Needham, A., and Baillargeon, R. (1993). Intuitions about support in 4 1/2 month-old-infants. Cognition, 47(2), 121-148.

Palincsar, A.S., and Brown, A.L. (1984). Reciprocal teaching of comprehension monitoring activities. Cognition and Instruction, 1, 117-175.

Thorndike, E.L. (1913). Educational psychology (Vols. 1 and 2). New York: Columbia University Press.

Vosniadou, S., and Brewer, W.F. (1989). The concept of the Earth’s shape: A study of conceptual change in childhood. Unpublished manuscript. Champaign, IL: Center for the Study of Reading, University of Illinois.

Vye, N.J., Schwartz, D.L., Bransford, J.D., Barron, B.J., Zech, L., and Cognitive and Technology Group at Vanderbilt. (1998). SMART environments that support monitoring, reflection, and revision. In D. Hacker, J. Dunlosky, and A. Graessner (Eds.), Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Whimbey, A., and Whimbey, L.S. (1975). Intelligence can be taught. New York: Dutton.

White, B.Y., and Fredrickson, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.

Wood, T., and Sellers, P. (1997). Deepening the analysis: Longitudinal assessment of a problem-centered mathematics program. Journal for Research in Mathematics Education, 28, 163-186.

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement