references
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works:seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Bradshaw, J. D., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21, 165-174.
Chi, M.T.H., & VanLehn, K. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1, 69-105.
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement framework. Journal of Personality and Social Psychology, 90(4), 666-679.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Eylon, B., & Reif, F. (1984). Effects of knowledge organization on task performance. Cognition and Instruction, 1, 5-44.
Ford, M. E. (1992). Motivating humans: Goals, emotions and personal agency beliefs. Newbury Park, CA: Sage Publications, Inc.
Hansen, D. (1989). Lesson evading and dissembling: Ego strategies in the classroom. American Journal of Education, 92, 316-330.
Hinds, P. J. (1999). The curse of expertise: The effects of expertise and debiasing methods on predictions of novice performance. Journal of Experimental Psychology: Applied, 5(2), 205-221.
Hinsley, D. A., Hayes, J. R., & SImon, H. A. (1977). From words to equations: Meaning and representation in algebra word problems. In M. A. Just & P. S. Carpenter (Eds.), Cognitive processes in comprehension. Hillsdale, NJ: Erlbaum.
Kahnemann, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.
Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Journal of Cognition and Instruction, 18(2), 209-237.
Nathan, M. J. & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905-928.
Navon, D., & Gopher, D. (1979). On the economy of the human- processing system. Psychology Review, 86, 214-255.
Nickerson, R. (1999). How we know- and sometimes misjudge- what others know: Imputing one's own knowledge to others. Psychology Bulletin, 125(6), 737-759.
Reder, P.J., & Anderson, J. R. (1980). A partial resolution of the paradox of interference: The role of integrating knowledge. Cognitive Psychology, 12, 447-472.
Ross, B. H. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.
Ross, B. H. (1989). Distinguishing types of superficial similarity: Different effects on the access and use of earlier problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 456-468.
Smith, E. E., Adams, N., & Schorr, D. (1978). Fact retrieval and the paradox of interference. Cognitive Psychology, 10, 438-464.
Sprauge, J., & Stuart. D. (2000). The speaker's handbook. Fort Worth, TX: Harcourt College Publishers.
Wickens, C. D. (1991). Processing resources and attention. In D. L. Damos (Ed.), Multiple task performance (pp. 3-34). London: Taler & Francis, Ltd.
Bradshaw, J. D., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21, 165-174.
Chi, M.T.H., & VanLehn, K. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1, 69-105.
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement framework. Journal of Personality and Social Psychology, 90(4), 666-679.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Eylon, B., & Reif, F. (1984). Effects of knowledge organization on task performance. Cognition and Instruction, 1, 5-44.
Ford, M. E. (1992). Motivating humans: Goals, emotions and personal agency beliefs. Newbury Park, CA: Sage Publications, Inc.
Hansen, D. (1989). Lesson evading and dissembling: Ego strategies in the classroom. American Journal of Education, 92, 316-330.
Hinds, P. J. (1999). The curse of expertise: The effects of expertise and debiasing methods on predictions of novice performance. Journal of Experimental Psychology: Applied, 5(2), 205-221.
Hinsley, D. A., Hayes, J. R., & SImon, H. A. (1977). From words to equations: Meaning and representation in algebra word problems. In M. A. Just & P. S. Carpenter (Eds.), Cognitive processes in comprehension. Hillsdale, NJ: Erlbaum.
Kahnemann, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall.
Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Journal of Cognition and Instruction, 18(2), 209-237.
Nathan, M. J. & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905-928.
Navon, D., & Gopher, D. (1979). On the economy of the human- processing system. Psychology Review, 86, 214-255.
Nickerson, R. (1999). How we know- and sometimes misjudge- what others know: Imputing one's own knowledge to others. Psychology Bulletin, 125(6), 737-759.
Reder, P.J., & Anderson, J. R. (1980). A partial resolution of the paradox of interference: The role of integrating knowledge. Cognitive Psychology, 12, 447-472.
Ross, B. H. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.
Ross, B. H. (1989). Distinguishing types of superficial similarity: Different effects on the access and use of earlier problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 456-468.
Smith, E. E., Adams, N., & Schorr, D. (1978). Fact retrieval and the paradox of interference. Cognitive Psychology, 10, 438-464.
Sprauge, J., & Stuart. D. (2000). The speaker's handbook. Fort Worth, TX: Harcourt College Publishers.
Wickens, C. D. (1991). Processing resources and attention. In D. L. Damos (Ed.), Multiple task performance (pp. 3-34). London: Taler & Francis, Ltd.
