References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78, 4, 1102–1134.
Adams, M. H., Whitlow, J. F., Stover, L. M., & Johnson, K. W. (1996). Critical thinking as an educational outcome: An evaluation of current tools of measurement. Nurse Educator, 21, 23–32.
Agarwal, R. & Day, A. E. (1998). The impact of the Internet on economic education. Journal of Economic Education, 29, 99–110.
Allen, R., Feezel, J., & Kauffeld, F. (1967). A taxonomy of concepts and critical abilities related to the evaluation of verbal arguments (Occasional Paper No. 9). Madison, WI: Wisconsin Research and Development, Center for Cognitive Learning.
Alvarez-Ortiz, C. (2007). Does Philosophy Improve Critical Thinking Skills? Unpublished Master’s Thesis, University of Melbourne, Australia.
Anderson, J. R. (Ed.). (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.
Anderson, J. R. 1990. The adaptive character of thought. Hillsdale, NJ: Erlbaum.
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison-Wesley.
Anderson, R. D. (1983). A consolidation and appraisal of science meta-analyses. Journal of Research in Science Teaching, 20, 497–509.
Andolina, M. W., Jenkins, K., Zukin, C., & Keeter, S. (2003). Habits from home, lessons from school: Influences on youth civic engagement. Political Science and Politics, 36, 2, 275–280.
Anicha, C. L., Ode, S., Moeller, S. K., & Robinson, M. D. (2011). Toward a cognitive view of trait mindfulness: Distinct cognitive skills predict its observing and nonreactivity facets. Journal of Personality, 80, 2, 255–285.
Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college. Washington, DC: AAC&U.
Association of American Colleges & Universities. (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn. Retrieved from the AAC&U website: www.aacu.org/leap.
Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool. Journal of Management Education, 27, 5, 533–555.
Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W. & Spence, J. T. (Eds.), The psychology of learning and motivation, 2, 89–195. New York: Academic Press.
Australian Council for Educational Research. (2002). Graduate skills assessment: Stage one validity study. Australia: Dept. of Education, Science and Training.
Ayres, P. & Sweller, J. (2005). The split-attention principle in multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 135–146. New York: Cambridge University Press.
Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.
Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7, 85–97.
Baddeley, A. (2012). Working memory: Theories, models and controversies. Annual Review of Psychology, 63, 1–29.
Baddeley, A. D., Eldridge, M., & Lewis, V. (1981). The role of subvocalisation in reading. The Quarterly Journal of Experimental Psychology Section A, 33, 4, 439–454.
Baddeley, A. D. & Hitch, G. (1974). Working memory. In Bower, G. H. (Ed.), The psychology of learning and motivation: Advances in research and theory, 8, 47–90. New York: Academic Press.
Baddeley, A. D. & Wilson, B. A. (2002). Prose recall and amnesia: Implications for the structure of working memory. Neuropsychologia, 43, 4, 583–587.
Bargh, J. A. (1989). Conditional automaticity: Varieties of automatic influence in social perception and cognition. Unintended Thought, 3, 51–69.
Bargh, J. A. (1997). The automaticity of everyday life. In Wyer, R. S. (Ed.), The automaticity of everyday life: Advances in social cognition, 10, 1–61. UK: Psychology Press.
Bargh, J. A. (2002). Losing consciousness: Automatic influences on consumer judgment, behavior, and motivation. Journal of Consumer Research, 29, 2, 280–285.
Baril, P. B., Cunningham, B. M., Fordham, D. R., Gardner, R. L., & Wolcott, S. K. (1998). Critical thinking in the public accounting profession: Aptitudes and attitudes. Journal of Accounting Education, 16, 4, 381–406.
Bartlett, F. (1932). Remembering: A study in experimental and social psychology. New York: Cambridge University Press.
Barton, K. & McCully, A. (2007). Teaching controversial issues … Where controversial issues really matter. Teaching History, 127, 13.
Basson, A. H. & O’Connor, D. J. (1968). Introduction to symbolic logic. London: University Tutorial Press.
Baumeister, R. F. (2002). Ego depletion and self-control failure: An energy model of the self’s executive function. Self and Identity, 1, 2, 129–136.
Baumeister, R. (2003). The psychology of irrationality: Why people make foolish, self-defeating choices. The Psychology of Economic Decisions, 1, 3–16.
Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1986). Differential aptitude test. Windsor, UK: Psychological Corporation & NFER-Nelson.
Bensley, D. A. (1998). Critical thinking in psychology: A unified skills approach. Pacific Grove, CA: Brooks & Cole.
Bensley, D. A., Crowe, D. S., Bernhardt, P., Buckner, C., & Allman, A. L. (2010). Teaching and assessing critical thinking skills for argument analysis in psychology. Teaching of Psychology, 37, 91–96.
Berger, A. (1985). Review of Watson-Glaser critical thinking appraisal. In Mitchell, J. V. (Ed.), Ninth mental measurements yearbook, 1692–1693. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.
Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading Research Quarterly, 21, 2, 161–178.
Bidell, T. R. & Fischer, K. W. (1992). Cognitive development in educational contexts. In Demetriou, A., Efklides, A., & Shayer, M. (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education, 9–29. UK: Routledge.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice, 11, 3, 230–241.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.
Boekaerts, M. & Simons, P. R. J. (1993). Learning and instruction: Psychology of the pupil and the learning process. Assen: Dekker & van de Vegt.
Boomer, G. (1992). Negotiating the curriculum. In Boomer, G., Lester, N., Onore, C., & Cook, J. (Eds.), Negotiating the curriculum: Educating for the 21st century, 4–13. London: Falmer.
Boyadjian-Samawi, Z. (2006). The effect of concept mapping on critical thinking skills and dispositions of junior and senior baccalaureate nursing students. Doctoral dissertation: Widener University School of Nursing. Dissertation Abstracts International, 67, 47.
Brabeck, M. M. (1981). The relationship between critical thinking skills and development of reflective judgment among adolescent and adult women. Paper presented at the 89th Annual Convention of the American Psychological Association, Los Angeles, August 24–26.
Brem, S. K. (2000). Helping students ask effective questions about scientific claims: Navigating the ‘sound bite’ environment. US Department of Education, Research Report 143.
Brewin, C. R. & Smart, L. (2005). Working memory capacity and suppression of intrusive thoughts. Journal of Behavior Therapy and Experimental Psychiatry, 36, 1, 61–68.
Broadbent, D. E. (1958). Perception and communication. New York: Oxford University Press.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Reiner, F. & Kluwe, R. (Eds.), Metacognition, motivation, and understanding, 65–116. Hillsdale, NJ: Erlbaum.
Brown, K. G. (2001). Using computers to deliver training: Why employees learn and why? Personnel Psychology, 54, 271–296.
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 4, 211–237.
Buckingham-Shum, S. J. (2003). The roots of computer supported argument visualization. In Kirschner, P. A., Buckingham-Shum, S., & Carr, C. (Eds.), Visualizing argumentation: Software tools for collaborative and educational sense-making, 3–24. London: Springer-Verlag.
Budd, J. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35, 1, 35–49.
Burbach, M., Matkin, G., & Fritz, S. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38, 3, 482–493.
Burton, C. L., Strauss, E., Hultsch, D. F., & Hunter, M. A. (2006). Cognitive functioning and everyday problem solving in older adults. The Clinical Neuropsychologist, 20, 3, 432–452.
Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. (2009). Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268–291.
Butler, H. A. (2012). Halpern critical thinking assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26, 721–729.
Butler, H., Dwyer, C., Hogan, M., Franco, A., & Almeida, L. (2012). Extending the validity of Halpern critical thinking assessments: Cross-national applications. Thinking Skills & Creativity, 7, 112–121.
Buzan, T. & Buzan, B. (1997). The mind map book. London: BBC Books.
Cabantous, L., Gond, J. P., & Johnson-Cramer, M. (2010). Decision theory as practice: Crafting rationality in organizations. Organization Studies, 31, 11, 1531–1566.
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48, 306–307.
Cader, R., Campbell, S., & Watson, D. (2005). Cognitive continuum theory in nursing decision‐making. Journal of Advanced Nursing, 49, 4, 397–405.
Chaffee, J. (1988). Thinking critically (2nd ed.). Boston: Houghton Mifflin.
Chandler, P. & Sweller, J. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8, 4, 351–362.
Chase, W. G. & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 5–81.
Chen, C. M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36, 5, 8816–8829.
Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In Sternberg, R. S. (Ed.), Advances in the psychology of human intelligence, 7–77. Hillsdale, NJ: Erlbaum.
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31, 3, 449–464.
Clark, R. C. (2005). Multimedia learning in e-courses. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 589–615. New York: Cambridge University Press.
Colucciello, M. L. (1997). Critical thinking skills and dispositions of baccalaureate nursing students – A conceptual model for evaluation. Journal of Professional Nursing, 13, 236–245.
Cooperative Institutional Research Program. (1995). 1994 Nine Year Follow-Up Survey (of 1985 Freshmen). Higher Education Research Institute at UCLA.
Couch, M. (2012). Approaching critical thinking. In Couch, M. (Ed.), Center for catholic studies, critical thinking: Summer seminars, 10, 8–9. South Orange, NJ: Seton Hall University.
Cowan, N. (2000). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral & Brain Sciences, 24, 87–185.
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in Brain Research, 169, 323–338.
Craik, F. I. M. (1983). On the transfer of information from temporary to permanent memory. Philosophical Transactions of the Royal Society of London, 302, 341–359.
Craik, F. I. M. & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 3, 268–294.
Craik, F. I. M. & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behaviour, 12, 6, 599–607.
D’Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Medical Education, 10, 61.
Daly, W. M. (2001). The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. Journal of Advanced Nursing, 36, 1, 120–130.
Dane, E. & Pratt, M. G. (2007). Exploring intuition and its role in managerial decision making. Academy of Management Review, 32, 1, 33–54.
Dansereau, D. F. (1988). Cooperative learning strategies. In Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (Eds.), Learning and study strategies: Issues in assessment, instruction and evaluation, 103–120. Orlando, FL: Academic Press.
Danziger, S., Levav, J., & Avnaim-Pesso, L. (2011). Extraneous factors in judicial decisions. Proceedings of the National Academy of Sciences, 108, 17, 6889–6892.
Darling-Hammond, L. (2008). How can we teach for meaningful learning? In Darling-Hammond, L. (Ed.), Powerful Learning, 1–10. San Francisco: Jossey-Bass.
Davies, M. W. (2008). ‘Not quite right’: Helping students to make better arguments. Teaching in Higher Education, 13, 3, 327–340.
Dawson, T. L. (2008). Metacognition and learning in adulthood. Northampton, MA: Developmental Testing Service, LLC.
Dawson-Tunik, T. L., Commons, M. L., Wilson, M., & Fischer, K. W. (2005). The shape of development. International Journal of Cognitive Development, 2, 63–196.
De Bono, E. (1967). The use of lateral thinking. London: Jonathan Cape.
De Bono, E. (1985). Six thinking hats. Boston: Little Brown.
Dee-Lucas, D. & Larkin, J. H. (1995). Learning from electronic texts: Effects of interactive overviews for information access. Cognition and Instruction, 13, 3, 431–468.
De Groot, A. D. (1965). Thought and mind in chess. The Hague, The Netherlands: Mounton.
Del Missier, F., Mäntylä, T., & Bruine de Bruin, W. (2010). Executive functions in decision making: An individual differences approach. Thinking & Reasoning, 16, 2, 69–97.
Demetriou, A. (2000). Organisation and development of self-understanding and self-regulation: Toward a general theory. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of Self-Regulation, 209–251. London: Academic Press.
Dewey, J. (1910). How to think. Boston: Heath & Co.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: Heath & Co.
Dhami, M. K. & Thomson, M. E. (2012). On the relevance of cognitive continuum theory and quasirationality for understanding management judgment and decision making. European Management Journal, 30, 4, 316–326.
Donohue, A., van Gelder, T., & Cumming, G. (2002). Reason! project studies, 1999–2002. Melbourne: The University of Melbourne.
Dragon, T., McLaren, B. M., Mavrikis, M., & Geraniou, E. (2011). Scaffolding collaborative learning opportunities: Integrating microworld use and argumentation. Paper presented at the International Workshop on Adaptive Support for Team Collaboration, held in conjunction with the International Conference on User Modeling, Adaptation and Personalization, Girona, Spain, July 11–15.
Dressel, P. L. & Mayhew, L. B. (1954). General education: Exploration in education. Washington, DC: American Council on Education.
Duchastel, P. C. (1990). Examining cognitive processing in hypermedia usage. Hypermedia, 2, 221–233.
Duff, K., Schoenberg, M. R., Scott, J. G., & Adams, R. L. (2005). The relationship between executive functioning and verbal and visual learning and memory. Archives of Clinical Neuropsychology, 20, 1, 111–122.
Dunwoody, P. T., Haarbauer, E., Mahan, R. P., Marino, C., & Tang, C. C. (2000). Cognitive adaptation and its consequences. Journal of Behavioral Decision Making, 13, 1, 35–54.
Dwyer, C. P. (2011). The evaluation of argument mapping as a learning tool. Doctoral Thesis, National University of Ireland, Galway.
Dwyer, C. P., Harney, O., Hogan, M. J., & O’Reilly, J. (2014). Using interactive management to define and cultivate critical thinking competencies. Educational Technology Research & Development, 62, 687–709.
Dwyer, C. P., Harney, O., Hogan, M. J., & Kavanagh, C. (2016). Facilitating a Student-Educator Conceptual Model of Dispositions towards Critical Thinking through Interactive Management. Educational Technology & Research, doi: 10.1007/s11423-016-9460-7.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2011). The promotion of critical thinking skills through argument mapping. In Horvart, C. P. & Forte, J. M. (Eds.), Critical Thinking. New York: Nova Science Publishers.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219–244.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43–52.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2015). The evaluation of argument mapping-infused critical thinking instruction as a method of enhancing reflective judgment performance. Thinking Skills & Creativity, 16, 11–26.
Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010). The added value of communication in a CSCL-scenario compared to just having access to the partners’ knowledge and information. In Sánchez, J., Cañas, A., & Novak, J. D. (Eds.), Concept maps making learning meaningful: Proceedings of the 4th international conference on concept mapping, 1, 377–384. Viña del Mar, Chile: University of Chile.
Engelmann, T. & Hesse, F. W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. Computer-Supported Collaborative Learning, 5, 299–319.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In Baron, J. B., & Sternberg, R. J. (Eds.), Teaching Thinking Skills: Theory and Practice, 9–26. New York: W.H. Freeman.
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4–10.
Ennis, R. (1991). Critical thinking. Teaching Philosophy, 14, 1, 5–24.
Ennis, R. H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice- Hall.
Ennis, R. H. (1998). Is critical thinking culturally biased? Teaching Philosophy, 21, 1, 15–33.
Ennis, R. (2013). Critical thinking across the curriculum. Inquiry: Critical Thinking across the Disciplines, 28, 2, 25–45.
Ennis, R. H., Millman, J., & Tomko, T. N. (1985). Cornell critical thinking tests. Pacific Grove, CA: Critical Thinking Co.
Ennis, R. H. & Weir, E. (1985). The Ennis-Weir critical thinking essay test. Pacific Grove, CA: Midwest Publications.
Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and Social Psychology, 71, 390–405.
Ericsson, K. A. & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245.
Facione, P. A. (1990a). The California critical thinking skills test (CCTST): Forms A and B; The CCTST test manual. Millbrae, CA: California Academic Press.
Facione, P. A. (1990b). The Delphi report: Committee on pre-college philosophy. Millbrae, CA: California Academic Press.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking, Informal Logic, 20, 1, 61–84.
Facione, P. A. & Facione, N. C. (1992). The California critical thinking dispositions inventory (CCTDI) and CCTDI Test Manual. California: California Academic Press.
Facione, P. A., Facione, N. C., Blohm, S. W., & Giancarlo, C. A. (2002). The California critical thinking skills test: CCTST. Form A, form B, and form 2000. Test manual, 2002 updated edition. Millbrae, CA: Insight Assessment.
Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1997). Setting expectations for student learning: New directions for higher education. Millbrae: California Academic Press.
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33, 8, 345–350.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique. Medical Education, 36, 426–431.
Fischer, C. G. & Grant, G. E. (1983). Intellectual levels in college classrooms. In Ellner, C. L. & Barnes, C. P. (Eds.), Studies of College Teaching, 47–60. Lexington, MA: D.C. Heath.
Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477–431.
Fischer, K. W. & Bidell, T. R. (2006). Dynamic development of action, thought, and emotion. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed.), 1, 313–399. New York: Wiley.
Fisher, A. (1988). The logic of real arguments. Cambridge: Cambridge University Press.
Flavell, J. (1976). Metacognitive aspects of problem solving. In Resnick, L. (Ed.), The nature of intelligence, 231–236. Hillsdale, NJ: Erlbaum.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906–911.
Folsom-Kovarik, J. T., Schatz, S., Sukthankar, G., & Nicholson, D. (2010). What information does this question convey?: Leveraging help-seeking behavior for improved modeling in a simulation-based intelligent tutor. Proceedings of the 2010 Spring Simulation Multiconference, Orlando, FL, April 11–15.
Fox, T., Grunst, G., & Quast, K. J. (1994). HyPlan: A context-sensitive hypermedia help system. Report No. 743, GMD, St. Augustin, Germany.
Fuster, J. M. (2000). Prefrontal neurons in networks of executive memory. Brain Research Bulletin, 52, 331–336.
Gabbenesch, H. (2006). Critical thinking: What is it good for? (In fact, what is it?). Skeptical Inquirer, 30, 2, 36–41.
Gailliot, M. T. & Baumeister, R. F. (2007). Self-regulation and sexual restraint: Dispositionally and temporarily poor self-regulatory abilities contribute to failures at restraining sexual behavior. Personality and Social Psychology Bulletin, 33, 173–186.
Gadzella, B. M., Ginther, D. W., & Bryant, G. W. (1996). Teaching and learning critical thinking skills. Paper presented at the 26th International Congress of Psychology, Montreal, August 19.
Garcia, T., Pintrich, P. R., & Paul, R. (1992). Critical thinking and its relationship to motivation, learning strategies and classroom experience. Paper presented at the 100th Annual Meeting of the American Psychological Association, Washington, DC, August 14–18.
Gerlach, V. & Sullivan, A. (1967). Constructing statements of outcomes. Inglewood, CA: Southwest Regional Laboratory for Educational Research and Development.
Gestsdottir, S. & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51, 3, 202–224.
Gilovich, T., Griffin, D., & Kahneman, D. (Eds.). (2002). Heuristics and biases: The psychology of intuitive judgment. Cambridge: Cambridge University Press.
Glaser, E. M. (1941). An experiment in the development of critical thinking. New York: Teachers College of Columbia University, Bureau of Publications.
Glomb, T. M., Duffy, M. K., Bono, J. E., & Yang, T. (2011). Mindfulness at work. Research in Personnel and Human Resources Management, 30, 115–157.
Gobet, F. & Clarkson, G. (2004). Chunks in expert memory: Evidence for the magical number four … or is it two? Memory, 12, 732–747.
Goldberg, M. (1990). A quasi-experiment assessing the effectiveness of TV advertising directed to children. Journal of Marketing Research, 27, 445–454.
Good, T. L. & Brophy, J. E. (1986). Educational Psychology (3rd ed.). New York: Longman.
Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40, 4, 292–307.
Guthrie, W. K. C. (1968). The Greek philosophers from Thales to Aristotle. London: Routledge.
Hake, R. (1998). Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 1, 64–74.
Halpern, D. F. (2003a). Thought & knowledge: An introduction to critical thinking (4th ed.). Mahwah, NJ: Erlbaum.
Halpern, D. F. (2003b). The ‘how’ and ‘why’ of critical thinking assessment. In Fasko, D. (Ed.), Critical thinking and reasoning: Current research, theory and practice. Cresskill, NJ: Hampton Press.
Halpern, D. F. (2006). Is intelligence critical thinking? Why we need a new definition of intelligence. In Kyllonen, P. C., Roberts, R. D., & Stankov, L. (Eds.), Extending intelligence: Enhancement and new constructs, 293–310. New York: Taylor & Francis Group.
Halpern, D. F. (2010a). The Halpern critical thinking assessment: Manual. Vienna: Schuhfried.
Halpern, D. F. (2010b). Undergraduate education in psychology: A blueprint for the future of the discipline. Washington, DC: American Psychological Association.
Halpern, D. F. (2014). Thought & knowledge: An introduction to critical thinking (5th ed.). UK: Psychology Press.
Hamm, R. M. (1988). Clinical intuition and clinical analysis: expertise and the cognitive continuum. In Dowie, J. & Elstein, A. (Eds.), Professional judgment: A reader in clinical decision making, 78–105. Cambridge: Cambridge University Press.
Hammond, K. R. (1981). Principles of organization in intuitive and analytical cognition. Report No. 231, Center for Research on Judgment and Policy, University of Colorado, Boulder, CO.
Hammond, K. R. (1996). Upon reflection. Thinking & Reasoning, 2, 2–3, 239–248.
Hammond, K. R. (2000). The cognitive continuum theory of judgment. In Hammond, K. R. (Ed.), Judgments under stress, 83–110. New York: Oxford University Press.
Hart, R., Ivtzan, I., & Hart, D. (2013). Mind the gap in mindfulness research: A comparative account of the leading schools of thought. Review of General Psychology, 17, 4, 453–466.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 2, 99–136.
Heikkila, A. & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31, 1, 99–117.
Helmstadter, G. C. (1985). Review of Watson-Glaser critical thinking appraisal. In Mitchell, J. V. (Ed.), Ninth mental measurements yearbook, 1693–1694. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.
Higgins, E. T. (1989). Knowledge accessibility and activation: Subjectivity and suffering from unconscious sources. Unintended Thought, 3, 75–123.
Higher Education Quality Council. (1996). What are graduates? Clarifying the attributes of ‘graduateness’. London: HEQC.
Hitchcock, D. (2004). The effectiveness of computer-assisted instruction in critical thinking. Informal Logic, 24, 3, 183–218.
Hodgkinson, G. P., Langan‐Fox, J., & Sadler‐Smith, E. (2008). Intuition: A fundamental bridging construct in the behavioural sciences. British Journal of Psychology, 99, 1, 1–27.
Hodgkinson, G. P., Sadler-Smith, E., Burke, L. A., Claxton, G., & Sparrow, P. R. (2009). Intuition in organizations: implications for strategic management. Long Range Planning, 42, 3, 277–297.
Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 1, 43–55.
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169–183.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 3, 174–180.
Hogan, M. J. (2006). Against didacticism: A psychologist’s view. Educational Research and Reviews, 1, 7, 206–212.
Hogan, M. J., Dwyer, C. P., Noone, C., Harney, O., & Conway, R. (2014). Metacognitive skill development and applied systems science: A framework of metacognitive skills, self-regulatory functions and real-world applications. In Peña-Ayala, A. (Ed.), Metacognition: fundaments, applications, and trends, 75–106. Berlin: Springer.
Holas, P. & Jankowski, T. A. (2012). Cognitive perspective on mindfulness. International Journal of Psychology: Journal International de Psychologie, 48, 3, 232–243.
Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
Holmes, J. & Clizbe, E. (1997). Facing the 21st century. Business Education Forum, 52, 1, 33–35.
Hopwood, A. (1974). Accounting and human behaviour. London: Accountancy Age Books.
Horn, R. E. (1999). Can computers think? Bainbridge Island, WA: MacroVU, Inc.
Horn, R. E. (2003). Infrastructure for navigating interdisciplinary debates: Critical decisions for representing argumentation. In Kirschner, P., Buckingham- Shum, S., & Carr, C. (Eds.), Visualizing argumentation: Software tools for collaborative and educational sense-making, 165–184. London: Springer-Verlag.
Horn, R. E. & Weber, R. P. (2007). New tools for resolving wicked problems: Mess mapping and resolution mapping processes. Bainbridge Island, WA: MacroVU, Inc. and Strategy Kinetics, LLC.
Huffaker, D. A. & Calvert, S. L. (2003). The new science of learning: Active learning, metacognition and transfer of knowledge in e-learning applications. Journal of Educational Computing Research, 29, 3, 325–334.
Huffman, K., Vernoy, M., Williams, B., & Vernoy, J. (1991). Psychology in action. New York: John Wiley and Sons.
Hugenholtz, N. I. R., de Croon, E. M., Smits, P. B., van Dijk, F. J. H., & Nieuwenhuijsen, K. (2008). Effectiveness of e-learning in continuing medical education for occupational physicians. Occupational Medicine, 58, 370–372.
Hughes, J. N. (1992). Review of Cornell critical thinking tests. In Kramer, J. J. & Conoley, J. C. (Eds.), Eleventh mental measurements yearbook, 241–243. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.
Hunt, E. (1995). Will we be smart enough? A cognitive analysis of the coming workforce. New York, NY: Russell Sage Foundation.
Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing collaborative mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42, 5, 778–789.
Jacobs, S. S. (1995). Technical characteristics and some correlates of the California Critical Thinking Skills Test Forms A and B. Higher Education Research, 36, 89–108.
Jensen, L. L. (1998). The role of need for cognition in the development of reflective judgment. Doctoral Thesis, University of Denver, Colorado, USA.
Jiang, Y., Olson, I. R., & Chun, M. M. (2000). Organization of visual short-term memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 683–702.
Johnson, C. E., Hurtubise, L. C., Castrop, J., French, G., Groner, J., Ladinsky, M., McLaughlin, D., Plachta, L., & Mahan, J. D. (2004). Learning management systems: Technology to measure the medical knowledge competency of the ACGME. Medical Education, 38, 599–608.
Johnson, R. H. & Blair, J. A. (1987). The current state of informal logic. Informal Logic, 9, 2–3, 147–151.
Jonassen, D. & Tessmer, M. (1996). An outcomes based taxonomy for instructional systems design, evaluation and research. Training Research Journal, 2, 11–46.
Jukes, I. & McCain, T. (2002). Minds in play: Computer game design as a context of children’s learning. Hillsdale, NJ: Erlbaum.
Kaempf, G. L., Klein, G., Thordsen, M. L., & Wolf, S. (1996). Decision making in complex naval command-and-control environments. Human Factors: The Journal of the Human Factors and Ergonomics Society, 38, 2, 220–231.
Kahneman, D. (2003). Maps of bounded rationality: A perspective on intuitive judgment and choice. In Frangsmyr, T. (Ed.), Les prix nobel: The nobel prizes, 2002, 4, 449–489. Stockholm: Nobel Foundation.
Kahneman, D. (2011). Thinking fast and slow. Penguin: Great Britain.
Kahneman, D. & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. In Gilovich, T., Griffin, D., & Kahneman, D. (Eds.), Heuristics and biases: The psychology of intuitive judgment, 49–81. New York: Cambridge University Press.
Kahneman, D. & Ritov, I. (1994). Determinants of stated willingness to pay for public goods: A study in the headline method. Journal of Risk and Uncertainty, 9, 1, 5–37.
Kahneman, D., Ritov, I., & Schkade, D. (1999). Economic preferences, or attitude expressions? An analysis of dollar responses to public issues. Journal of Risk & Uncertainty, 19, 1–3, 203–235.
Kahneman, D., Slovic, P., & Tversky, A. (Eds.). (1982). Judgment under uncertainty: Heuristics and biases. UK: Cambridge University Press.
King, P. M. & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey Bass.
King, P. M. & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of epistemic cognition. In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, 37–61. Mahwah, NJ: Erlbaum.
King, P. M. & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 1, 5–15.
King, P. M., Wood, P. K., & Mines, R. A. (1990). Critical thinking among college and graduate students. The Review of Higher Education, 13, 2, 167–186.
Kitchener, K. S. & Fischer, K. W. (1990). A skill approach to the development of reflective thinking. Contributions to Human Development, 21, 48–62.
Kitchener, K. S. & King, P. M. (1981). Reflective judgment: Concepts of justifications and their relation to age and gender. Journal of Applied Developmental Psychology, 2, 2, 89–116.
Klein, G. A. (1989). Recognition-primed decisions. In Rouse, W. (Ed.), Advances in man-machine systems research, 5, 47–92. Greenwich, CT: JAI Press, Inc.
Klein, G. (2008). Naturalistic decision making. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50, 3, 456–460.
Klein, G. A., Calderwood, R., & Clinton-Cirocco, A. (1986). Rapid decision making on the fireground. In Proceedings of the Human Factors and Ergonomics Society 30th Annual Meeting, 1, 576–580. Norwood, NJ: Ablex.
Knight, P. (2007). Grading, classifying and future learning. In Boud, D. & Falchikov, N. (Eds.), Rethinking assessment in higher education: Learning for the longer term, 72–86. UK: Routledge.
Kotovsky, H. A., Hayes, K., & Simon, J. R. (1985). Why are some problems hard? Evidence from the Tower of Hanoi. Cognitive Psychology, 17, 22, 248–294.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41, 4, 212–218.
Kreitzer, A. E. & Madaus, G. F. (1994). Empirical investigations of the hierarchical structure of the taxonomy. In Anderson, L. W. & Sosniak, L. A. (Eds.), Bloom’s taxonomy: A forty-year retrospective, ninety-third yearbook of the national society for the study of education, 64–81. Chicago: University of Chicago Press.
Kropp, R. P., Stoker, H. W., & Bashaw, W. L. (1966). The validation of the taxonomy of educational objectives. Journal of Experimental Education, 34, 3, 69–76.
Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 1, 70–76.
Ku, K. Y. L. & Ho, I. T. (2010a). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48, 54–58.
Ku, K. Y. L. & Ho, I. T. (2010b). Metacognitive strategies that enhance critical thinking. Metacognition & Learning, 5, 251–267.
Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.
Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 2, 16–25.
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 5, 178–181.
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79, 5, 1310–1328.
Kuhn, D., Katz, J. B., & Dean, D. Jr. (2004). Developing reason. Thinking & Reasoning, 10, 2, 197–219.
Kuhn, D. & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In Hofer, B. K. & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, 121–144. Mahwah, NJ, US: Erlbaum.
Kuran, T. & Sunstein, C. R. (1999). Availability cascades and risk regulation. Stanford Law Review, 51, 4, 683–768.
Langley, A. (1995). Between ‘paralysis by analysis’ and ‘extinction by instinct’. Sloan Management Review, 36, 63–76.
Laplace, P. S. (1902). A philosophical essay on probabilities. New York: Wiley.
Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Models of competence in solving physics problems. Cognitive Science, 4, 317–345.
Larkin, J. & Simon, H. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.
Laws, P., Sokoloff, D., & Thornton, R. (1999). Promoting active learning using the results of physics education research. UniServe Science News, 13, 14–19.
LeBlanc, J. (1998). Thinking clearly: A guide to critical reasoning. New York: W.W. Norton.
Leventhal, H. (1984). A perceptual-motor theory of emotion. Advances in Experimental Social Psychology, 17, 117–182.
Lewis, C. I. (1918). A survey of symbolic logic. London: Bloomsbury Academic, (2001).
Lieberman, M. D. (2003). Reflexive and reflective judgment processes: A social cognitive neuroscience approach. Social Judgments: Implicit and Explicit Processes, 5, 44–67.
Lloyd, M. & Bahr, N. (2010). Thinking critically about critical thinking in higher education. International Journal for the Scholarship of Teaching and Learning, 4, 2, 1–16.
Logie, R. H. (1995). Visuo-spatial working memory. Hove, UK: Erlbaum.
Ma, A. W. W. (2009). Computer supported collaborative learning and higher order thinking skills: A case study of textile studies. The Interdisciplinary Journal of e-Learning and Learning Objects, 5, 145–167.
Malcolm, K. K. (1992). Review of Cornell critical thinking tests. In Kramer, J. J. & Conoley, J. C. (Eds.), Eleventh mental measurements yearbook, 243–244. Lincoln, NE: University of Nebraska, Lincoln, Buros Institute of Mental Measurements.
Marin, L. M. & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills & Creativity, 6, 1–13.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
Mascolo, M. F. (2008). The concept of domain in developmental analyses of hierarchical complexity. World Futures, 64, 5–7, 330–347.
Maybery, M. T., Bain, J. D. & Halford, G. S. (1986). Information-processing demands of transitive inference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 4, 600–613.
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 2, 240–246.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1, 1–19.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 1, 14–19.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 31–48. New York: Cambridge University Press.
Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.
Mayer, R. E. & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.
Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726.
Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 289–401.
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 1, 31–44.
Means, M. L. & Voss, J. E. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability and knowledge levels. Cognition & Instruction, 4, 2, 139–178.
Meltzoff, J. (1998). Critical thinking about research: Psychology and related fields. Washington, DC: American Psychological Association.
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 1, 72–103.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, 814–897.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41, 1, 49–100.
Modjeski, R. B. & Michael, W. B. (1983). An evaluation by a panel of psychologists of the reliability and validity of two tests of CT. Educational and Psychological Measurement, 43, 1187–1197.
Monk, P. (2001). Mapping the future of argument. Australian Financial Review. 16, 8–9.
Moore, A. & Malinowski, P. (2009). Meditation, mindfulness and cognitive flexibility. Consciousness and Cognition, 18, 1, 176–186.
Moreno, R. & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In Plass, J. L., Moreno, R., & Brünken, R. (Eds.), Cognitive load theory, 29–47. New York: Cambridge University Press.
Moseley, D., Baumfield, V., Elliot, J., Gregson, M., Higgins, S., Miller, J., & Newton, D. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge: Cambridge University Press.
Munch, J. M., Boller, G. W., & Swasy, J. L. (1993). The effects of argument structure and affective tagging on product attitude formation. Journal of Consumer Research, 20, 2, 294–302.
Muraven, M., Tice, D. M., & Baumeister, R. F. (1998). Self-control as limited resource: Regulatory depletion patterns. Journal of Personality and Social Psychology, 74, 774–789.
Murray, D. J. (1968). Repeated recall in short-term memory. Journal of Verbal Learning and Verbal Behavior, 7, 2, 358–365.
Myers, J. L. (1974). Memory for prose material. Amherst, MA: University of Massachusetts.
National Academy of Sciences, National Academy of Engineering, Institute of Medicine. (2005). Rising above the gathering storm: Energising and employing America for a brighter economic future. Committee on Prospering in the Global Economy for the Twenty-First Century, Washington, DC.
Neisser, U. (1976). Cognition and reality: Principles and implications of cognitive psychology. New York: W.H. Freeman.
Newbern, D., Dansereau, D. F., Patterson, M. E., & Wallace, D. S. (1994). Toward a science of cooperation. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, April.
Newell, A. & Simon, H. A. (1972). Human problem solving, 104, 9. Englewood Cliffs, NJ: Prentice-Hall.
Newman, D. R., Johnson, C., Cochrane, A. C., & Webb, B. R. (1996). An experiment in group learning technology: Evaluating critical thinking in face-to-face and computer-supported seminars. Interpersonal Computing & Technology, 4, 1, 57–74.
Norman, D. A. & Shallice, T. (1986). Attention to action. New York: Springer.
Norman, D. A. & Shallice, T. (2000). Attention to action: Willed and automatic control of behaviour. In Gazzaniga, M. (Ed.), Cognitive neuroscience: A reader. Oxford, UK: Blackwell.
Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.
Norris, S. P. (1994). The meaning of critical thinking test performance: The effects of abilities and dispositions on scores. In Fasko, D. (Ed.), Critical thinking: Current research, theory, and practice. Dordrecht, The Netherlands: Kluwer.
Oliver, K. (2009). An investigation of concept mapping to improve the reading comprehension of science texts. Journal of Science Education and Technology, 18, 5, 402–414.
Ong, W. J. (1958). Ramus, method, and the decay of dialogue: From the art of discourse to the art of reason. Chicago, IL: University of Chicago Press.
Osman, M. E. & Hannafin, M. J. (1992). Metacognition research and theory: Analysis and implications for instructional design. Educational Technology Research and Development, 40, 2, 83–99.
Ostafin, B. D. & Kassman, K. T. (2012). Stepping out of history: Mindfulness improves insight problem solving. Consciousness and Cognition, 21, 2, 1031–1036.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1, 1–4.
Paivio, A. (1971). Imagery and verbal processes. Hillsdale, NJ: Erlbaum.
Paivio, A. (1986). Mental representations: A dual-coding approach. New York: Oxford University Press.
Pascarella, E. T. & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Paul, R. (1987). Dialogical thinking: Critical thought essential to the acquisition of rational knowledge and passions. In Baron, J. & Sternberg, R. J. (Eds.), Teaching Thinking Skills: Theory and Practice, 127–148. New York: W.H. Freeman.
Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Foundation for Critical Thinking.
Paul, R. & Elder, L. (2008). Critical thinking. California: The Foundation for Critical Thinking.
Paul, R., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. Sacramento, CA: State of California Commission on Teacher Credentialing.
Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39, 1–1.
Perkins, D. N. & Ritchhart, R. (2004). When is good thinking? In Dai, D. Y. & Sternberg, R. J. (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development, 351–384. Mahwah, NJ: Erlbaum.
Perry, N. W., Huss, M. T., McAuliff, B. D., & Galas, J. M. (1996). An active-learning approach to teaching the undergraduate psychology and law course. Teaching of Psychology, 23, 2, 76–81.
Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22, 2, 284–292.
Phillips, L. M., Norris, S. P., & Macnab, J. S. (2010). Visualization and mathematics. In Phillips, L. M., Norris, S. P., & Macnab, J. S. (Eds.), Visualization in mathematics, reading and science education, 5. Dordrecht: Springer Science & Business Media.
Piaget, J. (1952). The origins of intelligence in children. New York: W.W. Norton & Co.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of self-regulation, 451–502. San Diego, CA: Academic Press.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbour, MI: The University of Michigan, National Center for Research to Improve Post-secondary Teaching and Learning.
Pollio, H. (1984). What students think about and do in college lecture classes. Teaching Learning Issues, 53. Knoxville, TN: University of Tennessee Learning Research Center.
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning & Instruction, 12, 61–86.
Popper, K. R. (1934/1959). The logic of scientific discovery. London: Routledge.
Popper, K. R. (1999). All life is problem solving. UK: Psychology Press.
Profeto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43, 6, 569–577.
Redish, E., Saul, J., & Steinberg, R. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65, 1, 45.
Reed, C., Walton, D., & Macagno, F. (2007). Argument diagramming in logic, law and artificial intelligence. The Knowledge Engineering Review, 22, 1, 87–109.
Reed, J. H. & Kromrey, J. D. (2001). Teaching critical thinking in a community college history course: Empirical evidence from infusing Paul’s model. College Student Journal, 35, 2, 201–215.
Reeves, M. F. (1990). An application of Bloom’s taxonomy to the teaching of business ethics. Journal of Business Ethics, 9, 7, 609–616.
Richeson, J. A. & Shelton, J. N. (2003). When prejudice does not pay effects of interracial contact on executive function. Psychological Science, 14, 3, 287–290.
Rimiene, V. (2002). Assessing and developing students’ critical thinking. Psychology Learning & Teaching, 2, 1, 17–22.
Robbins, S. & Judge, T. A. (2007). Organizational behavior (12th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 2, 261–288.
Robinson, D. H. & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87, 3, 455–467.
Rogoff, B. (1998). Cognition as a collaborative process. In Damon, W. (Ed.), Handbook of child psychology (5th ed.). New York: John Wylie.
Romiszowski, A. J. (1981). Designing instructional systems. New York: Nichols.
Runco, M. A. & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24, 1, 92–96.
Saddler-Smith, E. & Shefy, E. (2004). The intuitive executive: Understanding and applying ‘gut-feel’ in decision making. Academy of Management Executive, 18, 76–91.
Sanders, J. A., Wiseman, R. L., & Gass, R. H. (1994). Does teaching argumentation facilitate critical thinking? Communication Reports, 7, 1, 27–35.
Salas, E., Rosen, M. A., & DiazGranados, D. (2010). Expertise-based intuition and decision making in organizations. Journal of Management, doi: 10.1177/0149206309350084.
Sartre, J. P. (1943). Being & Nothingness. Paris, France: Éditions Gallimard.
Scheuer, O., McLaren, B. M., Weinberger, A., & Nieburhr, S. (2012). Scaffolding students for more elaborative and critical discussions. Paper presented at the 11th International Conference on Intelligent Tutoring Systems, Chania, Crete, June 14–18.
Schmeichel, B. J., Vohs, K. D., & Baumeister, R. F. (2003). Ego depletion and intelligent performance: Role of the self in logical reasoning and other information processing. Journal of Personality and Social Psychology, 85, 33–46.
Schwarz, N., Strack, F., Bless, H., Klumpp, G., Rittenauer-Schatka, H., & Simons, A. (1991). Ease of retrieval as information: Another look at the availability heuristic. Journal of Personality and Social Psychology, 61, 2, 195–202.
Scott, T. (2003). Bloom’s taxonomy applied to testing in computer science classes. Journal of Computing Sciences in Colleges, 19, 1, 267–274.
Scriven, M. (1976). Reasoning. Point Reyes, CA: Edgepress.
Shapiro, S. L., Jazaieri, H., & Goldin, P. R. (2012). Mindfulness-based stress reduction effects on moral reasoning and decision making. The Journal of Positive Psychology, 7, 6, 504–515.
Shin, S.-J. (2002). The iconic logic of Peirce’s graphs. Cambridge, MA: MIT Press.
Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207–221.
Simon, H. A. (1957). Models of man. New York: Wiley.
Simon, H. A. (1987). Making management decisions: The role of intuition and emotion. The Academy of Management Executive (1987–1989), 57–64.
Simon, H. A. (1992). What is an ‘explanation’ of behavior? Psychological Science, 3, 3, 150–161.
Slavin, R. E. (1995). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43.
Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-Economics, 31, 4, 329–342.
Slovic, P., Fischhoff, B., & Lichtenstein, S. (1977). Behavioral decision theory. Annual Review of Psychology, 28, 1–39.
Slovic, P. & Peters, E. (2006). Risk perception and affect. Current Directions in Psychological Science, 15, 6, 322–325.
Smith, D. G. (1983). Instruction and outcomes in undergraduate settings. In Ellner, C. L. & Barnes, C. P. (Eds.), Studies of college teaching, 3–116. Lexington, MA: D.C. Heath.
Solon, T. (2007). Generic critical thinking infusion and course content learning in Introductory Psychology. Journal of Instructional Psychology, 34, 2, 95–109.
Stanovich, K. E. (2008). The psychology of rational thought: What intelligence tests miss. New Haven, CT: Yale University Press.
Stanovich, K. E. & West, R. F. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral and Brain Sciences, 23, 5, 645–665.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.
Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14, 4, 383–393.
Sternberg, R. J. (2003). The development of creativity as a decision-making process. Creativity and Development, 91–138.
Sternberg, R. J. (2005). The theory of successful intelligence. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 39, 2, 189–202.
Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18, 1, 87–98.
Sternberg, R. J. (2010). The dark side of creativity and how to combat it. In Cropley, D. H. et al. (Eds.), The dark side of creativity, 316–328. UK: Cambridge University Press.
Sternberg, R. J. & Lubart, T. L. (1999). The concept of creativity. In Sternberg, R. J. (Ed.), Handbook of Creativity. Cambridge: Cambridge University Press.
Stewart, T. R., Heideman, K. F., Moninger, W. R., & Reagan-Cirincione, P. (1992). Effects of improved information on the components of skill in weather forecasting. Organizational Behavior and Human Decision Processes, 53, 2, 107–134.
Strack, F. & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 3, 220–247.
Strack, F., Martin, L. L., & Schwarz, N. (1988). Priming and communication: Social determinants of information use in judgments of life satisfaction. European Journal of Social Psychology, 18, 5, 429–442.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.
Sweller, J. (1999). Instructional design in technical areas. Australian Education Review No. 43. Victoria: Acer Press.
Sweller, J. (2005). The redundancy principle. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning, 159–167. New York: Cambridge University Press.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In Plass, J. L., Moreno, R., & Brünken, R. (Eds.), Cognitive Load Theory, 29–47. New York: Cambridge University Press.
Sweller, J. & Chandler, P. (1991). Evidence for cognitive load theory. Cognition & Instruction, 8, 4, 351–362.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990).Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 2, 76–192.
Taube, K. T. (1997). Critical thinking ability and disposition as factors of performance on a written critical thinking test. Journal of General Education, 46, 129–164.
Taylor, B. M. (1982). Text structure and children’s comprehension and memory for expository material. Journal of Educational Psychology, 74, 323–340.
Taylor, B. M. & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students’ comprehension and production of expository text. Reading Research Quarterly, 19, 134–146.
Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36, 1, 23–39.
Teper, R. & Inzlicht, M. (2013). Meditation, mindfulness and executive control: The importance of emotional acceptance and brain-based performance monitoring. Social Cognitive and Affective Neuroscience, 8, 1, 85–92.
Teper, R., Segal, Z. V., & Inzlicht, M. (2013). Inside the mindful mind: How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 22, 6, 449–454.
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 4, 257–287.
Toplak, M. E. & Stanovich, K. E. (2002). The domain specificity and generality of disjunctive reasoning: Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 94, 1, 197–209.
Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40, 2, 185–200.
Tsui, L. (2002). Fostering critical thinking through effective pedagogy. Journal of Higher Education, 73, 6, 740–763.
Tulving, E. (1984). Precis of elements of episodic memory. Behavioral and Brain Sciences, 7, 223–268.
Tulving, E. & Thompson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373.
Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 4157, 1124–1131.
Tversky, A. & Kahneman, D. (1982). Evidential impact of base rates. In Kahneman, D., Slovic, P., & Tversky, A. (Eds.), Judgment under uncertainty: Heuristics and biases. UK: Cambridge University Press.
Tversky, A. & Kahneman, D. (1983). Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment. Psychological Review, 90, 4, 293.
Twardy, C. R. (2004). Argument maps improve critical thinking. Teaching Philosophy, 27, 2, 95–116.
US National Research Council. (2002). Technology and assessment: Thinking ahead. Washington, DC: Board on Testing and Assessment Center for Education.
Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823–848.
Van Eemeren, F. H. (2009). The study of argumentation. In Lunsford, A. A., Wilson, K. H., & Eberly, R. A. (Eds.), The SAGE handbook of rhetorical studies, 109–124.
Van Eemeren, F. H., Grootendorst, R., Henkemans, F. S., Blair, J. A., Johnson, R. H., Krabbe, E. C. W., Planitin, C., Walton, D. N., Willard, C. A., Woods, J., & Zarefsky, D. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Erlbaum.
Van Gelder, T. J. (2000). Learning to reason: A Reason!Able approach. In Davis, C., van Gelder, T. J., & Wales, R. (Eds.), Cognitive science in Australia, 2000: Proceedings of the fifth Australasian cognitive science society conference. Adelaide: Causal.
Van Gelder, T. J. (2001). How to improve critical thinking using educational technology. In Kennedy, G., Keppell, M., McNaught, C., & Petrovic, T. (Eds.), Meeting at the crossroads: Proceedings of the 18th annual conference of the Australian society for computers in learning in tertiary education, 539–548. Melbourne: Biomedical Multimedia Unit, University of Melbourne.
Van Gelder, T. J. (2002). Argument mapping with Reason!Able. APA Newsletter: Philosophy & Computers, 2, 1, 85–90.
Van Gelder, T. J. (2007). The rationale for RationaleTM. Law, Probability & Risk, 6, 23–42.
Van Gelder, T. J., Bissett, M., & Cumming, G. (2004). Enhancing expertise in informal reasoning. Canadian Journal of Experimental Psychology, 58, 142–152.
Van Merriënboer, J. J. G. & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning, educational technology, research and development. Educational Technology Research and Development, 53, 3, 5–13.
Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychology, 38, 5–13.
Varian, H. & Lyman, P. (2003). How much information? Berkeley, CA: School of Information Management & Systems, UC Berkeley.
Venn, J. (1881). Symbolic logic. London: Macmillan and Company.
Vohs, K. D., Baumeister, R. F., & Ciarocco, N. J. (2005). Self-regulation and self-presentation: Regulatory resource depletion impairs impression management and effortful self-presentation depletes regulatory resources. Journal of Personality and Social Psychology, 88, 4, 632.
Vohs, K. D., Baumeister, R. F., Schmeichel, B. J., Twenge, J. M., Nelson, N. M., & Tice, D. M. (2014). Making choices impairs subsequent self-control: A limited-resource account of decision making, self-regulation, and active initiative. Personality Processes and Individual Differences, 94, 5, 883–898.
Vohs, K. D. & Faber, R. J. (2007). Spent resources: Self-regulatory resource availability affects impulse buying. Journal of Consumer Research, 33, 4, 537–547.
Vohs, K. D. & Heatherton, T. F. (2000). Self-regulatory failure: A resource-depletion approach. Psychological Science, 11, 249–254.
Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walton, D. N. (2006). Fundamentals of critical argumentation. Cambridge: Cambridge University Press.
Wankat, P. (2002). The effective, efficient professor: Teaching, scholarship and service. Boston: Allyn and Bacon.
Watson, G. & Glaser, E. M. (1980). Watson-Glaser critical thinking appraisal. New York: Psychological Corporation.
Watson, G. & Glaser, E. M. (1994). Watson-Glaser critical thinking appraisal: Form S manual. San Antonio, TX: Psychological Corporation.
Weber, E. U. & Johnson, E. J. (2009). Mindful judgment and decision making. Annual Review of Psychology, 60, 53–85.
Wegerif, R. (2002). Literature review in thinking skills, technology and learning: Report 2. Bristol: NESTA Futurelab.
Wegerif, R. & Dawes, L. (2004). Thinking and learning with ICT: Raising achievement in the primary classroom. London: Routledge.
Weinberger, J. & McClelland, D. C. (1991). Cognitive versus traditional motivational models: Irreconcilable or complementary? In Higgins, E. T. & Sorrentino, R. M. (Eds.), Handbook of motivation and cognition, 2, 562–597. New York: Guilford Press.
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In Weinert, F. E. & Kluwe, R. H. (Eds.), Metacognition, motivation and understanding, 1–18. Hillsdale, NJ: Erlbaum.
West, R. F., Toplak, M. E., & Stanovich, K. E. (2008). Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. Journal of Educational Psychology, 100, 4, 930–941.
Whately, R. (1826). Elements of Logic. London: Fellowes.
Wheeler, L. & Collins, S. (2003). The influence of concept mapping on critical thinking skills in baccalaureate nursing students. Journal of Professional Nursing, 19, 6, 339–346.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31, 3, 8–19.
Wilson, B. A. & Baddeley, A. D. (1988). Semantic, episodic and autobiographical memory in a post-meningitic amnesic patient. Brain Cognition, 8, 31–46.
Wittrock, M. C. (1986). Students’ thought processes. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
Wood, P. K. (1993). Context and development of reflective thinking: A secondary analysis of the structure of individual differences. Unpublished manuscript. Missouri: University of Missouri at Columbia.
Wood, R. (1977). Multiple choice: A state of the art report. Evaluation in Education, 1, 191–280.
Woodman, G. F., Vecera, S. P., & Luck, S. J. (2003). Perceptual organization influences visual working memory. Psychonomic Bulletin & Review, 10, 1, 80–87.
Yang, Y.-T. C. (2002). Use of structured web-based bulletin board discussions with Socratic questioning to enhance students’ critical thinking skills in distance education. Unpublished Doctoral Thesis. Purdue University, West Lafayette.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory research and practice, 1–25. New York: Springer-Verlag.
