Complete Bibliography

Prologue — Bibliography

Last updated: October 30, 2025

• Chi, M. T. H., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477.

• Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.

• 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.

• Ende, M. (1979). Die unendliche Geschichte. Stuttgart: Thienemann Verlag. (English adaptation referenced in Prologue: 1984 film, The NeverEnding Story)

• Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (Rev. ed.). Cambridge, MA: MIT Press.

• Grossmann, I., & Kross, E. (2014). Exploring Solomon's paradox: Self-distancing eliminates the self–other asymmetry in wise reasoning about close relationships in younger and older adults. Psychological Science, 25(8), 1571–1580.

• Jia, L., Hirt, E. R., & Karpen, S. C. (2009). Lessons from a faraway land: The effect of spatial distance on creative cognition. Journal of Experimental Social Psychology, 45(5), 1127–1131.

• Kross, E., & Ayduk, Ö. (2011). Making meaning out of negative experiences by self-distancing. Current Directions in Psychological Science, 20(3), 187–191.

• Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43–48.

• Moser, J. S., Dougherty, A., Mattson, W. I., Katz, B., Moran, T. P., Guevarra, D., et al. (2017). Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and fMRI. Scientific Reports, 7, 4519.

• Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331(6014), 211–213.

• Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21(1), 1–29.

• Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11(2), 113–120.

Chapter 1: Cognitive Agency — Bibliography

Last updated: October 30, 2025

• Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118–1133.

• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

• Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600.

• Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 41, 291–298.

• Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.

• Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45–83.

• Kounios, J., & Beeman, M. (2014). The cognitive neuroscience of insight. Annual Review of Psychology, 65, 71–93.

• Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896–915.

• Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236.

• Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20(9), 1209–1224.

• Soenens, B., & Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Child Development Perspectives, 4(1), 74–99.

Chapter 2: The Cognitive Agency Approach — Bibliography

Last updated: January 2025

• College Board. (2017). New data links 20 hours of personalized Official SAT practice on Khan Academy to 115-point average score gains. College Board Newsroom. https://newsroom.collegeboard.org/new-data-links-20-hours-personalized-official-sat-practice-khan-academy-115-point-average-score

Additional Resources:

• Bluebook app (College Board): https://bluebook.collegeboard.org/

• Khan Academy Official SAT Practice: https://www.khanacademy.org/digital-sat

Chapter 3: Academic Content Breaks — Bibliography

Last updated: October 30, 2025

• Brown University Annenberg Institute. (2020). Design principles for accelerating student learning with high-impact tutoring. EdResearch for Action. https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf

• 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.

• Hong, W., & Park, Y. (2012). The effects of self-regulated learning on academic achievement in Korean middle and high school students. KEDI Journal of Educational Policy, 9(1), 199–217.

• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.

• Schuller, M. C., DaRosa, D. A., & Crandall, M. L. (2015). Using just-in-time teaching and peer instruction in a residency program's core curriculum: Enhancing satisfaction, engagement, and retention. Academic Medicine, 90(3), 384–391.

Chapter 4: Timing Strategy — Bibliography

Last updated: [current date]

* Harvard Summer School. (2025). Perfectionism might be hurting you. Here's how to change your relationship to achievement. https://summer.harvard.edu/blog/perfectionism-might-be-hurting-you-heres-how-to-change-your-relationship-to-achievement/

* Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19(6), 585–592.

* Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20(9), 1209–1224.

* Swanson, H. L., & O'Connor, R. (2009). The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. Journal of Learning Disabilities, 42(6), 548–575.

* Tsui, J. M., & Mazzocco, M. M. M. (2007). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29(2), 132–139.

* Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass.

Chapter 5: The Word Wardrobe — Bibliography

Last updated: October 30, 2025

• Alshatti, S. (2020). Morphological awareness and its relationship to vocabulary knowledge and morphological complexity among Kuwaiti EFL learners. Theory and Practice in Language Studies, 10(9), 1106–1117.

• Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12(3), 169–190.

• Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11(2), 87–95.

• Zarei, A. A., & Mahmoudi, A. (2012). The effects of sentence making, etymological elaboration, and rote memorization on L2 vocabulary retention and recall. Journal of Language Teaching and Research, 3(5), 1050–1057.

Additional Resources:

• Etymology Online: https://www.etymonline.com

• Ampersand Prep Quizlet Set (Vocabulary Terms and Definitions): https://quizlet.com/1061315891/vocabulary-terms-and-definitions-flash-cards/?i=5sms0l&x=1jqt

Chapter 6: Question Review & Stuck Between Two — Bibliography

Last updated: October 30, 2025

• Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106(9), 1729–1758.

• Butler, D. L., & Cartier, S. C. (2018). Strategic content learning in classrooms: Research informing practice and policy. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 384–401). New York: Routledge.

• Butler, A. C., Karpicke, J. D., & Roediger, H. L., III. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918–928.

• 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.

• Education Endowment Foundation. (2018). Metacognition and self-regulation: Guidance report. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition

• Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31(2), 319–337.

• Gierl, M. J., Bulut, O., Guo, Q., & Zhang, X. (2017). Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research, 87(6), 1082–1116.

• Haberman, S. J., Liu, J., & Lee, Y. H. (2019). An approach to identifying the distractor categories of items on a multiple-choice test. ETS Research Report Series, 2019(1), 1–15.

• Haberman, S. J., Yao, L., & Sinharay, S. (2019). Prediction of true test scores from observed item scores and ancillary data. British Journal of Mathematical and Statistical Psychology, 72(2), 223–247.

• Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.

• Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220.

• Perry, N. E. (2013). Understanding classroom processes that support children's self-regulation of learning. In R. M. Gillies (Ed.), Pedagogy: New developments in the learning sciences (pp. 59–78). Hauppauge, NY: Nova Science.

• Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31(2), 339–359.

Chapter 7: Heuristics and Schemas — Bibliography

Last updated: October 30, 2025

• Butler, A. C., Karpicke, J. D., & Roediger, H. L., III. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918–928.

• Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31(2), 339–359.

• Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). Albany: State University of New York Press.

• Taleb, N. N. (2007). The black swan: The impact of the highly improbable. New York: Random House.

• Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12(3), 129–140.

Additional Resources:

• The New York Times: Critical Thinking Quick Puzzle. https://nyti.ms/45ooAzC

• Veritasium: "The Most Common Cognitive Bias." YouTube video. https://youtu.be/vKA4w2O61Xo?si=cqjK5KgziUAWKAD6

• Ampersand Prep: Interactive Confirmation Bias Test. https://www.ampersandprep.com/post/confirmation-bias-test

Chapter 8: Tips, Tricks, and Hyperbole — Bibliography

Last updated: October 30, 2025

• Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31(2), 319–337.

Chapter 9: Thinking About Thinking — Bibliography

Last updated: October 30, 2025

• American Psychological Association Task Force on Resilience and Strength in Children and Adolescents. (n.d.). Resilience in African American children and adolescents: A vision for optimal development. https://www.apa.org/pi/families/resources/resiliencerpt.pdf

• Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and "choking under pressure" in math. Psychological Science, 16(2), 101–105.

• Benoit, R. G., Gilbert, S. J., & Burgess, P. W. (2011). A neural mechanism mediating the impact of episodic prospection on farsighted decisions. The Journal of Neuroscience, 31(20), 7367–7376.

• Chetty, R., Friedman, J., Deming, D., Saez, E., & Turner, N. (2023). The Opportunity Atlas and College Admissions: Evaluating the impacts of test-optional policies. National Bureau of Economic Research Working Paper No. 31492. https://www.nber.org/papers/w31492

• College Board. (2022). Understanding SAT Disparities: A Holistic Perspective. College Board Research Brief.

• Hannon, B. (2015). Test anxiety and performance-based self-handicapping: The mediating role of cognitive interference and effort. The Journal of Educational Research, 108(2), 156–169.

• Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2013). The immediate effects of intergroup negative stereotypes on task performance. Journal of Experimental Social Psychology, 49(5), 887–893.

• Kross, E., & Ayduk, Ö. (2011). Making meaning out of negative experiences by self-distancing. Current Directions in Psychological Science, 20(3), 187–191.

• National Center for Education Statistics. (2021). Baccalaureate and Beyond (B&B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007–08 College Graduates (NCES 2021-241). U.S. Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021241
  
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  American Psychological Association. (n.d.). \textit{Stress management: Breathing exercises for relaxation}. Retrieved from https://www.apa.org/topics/stress/breathing

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