. W., & Ryan, R. M. (2010). Mediating between the muse and the masses: Inspiration and the actualization of creative ideas. Journal of Personality and Social Psychology, 98(3), 469.
Trope, Y. & Liberman, N. (2003). Temporal construal. Psychological Review, 110, 403–421.
Tulving, E. (1985). Memory and consciousness. Canadian Psychology/Psychologie Canadienne, 26(1), 1–12.
Tulving, E. (2002). Chronesthesia: Conscious awareness of subjective time. In Stuss, D. T. & Knight, R. T. (eds.). Principles of frontal lobe function. New York: Oxford University Press.
Vezzali, L., Gocłowska, M. A., Crisp, R. J., & Stathi, S. (2016). On the relationship between cultural diversity and creativity in education: The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152–157.
Vygotsky, L. S. (1931/2004). Imagination and creativity in childhood (Trans. M. E. Sharpe). Journal of Russian and East European Psychology, 42(1), 7–97.
Ward, T. B. (1995). What’s old about new ideas? In Smith, S. M., Ward, T. B., & Finke, R. A. (eds.), The creative cognition approach (pp. 157–178). Cambridge, MA: MIT Press.
Waytz, A. G., Hershfield, H. E., & Tamir, D. I. (2015). Mental simulation and meaning in life. Journal of Personality and Social Psychology, 108(2), 336–335.
Zabelina, D. L. & Andrews-Hanna, J. R. (2016). Dynamic network interactions supporting internally-oriented cognition. Current Opinion in Neurobiology, 40, 86–93.