🪴 PAR Brain

Learning how to learn notes

Mar 29, 202542 min read

Focused versus Diffuse Thinking

Only dip in to read what is of interest to you - these readings are entirely optional.

Chapters 1-3 of A Mind for Numbers are especially helpful in providing helpful information and additional exercises related to the materials of Module 1.

Access Notes: The New York Times has limited (5) free articles per email address. Mind Tools and The New Yorker are paid (firewall) services.

More Recent Research

  • Boyce, Richard et al. “Causal evidence for the role of REM sleep theta rhythm in contextual memory consolidation.” Science 352, 6287 (2016): 812-816.

Heavier-Duty References (as mentioned in this week’s videos)

Video: Introduction to the Focused and Diffuse Modes

  • Andrews-Hanna, J.R. “The Brain’s Default Network and Its Adaptive Role in Internal Mentation.” Neuroscientist 18, no. 3 (Jun 2012): 251-70.

  • Immordino-Yang, M. H., J. A. Christodoulou, and V. Singh. “Rest Is Not Idleness: Implications of the Brain’s Default Mode for Human Development and Education.” Perspectives on Psychological Science 7, no. 4 (2012): 352-64.

  • Moussa MN, Steen MR, Laurienti PJ, Hayasaka S (2012) “Consistency of Network Modules in Resting-State fMRI Connectome Data.” PLoS ONE 7(8): e44428. doi:10.1371/journal.pone.0044428.

  • Raichle, Marcus E, and Abraham Z Snyder. “A Default Mode of Brain Function: A Brief History of an Evolving Idea.” NeuroImage 37, no. 4 (2007): 1083-90.

Video: Using the Focused and Diffuse Modes: (Or, a little Dalí will do ya)

  • Dali, Salvador. Fifty Secrets of Magic Craftsmanship. Dover, 1948 (reprint 1992).

  • Root-Bernstein, Robert S., and Michelle M. Root-Bernstein. Sparks of Genius. NY: Houghton Mifflin, 1999.

  • Takeuchi, H., Y. Taki, H. Hashizume, Y. Sassa, T. Nagase, R. Nouchi, and R. Kawashima. “The Association between Resting Functional Connectivity and Creativity.” Cerebral Cortex 22, no. 12 (Jan 10 2012): 2921-29.

Video: What is Learning?

  • Michael D. Fox and Michael Greicius, Clinical applications of resting state functional connectivity , Front. Syst. Neurosci., 16 June 2010.

  • Fox, M. D., Corbetta, M., Snyder, A. Z., Vincent, J. L., and Raichle, M. E. (2006a). Spontaneous neuronal activity distinguishes human dorsal and ventral attention systems. _Proceedings of the National Academy of Sciences U.S.A._103, 10046–10051.

  • Fox M. D., Snyder A. Z., Vincent J. L., Corbetta M., Van Essen D. C., Raichle M. E. (2005). The human brain is intrinsically organized into dynamic, anticorrelated functional networks. Proceedings of the National Academy of Sciences U.S.A. 102, 9673–967810.1073/pnas.0504136102.

  • Guang Yang et al. Sleep promotes branch-specific formation of dendritic spines after learning, Science 344, 1173 (2014).

Video: A Procrastination Preview

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Lyons, I.M., and S.L. Beilock. “When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math.” PLoS ONE 7, no. 10 (2012): e48076.

  • Steel, Piers. The Procrastination Equation. NY: Random House, 2010.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • Tuckman, Bruce W., and Henri C. Schouwenburg. “Behavioral Interventions for Reducing Procrastination among University Students.” In Counseling the Procrastinator in Academic Settings, edited by H.C. Schouwenburg, CH Lay, TA Pychyl and JR Ferrari Washington, DC: American Psychological Association, 2004.

Video: Practice Makes Permanent

  • Brown, J.S., A. Collins, and P. Duguid.”Situated Cognition and the Culture of Learning.” Educational Researcher 18, no. 1 (1989): 32-42.

  • Dunlosky, John, Katherine A Rawson, Elizabeth J Marsh, Mitchell J Nathan, and Daniel T Willingham. “Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology.” Psychological Science in the Public Interest 14, no. 1 (2013): 4-58.

  • Ericsson, Karl Anders. Development of Professional Expertise. NY: Cambridge University Press, 2009.

  • Geary, David C. The Origin of Mind. Washington, DC: American Psychological Association, 2005.

  • Geary, David C, A Wade Boykin, Susan Embretson, Valerie Reyna, Robert Siegler, Daniel B Berch, and J Graban. “Task Group Reports of the National Mathematics Advisory Panel; Chapter 4: Report of the Task Group on Learning Processes.” In, (2008) (Link removed at source)

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Karpicke, Jeffrey D. “Retrieval-Based Learning Active Retrieval Promotes Meaningful Learning.” Current Directions in Psychological Science 21, no. 3 (2012): 157-63.

  • Karpicke, Jeffrey D, and Phillip J Grimaldi. “Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning.” Educational Psychology Review 24, no. 3 (2012): 401-18.

  • Karpicke, Jeffrey D, and Henry L Roediger. “The Critical Importance of Retrieval for Learning.” Science 319, no. 5865 (2008): 966-68.

  • Karpicke, Jeffrey D, Andrew C Butler, and Henry L Roediger III. “Metacognitive Strategies in Student Learning: Do Students Practice Retrieval When They Study on Their Own?“. Memory 17, no. 4 (2009): 471-79.

  • Karpicke, J. D., and J. R. Blunt. “Retrieval Practice Produces More Learning Than Elaborative Studying with Concept Mapping.” Science 331, no. 6018 (Feb 11 2011): 772-5.

  • Karpicke, J.D., and J.R. Blunt. “Response to Comment on ‘Retrieval Practice Produces More Learning Than Elaborative Studying with Concept Mapping’.” Science 334, no. 6055 (2011): 453-53.

  • Kornell, Nate, Matthew Jensen Hays, and Robert A Bjork. “Unsuccessful Retrieval Attempts Enhance Subsequent Learning.” Journal of Experimental Psychology: Learning, Memory, and Cognition 35, no. 4 (2009): 989.

  • Kornell, N., A. D. Castel, T. S. Eich, and R. A. Bjork. “Spacing as the Friend of Both Memory and Induction in Young and Older Adults.” Psychology and Aging 25, no. 2 (Jun 2010): 498-503.

  • McDaniel, M. A., and A. A. Callender. “Cognition, Memory, and Education.” In Cognitive Psychology of Memory, Vol 2 of Learning and Memory, edited by Henry L Roediger. 819-43. Oxford, UK: Elsevier, 2008.

  • Roediger, Henry L., and Mary A. Pyc. “Inexpensive Techniques to Improve Education: Applying Cognitive Psychology to Enhance Educational Practice.” Journal of Applied Research in Memory and Cognition 1, no. 4 (2012): 242-48.

  • Roediger, Henry L, and Andrew C Butler. “The Critical Role of Retrieval Practice in Long-Term Retention.” Trends in Cognitive Sciences 15, no. 1 (2011): 20-27.

  • Roediger, Henry L, and Jeffrey D Karpicke. “The Power of Testing Memory: Basic Research and Implications for Educational Practice.” Perspectives on Psychological Science 1, no. 3 (2006): 181-210.

  • Rohrer, Doug, and Harold Pashler. “Increasing Retention without Increasing Study Time.” Current Directions in Psychological Science 16, no. 4 (2007): 183-86.

  • Taylor, Kelli, and Doug Rohrer. “The Effects of Interleaved Practice.” Applied Cognitive Psychology 24, no. 6 (2010): 837-48.

  • See also extensive endnote references and discussions in Chapters 2 and 3, A Mind for Numbers, Barbara Oakley, Penguin, 2014.

Video: Introduction to Memory

  • Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009). Memory. NY: Psychology Press.

  • Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369-378. doi: 10.1007/s10648-012-9205-z

  • Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.

  • Dudai, Y. (2004). The neurobiology of consolidations, or, how stable is the engram? Annual Review of Psychology, 55, 51-86.

  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

  • Guida, A., Gobet, F., Tardieu, H., & Nicolas, S. (2012). How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework. Brain and Cognition, 79(3), 221-244. doi: 10.1016/j.bandc.2012.01.010

  • Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140(3), 283.

  • Rohrer, Doug, Robert F. Dedrick, and Kaleena Burgess. “The Benefit of Interleaved Mathematics Practice Is Not Limited to Superficially Similar Kinds of Problems.” Psychonomic Bulletin & Review in press (2013).

  • Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.

Video: The Importance of Sleep in Learning

  • Djonlagic, I., A. Rosenfeld, D. Shohamy, C. Myers, M. Gluck, and R. Stickgold. “Sleep Enhances Category Learning.” Learning & Memory 16, no. 12 (Dec 2009): 751-5.

  • Durrant, Simon J., Scott A. Cairney, and Penelope A. Lewis. “Overnight consolidation aids the transfer of statistical knowledge from the medial temporal lobe to the striatum.” Cerebral Cortex 23.10 (2013): 2467-2478.

  • Eichenbaum, H. “To Sleep, Perchance to Integrate.” PNAS, 104, no. 18 (May 1 2007): 7317-8.

  • Ellenbogen, J.M., P.T. Hu, J.D. Payne, D. Titone, and M.P. Walker. “Human Relational Memory Requires Time and Sleep.” PNAS, 104, no. 18 (2007): 7723-28.

  • Erlacher, Daniel, and Michael Schredl. “Practicing a Motor Task in a Lucid Dream Enhances Subsequent Performance: A Pilot Study.” The Sport Psychologist, 24, no. 2 (2010): 157-67.

  • Moss, R. The Secret History of Dreaming. Novato, CA: New World Library, 2008.

  • Scullin, M. K., and M. A. McDaniel. “Remembering to Execute a Goal: Sleep on It!” Psychological Science 21, no. 7 (Jul 2010): 1028-35.

  • Stickgold, Robert, and Jeffrey M Ellenbogen. “Quiet! Sleeping Brain at Work.” Scientific American Mind 19, no. 4 (2008): 22-29.

  • Wamsley, Erin J., Matthew Tucker, Jessica D. Payne, Joseph A. Benavides, and Robert Stickgold. “Dreaming of a Learning Task Is Associated with Enhanced Sleep-Dependent Memory Consolidation.” Current Biology,20, no. 9 (2010): 850-55.

  • Xie, Lulu, Hongyi Kang, Qiwu Xu, Michael J Chen, Yonghong Liao, Meenakshisundaram Thiyagarajan, John O’Donnell, et al. “Sleep Drives Metabolite Clearance from the Adult Brain.” Science, 342, no. 6156 (2013): 373-77.

In Video Questions

Here’s a pdf of the questions and answers found in the videos.

week 2

Chunking

Only dip in to read what is of interest to you - these readings are entirely optional.

Chapters 4 and 7 of A Mind for Numbers are especially helpful in providing helpful information and additional exercises related to the materials of Module 2.

Heavier-Duty References (as mentioned in this week’s videos)

Video: What is a Chunk?

  • Beilock, S. (2010). Choke. NY: Free Press.

  • Ericsson, K. A. (2009). Development of Professional Expertise. NY: Cambridge University Press.

  • Gobet, F., & Clarkson, G. (2004). Chunks in expert memory: Evidence for the magical number four… or is it two? Memory, 12(6), 732-747.

  • Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5(6), 236-243.

  • Guida, A., Gobet, F., Tardieu, H., & Nicolas, S. (2012). How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework. Brain and Cognition, 79(3), 221-244. doi: 10.1016/j.bandc.2012.01.010

  • Nyhus, E., & Curran, T. (2010). Functional role of gamma and theta oscillations in episodic memory. Neuroscience and Biobehavioral Reviews, 34(7), 1023-1035. doi: 10.1016/j.neubiorev.2009.12.014.

Video: How to Form a Chunk - Part 1

  • Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. . NY: Psychology Press, 2009.

  • Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino. “How People Learn.” Washington, DC:National Academy Press, 2000.

  • Brent, Rebecca, and Richard M. Felder. “Learning by Solving Solved Problems.” Chemical Engineering Education 46, no. 1 (2012): 29-30.

  • Cho, Soohyun, Arron W. S. Metcalfe, Christina B. Young, Srikanth Ryali, David C. Geary, and Vinod Menon. “Hippocampal-Prefrontal Engagement and Dynamic Causal Interactions in the Maturation of Children’s Fact Retrieval.” Journal of Cognitive Neuroscience 24, no. 9 (2012): 1849-66.

  • Cooper, Graham, and John Sweller. “Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer.” Journal of Educational Psychology 79, no. 4 (1987): 347.

  • Cree, George S, and Ken McRae. “Analyzing the Factors Underlying the Structure and Computation of the Meaning of Chipmunk, Cherry, Chisel, Cheese, and Cello (and Many Other Such Concrete Nouns).” Journal of Experimental Psychology - General 132, no. 2 (2003): 163-200.

  • Gobet, F., and N. Charness, eds. Chess and Games. edited by K. Anders Ercisson, Neil Charness, Paul Feltovich and Robert R. Hoffman, Cambridge Handbook on Expertise and Expert Performance: Cambridge University Press, 2006.

  • Gobet, F., and G. Clarkson. “Chunks in Expert Memory: Evidence for the Magical Number Four… or Is It Two?“. Memory 12, no. 6 (2004): 732-47.

  • Gobet, F., P.C.R. Lane, S. Croker, P.C.H. Cheng, G. Jones, I. Oliver, and J.M. Pine. “Chunking Mechanisms in Human Learning.” Trends in Cognitive Sciences 5, no. 6 (2001): 236-43.

  • Gobet, Fernand. “Chunking Models of Expertise: Implications for Education.” Applied Cognitive Psychology 19, no. 2 (2005): 183-204.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Mastascusa, Edward J., William J. Snyder, and Brian S. Hoyt. Effective Instruction for Stem Disciplines. San Francisco, CA: Jossey Bass, 2011.

  • Nyhus, E., and T. Curran. “Functional Role of Gamma and Theta Oscillations in Episodic Memory.” Neuroscience and Biobehavioral Reviews 34, no. 7 (Jun 2010): 1023-35.

  • Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. NY: Springer, 2011.

Video: How to Form a Chunk - Part 2

  • Brent, Rebecca, and Richard M. Felder. “Learning by Solving Solved Problems.” Chemical Engineering Education 46, no. 1 (2012): 29-30.

  • Cho, Soohyun, Arron W. S. Metcalfe, Christina B. Young, Srikanth Ryali, David C. Geary, and Vinod Menon. “Hippocampal-Prefrontal Engagement and Dynamic Causal Interactions in the Maturation of Children’s Fact Retrieval.” Journal of Cognitive Neuroscience 24, no. 9 (2012): 1849-66.

  • Cooper, Graham, and John Sweller. “Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer.” Journal of Educational Psychology 79, no. 4 (1987): 347.

  • Cree, George S, and Ken McRae. “Analyzing the Factors Underlying the Structure and Computation of the Meaning of Chipmunk, Cherry, Chisel, Cheese, and Cello (and Many Other Such Concrete Nouns).” Journal of Experimental Psychology - General 132, no. 2 (2003): 163-200.

  • Gobet, F., and N. Charness, eds. Chess and Games. edited by K. Anders Ercisson, Neil Charness, Paul Feltovich and Robert R. Hoffman, Cambridge Handbook on Expertise and Expert Performance: Cambridge University Press, 2006.

  • Gobet, F., and G. Clarkson. “Chunks in Expert Memory: Evidence for the Magical Number Four… or Is It Two?“. Memory 12, no. 6 (2004): 732-47.

  • Gobet, F., P.C.R. Lane, S. Croker, P.C.H. Cheng, G. Jones, I. Oliver, and J.M. Pine. “Chunking Mechanisms in Human Learning.” Trends in Cognitive Sciences 5, no. 6 (2001): 236-43.

  • Gobet, Fernand. “Chunking Models of Expertise: Implications for Education.” Applied Cognitive Psychology 19, no. 2 (2005): 183-204.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Mastascusa, Edward J., William J. Snyder, and Brian S. Hoyt. Effective Instruction for Stem Disciplines. San Francisco, CA: Jossey Bass, 2011.

  • Nyhus, E., and T. Curran. “Functional Role of Gamma and Theta Oscillations in Episodic Memory.” Neuroscience and Biobehavioral Reviews 34, no. 7 (Jun 2010): 1023-35.

  • Rohrer, Doug, and Harold Pashler. “Recent Research on Human Learning Challenges Conventional Instructional Strategies.” Educational Researcher 39, no. 5 (2010): 406-12.

  • Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. NY: Springer, 2011.

Video: Illusions of Competence, the Importance of Recall, Mini-testing, and Making Mistakes

  • Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009). Memory. NY: Psychology Press.

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

  • Dunning, D. (2011). Chapter 5: The Dunning-Kruger Effect: On Being Ignorant of One’s Own Ignorance (Vol. 44).

  • Geary, D. C., Boykin, A. W., Embretson, S., Reyna, V., Siegler, R., Berch, D. B., & Graban, J. (2008). Task Group Reports of the National Mathematics Advisory Panel; Chapter 4: Report of the Task Group on Learning Processes. 2008.

  • Guida, A., Gobet, F., Tardieu, H., & Nicolas, S. (2012). How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework. Brain and Cognition, 79(3), 221-244. doi: 10.1016/j.bandc.2012.01.010

  • Karpicke, J. D. (2012). Retrieval-based learning active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21(3), 157-163.

  • Karpicke, J. D., & Blunt, J. R. (2011). Response to comment on ‘Retrieval practice produces more learning than elaborative studying with concept mapping’. Science, 334(6055), 453-453.

  • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. doi: 10.1126/science.1199327

  • Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17(4), 471-479.

  • Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24(3), 401-418.

  • Keresztes, A., Kaiser, D., Kovacs, G., & Racsmany, M. (2013). Testing promotes long-term learning via stabilizing activation patterns in a large network of brain areas. Cerebral Cortex((Advance access published Jun 24)). doi: 10.1093/cercor/bht158

  • Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989.

  • Mastascusa, E. J., Snyder, W. J., & Hoyt, B. S. (2011). Effective Instruction for STEM Disciplines. San Francisco, CA: Jossey Bass.

  • McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In H. L. Roediger (Ed.), Cognitive Psychology of Memory, Vol 2 of Learning and Memory (pp. 819-843). Oxford, UK: Elsevier.

  • Morris, E. (2010, June 20). “The Anosognosic’s Dilemma: Something’s Wrong but You’ll Never Know What It Is (Part 1),” The New York Times.

  • Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). Daily online testing in large classes: Boosting college performance while reducing achievement gaps. PLoS ONE, 8(11), e79774.

  • Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330(6002), 335-335.

  • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.

  • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.

  • Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. doi: 10.1016/j.jarmac.2012.09.002

  • Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.

Video: The Value of a Library of Chunks: Compaction, Transfer, Creativity, and the Law of Serendipity

  • Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino. “How People Learn.” Washington, DC: National Academy Press, 2000.

  • Cooper, Graham, and John Sweller. “Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer.” Journal of Educational Psychology 79, no. 4 (1987): 347.

  • Gobet, F., and N. Charness, eds. Chess and Games. edited by K. Anders Ercisson, Neil Charness, Paul Feltovich and Robert R. Hoffman, Cambridge Handbook on Expertise and Expert Performance: Cambridge University Press, 2006.

  • Gobet, F., and G. Clarkson. “Chunks in Expert Memory: Evidence for the Magical Number Four… or Is It Two?“. Memory 12, no. 6 (2004): 732-47.

  • Gobet, F., P.C.R. Lane, S. Croker, P.C.H. Cheng, G. Jones, I. Oliver, and J.M. Pine. “Chunking Mechanisms in Human Learning.” Trends in Cognitive Sciences 5, no. 6 (2001): 236-43.

  • Gobet, Fernand. “Chunking Models of Expertise: Implications for Education.” Applied Cognitive Psychology 19, no. 2 (2005): 183-204.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Ischebeck, A., L. Zamarian, M. Schocke, and M. Delazer. “Flexible Transfer of Knowledge in Mental Arithmetic—an FMRI Study.” NeuroImage 44, no. 3 (Feb 1 2009): 1103-12.

  • Johnson, Steve. Where Good Ideas Come From. NY: Riverhead, 2010.

  • Kounios, John, and Mark Beeman. “The Aha! Moment: The Cognitive Neuroscience of Insight.” Current Directions in Psychological Science 18, no. 4 (2009): 210-16.

  • Mastascusa, Edward J., William J. Snyder, and Brian S. Hoyt. Effective Instruction for Stem Disciplines. San Francisco, CA: Jossey Bass, 2011.

  • Rocke, A.J. Image and Reality. Chicago, IL: University of Chicago Press, 2010.

  • Simon, H.A. “How Big Is a Chunk?“. Science 183, no. 4124 (1974): 482-88.

  • Simon, H.A., and W.G. Chase. “Skill in Chess: Experiments with Chess-Playing Tasks and Computer Simulation of Skilled Performance Throw Light on Some Human Perceptual and Memory Processes.” American Scientist 61, no. 4 (1973): 394-403.

  • Simonton, Dean Keith. Scientific Genius. NY: Cambridge University Press, 2009.

  • Solomon, Ines. “Analogical Transfer and ‘Functional Fixedness’ in the Science Classroom.” Journal of Educational Research 87, no. 6 (1994): 371-77.

Video: Generative AI Unleashes the Power of Metaphor

Video: Overlearning, Choking, the Einstellung Effect, and Interleaving

  • Beilock, S. (2010). Choke. NY: Free Press.

  • Bilalic, M., McLeod, P., & Gobet, F. (2008). Inflexibility of experts—reality or myth? Quantifying the Einstellung effect in chess masters. Cognitive psychology, 56(2), 73-102. doi: 10.1016/j.cogpsych.2007.02.001

  • Bilalić, M., McLeod, P., & Gobet, F. (2008). Why good thoughts block better ones: The mechanism of the pernicious Einstellung (set) effect. Cognition, 108(3), 652-661. doi: 10.1016/j.cognition.2008.05.005

  • Carey, B. (2012). “Cognitive science meets pre-algebra.” New York Times, Sep 2.

  • Duarte, N. (2012). HBR Guide to Persuasive Presentations: Harvard Business Review Press.

  • Feynman, R. (1985). “Surely You’re Joking, Mr. Feynman”. NY: W. W. Norton.

  • Geary, D. C. (2011). Primal brain in the modern classroom. Scientific American Mind, 22(4), 44-49.

  • Kuhn, T. (1962). The Structure of Scientific Revolutions (2nd (1970) ed.). Chicago, IL: University of Chicago Press.

  • Luchins, A. S. (1942). Mechanization in problem solving: The effect of Einstellung. Psychol Monogr, 54(6), 1-95.

  • Pachman, M., Sweller, J., & Kalyuga, S. (2013). Levels of knowledge and deliberate practice. Journal of experimental psychology, 19(2), 108-119.

  • Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. doi: 10.1016/j.jarmac.2012.09.002

  • Rohrer, D., Dedrick, R., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 1-8. doi: 10.3758/s13423-014-0588-3

  • Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current directions in psychological science, 16(4), 183-186.

  • Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational researcher, 39(5), 406-412.

  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning. NY: MacMillan.

  • Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837-848.

In Video Questions

Here’s a pdf of the questions and answers found in the videos.

week 3

Reading: Procrastination and Memory

Only dip in to read what is of interest to you - these readings are entirely optional.

Chapters 5, 6, 8-11 of A Mind for Numbers are especially helpful in providing helpful information and additional exercises related to the materials of Module 3.

Heavier-Duty References (as mentioned in this week’s videos)

VIDEO: Tackling Procrastination—it’s easier, and more valuable, than you think

  • Ainslie, G., and N. Haslam. “Self-Control.” In Choice over Time, edited by G. Loewenstein and J. Elster NY: Russell Sage Foundation, 1992.

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Chu, Angela, and Jin Nam Choi. “Rethinking Procrastination: Positive Effects of ‘Active’ Procrastination Behavior on Attitudes and Performance.” Journal of Social Psychology 145, no. 3 (2005): 245-64.

  • Duhigg, Charles. The Power of Habit. NY: Random House, 2012.

  • Ellenbogen, J.M., P.T. Hu, J.D. Payne, D. Titone, and M.P. Walker. “Human Relational Memory Requires Time and Sleep.” PNAS 104, no. 18 (2007): 7723-28.

  • Emmett, Rita. The Procrastinator’s Handbook. NY: Walker & Company, 2000.

  • Emsley, J. The Elements of Murder. NY: Oxford University Press, 2005.

  • Fiore, Neil A. The Now Habit. NY: Penguin, 2007.

  • Graham, Paul. “Good and Bad Procrastination.”

  • Lyons, I.M., and S.L. Beilock. “When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math.” PLoS ONE 7, no. 10 (2012): e48076.

  • Partnoy, F. Wait. NY: PublicAffairs, 2012.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • ———. The Procrastination Equation. NY: Random House, 2010.

  • Tice, D.M., and R.F. Baumeister. “Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling.” Psychological Science 8, no. 6 (1997): 454-58.

Video: Zombies Everywhere: Digging Deeper to Understand the Habit of Procrastination

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Duhigg, Charles. The Power of Habit. NY: Random House, 2012.

  • Fiore, Neil A. The Now Habit. NY: Penguin, 2007.

  • McClain, Dylan Loeb. “Harnessing the Brain’s Right Hemisphere to Capture Many Kings.” New York Times, Jan 24 2011.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • ———. The Procrastination Equation. NY: Random House, 2010.

  • Wan, X., H. Nakatani, K. Ueno, T. Asamizuya, K. Cheng, and K. Tanaka. “The Neural Basis of Intuitive Best Next-Move Generation in Board Game Experts.” Science 331, no. 6015 (Jan 21 2011): 341-6.

Video: Surf’s Up! Process versus Product

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Duhigg, Charles. The Power of Habit. NY: Random House, 2012.

  • Ericsson, K Anders, Michael J Prietula, and Edward T Cokely. “The Making of an Expert.” Harvard Business Review 85, no. 7/8 (2007): 114.

  • Fiore, Neil A. The Now Habit. NY: Penguin, 2007.

  • McClain, Dylan Loeb. “Harnessing the Brain’s Right Hemisphere to Capture Many Kings.” New York Times, Jan 24 2011.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • ———. The Procrastination Equation. NY: Random House, 2010.

  • Wan, X., H. Nakatani, K. Ueno, T. Asamizuya, K. Cheng, and K. Tanaka. “The Neural Basis of Intuitive Best Next-Move Generation in Board Game Experts.” Science 331, no. 6015 (Jan 21 2011): 341-6.

Video: Harnessing Your Zombies to help You

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Duhigg, Charles. The Power of Habit. NY: Random House, 2012.

  • Fiore, Neil A. The Now Habit. NY: Penguin, 2007.

  • McClain, Dylan Loeb. “Harnessing the Brain’s Right Hemisphere to Capture Many Kings.” New York Times, Jan 24 2011.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • ———. The Procrastination Equation. NY: Random House, 2010.

  • Wan, X., H. Nakatani, K. Ueno, T. Asamizuya, K. Cheng, and K. Tanaka. “The Neural Basis of Intuitive Best Next-Move Generation in Board Game Experts.” Science 331, no. 6015 (Jan 21 2011): 341-6.

Video: Juggling Life and Learning

  • Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

  • Duhigg, Charles. The Power of Habit. NY: Random House, 2012.

  • Fiore, Neil A. The Now Habit. NY: Penguin, 2007.

  • McClain, Dylan Loeb. “Harnessing the Brain’s Right Hemisphere to Capture Many Kings.” New York Times, Jan 24 2011.

  • Newport, Cal. How to Become a Straight-a Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less. New York, NY: Random House, 2006.

  • ———. So Good They Can’t Ignore You. NY: Business Plus, 2012.

  • Scullin, M. K., and M. A. McDaniel. “Remembering to Execute a Goal: Sleep on It!” Psychological Science 21, no. 7 (Jul 2010): 1028-35.

  • Steel, Piers. “The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure.” Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.

  • ———. The Procrastination Equation. NY: Random House, 2010.

  • Wan, X., H. Nakatani, K. Ueno, T. Asamizuya, K. Cheng, and K. Tanaka. “The Neural Basis of Intuitive Best Next-Move Generation in Board Game Experts.” Science 331, no. 6015 (Jan 21 2011): 341-6.

Video: Diving Deeper into Memory

  • Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory. NY: Psychology Press, 2009.

  • Ellenbogen, J.M., P.T. Hu, J.D. Payne, D. Titone, and M.P. Walker. “Human Relational Memory Requires Time and Sleep.” PNAS 104, no. 18 (2007): 7723-28.

  • Ericsson, K.A., and R.W. Roring. “Memory as a Fully Integrated Aspect of Skilled and Expert Performance.” Psychology of Learning and Motivation 48 (2007): 351-80.

  • Foer, J. Moonwalking with Einstein. NY: Penguin, 2011.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Leutner, D., C. Leopold, and E. Sumfleth. “Cognitive Load and Science Text Comprehension: Effects of Drawing and Mentally Imaging Text Content.” Computers in Human Behavior 25 (2009): 284-89.

  • Levin, J.R., M.E. Levin, L.D. Glasman, and M.B. Nordwall. “Mnemonic Vocabulary Instruction: Additional Effectiveness Evidence.” Contemporary Educational Psychology 17, no. 2 (1992): 156-74.

  • Logan, Jessica M., Alan D. Castel, Sara Haber, and Emily J. Viehman. “Metacognition and the Spacing Effect: The Role of Repetition, Feedback, and Instruction on Judgments of Learning for Massed and Spaced Rehearsal.” Metacognition and Learning 7, no. 3 (2012): 175-95.

  • Longcamp, Marieke, Céline Boucard, Jean-Claude Gilhodes, Jean-Luc Anton, Muriel Roth, Bruno Nazarian, and Jean-Luc Velay. “Learning through Hand- or Typewriting Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence.” Journal of Cognitive Neuroscience 20, no. 5 (2008/05/01 2008): 802-15.

  • Maguire, E.A., D.G. Gadian, I.S. Johnsrude, C.D. Good, J. Ashburner, R.S.J. Frackowiak, and C.D. Frith. “Navigation-Related Structural Change in the Hippocampi of Taxi Drivers.” Proceedings of the National Academy of Sciences 97, no. 8 (2000): 4398-403.

  • Maguire, E.A., E.R. Valentine, J.M. Wilding, and N. Kapur. “Routes to Remembering: The Brains Behind Superior Memory.” Nature Neuroscience 6, no. 1 (2003): 90-95.

  • Morris, Peter E, Catherine O Fritz, Louise Jackson, Emma Nichol, and Elizabeth Roberts. “Strategies for Learning Proper Names: Expanding Retrieval Practice, Meaning and Imagery.” Applied Cognitive Psychology 19, no. 6 (2005): 779-98.

  • Moussa, MN, MR Steen, PJ Laurienti, and S Hayasaka. “Consistency of Network Modules in Resting-State Fmri Connectome Data.” PLoS ONE 7, no. 8 (2012): e44428.

  • Smoker, Timothy J, Carrie E Murphy, and Alison K Rockwell. “Comparing Memory for Handwriting Versus Typing.” Paper presented at the Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2009.

  • Thiebaut de Schotten, M., F. Dell’Acqua, S. J. Forkel, A. Simmons, F. Vergani, D. G. Murphy, and M. Catani. “A Lateralized Brain Network for Visuospatial Attention.” Nat Neurosci 14, no. 10 (Oct 2011): 1245-6.

Video: What is Long Term Memory?

  • Han X, Chen M, Wang F, Windrem M, Wang S, Shanz S, Xu Q, Oberheim NA, Bekar L, Betstadt S, Silva AJ, Takano T, Goldman SA, Nedergaard M. “Forebrain engraftment by human glial progenitor cells enhances synaptic plasticity and learning in adult mice.” Cell Stem Cell, 2013 Mar 7;12(3):342-53.

  • Inda MC, Muravieva EV, Alberini CM. “Memory retrieval and the passage of time: from reconsolidation and strengthening to extinction.” Journal of Neuroscience 2011 Feb 2;31(5);1635-43. PMID: 21289172.

  • Lee HS, Ghettia A, Pinto-Duarte A, Wang X, Dziewczapolskia G, Galimic F, Huitron-Resendizd S, Pina-Crespoa JC, Roberts AJ, Vermac IM, Sejnowski TI, Heinemann SF. “Astrocytes contribute to gamma oscillations and recognition memory,” Proceedings of the National Academies of Sciences, USA, www.pnas.org/cgi/doi/10.1073/pnas.1410893111, 2014.

Video: Creating Meaningful Groups and the Memory Palace Technique

  • Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory. NY: Psychology Press, 2009.

  • Ericsson, K.A., and R.W. Roring. “Memory as a Fully Integrated Aspect of Skilled and Expert Performance.” Psychology of Learning and Motivation 48 (2007): 351-80.

  • Foer, J. Moonwalking with Einstein. NY: Penguin, 2011.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Leutner, D., C. Leopold, and E. Sumfleth. “Cognitive Load and Science Text Comprehension: Effects of Drawing and Mentally Imaging Text Content.” Computers in Human Behavior 25 (2009): 284-89.

  • Levin, J.R., M.E. Levin, L.D. Glasman, and M.B. Nordwall. “Mnemonic Vocabulary Instruction: Additional Effectiveness Evidence.” Contemporary Educational Psychology 17, no. 2 (1992): 156-74.

  • Maguire, E.A., D.G. Gadian, I.S. Johnsrude, C.D. Good, J. Ashburner, R.S.J. Frackowiak, and C.D. Frith. “Navigation-Related Structural Change in the Hippocampi of Taxi Drivers.” Proceedings of the National Academy of Sciences 97, no. 8 (2000): 4398-403.

  • Maguire, E.A., E.R. Valentine, J.M. Wilding, and N. Kapur. “Routes to Remembering: The Brains Behind Superior Memory.” Nature Neuroscience 6, no. 1 (2003): 90-95.

  • Morris, Peter E, Catherine O Fritz, Louise Jackson, Emma Nichol, and Elizabeth Roberts. “Strategies for Learning Proper Names: Expanding Retrieval Practice, Meaning and Imagery.” Applied Cognitive Psychology 19, no. 6 (2005): 779-98.

In Video Questions

Here’s a pdf of the questions and answers found in the videos.

week 4

Reading: Renaissance Learning and Unlocking Your Potential

NOTE: All these readings are optional

Chapters 11 - 18 of A Mind for Numbers are especially helpful in providing helpful information and additional exercises related to the materials of Module 4.

  • Breathe2Relax, by the National Center for Telehealth & Technology

Video References

Video: Introduction to Module 4

  • Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action, thought, and emotion. In W. Damon & R. M. Lerner (Eds.), Theoretical Models of Human Development. Handbook of Child Psychology. NY: Wiley.

  • Siegler, R. S. (1998). Emerging Minds: The Process of Change in Children’s Thinking. New York, NY: Oxford University Press. (See in particular Siegler’s “overlapping waves” theory.)

Video: Create a Lively Visual Metaphor or Analogy

  • Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory NY: Psychology Press, 2009.

  • Cat, Jordi. “On Understanding: Maxwell on the Methods of Illustration and Scientific Metaphor.” Studies In History and Philosophy of Science Part B <32, no. 3 (2001): 395-441.

  • Derman, Emanuel. Models. Behaving. Badly.New York, NY: Free Press, 2011.

  • Foer, J. Moonwalking with Einstein NY: Penguin, 2011.

  • Lützen, Jesper. Mechanistic Images in Geometric Form NY: Oxford University Press, 2005.

  • Maguire, E.A., D.G. Gadian, I.S. Johnsrude, C.D. Good, J. Ashburner, R.S.J. Frackowiak, and C.D. Frith. “Navigation-Related Structural Change in the Hippocampi of Taxi Drivers.” Proceedings of the National Academy of Sciences 97, no. 8 (2000): 4398-403.

  • Maguire, E.A., E.R. Valentine, J.M. Wilding, and N. Kapur. “Routes to Remembering: The Brains Behind Superior Memory.” Nature Neuroscience 6, no. 1 (2003): 90-95.

  • Rocke, A.J. Image and Reality Chicago, IL: University of Chicago Press, 2010.

  • Solomon, Ines. “Analogical Transfer and ‘Functional Fixedness’ in the Science Classroom.” Journal of Educational Research 87, no. 6 (1994): 371-77.

Video: No Need for Genius Envy - The Imposter Syndrome

  • Amidzic, Ognjen, Hartmut J. Riehle, and Thomas Elbert. “Toward a Psychophysiology of Expertise.” Journal of Psychophysiology 20, no. 4 (2006): 253-58.

  • Beilock, Sian. Choke. NY: Free Press, 2010.

  • Bilalic, M., P. McLeod, and F. Gobet. “Inflexibility of Experts—Reality or Myth? Quantifying the Einstellung Effect in Chess Masters.” Cognitive Psychology 56, no. 2 (Mar 2008): 73-102.

  • Bilalić, Merim , Robert Langner, Michael Erb, and Wolfgang Grodd. “Mechanisms and Neural Basis of Object and Pattern Recognition: A Study with Chess Experts.” Journal of Experimental Psychology: General 139, no. 4 (2010): 728-42.

  • Bilalić, Merim , P. McLeod, and F. Gobet. “Why Good Thoughts Block Better Ones: The Mechanism of the Pernicious Einstellung (Set) Effect.” Cognition 108, no. 3 (Sep 2008): 652-61.

  • Bilalić, Merim, A. Kiesel, C. Pohl, M. Erb, and W. Grodd. “It Takes Two—Skilled Recognition of Objects Engages Lateral Areas in Both Hemispheres.”PLoS ONE 6, no. 1 (2011): e16202.

  • Bilalić, Merim, Peter McLeod, and Fernand Gobet. “Does Chess Need Intelligence? — a Study with Young Chess Players.” Intelligence 35, no. 5 (2007): 457-70.

  • Carson, Shelley H, Jordan B Peterson, and Daniel M Higgins. “Decreased Latent Inhibition Is Associated with Increased Creative Achievement in High-Functioning Individuals.” Journal of Personality and Social Psychology 85, no. 3 (2003): 499-506.

  • Chase, W.G., and H.A. Simon. “Perception in Chess.” Cognitive Psychology 4, no. 1 (1973): 55-81.

  • Ericsson, Karl Anders. Development of Professional Expertise. NY: Cambridge University Press, 2009.

  • Felder, R. “Impostors Everywhere.” Chemical Engineering Education 22, no. 4 (1988): 168-69.

  • Gobet, F., and N. Charness, eds. Chess and Games. edited by K. Anders Ercisson, Neil Charness, Paul Feltovich and Robert R. Hoffman, Cambridge Handbook on Expertise and Expert Performance: Cambridge University Press, 2006.

  • Gobet, F., and G. Clarkson. “Chunks in Expert Memory: Evidence for the Magical Number Four… or Is It Two?“. Memory 12, no. 6 (2004): 732-47.

  • Gobet, F., P.C.R. Lane, S. Croker, P.C.H. Cheng, G. Jones, I. Oliver, and J.M. Pine. “Chunking Mechanisms in Human Learning.” Trends in Cognitive Sciences 5, no. 6 (2001): 236-43.

  • Gobet, Fernand. “Chunking Models of Expertise: Implications for Education.” Applied Cognitive Psychology 19, no. 2 (2005): 183-204.

  • Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. “How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework.” Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

  • Klein, G. Sources of Power. Cambridge, MA: MIT Press, 1999.

  • Klein, HA, and GA Klein. “Perceptual/Cognitive Analysis of Proficient Cardio-Pulmonary Resuscitation (Cpr) Performance.” Paper presented at the Midwestern Psychological Association Conference, Detroit, MI, 1981.

  • Linhares, Alexandre, and Anna Elizabeth T. A. Freitas. “Questioning Chase and Simon’s (1973) “Perception in Chess”: The “Experience Recognition” Hypothesis.” New ideas in psychology 28, no. 1 (2010): 64-78.

  • Partnoy, F. Wait. NY: PublicAffairs, 2012.

  • Simon, H.A., and W.G. Chase. “Skill in Chess: Experiments with Chess-Playing Tasks and Computer Simulation of Skilled Performance Throw Light on Some Human Perceptual and Memory Processes.” American Scientist 61, no. 4 (1973): 394-403.

  • White, H.A., and P. Shah. “Uninhibited Imaginations: Creativity in Adults with Attention-Deficit/Hyperactivity Disorder.” Personality and Individual Differences 40, no. 6 (2006): 1121-31.

  • White, Holly A, and Priti Shah. “Creative Style and Achievement in Adults with Attention-Deficit/Hyperactivity Disorder.” Personality and Individual Differences 50, no. 5 (2011): 673-77.

Video: Change Your Thoughts, Change Your Life

  • Armstrong, J Scott. “Natural Learning in Higher Education.” In Encyclopedia of the Sciences of Learning, 2426-33: Springer, 2012.

  • Bengtsson, Sara L, Zoltán Nagy, Stefan Skare, Lea Forsman, Hans Forssberg, and Fredrik Ullén. “Extensive Piano Practicing Has Regionally Specific Effects on White Matter Development.” Nature Neuroscience 8, no. 9 (2005): 1148-50.

  • Colvin, Geoff. Talent Is Overrated. NY: Portfolio, 2008.

  • DeFelipe, Javier. “Brain Plasticity and Mental Processes: Cajal Again.” Nature Reviews Neuroscience 7, no. 10 (2006): 811-17.

  • ———. “Sesquicentenary of the Birthday of Santiago Ramón Y Cajal, the Father of Modern Neuroscience.” Trends in Neurosciences 25, no. 9 (2002): 481-84.

  • DeFelipe, Javier. Cajal’s Butterflies of the Soul: Science and Art NY: Oxford University Press, 2010.

  • Doidge, N. The Brain That Changes Itself. NY: Penguin, 2007.

  • Fields, R Douglas. “White Matter in Learning, Cognition and Psychiatric Disorders.” Trends in Neurosciences 31, no. 7 (2008): 361-70.

  • McCord, Joan. “A Thirty-Year Follow-up of Treatment Effects.” American Psychologist 33, no. 3 (1978): 284.

  • Oakley, Barbara A. “Concepts and Implications of Altruism Bias and Pathological Altruism.” Proceedings of the National Academy of Sciences 110, no. Supplement 2 (2013): 10408-15.

  • Ramón y Cajal, Santiago. Advice for a Young Investigator. Translated by Neely Swanson and Larry W. Swanson; Cambridge, MA: MIT Press, 1999 [1897].

  • ———. Recollections of My Life. Cambridge, MA: MIT Press, 1937. Originally published as Recuerdos De Mi Vida in Madrid, 1901-1917, translated by Craigie, E. Horne.

  • Shannon, B. J., M. E. Raichle, A. Z. Snyder, D. A. Fair, K. L. Mills, D. Zhang, K. Bache, et al. “Premotor Functional Connectivity Predicts Impulsivity in Juvenile Offenders.” PNAS 108, no. 27 (Jul 5 2011): 11241-5.

  • Shaw, Christopher A., and Jill C. McEachern, eds. Toward a Theory of Neuroplasticity. NY: Psychology Press, 2001.

  • Sherrington, C. S. “Santiago Ramon Y Cajal 1852-1934.” Biographical Memoirs of Fellows of the Royal Society 1, no. 4 (1935): 424-44.

  • Spear, Linda Patia. “Adolescent Neurodevelopment.” Journal of Adolescent Health 52, no. 2 (2013): S7-S13.

  • Thomas, C., and C. I. Baker. “Teaching an Adult Brain New Tricks: A Critical Review of Evidence for Training-Dependent Structural Plasticity in Humans.” NeuroImage 73 (Jun 2013): 225-36.

Video: The Value of Teamwork - Avoiding Overconfidence

  • Bilalić, Merim, A. Kiesel, C. Pohl, M. Erb, and W. Grodd. “It Takes Two—Skilled Recognition of Objects Engages Lateral Areas in Both Hemispheres.” PLoS ONE 6, no. 1 (2011): e16202.

  • Christman, S.D., B.R. Henning, A.L. Geers, R.E. Propper, and C.L. Niebauer. “Mixed-Handed Persons Are More Easily Persuaded and Are More Gullible: Interhemispheric Interaction and Belief Updating.” Laterality 13, no. 5 (2008): 403-26.

  • Efron, Robert. The Decline and Fall of Hemispheric Specialization. Hillsdale, NJ: Lawrence Erlbaum Associates, 1990.

  • Ellis, Aleksander PJ, John R Hollenbeck, Daniel R Ilgen, Christopher OLH Porter, Bradley J West, and Henry Moon. “Team Learning: Collectively Connecting the Dots.” Journal of Applied Psychology 88, no. 5 (2003): 821.

  • Feynman, Richard. “Surely You’re Joking, Mr. Feynman.” NY: W. W. Norton, 1985.

  • Gazzaniga, M.S. “Forty-Five Years of Split-Brain Research and Still Going Strong.” _Nature Reviews Neuroscienc_e 6, no. 8 (2005): 653-59.

  • Granovetter, Mark. “The Strength of Weak Ties: A Network Theory Revisited.” Sociological Theory 1, no. 1 (1983): 201-33.

  • Granovetter, Mark S. “The Strength of Weak Ties.” American Journal of Sociology (1973): 1360-80.

  • Houdé, Olivier. “Consciousness and Unconsciousness of Logical Reasoning Errors in the Human Brain.” Behavioral and Brain Sciences 25, no. 3 (2002): 341-41.

  • McGilchrist, Iain. The Master and His Emissary. New Haven, CT: Yale University Press, 2010.

  • ———. “Reciprocal Organization of the Cerebral Hemispheres.” Dialogues in Clinical Neuroscience 12, no. 4 (2010): 503-15.

  • Mihov, K. M., M. Denzler, and J. Forster. “Hemispheric Specialization and Creative Thinking: A Meta-Analytic Review of Lateralization of Creativity.” Brain and Cognition 72, no. 3 (Apr 2010): 442-8.

  • Nielsen, Jared A. , Brandon A. Zielinski, Michael A. Ferguson, Janet E. Lainhart, and Jeffrey S. Anderson. “An Evaluation of the Left-Brain Vs. Right-Brain Hypothesis with Resting State Functional Connectivity Magnetic Resonance Imaging.” PLOS ONE 8, no. 8 (2013).

  • Oakley, Barbara, Richard M. Felder, Rebecca Brent, and Imad Elhajj. “Turning Student Groups into Effective Teams.” Journal of Student Centered Learning 2, no. 1 (2003): 9-34.

  • Ramachandran, Vilayanur S. Phantoms in the Brain. NY: Harper Perennial, 1999.

  • Schutz, Larry E. “Broad-Perspective Perceptual Disorder of the Right Hemisphere.” Neuropsychology Review 15, no. 1 (2005/03/01 2005): 11-27.

  • University of Utah Health Care Office of Public Affairs. “Researchers Debunk Myth of ‘Right-Brain’ and ‘Left-Brain’ Personality Traits.” Science Daily (2013).

Video: A Test Checklist

Video: The Hard-start—jump-to-easy Technique

  • Oakley, Barbara. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra) . New York, NY: Penguin-Random House, July, 2014. See in particular Chapter 17.

Video: Final Helpful Hints for Tests

  • Beilock, S. (2010). Choke. NY: Free Press.

  • Jerath, R., Edry, J. W., Barnes, V. A., & Jerath, V. (2006). Physiology of long pranayamic breathing: neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Medical Hypotheses, 67(3), 566-571.

  • Nakano, T., Kato, M., Morito, Y., Itoi, S., & Kitazawa, S. (2012). Blink-related momentary activation of the default mode network while viewing videos. PNAS, 110(2), 702-706. doi: 10.1073/pnas.1214804110

  • Paul, G., Elam, B., & Verhulst, S. J. (2007). A longitudinal study of students’ perceptions of using deep breathing meditation to reduce testing stresses. Teaching and Learning in Medicine, 19(3), 287-292.

In Video Questions

Here’s a pdf of the questions and answers found in the videos.

Graph View

Backlinks

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