Book contents
References
Published online by Cambridge University Press: 25 May 2017
- Type
- Chapter
- Information
- Critical ThinkingConceptual Perspectives and Practical Guidelines, pp. 229 - 252Publisher: Cambridge University PressPrint publication year: 2017
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78, 4, 1102–1134.Google Scholar
Adams, M. H., Whitlow, J. F., Stover, L. M., & Johnson, K. W. (1996). Critical thinking as an educational outcome: An evaluation of current tools of measurement. Nurse Educator, 21, 23–32.CrossRefGoogle ScholarPubMed
Agarwal, R. & Day, A. E. (1998). The impact of the Internet on economic education. Journal of Economic Education, 29, 99–110.Google Scholar
Allen, R., Feezel, J., & Kauffeld, F. (1967). A taxonomy of concepts and critical abilities related to the evaluation of verbal arguments (Occasional Paper No. 9). Madison, WI: Wisconsin Research and Development, Center for Cognitive Learning.Google Scholar
Alvarez-Ortiz, C. (2007). Does Philosophy Improve Critical Thinking Skills? Unpublished Master’s Thesis, University of Melbourne, Australia.Google Scholar
Anderson, J. R. (Ed.). (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.Google Scholar
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison-Wesley.Google Scholar
Anderson, R. D. (1983). A consolidation and appraisal of science meta-analyses. Journal of Research in Science Teaching, 20, 497–509.CrossRefGoogle Scholar
Andolina, M. W., Jenkins, K., Zukin, C., & Keeter, S. (2003). Habits from home, lessons from school: Influences on youth civic engagement. Political Science and Politics, 36, 2, 275–280.Google Scholar
Anicha, C. L., Ode, S., Moeller, S. K., & Robinson, M. D. (2011). Toward a cognitive view of trait mindfulness: Distinct cognitive skills predict its observing and nonreactivity facets. Journal of Personality, 80, 2, 255–285.CrossRefGoogle Scholar
Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Washington, DC: AAC&U.Google Scholar
Association of American Colleges & Universities. (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn. Retrieved from the AAC&U website: www.aacu.org/leap.Google Scholar
Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool. Journal of Management Education, 27, 5, 533–555.Google Scholar
Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W. & Spence, J. T. (Eds.), The psychology of learning and motivation, 2, 89–195. New York: Academic Press.Google Scholar
Australian Council for Educational Research. (2002). Graduate skills assessment: Stage one validity study. Australia: Dept. of Education, Science and Training.Google Scholar
Ayres, P. & Sweller, J. (2005). The split-attention principle in multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 135–146. New York: Cambridge University Press.CrossRefGoogle Scholar
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.CrossRefGoogle ScholarPubMed
Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7, 85–97.CrossRefGoogle Scholar
Baddeley, A. (2012). Working memory: Theories, models and controversies. Annual Review of Psychology, 63, 1–29.CrossRefGoogle ScholarPubMed
Baddeley, A. D., Eldridge, M., & Lewis, V. (1981). The role of subvocalisation in reading. The Quarterly Journal of Experimental Psychology Section A, 33, 4, 439–454.CrossRefGoogle Scholar
Baddeley, A. D. & Hitch, G. (1974). Working memory. In Bower, G. H. (Ed.), The psychology of learning and motivation: Advances in research and theory, 8, 47–90. New York: Academic Press.Google Scholar
Baddeley, A. D. & Wilson, B. A. (2002). Prose recall and amnesia: Implications for the structure of working memory. Neuropsychologia, 43, 4, 583–587.Google Scholar
Bargh, J. A. (1989). Conditional automaticity: Varieties of automatic influence in social perception and cognition. Unintended Thought, 3, 51–69.Google Scholar
Bargh, J. A. (1997). The automaticity of everyday life. In Wyer, R. S. (Ed.), The automaticity of everyday life: Advances in social cognition, 10, 1–61. UK: Psychology Press.Google Scholar
Bargh, J. A. (2002). Losing consciousness: Automatic influences on consumer judgment, behavior, and motivation. Journal of Consumer Research, 29, 2, 280–285.CrossRefGoogle Scholar
Baril, P. B., Cunningham, B. M., Fordham, D. R., Gardner, R. L., & Wolcott, S. K. (1998). Critical thinking in the public accounting profession: Aptitudes and attitudes. Journal of Accounting Education, 16, 4, 381–406.Google Scholar
Bartlett, F. (1932). Remembering: A study in experimental and social psychology. New York: Cambridge University Press.Google Scholar
Barton, K. & McCully, A. (2007). Teaching controversial issues … Where controversial issues really matter. Teaching History, 127, 13.Google Scholar
Basson, A. H. & O’Connor, D. J. (1968). Introduction to symbolic logic. London: University Tutorial Press.Google Scholar
Baumeister, R. F. (2002). Ego depletion and self-control failure: An energy model of the self’s executive function. Self and Identity, 1, 2, 129–136.Google Scholar
Baumeister, R. (2003). The psychology of irrationality: Why people make foolish, self-defeating choices. The Psychology of Economic Decisions, 1, 3–16.CrossRefGoogle Scholar
Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1986). Differential aptitude test. Windsor, UK: Psychological Corporation & NFER-Nelson.Google Scholar
Bensley, D. A. (1998). Critical thinking in psychology: A unified skills approach. Pacific Grove, CA: Brooks & Cole.Google Scholar
Bensley, D. A., Crowe, D. S., Bernhardt, P., Buckner, C., & Allman, A. L. (2010). Teaching and assessing critical thinking skills for argument analysis in psychology. Teaching of Psychology, 37, 91–96.CrossRefGoogle Scholar
Berger, A. (1985). Review of Watson-Glaser critical thinking appraisal. In Mitchell, J. V. (Ed.), Ninth mental measurements yearbook, 1692–1693. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.Google Scholar
Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading Research Quarterly, 21, 2, 161–178.CrossRefGoogle Scholar
Bidell, T. R. & Fischer, K. W. (1992). Cognitive development in educational contexts. In Demetriou, A., Efklides, A., & Shayer, M. (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education, 9–29. UK: Routledge.Google Scholar
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice, 11, 3, 230–241.Google Scholar
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.Google Scholar
Boekaerts, M. & Simons, P. R. J. (1993). Learning and instruction: Psychology of the pupil and the learning process. Assen: Dekker & van de Vegt.Google Scholar
Boomer, G. (1992). Negotiating the curriculum. In Boomer, G., Lester, N., Onore, C., & Cook, J. (Eds.), Negotiating the curriculum: Educating for the 21st century, 4–13. London: Falmer.Google Scholar
Boyadjian-Samawi, Z. (2006). The effect of concept mapping on critical thinking skills and dispositions of junior and senior baccalaureate nursing students. Doctoral dissertation: Widener University School of Nursing. Dissertation Abstracts International, 67, 47.Google Scholar
Brabeck, M. M. (1981). The relationship between critical thinking skills and development of reflective judgment among adolescent and adult women. Paper presented at the 89th Annual Convention of the American Psychological Association, Los Angeles, August 24–26.Google Scholar
Brem, S. K. (2000). Helping students ask effective questions about scientific claims: Navigating the ‘sound bite’ environment. US Department of Education, Research Report 143.Google Scholar
Brewin, C. R. & Smart, L. (2005). Working memory capacity and suppression of intrusive thoughts. Journal of Behavior Therapy and Experimental Psychiatry, 36, 1, 61–68.Google Scholar
Broadbent, D. E. (1958). Perception and communication. New York: Oxford University Press.Google Scholar
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Reiner, F. & Kluwe, R. (Eds.), Metacognition, motivation, and understanding, 65–116. Hillsdale, NJ: Erlbaum.Google Scholar
Brown, K. G. (2001). Using computers to deliver training: Why employees learn and why? Personnel Psychology, 54, 271–296.CrossRefGoogle Scholar
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 4, 211–237.CrossRefGoogle Scholar
Buckingham-Shum, S. J. (2003). The roots of computer supported argument visualization. In Kirschner, P. A., Buckingham-Shum, S., & Carr, C. (Eds.), Visualizing argumentation: Software tools for collaborative and educational sense-making, 3–24. London: Springer-Verlag.CrossRefGoogle Scholar
Budd, J. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35, 1, 35–49.Google Scholar
Burbach, M., Matkin, G., & Fritz, S. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38, 3, 482–493.Google Scholar
Bureau of Labor Statistics. (2010–2011). Occupational outlook handbook, 2010–2011 edition. Retrieved from www.bls.gov/oco/ocos021.htm.Google Scholar
Burton, C. L., Strauss, E., Hultsch, D. F., & Hunter, M. A. (2006). Cognitive functioning and everyday problem solving in older adults. The Clinical Neuropsychologist, 20, 3, 432–452.Google Scholar
Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. (2009). Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268–291.Google Scholar
Butler, H. A. (2012). Halpern critical thinking assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26, 721–729.Google Scholar
Butler, H., Dwyer, C., Hogan, M., Franco, A., & Almeida, L. (2012). Extending the validity of Halpern critical thinking assessments: Cross-national applications. Thinking Skills & Creativity, 7, 112–121.Google Scholar
Cabantous, L., Gond, J. P., & Johnson-Cramer, M. (2010). Decision theory as practice: Crafting rationality in organizations. Organization Studies, 31, 11, 1531–1566.Google Scholar
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48, 306–307.Google Scholar
Cader, R., Campbell, S., & Watson, D. (2005). Cognitive continuum theory in nursing decision‐making. Journal of Advanced Nursing, 49, 4, 397–405.Google Scholar
Chandler, P. & Sweller, J. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8, 4, 351–362.Google Scholar
Chase, W. G. & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 5–81.Google Scholar
Chen, C. M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36, 5, 8816–8829.Google Scholar
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In Sternberg, R. S. (Ed.), Advances in the psychology of human intelligence, 7–77. Hillsdale, NJ: Erlbaum.Google Scholar
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31, 3, 449–464.Google Scholar
Clark, R. C. (2005). Multimedia learning in e-courses. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 589–615. New York: Cambridge University Press.Google Scholar
Colucciello, M. L. (1997). Critical thinking skills and dispositions of baccalaureate nursing students – A conceptual model for evaluation. Journal of Professional Nursing, 13, 236–245.CrossRefGoogle ScholarPubMed
Cooperative Institutional Research Program. (1995). 1994 Nine Year Follow-Up Survey (of 1985 Freshmen). Higher Education Research Institute at UCLA.Google Scholar
Couch, M. (2012). Approaching critical thinking. In Couch, M. (Ed.), Center for catholic studies, critical thinking: Summer seminars, 10, 8–9. South Orange, NJ: Seton Hall University.Google Scholar
Cowan, N. (2000). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral & Brain Sciences, 24, 87–185.Google Scholar
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in Brain Research, 169, 323–338.CrossRefGoogle ScholarPubMed
Craik, F. I. M. (1983). On the transfer of information from temporary to permanent memory. Philosophical Transactions of the Royal Society of London, 302, 341–359.Google Scholar
Craik, F. I. M. & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 3, 268–294.Google Scholar
Craik, F. I. M. & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behaviour, 12, 6, 599–607.Google Scholar
D’Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Medical Education, 10, 61.CrossRefGoogle ScholarPubMed
Daly, W. M. (2001). The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. Journal of Advanced Nursing, 36, 1, 120–130.Google Scholar
Dane, E. & Pratt, M. G. (2007). Exploring intuition and its role in managerial decision making. Academy of Management Review, 32, 1, 33–54.CrossRefGoogle Scholar
Dansereau, D. F. (1988). Cooperative learning strategies. In Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (Eds.), Learning and study strategies: Issues in assessment, instruction and evaluation, 103–120. Orlando, FL: Academic Press.Google Scholar
Danziger, S., Levav, J., & Avnaim-Pesso, L. (2011). Extraneous factors in judicial decisions. Proceedings of the National Academy of Sciences, 108, 17, 6889–6892.Google Scholar
Darling-Hammond, L. (2008). How can we teach for meaningful learning? In Darling-Hammond, L. (Ed.), Powerful Learning, 1–10. San Francisco: Jossey-Bass.Google Scholar
Davies, M. W. (2008). ‘Not quite right’: Helping students to make better arguments. Teaching in Higher Education, 13, 3, 327–340.Google Scholar
Dawson, T. L. (2008). Metacognition and learning in adulthood. Northampton, MA: Developmental Testing Service, LLC.Google Scholar
Dawson-Tunik, T. L., Commons, M. L., Wilson, M., & Fischer, K. W. (2005). The shape of development. International Journal of Cognitive Development, 2, 63–196.Google Scholar
Dee-Lucas, D. & Larkin, J. H. (1995). Learning from electronic texts: Effects of interactive overviews for information access. Cognition and Instruction, 13, 3, 431–468.Google Scholar
De Groot, A. D. (1965). Thought and mind in chess. The Hague, The Netherlands: Mounton.Google Scholar
Del Missier, F., Mäntylä, T., & Bruine de Bruin, W. (2010). Executive functions in decision making: An individual differences approach. Thinking & Reasoning, 16, 2, 69–97.Google Scholar
Demetriou, A. (2000). Organisation and development of self-understanding and self-regulation: Toward a general theory. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of Self-Regulation, 209–251. London: Academic Press.Google Scholar
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: Heath & Co.Google Scholar
Dhami, M. K. & Thomson, M. E. (2012). On the relevance of cognitive continuum theory and quasirationality for understanding management judgment and decision making. European Management Journal, 30, 4, 316–326.Google Scholar
Donohue, A., van Gelder, T., & Cumming, G. (2002). Reason! project studies, 1999–2002. Melbourne: The University of Melbourne.Google Scholar
Dragon, T., McLaren, B. M., Mavrikis, M., & Geraniou, E. (2011). Scaffolding collaborative learning opportunities: Integrating microworld use and argumentation. Paper presented at the International Workshop on Adaptive Support for Team Collaboration, held in conjunction with the International Conference on User Modeling, Adaptation and Personalization, Girona, Spain, July 11–15.Google Scholar
Dressel, P. L. & Mayhew, L. B. (1954). General education: Exploration in education. Washington, DC: American Council on Education.Google Scholar
Duchastel, P. C. (1990). Examining cognitive processing in hypermedia usage. Hypermedia, 2, 221–233.Google Scholar
Duff, K., Schoenberg, M. R., Scott, J. G., & Adams, R. L. (2005). The relationship between executive functioning and verbal and visual learning and memory. Archives of Clinical Neuropsychology, 20, 1, 111–122.Google Scholar
Dunwoody, P. T., Haarbauer, E., Mahan, R. P., Marino, C., & Tang, C. C. (2000). Cognitive adaptation and its consequences. Journal of Behavioral Decision Making, 13, 1, 35–54.Google Scholar
Dwyer, C. P. (2011). The evaluation of argument mapping as a learning tool. Doctoral Thesis, National University of Ireland, Galway.Google Scholar
Dwyer, C. P., Harney, O., Hogan, M. J., & O’Reilly, J. (2014). Using interactive management to define and cultivate critical thinking competencies. Educational Technology Research & Development, 62, 687–709.Google Scholar
Dwyer, C. P., Harney, O., Hogan, M. J., & Kavanagh, C. (2016). Facilitating a Student-Educator Conceptual Model of Dispositions towards Critical Thinking through Interactive Management. Educational Technology & Research, doi: 10.1007/s11423-016-9460-7.Google Scholar
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2011). The promotion of critical thinking skills through argument mapping. In Horvart, C. P. & Forte, J. M. (Eds.), Critical Thinking. New York: Nova Science Publishers.Google Scholar
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219–244.Google Scholar
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43–52.Google Scholar
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2015). The evaluation of argument mapping-infused critical thinking instruction as a method of enhancing reflective judgment performance. Thinking Skills & Creativity, 16, 11–26.CrossRefGoogle Scholar
Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010). The added value of communication in a CSCL-scenario compared to just having access to the partners’ knowledge and information. In Sánchez, J., Cañas, A., & Novak, J. D. (Eds.), Concept maps making learning meaningful: Proceedings of the 4th international conference on concept mapping, 1, 377–384. Viña del Mar, Chile: University of Chile.Google Scholar
Engelmann, T. & Hesse, F. W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. Computer-Supported Collaborative Learning, 5, 299–319.Google Scholar
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In Baron, J. B., & Sternberg, R. J. (Eds.), Teaching Thinking Skills: Theory and Practice, 9–26. New York: W.H. Freeman.Google Scholar
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4–10.Google Scholar
Ennis, R. H. (1998). Is critical thinking culturally biased? Teaching Philosophy, 21, 1, 15–33.Google Scholar
Ennis, R. (2013). Critical thinking across the curriculum. Inquiry: Critical Thinking across the Disciplines, 28, 2, 25–45.Google Scholar
Ennis, R. H., Millman, J., & Tomko, T. N. (1985). Cornell critical thinking tests. Pacific Grove, CA: Critical Thinking Co.Google Scholar
Ennis, R. H. & Weir, E. (1985). The Ennis-Weir critical thinking essay test. Pacific Grove, CA: Midwest Publications.Google Scholar
Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and Social Psychology, 71, 390–405.Google Scholar
Ericsson, K. A. & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245.Google Scholar
Facione, P. A. (1990a). The California critical thinking skills test (CCTST): Forms A and B; The CCTST test manual. Millbrae, CA: California Academic Press.Google Scholar
Facione, P. A. (1990b). The Delphi report: Committee on pre-college philosophy. Millbrae, CA: California Academic Press.Google Scholar
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking, Informal Logic, 20, 1, 61–84.Google Scholar
Facione, P. A. & Facione, N. C. (1992). The California critical thinking dispositions inventory (CCTDI) and CCTDI Test Manual. California: California Academic Press.Google Scholar
Facione, P. A., Facione, N. C., Blohm, S. W., & Giancarlo, C. A. (2002). The California critical thinking skills test: CCTST. Form A, form B, and form 2000. Test manual, 2002 updated edition. Millbrae, CA: Insight Assessment.Google Scholar
Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1997). Setting expectations for student learning: New directions for higher education. Millbrae: California Academic Press.Google Scholar
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33, 8, 345–350.CrossRefGoogle ScholarPubMed
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique. Medical Education, 36, 426–431.Google Scholar
Fischer, C. G. & Grant, G. E. (1983). Intellectual levels in college classrooms. In Ellner, C. L. & Barnes, C. P. (Eds.), Studies of College Teaching, 47–60. Lexington, MA: D.C. Heath.Google Scholar
Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477–431.Google Scholar
Fischer, K. W. & Bidell, T. R. (2006). Dynamic development of action, thought, and emotion. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed.), 1, 313–399. New York: Wiley.Google Scholar
Fisher, A. (1988). The logic of real arguments. Cambridge: Cambridge University Press.Google Scholar
Flavell, J. (1976). Metacognitive aspects of problem solving. In Resnick, L. (Ed.), The nature of intelligence, 231–236. Hillsdale, NJ: Erlbaum.Google Scholar
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906–911.Google Scholar
Folsom-Kovarik, J. T., Schatz, S., Sukthankar, G., & Nicholson, D. (2010). What information does this question convey?: Leveraging help-seeking behavior for improved modeling in a simulation-based intelligent tutor. Proceedings of the 2010 Spring Simulation Multiconference, Orlando, FL, April 11–15.CrossRefGoogle Scholar
Fox, T., Grunst, G., & Quast, K. J. (1994). HyPlan: A context-sensitive hypermedia help system. Report No. 743, GMD, St. Augustin, Germany.Google Scholar
Fuster, J. M. (2000). Prefrontal neurons in networks of executive memory. Brain Research Bulletin, 52, 331–336.Google Scholar
Gabbenesch, H. (2006). Critical thinking: What is it good for? (In fact, what is it?). Skeptical Inquirer, 30, 2, 36–41.Google Scholar
Gailliot, M. T. & Baumeister, R. F. (2007). Self-regulation and sexual restraint: Dispositionally and temporarily poor self-regulatory abilities contribute to failures at restraining sexual behavior. Personality and Social Psychology Bulletin, 33, 173–186.Google Scholar
Gadzella, B. M., Ginther, D. W., & Bryant, G. W. (1996). Teaching and learning critical thinking skills. Paper presented at the 26th International Congress of Psychology, Montreal, August 19.Google Scholar
Garcia, T., Pintrich, P. R., & Paul, R. (1992). Critical thinking and its relationship to motivation, learning strategies and classroom experience. Paper presented at the 100th Annual Meeting of the American Psychological Association, Washington, DC, August 14–18.Google Scholar
Gerlach, V. & Sullivan, A. (1967). Constructing statements of outcomes. Inglewood, CA: Southwest Regional Laboratory for Educational Research and Development.Google Scholar
Gestsdottir, S. & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51, 3, 202–224.Google Scholar
Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge: Cambridge University Press.Google Scholar
Glaser, E. M. (1941). An experiment in the development of critical thinking. New York: Teachers College of Columbia University, Bureau of Publications.Google Scholar
Glomb, T. M., Duffy, M. K., Bono, J. E., & Yang, T. (2011). Mindfulness at work. Research in Personnel and Human Resources Management, 30, 115–157.Google Scholar
Gobet, F. & Clarkson, G. (2004). Chunks in expert memory: Evidence for the magical number four … or is it two? Memory, 12, 732–747.Google Scholar
Goldberg, M. (1990). A quasi-experiment assessing the effectiveness of TV advertising directed to children. Journal of Marketing Research, 27, 445–454.Google Scholar
Good, T. L. & Brophy, J. E. (1986). Educational Psychology (3rd ed.). New York: Longman.Google Scholar
Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40, 4, 292–307.Google Scholar
Guthrie, W. K. C. (1968). The Greek philosophers from Thales to Aristotle. London: Routledge.Google Scholar
Hake, R. (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 1, 64–74.Google Scholar
Halpern, D. F. (2003a). Thought & knowledge: An introduction to critical thinking (4th ed.). Mahwah, NJ: Erlbaum.Google Scholar
Halpern, D. F. (2003b). The ‘how’ and ‘why’ of critical thinking assessment. In Fasko, D. (Ed.), Critical thinking and reasoning: Current research, theory and practice. Cresskill, NJ: Hampton Press.Google Scholar
Halpern, D. F. (2006). Is intelligence critical thinking? Why we need a new definition of intelligence. In Kyllonen, P. C., Roberts, R. D., & Stankov, L. (Eds.), Extending intelligence: Enhancement and new constructs, 293–310. New York: Taylor & Francis Group.Google Scholar
Halpern, D. F. (2010a). The Halpern critical thinking assessment: Manual. Vienna: Schuhfried.Google Scholar
Halpern, D. F. (2010b). Undergraduate education in psychology: A blueprint for the future of the discipline. Washington, DC: American Psychological Association.Google Scholar
Halpern, D. F. (2014). Thought & knowledge: An introduction to critical thinking (5th ed.). UK: Psychology Press.Google Scholar
Hamm, R. M. (1988). Clinical intuition and clinical analysis: expertise and the cognitive continuum. In Dowie, J. & Elstein, A. (Eds.), Professional judgment: A reader in clinical decision making, 78–105. Cambridge: Cambridge University Press.Google Scholar
Hammond, K. R. (1981). Principles of organization in intuitive and analytical cognition. Report No. 231, Center for Research on Judgment and Policy, University of Colorado, Boulder, CO.Google Scholar
Hammond, K. R. (2000). The cognitive continuum theory of judgment. In Hammond, K. R. (Ed.), Judgments under stress, 83–110. New York: Oxford University Press.Google Scholar
Hart, R., Ivtzan, I., & Hart, D. (2013). Mind the gap in mindfulness research: A comparative account of the leading schools of thought. Review of General Psychology, 17, 4, 453–466.CrossRefGoogle Scholar
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 2, 99–136.Google Scholar
Heikkila, A. & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31, 1, 99–117.Google Scholar
Helmstadter, G. C. (1985). Review of Watson-Glaser critical thinking appraisal. In Mitchell, J. V. (Ed.), Ninth mental measurements yearbook, 1693–1694. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.Google Scholar
Higgins, E. T. (1989). Knowledge accessibility and activation: Subjectivity and suffering from unconscious sources. Unintended Thought, 3, 75–123.Google Scholar
Higher Education Quality Council. (1996). What are graduates? Clarifying the attributes of ‘graduateness’. London: HEQC.Google Scholar
Hitchcock, D. (2004). The effectiveness of computer-assisted instruction in critical thinking. Informal Logic, 24, 3, 183–218.CrossRefGoogle Scholar
Hodgkinson, G. P., Langan‐Fox, J., & Sadler‐Smith, E. (2008). Intuition: A fundamental bridging construct in the behavioural sciences. British Journal of Psychology, 99, 1, 1–27.Google Scholar
Hodgkinson, G. P., Sadler-Smith, E., Burke, L. A., Claxton, G., & Sparrow, P. R. (2009). Intuition in organizations: implications for strategic management. Long Range Planning, 42, 3, 277–297.Google Scholar
Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 1, 43–55.Google Scholar
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169–183.Google Scholar
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 3, 174–180.Google Scholar
Hogan, M. J. (2006). Against didacticism: A psychologist’s view. Educational Research and Reviews, 1, 7, 206–212.Google Scholar
Hogan, M. J., Dwyer, C. P., Noone, C., Harney, O., & Conway, R. (2014). Metacognitive skill development and applied systems science: A framework of metacognitive skills, self-regulatory functions and real-world applications. In Peña-Ayala, A. (Ed.), Metacognition: fundaments, applications, and trends, 75–106. Berlin: Springer.Google Scholar
Holas, P. & Jankowski, T. A. (2012). Cognitive perspective on mindfulness. International Journal of Psychology: Journal International de Psychologie, 48, 3, 232–243.Google Scholar
Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.Google Scholar
Holmes, J. & Clizbe, E. (1997). Facing the 21st century. Business Education Forum, 52, 1, 33–35.Google Scholar
Horn, R. E. (2003). Infrastructure for navigating interdisciplinary debates: Critical decisions for representing argumentation. In Kirschner, P., Buckingham- Shum, S., & Carr, C. (Eds.), Visualizing argumentation: Software tools for collaborative and educational sense-making, 165–184. London: Springer-Verlag.Google Scholar
Horn, R. E. & Weber, R. P. (2007). New tools for resolving wicked problems: Mess mapping and resolution mapping processes. Bainbridge Island, WA: MacroVU, Inc. and Strategy Kinetics, LLC.Google Scholar
Huffaker, D. A. & Calvert, S. L. (2003). The new science of learning: Active learning, metacognition and transfer of knowledge in e-learning applications. Journal of Educational Computing Research, 29, 3, 325–334.Google Scholar
Huffman, K., Vernoy, M., Williams, B., & Vernoy, J. (1991). Psychology in action. New York: John Wiley and Sons.Google Scholar
Hugenholtz, N. I. R., de Croon, E. M., Smits, P. B., van Dijk, F. J. H., & Nieuwenhuijsen, K. (2008). Effectiveness of e-learning in continuing medical education for occupational physicians. Occupational Medicine, 58, 370–372.Google Scholar
Hughes, J. N. (1992). Review of Cornell critical thinking tests. In Kramer, J. J. & Conoley, J. C. (Eds.), Eleventh mental measurements yearbook, 241–243. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.Google Scholar
Huitt, W. (2011). Bloom et al.’s taxonomy of the cognitive domain. Educational psychology interactive. Valdosta, GA: Valdosta State University. Retrieved 08 August 2011, from www.edpsycinteractive.org/topics/cognition/bloom.html.Google Scholar
Hunt, E. (1995). Will we be smart enough? A cognitive analysis of the coming workforce. New York, NY: Russell Sage Foundation.Google Scholar
Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing collaborative mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42, 5, 778–789.Google Scholar
Jacobs, S. S. (1995). Technical characteristics and some correlates of the California Critical Thinking Skills Test Forms A and B. Higher Education Research, 36, 89–108.Google Scholar
Jensen, L. L. (1998). The role of need for cognition in the development of reflective judgment. Doctoral Thesis, University of Denver, Colorado, USA.Google Scholar
Jiang, Y., Olson, I. R., & Chun, M. M. (2000). Organization of visual short-term memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 683–702.Google Scholar
Johnson, C. E., Hurtubise, L. C., Castrop, J., French, G., Groner, J., Ladinsky, M., McLaughlin, D., Plachta, L., & Mahan, J. D. (2004). Learning management systems: Technology to measure the medical knowledge competency of the ACGME. Medical Education, 38, 599–608.Google Scholar
Johnson, D. W., Johnson, R. T., & Stanne, M. S. (2000). Cooperative learning methods: A meta-analysis. Retrieved 21 June 2011, from www.cooperation.org/pages/cl-methods.html.Google Scholar
Johnson, R. H. & Blair, J. A. (1987). The current state of informal logic. Informal Logic, 9, 2–3, 147–151.Google Scholar
Jonassen, D. & Tessmer, M. (1996). An outcomes based taxonomy for instructional systems design, evaluation and research. Training Research Journal, 2, 11–46.Google Scholar
Jukes, I. & McCain, T. (2002). Minds in play: Computer game design as a context of children’s learning. Hillsdale, NJ: Erlbaum.Google Scholar
Kaempf, G. L., Klein, G., Thordsen, M. L., & Wolf, S. (1996). Decision making in complex naval command-and-control environments. Human Factors: The Journal of the Human Factors and Ergonomics Society, 38, 2, 220–231.Google Scholar
Kahneman, D. (2003). Maps of bounded rationality: A perspective on intuitive judgment and choice. In Frangsmyr, T. (Ed.), Les prix nobel: The nobel prizes, 2002, 4, 449–489. Stockholm: Nobel Foundation.Google Scholar
Kahneman, D. & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. In Gilovich, T., Griffin, D., & Kahneman, D. (Eds.), Heuristics and biases: The psychology of intuitive judgment, 49–81. New York: Cambridge University Press.Google Scholar
Kahneman, D. & Ritov, I. (1994). Determinants of stated willingness to pay for public goods: A study in the headline method. Journal of Risk and Uncertainty, 9, 1, 5–37.Google Scholar
Kahneman, D., Ritov, I., & Schkade, D. (1999). Economic preferences, or attitude expressions? An analysis of dollar responses to public issues. Journal of Risk & Uncertainty, 19, 1–3, 203–235.Google Scholar
Kahneman, D., Slovic, P., & Tversky, A. (Eds.). (1982). Judgment under uncertainty: Heuristics and biases. UK: Cambridge University Press.Google Scholar
King, P. M. & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey Bass.Google Scholar
King, P. M. & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of epistemic cognition. In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, 37–61. Mahwah, NJ: Erlbaum.Google Scholar
King, P. M. & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 1, 5–15.Google Scholar
King, P. M., Wood, P. K., & Mines, R. A. (1990). Critical thinking among college and graduate students. The Review of Higher Education, 13, 2, 167–186.Google Scholar
Kitchener, K. S. & Fischer, K. W. (1990). A skill approach to the development of reflective thinking. Contributions to Human Development, 21, 48–62.Google Scholar
Kitchener, K. S. & King, P. M. (1981). Reflective judgment: Concepts of justifications and their relation to age and gender. Journal of Applied Developmental Psychology, 2, 2, 89–116.Google Scholar
Klein, G. A. (1989). Recognition-primed decisions. In Rouse, W. (Ed.), Advances in man-machine systems research, 5, 47–92. Greenwich, CT: JAI Press, Inc.Google Scholar
Klein, G. (2008). Naturalistic decision making. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50, 3, 456–460.Google Scholar
Klein, G. A., Calderwood, R., & Clinton-Cirocco, A. (1986). Rapid decision making on the fireground. In Proceedings of the Human Factors and Ergonomics Society 30th Annual Meeting, 1, 576–580. Norwood, NJ: Ablex.Google Scholar
Knight, P. (2007). Grading, classifying and future learning. In Boud, D. & Falchikov, N. (Eds.), Rethinking assessment in higher education: Learning for the longer term, 72–86. UK: Routledge.Google Scholar
Kotovsky, H. A., Hayes, K., & Simon, J. R. (1985). Why are some problems hard? Evidence from the Tower of Hanoi. Cognitive Psychology, 17, 22, 248–294.Google Scholar
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41, 4, 212–218.Google Scholar
Kreitzer, A. E. & Madaus, G. F. (1994). Empirical investigations of the hierarchical structure of the taxonomy. In Anderson, L. W. & Sosniak, L. A. (Eds.), Bloom’s taxonomy: A forty-year retrospective, ninety-third yearbook of the national society for the study of education, 64–81. Chicago: University of Chicago Press.Google Scholar
Kropp, R. P., Stoker, H. W., & Bashaw, W. L. (1966). The validation of the taxonomy of educational objectives. Journal of Experimental Education, 34, 3, 69–76.Google Scholar
Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 1, 70–76.Google Scholar
Ku, K. Y. L. & Ho, I. T. (2010a). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48, 54–58.Google Scholar
Ku, K. Y. L. & Ho, I. T. (2010b). Metacognitive strategies that enhance critical thinking. Metacognition & Learning, 5, 251–267.Google Scholar
Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 2, 16–25.Google Scholar
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 5, 178–181.Google Scholar
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79, 5, 1310–1328.Google Scholar
Kuhn, D., Katz, J. B., & Dean, D. Jr. (2004). Developing reason. Thinking & Reasoning, 10, 2, 197–219.Google Scholar
Kuhn, D. & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, 121–144. Mahwah, NJ, US: Erlbaum.Google Scholar
Kuran, T. & Sunstein, C. R. (1999). Availability cascades and risk regulation. Stanford Law Review, 51, 4, 683–768.Google Scholar
Langley, A. (1995). Between ‘paralysis by analysis’ and ‘extinction by instinct’. Sloan Management Review, 36, 63–76.Google Scholar
Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Models of competence in solving physics problems. Cognitive Science, 4, 317–345.Google Scholar
Larkin, J. & Simon, H. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.Google Scholar
Laws, P., Sokoloff, D., & Thornton, R. (1999). Promoting active learning using the results of physics education research. UniServe Science News, 13, 14–19.Google Scholar
LeBlanc, J. (1998). Thinking clearly: A guide to critical reasoning. New York: W.W. Norton.Google Scholar
Leventhal, H. (1984). A perceptual-motor theory of emotion. Advances in Experimental Social Psychology, 17, 117–182.CrossRefGoogle Scholar
Lieberman, M. D. (2003). Reflexive and reflective judgment processes: A social cognitive neuroscience approach. Social Judgments: Implicit and Explicit Processes, 5, 44–67.Google Scholar
Lloyd, M. & Bahr, N. (2010). Thinking critically about critical thinking in higher education. International Journal for the Scholarship of Teaching and Learning, 4, 2, 1–16.Google Scholar
Ma, A. W. W. (2009). Computer supported collaborative learning and higher order thinking skills: A case study of textile studies. The Interdisciplinary Journal of e-Learning and Learning Objects, 5, 145–167.Google Scholar
Malcolm, K. K. (1992). Review of Cornell critical thinking tests. In Kramer, J. J. & Conoley, J. C. (Eds.), Eleventh mental measurements yearbook, 243–244. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.Google Scholar
Marin, L. M. & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills & Creativity, 6, 1–13.Google Scholar
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continent Regional Educational Laboratory. Retrieved 26 October 2007, from www.mcrel.org/pdf/instruction/5982rr_instructionmeta_analysis.pdf.Google Scholar
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.Google Scholar
Mascolo, M. F. (2008). The concept of domain in developmental analyses of hierarchical complexity. World Futures, 64, 5–7, 330–347.Google Scholar
Maybery, M. T., Bain, J. D. & Halford, G. S. (1986). Information-processing demands of transitive inference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 4, 600–613.Google Scholar
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 2, 240–246.Google Scholar
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1, 1–19.Google Scholar
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.Google Scholar
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 1, 14–19.Google Scholar
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 31–48. New York: Cambridge University Press.Google Scholar
Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.Google Scholar
Mayer, R. E. & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.Google Scholar
Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726.Google Scholar
Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 289–401.Google Scholar
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 1, 31–44.Google Scholar
Means, M. L. & Voss, J. E. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability and knowledge levels. Cognition & Instruction, 4, 2, 139–178.Google Scholar
Meltzoff, J. (1998). Critical thinking about research: Psychology and related fields. Washington, DC: American Psychological Association.Google Scholar
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 1, 72–103.Google Scholar
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 814–897.Google Scholar
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41, 1, 49–100.Google Scholar
Modjeski, R. B. & Michael, W. B. (1983). An evaluation by a panel of psychologists of the reliability and validity of two tests of CT. Educational and Psychological Measurement, 43, 1187–1197.Google Scholar
Monk, P. (2001). Mapping the future of argument. Australian Financial Review. 16, 8–9.Google Scholar
Moore, A. & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18, 1, 176–186.Google Scholar
Moreno, R. & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In Plass, J. L., Moreno, R., & Brünken, R. (Eds.), Cognitive load theory, 29–47. New York: Cambridge University Press.Google Scholar
Moseley, D., Baumfield, V., Elliot, J., Gregson, M., Higgins, S., Miller, J., & Newton, D. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge: Cambridge University Press.Google Scholar
Munch, J. M., Boller, G. W., & Swasy, J. L. (1993). The effects of argument structure and affective tagging on product attitude formation. Journal of Consumer Research, 20, 2, 294–302.Google Scholar
Muraven, M., Tice, D. M., & Baumeister, R. F. (1998). Self-control as limited resource: Regulatory depletion patterns. Journal of Personality and Social Psychology, 74, 774–789.Google Scholar
Murray, D. J. (1968). Repeated recall in short-term memory. Journal of Verbal Learning and Verbal Behavior, 7, 2, 358–365.Google Scholar
Myers, J. L. (1974). Memory for prose material. Amherst, MA: University of Massachusetts.Google Scholar
National Academy of Sciences, National Academy of Engineering, Institute of Medicine. (2005). Rising above the gathering storm: Energising and employing America for a brighter economic future. Committee on Prospering in the Global Economy for the Twenty-First Century, Washington, DC.Google Scholar
Neisser, U. (1976). Cognition and reality: Principles and implications of cognitive psychology. New York: W.H. Freeman.Google Scholar
Newbern, D., Dansereau, D. F., Patterson, M. E., & Wallace, D. S. (1994). Toward a science of cooperation. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, April.Google Scholar
Newell, A. & Simon, H. A. (1972). Human problem solving, 104, 9. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Newman, D. R., Johnson, C., Cochrane, A. C., & Webb, B. R. (1996). An experiment in group learning technology: Evaluating critical thinking in face-to-face and computer-supported seminars. Interpersonal Computing & Technology, 4, 1, 57–74.Google Scholar
Norman, D. A. & Shallice, T. (2000). Attention to action: Willed and automatic control of behaviour. In Gazzaniga, M. (Ed.), Cognitive neuroscience: A reader. Oxford, UK: Blackwell.Google Scholar
Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.Google Scholar
Norris, S. P. (1994). The meaning of critical thinking test performance: The effects of abilities and dispositions on scores. In Fasko, D. (Ed.), Critical thinking: Current research, theory, and practice. Dordrecht, The Netherlands: Kluwer.Google Scholar
Oliver, K. (2009). An investigation of concept mapping to improve the reading comprehension of science texts. Journal of Science Education and Technology, 18, 5, 402–414.Google Scholar
Ong, W. J. (1958). Ramus, method, and the decay of dialogue: From the art of discourse to the art of reason. Chicago, IL: University of Chicago Press.Google Scholar
Osman, M. E. & Hannafin, M. J. (1992). Metacognition research and theory: Analysis and implications for instructional design. Educational Technology Research and Development, 40, 2, 83–99.Google Scholar
Ostafin, B. D. & Kassman, K. T. (2012). Stepping out of history: Mindfulness improves insight problem solving. Consciousness and Cognition, 21, 2, 1031–1036.Google Scholar
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1, 1–4.Google Scholar
Paivio, A. (1986). Mental representations: A dual-coding approach. New York: Oxford University Press.Google Scholar
Pascarella, E. T. & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.Google Scholar
Paul, R. (1987). Dialogical thinking: Critical thought essential to the acquisition of rational knowledge and passions. In Baron, J. & Sternberg, R. J. (Eds.), Teaching Thinking Skills: Theory and Practice, 127–148. New York: W.H. Freeman.Google Scholar
Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Foundation for Critical Thinking.Google Scholar
Paul, R. & Elder, L. (2008). Critical thinking. California: The Foundation for Critical Thinking.Google Scholar
Paul, R., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. Sacramento, CA: State of California Commission on Teacher Credentialing.Google Scholar
Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39, 1–1.Google Scholar
Perkins, D. N. & Ritchhart, R. (2004). When is good thinking? In Dai, D. Y. & Sternberg, R. J. (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development, 351–384. Mahwah, NJ: Erlbaum.Google Scholar
Perry, N. W., Huss, M. T., McAuliff, B. D., & Galas, J. M. (1996). An active-learning approach to teaching the undergraduate psychology and law course. Teaching of Psychology, 23, 2, 76–81.Google Scholar
Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22, 2, 284–292.Google Scholar
Phillips, L. M., Norris, S. P., & Macnab, J. S. (2010). Visualization and mathematics. In Phillips, L. M., Norris, S. P., & Macnab, J. S. (Eds.), Visualization in mathematics, reading and science education, 5. Dordrecht: Springer Science & Business Media.Google Scholar
Piaget, J. (1952). The origins of intelligence in children. New York: W.W. Norton & Co.Google Scholar
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of self-regulation, 451–502. San Diego, CA: Academic Press.Google Scholar
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbour, MI: The University of Michigan, National Center for Research to Improve Post-secondary Teaching and Learning.Google Scholar
Pollio, H. (1984). What students think about and do in college lecture classes. Teaching Learning Issues, 53. Knoxville, TN: University of Tennessee Learning Research Center.Google Scholar
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning & Instruction, 12, 61–86.Google Scholar
Profeto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43, 6, 569–577.Google Scholar
Redish, E., Saul, J., & Steinberg, R. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65, 1, 45.Google Scholar
Reed, C., Walton, D., & Macagno, F. (2007). Argument diagramming in logic, law and artificial intelligence. The Knowledge Engineering Review, 22, 1, 87–109.Google Scholar
Reed, J. H. & Kromrey, J. D. (2001). Teaching critical thinking in a community college history course: Empirical evidence from infusing Paul’s model. College Student Journal, 35, 2, 201–215.Google Scholar
Reeves, M. F. (1990). An application of Bloom’s taxonomy to the teaching of business ethics. Journal of Business Ethics, 9, 7, 609–616.Google Scholar
Richeson, J. A. & Shelton, J. N. (2003). When prejudice does not pay effects of interracial contact on executive function. Psychological Science, 14, 3, 287–290.Google Scholar
Rimiene, V. (2002). Assessing and developing students’ critical thinking. Psychology Learning & Teaching, 2, 1, 17–22.Google Scholar
Robbins, S. & Judge, T. A. (2007). Organizational behavior (12th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.Google Scholar
Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 2, 261–288.Google Scholar
Robinson, D. H. & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87, 3, 455–467.Google Scholar
Rogoff, B. (1998). Cognition as a collaborative process. In Damon, W. (Ed.), Handbook of child psychology (5th ed.). New York: John Wylie.Google Scholar
Runco, M. A. & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24, 1, 92–96.Google Scholar
Saddler-Smith, E. & Shefy, E. (2004). The intuitive executive: Understanding and applying ‘gut-feel’ in decision making. Academy of Management Executive, 18, 76–91.Google Scholar
Sanders, J. A., Wiseman, R. L., & Gass, R. H. (1994). Does teaching argumentation facilitate critical thinking? Communication Reports, 7, 1, 27–35.Google Scholar
Salas, E., Rosen, M. A., & DiazGranados, D. (2010). Expertise-based intuition and decision making in organizations. Journal of Management, doi: 10.1177/0149206309350084.Google Scholar
Scheuer, O., McLaren, B. M., Weinberger, A., & Nieburhr, S. (2012). Scaffolding students for more elaborative and critical discussions. Paper presented at the 11th International Conference on Intelligent Tutoring Systems, Chania, Crete, June 14–18.Google Scholar
Schmeichel, B. J., Vohs, K. D., & Baumeister, R. F. (2003). Ego depletion and intelligent performance: Role of the self in logical reasoning and other information processing. Journal of Personality and Social Psychology, 85, 33–46.Google Scholar
Schwarz, N., Strack, F., Bless, H., Klumpp, G., Rittenauer-Schatka, H., & Simons, A. (1991). Ease of retrieval as information: Another look at the availability heuristic. Journal of Personality and Social Psychology, 61, 2, 195–202.Google Scholar
Scott, T. (2003). Bloom’s taxonomy applied to testing in computer science classes. Journal of Computing Sciences in Colleges, 19, 1, 267–274.Google Scholar
Shapiro, S. L., Jazaieri, H., & Goldin, P. R. (2012). Mindfulness-based stress reduction effects on moral reasoning and decision making. The Journal of Positive Psychology, 7, 6, 504–515.Google Scholar
Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207–221.Google Scholar
Simon, H. A. (1987). Making management decisions: The role of intuition and emotion. The Academy of Management Executive (1987–1989), 57–64.Google Scholar
Simon, H. A. (1992). What is an ‘explanation’ of behavior? Psychological Science, 3, 3, 150–161.Google Scholar
Slavin, R. E. (1995). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43.Google Scholar
Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-Economics, 31, 4, 329–342.Google Scholar
Slovic, P., Fischhoff, B., & Lichtenstein, S. (1977). Behavioral decision theory. Annual Review of Psychology, 28, 1–39.Google Scholar
Slovic, P. & Peters, E. (2006). Risk perception and affect. Current Directions in Psychological Science, 15, 6, 322–325.Google Scholar
Smith, D. G. (1983). Instruction and outcomes in undergraduate settings. In Ellner, C. L. & Barnes, C. P. (Eds.), Studies of college teaching, 3–116. Lexington, MA: D.C. Heath.Google Scholar
Solon, T. (2007). Generic critical thinking infusion and course content learning in Introductory Psychology. Journal of Instructional Psychology, 34, 2, 95–109.Google Scholar
Stanovich, K. E. (2008). The psychology of rational thought: What intelligence tests miss. New Haven, CT: Yale University Press.Google Scholar
Stanovich, K. E. & West, R. F. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral and Brain Sciences, 23, 5, 645–665.Google Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.Google Scholar
Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14, 4, 383–393.Google Scholar
Sternberg, R. J. (2003). The development of creativity as a decision-making process. Creativity and Development, 91–138.Google Scholar
Sternberg, R. J. (2005). The theory of successful intelligence. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 39, 2, 189–202.Google Scholar
Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18, 1, 87–98.Google Scholar
Sternberg, R. J. (2010). The dark side of creativity and how to combat it. In Cropley, D. H. et al. (Eds.), The dark side of creativity, 316–328. UK: Cambridge University Press.Google Scholar
Sternberg, R. J. & Lubart, T. L. (1999). The concept of creativity. In Sternberg, R. J. (Ed.), Handbook of Creativity. Cambridge: Cambridge University Press.Google Scholar
Stewart, T. R., Heideman, K. F., Moninger, W. R., & Reagan-Cirincione, P. (1992). Effects of improved information on the components of skill in weather forecasting. Organizational Behavior and Human Decision Processes, 53, 2, 107–134.Google Scholar
Strack, F. & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 3, 220–247.Google Scholar
Strack, F., Martin, L. L., & Schwarz, N. (1988). Priming and communication: Social determinants of information use in judgments of life satisfaction. European Journal of Social Psychology, 18, 5, 429–442.Google Scholar
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.Google Scholar
Sweller, J. (1999). Instructional design in technical areas. Australian Education Review No. 43. Victoria: Acer Press.Google Scholar
Sweller, J. (2005). The redundancy principle. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 159–167. New York: Cambridge University Press.Google Scholar
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In Plass, J. L., Moreno, R., & Brünken, R. (Eds.), Cognitive Load Theory, 29–47. New York: Cambridge University Press.Google Scholar
Sweller, J. & Chandler, P. (1991). Evidence for cognitive load theory. Cognition & Instruction, 8, 4, 351–362.Google Scholar
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990).Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 2, 76–192.Google Scholar
Taube, K. T. (1997). Critical thinking ability and disposition as factors of performance on a written critical thinking test. Journal of General Education, 46, 129–164.Google Scholar
Taylor, B. M. (1982). Text structure and children’s comprehension and memory for expository material. Journal of Educational Psychology, 74, 323–340.Google Scholar
Taylor, B. M. & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students’ comprehension and production of expository text. Reading Research Quarterly, 19, 134–146.Google Scholar
Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36, 1, 23–39.Google Scholar
Teper, R. & Inzlicht, M. (2013). Meditation, mindfulness and executive control: The importance of emotional acceptance and brain-based performance monitoring. Social Cognitive and Affective Neuroscience, 8, 1, 85–92.Google Scholar
Teper, R., Segal, Z. V., & Inzlicht, M. (2013). Inside the mindful mind: How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 22, 6, 449–454.Google Scholar
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 4, 257–287.Google Scholar
Toplak, M. E. & Stanovich, K. E. (2002). The domain specificity and generality of disjunctive reasoning: Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 94, 1, 197–209.Google Scholar
Trout, J. (2005, December 5). Differentiate or die. Forbes. Retrieved 17 December 2006, from www.forbes.com/opinions/2005/12/02/ ibm-nordstrom-cocacola-cx_jt_1205trout.html.Google Scholar
Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40, 2, 185–200.Google Scholar
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. Journal of Higher Education, 73, 6, 740–763.Google Scholar
Tulving, E. (1984). Precis of elements of episodic memory. Behavioral and Brain Sciences, 7, 223–268.Google Scholar
Tulving, E. & Thompson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373.Google Scholar
Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 4157, 1124–1131.Google Scholar
Tversky, A. & Kahneman, D. (1982). Evidential impact of base rates. In Kahneman, D., Slovic, P., & Tversky, A. (Eds.), Judgment under uncertainty: Heuristics and biases. UK: Cambridge University Press.Google Scholar
Tversky, A. & Kahneman, D. (1983). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. Psychological Review, 90, 4, 293.Google Scholar
Twardy, C. R. (2004). Argument maps improve critical thinking. Teaching Philosophy, 27, 2, 95–116.Google Scholar
US National Research Council. (2002). Technology and assessment: Thinking ahead. Washington, DC: Board on Testing and Assessment Center for Education.Google Scholar
University of Western Australia. (2007). ACE and NSSE. Retrieved 28 August 2010, from www.catl.uwa.edu.au/CATLyst/archive/2007/1/ace_and_nsse.Google Scholar
Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823–848.Google Scholar
Van Eemeren, F. H. (2009). The study of argumentation. In Lunsford, A. A., Wilson, K. H., & Eberly, R. A. (Eds.), The SAGE handbook of rhetorical studies, 109–124.Google Scholar
Van Eemeren, F. H., Grootendorst, R., Henkemans, F. S., Blair, J. A., Johnson, R. H., Krabbe, E. C. W., Planitin, C., Walton, D. N., Willard, C. A., Woods, J., & Zarefsky, D. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Erlbaum.Google Scholar
Van Gelder, T. J. (2000). Learning to reason: A Reason!Able approach. In Davis, C., van Gelder, T. J., & Wales, R. (Eds.), Cognitive science in Australia, 2000: Proceedings of the fifth Australasian cognitive science society conference. Adelaide: Causal.Google Scholar
Van Gelder, T. J. (2001). How to improve critical thinking using educational technology. In Kennedy, G., Keppell, M., McNaught, C., & Petrovic, T. (Eds.), Meeting at the crossroads: Proceedings of the 18th annual conference of the Australian society for computers in learning in tertiary education, 539–548. Melbourne: Biomedical Multimedia Unit, University of Melbourne.Google Scholar
Van Gelder, T. J. (2002). Argument mapping with Reason!Able. APA Newsletter: Philosophy & Computers, 2, 1, 85–90.Google Scholar
Van Gelder, T. J. (2007). The rationale for RationaleTM. Law, Probability & Risk, 6, 23–42.Google Scholar
Van Gelder, T. J., Bissett, M., & Cumming, G. (2004). Enhancing expertise in informal reasoning. Canadian Journal of Experimental Psychology, 58, 142–152.Google Scholar
Van Merriënboer, J. J. G. & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning, educational technology, research and development. Educational Technology Research and Development, 53, 3, 5–13.Google Scholar
Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychology, 38, 5–13.Google Scholar
Varian, H. & Lyman, P. (2003). How much information? Berkeley, CA: School of Information Management & Systems, UC Berkeley.Google Scholar
Vohs, K. D., Baumeister, R. F., & Ciarocco, N. J. (2005). Self-regulation and self-presentation: Regulatory resource depletion impairs impression management and effortful self-presentation depletes regulatory resources. Journal of Personality and Social Psychology, 88, 4, 632.Google Scholar
Vohs, K. D., Baumeister, R. F., Schmeichel, B. J., Twenge, J. M., Nelson, N. M., & Tice, D. M. (2014). Making choices impairs subsequent self-control: A limited-resource account of decision making, self-regulation, and active initiative. Personality Processes and Individual Differences, 94, 5, 883–898.Google Scholar
Vohs, K. D. & Faber, R. J. (2007). Spent resources: Self-regulatory resource availability affects impulse buying. Journal of Consumer Research, 33, 4, 537–547.Google Scholar
Vohs, K. D. & Heatherton, T. F. (2000). Self-regulatory failure: A resource-depletion approach. Psychological Science, 11, 249–254.Google Scholar
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Walton, D. N. (2006). Fundamentals of critical argumentation. Cambridge: Cambridge University Press.Google Scholar
Wankat, P. (2002). The effective, efficient professor: Teaching, scholarship and service. Boston: Allyn and Bacon.Google Scholar
Watson, G. & Glaser, E. M. (1980). Watson-Glaser critical thinking appraisal. New York: Psychological Corporation.Google Scholar
Watson, G. & Glaser, E. M. (1994). Watson-Glaser critical thinking appraisal: Form S manual. San Antonio, TX: Psychological Corporation.Google Scholar
Weber, E. U. & Johnson, E. J. (2009). Mindful judgment and decision making. Annual Review of Psychology, 60, 53–85.Google Scholar
Wegerif, R. (2002). Literature review in thinking skills, technology and learning: Report 2. Bristol: NESTA Futurelab.Google Scholar
Wegerif, R. & Dawes, L. (2004). Thinking and learning with ICT: Raising achievement in the primary classroom. London: Routledge.Google Scholar
Weinberger, J. & McClelland, D. C. (1991). Cognitive versus traditional motivational models: Irreconcilable or complementary? In Higgins, E. T. & Sorrentino, R. M. (Eds.), Handbook of motivation and cognition, 2, 562–597. New York: Guilford Press.Google Scholar
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In Weinert, F. E. & Kluwe, R. H. (Eds.), Metacognition, motivation and understanding, 1–18. Hillsdale, NJ: Erlbaum.Google Scholar
West, R. F., Toplak, M. E., & Stanovich, K. E. (2008). Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. Journal of Educational Psychology, 100, 4, 930–941.Google Scholar
Wheeler, L. & Collins, S. (2003). The influence of concept mapping on critical thinking skills in baccalaureate nursing students. Journal of Professional Nursing, 19, 6, 339–346.Google Scholar
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31, 3, 8–19.Google Scholar
Wilson, B. A. & Baddeley, A. D. (1988). Semantic, episodic and autobiographical memory in a post-meningitic amnesic patient. Brain Cognition, 8, 31–46.Google Scholar
Wittrock, M. C. (1986). Students’ thought processes. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.Google Scholar
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.Google Scholar
Wood, P. K. (1993). Context and development of reflective thinking: A secondary analysis of the structure of individual differences. Unpublished manuscript. Missouri: University of Missouri at Columbia.Google Scholar
Wood, R. (1977). Multiple choice: A state of the art report. Evaluation in Education, 1, 191–280.Google Scholar
Woodman, G. F., Vecera, S. P., & Luck, S. J. (2003). Perceptual organization influences visual working memory. Psychonomic Bulletin & Review, 10, 1, 80–87.Google Scholar
Yang, Y.-T. C. (2002). Use of structured web-based bulletin board discussions with Socratic questioning to enhance students’ critical thinking skills in distance education. Unpublished Doctoral Thesis. Purdue University, West Lafayette.Google Scholar
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory research and practice, 1–25. New York: Springer-Verlag.Google Scholar