教育心理学英文辅助阅读资源.doc

英文辅助阅读资源
Educational psychology:
1. Owens, Stephanie A. Introduction to the special issue on evolutionary educational psychology. Learning and Individual Differences Volume: 12, Issue: 4,2000,pp.311-315
2. Goldberg. Neal C., Houtz,Jogn C. Educational Psychology: The Next Generation II. Contemporary Educational Psychology Volume: 20, Issue: 1, January, 1995, pp. 114-120
3. Geary, David c. Principles of evolutional educational psychology. Learning and Individual Differences Volume: 4,2000,pp.317-345
Cognitive psychology:
1. Fernandez-Duque, Diego, Johnson, Mark L. Attention Metaphors: How Metaphors Guide the cognitive Psychology of Attention. Cognitive Science Volume: 23, Issue: 1, January 3, 1999, pp. 83-116
2. Vosniadou, Stella. Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction Volume: 6, Issue: 2, June, 1996, pp. 95-109
3. Merikle. Philip M., Smilek, Daniel, Eastwood, John D. Perception without awareness: perspectives from cognitive psychology. Cognition Volume: 79, Issue: 1-2, April, 2001, pp.115-134
Procedural knowledge:
1. Timmerman, M. E., Brouwer, W. H. Slow information processing after very severe closed head injury: impaired access to declarative knowledge and intact application and acquisition of procedural knowledge. Neuropsychologia Volume: 37, Issue: 4, April 1, 1999, pp. 467-478
2. Howe. Christine, Thlmie.Andy, Duchak-Tanner, Val, Rattray, Catherine. Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge. Learning and Instruction. Volume: 10, Issue: 4, August, 2000, pp. 361-391
3. Rojas-Drummond, Sylvia; Hernáundez, Gerardo; Vélez, Maricela; Villagrán, Gabina.Cooperative learning and the appropriation of procedural knowledge by primary school children . Learning and Instruction Volume: 8, Issue: 1, February, 1998, pp. 37-61
Declarative knowledge:
1. Timmerman, M. E.; Brouwer, W. H. Slow information processing after very severe closed head injury: impaired access to declarative knowledge and intact application and acquisition of procedural knowledge. Neuropsychologia Volume: 37, Issue: 4, April 1, 1999, pp. 467-478
2. Benaroch, M. Declarative representation of strategic control knowledge. International Journal of Human-Computer Studies Volume: 55, Issue: 6, December, 2001, pp. 881-917
Schema:
1. Paulin, M.G. The evolutionary origin of image schemas: a commentary on Vandervert's theory
.New Ideas in Psychology Volume: 15, Issue: 2, August, 1997, pp. 133-136
2. Needleman, M. Schema Language: The New Way of Coding XML.Serials Review Volume: 27, Issue: 2, August, 2001, pp. 49-52
3.Santucci, Giuseppe .Semantic schema refinements for multilevel schema integration.Data & Knowledge Engineering Volume: 25, Issue: 3, April, 1998, pp. 301-326
Problem solving:
1. Vidal, R.V.V. Solving Problem Solving: A Potent Force for Effective Management European Journal of Operational Research Volume: 95, Issue: 2, December 6, 1996, pp. 464
2. Galliers, R.D.Problems, knowledge, solutions: solving complex problems - a response to Enid Mumford's paper ICIS 1998, Helsinki, Finland.Journal of Strategic Information Systems Volume: 7, Issue: 4, December, 1998, pp. 271-274
3. Thinking beyond the first step: Infants' and toddlers' problem solving strategy and choice..Infant Behavior and Development Volume: 21, April, 1998, pp. 210
Learning transfer:
1. Couzijn, Michel.Learning to write by observation of writing and reading processes: effects on learning and transfer.Learning and Instruction Volume: 9, Issue: 2, April, 1999, pp. 109-142
2. Ellis, John A.; Whitehill, Betty V.; Irick, Cheryl.The Effects of Explanations and Pictures on Learning, Retention, and Transfer of a Procedural Assembly Task Contemporary Educational Psychology Volume: 21, Issue: 2, April, 1996, pp. 129-148
3. Gomez, Rebecca L.Transfer and Complexity in Artificial Grammar Learning .Cognitive Psychology Volume: 33, Issue: 2, July, 1997, pp. 154-207
Expertise:
1. Graves, Barbara The study of literary expertise as a research strategy. Poetics Volume: 23, Issue: 6, May, 1996, pp. 385-403
2. The, Whoqol Group.The World Health Organization quality of life assessment (WHOQOL): Development and general psychometric properties.Social Science & Medicine Volume: 46, Issue: 12, June 15, 1998, pp. 1569-1585
Knowledge category:
1. Brown, M.E. Knowledge, Concepts, and Categories.Library and Information Science Research Volume: 21, Issue: 1, 1999, pp. 132-134.
2. Hayes, Brett K.; Foster, Katrina; Gadd, Naomi.Prior knowledge and subtyping effects in children's category learning .Cognition Volume: 88, Issue: 2, June, 2003, pp. 171-199
3. Lambon Ralph, Matthew A.; Patterson, Karalyn; Hodges, John R.The relationship between naming and semantic knowledge for different categories in dementia of Alzheimer's type Neuropsychologia Volume: 35, Issue: 9, September, 1997, pp. 1251-1260
Learning strategies:
1. Vella, F.Enabling Student Learning, Systems and Strategies.Biochemical Education Volume: 24, Issue: 4, October, 1996, pp. 240-241
2. Deiss, Kathryn. Learning as a Way of Being: Strategies for Survival in a World of Permanent White Water: The Journal of Academic Librarianship Volume: 25, Issue: 3, May, 1999, pp. 244
Creativity:
1. Boden, M.A.Modelling creativity: reply to reviewers. Artificial Intelligence Volume: 79, Issue: 1, November, 1995, pp. 161-182
2. Davis, B.H.News brief: Creativity and catalysis. Applied Catalysis A: General Volume: 124, Issue: 2, April 13, 1995, pp. n14-n16
3. Martindale, C.Genius. The Natural History of Creativity. Personality and Individual Differences Volume: 21, Issue: 5, November, 1996, pp. 833