References (APA 7th Edition)

Part 7 – References (APA 7th Edition)

Anderson, J. R. (1983). The Architecture of Cognition. Harvard University Press.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.

Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. International Universities Press.

Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). MIT Press.

Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society (pp. 56–64). Worth Publishers.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.

Bruner, J. S. (1960). The Process of Education. Harvard University Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.

Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.

Friston, K. (2010). The free-energy principle: A unified brain theory? Nature Reviews Neuroscience, 11(2), 127–138.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

Lewin, K. (1951). Field Theory in Social Science. Harper & Row.

Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting and Task Performance. Prentice-Hall.

Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4), 492–527.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

Meichenbaum, D. (1977). Cognitive-Behavior Modification: An Integrative Approach. Plenum Press.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.

Paivio, A. (1990). Mental Representations: A Dual Coding Approach. Oxford University Press.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.

Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35(9), 677–688.

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical Issues in Reading Comprehension (pp. 33–58). Lawrence Erlbaum Associates.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.

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Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press.