Architecture of Learning Reference List

Many resources have been used in the development and updating of Architecture of Learning.


Cited Sources
Paul, R., “The State of Critical Thinking Today: The Need for a Substantive Concept of Critical Thinking,” retrieved from http://www.criticalthinking.org/resources/articles/the-state-ct-today.shtml.
Blair, C., Knipe, H., & Gamson, D., “Is There a Role for Executive Function in the Development of Mathematics Ability?” Mind, Brain, and Education, 2, no. 2 (2008): 80-89.
Baddeley, A., “Working Memory: An Overview,” in S. J. Pickering (Ed.), Working Memory and Education (Burlington, MA: Academic Press, 2006) 6, 24.
Fauconnier, G., & Turner, M., The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities (New York: Basic Books, 2002).
Levitin, D.J., This is Your Brain on Music: The Science of a Human Obsession (New York: Penguin Group, 2006), 130-131.
Fauconnier.
Washburn, K.D., The Architecture of Learning: Designing Instruction for the Learning Brain (Pelham, AL: Clerestory Press, 2010), 29.
Ibid., 30.
Jensen, E., Enriching the Brain: How to Maximize Every Learner’s Potential (San Francisco: Jossey-Bass, 2006), 20.
Wiggins, G., “Healthier Testing Made Easy,” Edutopia (April-May 2006). http://www.edutopia.org/healthier-testing-made-easy.
Washburn, K.D., Analysis of Reading Comprehension and Thinking Process Achievement Based on Neurocognitive Research (Lynchburg, VA: Doctoral Dissertation, Liberty University, 2006).


Additional Sources
Andreasen, N. C., The Creative Brain: The Science of Genius (New York: Penguin Group, 2005).
Baddeley, A. (1996). “The Fractionation of Working Memory,” Proceedings of the National Academy of Sciences, 93, 13468–13472.
Baddeley, A., “Working Memory: An Overview,” in S. J. Pickering (Ed.), Working Memory and Education (Burlington, MA: Academic Press, 2006).
Barell, J., Developing More Curious Minds (Alexandria, VA: Association for Supervision and Curriculum Development, 2003).
Berns, G., Iconoclast: A Neuroscientist Reveals How to Think Differently (Boston: Harvard Business School Publishing, 2008).
Black, P. & Dylan, W., “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappa, 80, no. 2 (October 1998), 139- 148.
Bransford, J.D., Brown, A.L., & Cocking, R.R., eds., How People Learn: Brain, Mind, Experience, and School (Washington, DC: National Academy Press, 1999).
Browne, M.N., & Keeley, S.M., Asking the Right Questions: A Guide to Critical Thinking (Upper Saddle River, NJ: Pearson Education, Inc., 2005).
Burton, R. A., On Being Certain: Believing You are Right Even When You’re Not (New York: St. Martin’s Press, 2008)
Butler, S. M. & McNunn, N. D., A Teacher’s Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (San Francisco: Jossey-Bass, 2006).
Byrnes, J.P., Minds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research (New York: Guilford Press, 2001).
Carretti, B., Cornoldi, C., De Beni, R., & Palladino, P. “What Happens to Information to be Suppressed in Working-memory Tasks? Short and Long Term Effects,” The Quarterly Journal of Experimental Psychology, 57A(6), (2004), 1059-1084.
Chappuis, J. “Helping Students Understand Assessment,” Educational Leadership, 63(3), (2005), 39-43.
Costa, A.L. & Kallick, B., Discovering and Exploring Habits of Mind (Alexandria, VA: Association for Supervision and Curriculum Development, 2000).
Degenetais, E., Thierry, A., Glowinski, J., & Gioanni, Y. “Synaptic Influence of the Hippocampus on Pyramidal Cells,” Cerebral Cortex, 13, (2003), 782-792.
Egan, K., Teaching as Storytelling: An Alternative Approach to Teaching and Curriculum in the Elementary School (Chicago: University of Chicago Press, 1986).
Egan, K., The Educated Mind (Chicago: University of Chicago Press, 1998).
Eichenbaum, H.E., “A Cortical-hippocampal System for Declarative Memory,” Nature Reviews Neuroscience, 1(1), (2000), 41-50.
Eichenbaum, H.E., The Cognitive Neuroscience of Memory (New York: Oxford University Press, 2002).
Eichenbaum, H.E., & Cohen, N.J., From Conditioning to Conscious Recollection: Memory Systems of the Brain (New York: Oxford University Press, 2004).
Erickson, H. L., Concept-based Curriculum and Instruction: Teaching Beyond the Facts (Thousand Oaks, CA: Corwin Press, 2002).
Erlauer, L.,The Brain-compatible Classroom (Alexandria, VA: Association for Supervision and Curriculum Development, 2003).
Gardner, H., Five Minds for the Future (Boston: Harvard Business School Press, 2006).
Gardner, H., Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds (Boston: Harvard Business School Press, 2006).
Gawande, A., Complications: A Surgeon’s Notes on an Imperfect Science (New York: Picador, 2002).
Gawande, A., Better: A Surgeon’s Notes on Performance (New York: Henry Holt, 2007).
Goldberg, E., The Wisdom Paradox: How Your Mind Can Grow Stronger as Your Brain Grows Older (New York: Gotham Books, 2005).
Groopman, J., How Doctors Think (Boston: Houghton Mifflin, 2007).
Halpern, D. F., & Hakel, M. D. (Eds.), Applying the Science of Learning to University and Beyond, Vol. 89 (San Francisco: Jossey-Bass, 2002).
Halpern, D., Thought and Knowledge: An Introduction to Critical Thinking (Mahwah, NJ: Lawrence Erlbaum Associates, 2003).
Heath, C. & Heath, D., Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House, 2007).
Hoffman, R. (personal communication, January 5, 2005).
Immordino-Yang, M. H. & Damasio, A., “We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education.” In Jossey-Bass Publishers (Ed.), The Jossey-Bass Reader on the Brain and Learning (San Francisco: Jossey-Bass, 2008).
Karpicke, J. D. & Roediger, H. L. III., “The Critical Importance of Retrieval for Learning,” Science, 319, no. 5865 (2008): 966-968.
Kumaran, D., & Maguire, E.A. “The Human Hippocampus: Cognitive Maps or Relational Memory?,” The Journal of Neuroscience, 25(31), (2005), 7254-7259.
LeDoux, J., “Remembrance of Emotions Past. In Jossey-Bass Publishers (Ed.), The Jossey-Bass Reader on the Brain and Learning (San Francisco: Jossey-Bass, 2008),
LeGault, M.R. Th!nk. (New York: Threshold Editions, 2006).
Maguire, E.A., Valentine, E.R., Wilding, J.M., & Kapur, N. “Routes to Remembering: The Brains Behind Superior Memory,” Nature Neuroscience, 6, (2002), 90-95.
Marzano, R.J., What Works in Schools: Translating Research into Action (Alexandria, VA: Association for Supervision and Curriculum Development, 2003).
McDaniel, M.A., & Donnelly, C.M., “Learning with Analogy and Elaborative Interrogation.,” Journal of Educational Psychology, 88, (1996), 508-519.
Medina, J., Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Seattle: Pear Press, 2008).
Mentkowsi, M., & Associates, Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond (San Francisco: Jossey-Bass, 2000).
Mighton, J., The Myth of Ability: Nurturing Mathematical Ability in Every Child (New York: Walker & Co., 2003).
Miller, G., “A Surprising Connection Between Memory and Imagination,” Science 315, (2007), 312.
Modell, A.H., Imagination and the Meaningful Brain. (Cambridge, MA: The MIT Press, 2006).
Morgan, H., Real Learning: A Bridge to Cognitive Neuroscience, (Lanham, MD: Scarecrow Education, 2004).
Murphy, P.K., & Alexander, P.A., Understanding How Students Learn: A Guide for Instructional Leaders (Thousand Oaks, CA: Corwin Press, 2006).
O’Connor, K., “Foreword,” in Butler, S.M. & McMunn, N.D., A Teacher’s Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (San Francisco: Jossey-Bass, 2006).
Ogle, R., Smart World: Breakthrough Creativity and the New Science of Ideas, (Boston: Harvard Business School Press, 2007).
Paul, R. The State of Critical Thinking Today: The Need for a Substantive Concept of Critical Thinking. http://www.criticalthinking.org/resources/articles/the-state-ct-today.shtml.
Pedone, R., Hummel, J.E., & Holyoak, K.J., “The Use of Diagrams in Analogical Problem Solving,” Memory and Cognition, 29, (2001), 214-221.
Pereira, F.C. & Cardoso, A., “Conceptual Blending and the Quest for the Holy Creative Process,” Proceedings of the 2nd Workshop on Creative Systems: Approaches to Creativity in AI and Cognitive Science (Lyon, France, 2002).
Pinker, S., The Stuff of Thought: Language as a Window into Human Nature (New York: Viking, 2007).
Ratey, J.J., A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Mind (New York: Pantheon Books, 2001).
Reeder, E., “Measuring What Counts: Memorization Versus Understanding,” Edutopia (2002, Feb-March), Retrieved from http://www.edutopia.org/node/940.
Restak, R., The Naked Brain: How the Emerging Neurosociety is Changing How We Live, Work, and Love (New York: Harmony Books, 2006).
Robinson, K., Out of Our Minds: Learning to be Creative (Chichester, West Sussex, UK: Capstone Publishing Limited, 2001).
Root-Bernstein, R. & Root-Bernstein, M., Sparks of Genius: The 13 Thinking Tools of the World’s Most Creative People (Boston: Mariner Books, 2001).
Sadoski, M., & Paivio, A., Imagery and Text: A Dual-coding Theory of Reading and Writing (Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2001).
Sayala, S., Sala, J.B., & Courtney, S.M., “Increased Neural Efficiency with Repeated Performance of a Working Memory Task is Information-type Dependent,” Cerebral Cortex, 15(11), (2005), 1714-1722.
Smith, C., & Squire, L.R., “Declarative Memory, Awareness, and Transitive Inference,” The Journal of Neuroscience, 25(44), (2005), 10138-10146.
Smith, E.E., & Jonides, J., “Neuroimaging of Human Working Memory,” Proceedings of the National Academy of Sciences, 95(20), (1998), 12061-12068.
Sousa, D., How The Brain Learns: A Classroom Teacher’s Guide (2nd ed.), (Thousand Oaks, CA: Corwin Press, Inc., 2001).
Stein, K., The Genius Engine: Where Memory, Reason, Passion, Violence, and Creativity Intersect in the Human Brain (Hoboken, NJ: John Wiley & Sons, Inc., 2007).
Stronge, J. H., Qualities of Effective Teachers, 2nd Edition (Alexandria, VA: Association for Supervision and Curriculum Development, 2007).
Swanson, H., & Beebe-Frankenberger, M., “The Relationship Between Working Memory and Mathematical Problem-solving in Children At Risk and not At Risk for Serious Math Difficulties.” Journal of Educational Psychology, 96(3), (2004), 471-491.
Thompson, R.F., & Madigan, S.A., Memory: The Key to Consciousness (Washington, D.C.: Joseph Henry Press, 2005).
Tileston, D., What Every Teacher Should Know about Learning, Memory, and the Brain (Thousand Oaks, CA: Corwin Press, 2004).
Turner, J., & Shellard, E., Developing and Using Instructional Rubrics (Arlington, VA: Educational Research Service, 2004).
Visscher, K.M., Kaplan, E., Kahana, M.J., & Sekuler, R., “Auditory Short-term Memory Behaves Like Visual Short-term Memory,” PLoS Biology, 5 (3), (2007).
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve Student Performance (San Francisco: Jossey-Bass, 1998).
Wiggins, G., “Healthier Testing Made Easy,” Edutopia (2006, April-May). Retrieved from www.edutopia.org/magazine.
Willis, J., “Brain-research Based Strategies to Help Students Turn Sensory Data into Long-term Memories,” In Public Information Resources, Inc., Learning & the Brain: How to Shape the Developing Brain for Learning & Achievement (Cambridge, MA, 2007).
Willis, J., Research-based Strategies to Ignite Student Learning (Alexandria, VA: Association for Supervision and Curriculum Development, 2006).
Wolfe, P., Brain Matters: Translating Research into Classroom Practice (Alexandria, VA: Association for Supervision and Curriculum Development, 2001).
Zaltman, G., How Customers Think: Essential Insights into the Mind of the Market (Boston: Harvard Business School Press, 2003).
Zull, J.E., The Art of Changing the Brain (Sterling, VA: Stylus Publishing, 2002).