Cognitive scientists prefer theories and testable principles with teeth

Educational Psychologist

Volumn 44, Issue 3, 2009, Pages 193-197

  Graesser, Arthur C ^a  

^a University of Memphis   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 74949137179     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520903029022     Document Type: Article

References (16)

1. Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009/this issue). What is learning anyway? A topological perspective considered. Educational Psychologist, 44, 176-192.
2. Damasio, A. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. New York: Harcourt.
3. de Vega, M., Glenberg, A. M., & Graesser, A. C. (Eds.). (2008). Symbols andembodiment:Debatesonmeaning and cognition.Oxford,UK:Oxford University Press.
4. Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press.
5. Glenberg, A. M. (1997). What memory is for. Behavioral and Brain Sciences, 20, 1-19.
6. Graesser, A. C., Halpern, D. F., & Hakel, M. (2008). 25 principles of learning. Washington, DC: Taskforce on Lifelong Learning at Work and at Home. Retrieved from http://www.psyc.memphis.edu/learning/whatweknow/index.shtml
7. Graesser, A. C., Ozuru, Y., & Sullins, J. (2009). What is a good question? In M. McKeown (Ed.), Festscrift for Isabel Beck (pp. 361-382). Mahwah, NJ: Erlbaum.
8. Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. New York: Taylor & Francis.
9. Jenkins, J. J. (1979). Four points to remember: A tetrahedral model of memory experiments. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing and human memory (pp. 429-446). Hillsdale, NJ: Erlbaum.
10. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
11. Landauer, T., McNamara, D. S., Dennis, S., & Kintsch, W. (Eds.). (2007). Handbook of latent semantic analysis. Mahwah, NJ: Erlbaum.
12. Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., etal.(2007).Organizing instruction andstudytoimprove studentlearning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov
13. Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
14. Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation.
15. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. Cambridge, UK: Cambridge University Press.
16. Sternberg, R. J. (1986). A triangular theory of love. Psychological Review, 93,119-135.