teaching about cognition and education: Readings: Learning

EDUCATION, COGNITION, THE BRAIN

READINGS: LEARNING

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Books

General

Gopnik, A., Meltzoff, A., Kuhl, P. (2007). Comment pensent les bébés. Le Pommier
Gopnik, A. (2012). Le bébé philosophe. Le Pommier
Goswami, U. (2008). Cognitive development. The learning brain. Psychology Press.
Houdé, O. (2013). La psychologie de l'enfant. PUF.
Houdé, O., Leroux, G. (2013). Psychologie et développement cognitif. PUF.
Houdé, O. (2014). Le raisonnement. PUF.

SCIENCE LEARNING AND TEACHING

Books

Carruthers, P., Stich, S., Siegal, M. (2002). The cognitive basis of science. Cambridge : Cambridge University Press.
Giere, R. (1988). Explaining science. Chicago/London : The University of Chicago Press.
Heintz, C. (2007). Scientific cognition and cultural evolution. PhD Thesis, EHESS, Paris.

Papers

Curiosity

Aristote. Métaphysique.
Augustin. Confessions.
Bacon, F. (1605). The advancement of learning. London
Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140.
Ball, P. (2012). Curiosity : How science became interested in everything. London : Bodley Head.
Berlyne, D. E. (1950). Novelty and curiosity as determinants of exploratory behavior. British Journal of Psychology, 41,68-80.
Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45,180-191.
Berlyne, D. E. (1960). Conflict, Arousal, and Curiosity. New York: McGraw-Hill.
Berlyne, D.E. (1967). Arousal and reinforcement. In D. Levine (Ed.), Nebraska symposium on motivation (Vol. 15, pp. 1–110). Lincoln: University of Nebraska Press.
Bonawitz, E.B., Shafto, P., Gweon, H., Goodman, N.D, Spelke, E., Schulz, L.E. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120, 3, 322-330.
Buisson, F. (1911). Le Nouveau Dictionnaire de pédagogie et d’instruction primaire (édition 1911)
Cicéron. De finibus bonorum et malorum.
Cohen, L.B. (2001). Uses and Misuses of Habituation: A Theoretical and Methodological Analysis. Symposium paper presented at the Society for Research in Child Development Meeting, Minneapolis.
Fidler, A.E., van Oers, K., Drent P.J., Kuhn, S., Mueller, J.C., Kempenaers, B. (2007). Drd4 gene polymorphisms are associated with personality variation in a passerine bird. Proceedings of the Royal Society London B 274, 1685-1691.
Gottlieb, J., Oudeyer, P-Y., Lopes, M., Baranes, A. (2013). Information-seeking, curiosity, and attention: computational and neural mechanisms. Trends in cognitive science, 17, 11, 585-593.
Hobbes, T. (1651). Leviathan.
Hume, D. (1748). An enquiry concerning human understanding.
Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., & Wang, J. T. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20, 8, 963–973.
Kashdan, T.B., Rose, P. & Fincham, F.D. (2004). Curiosity and exploration : facilitating positive subjective experiences and personal growth opportunities. Journal of personality assessment, 82, 291-305.
Kashdan, T.B., Gallagher, M.W., Silvia, P.J., Winterstein, P.B., Breen, W.E., Terhar, D., Steger, M.F. (2009). The Curiosity and Exploration Inventory-II: Development, Factor Structure, and Psychometrics. Journal of research on personality, 43, 6, 987-998.
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children's scientific thinking. Science, 333, 971–975.
James, W. (1890). Principles of psychology. New York: Holt.
Jepma, M., Verdonschot, R., van Steenbergen, H., Rombouts, S., & Nieuwenhuis, S. (2012). Neural mechanisms underlying the induction and relief of perceptual curiosity. Frontiers In Behavioral Neuroscience, 6, 5.
Jirout, J. (2011). Curiosity and the development of question generation skills. AAAI Fall Symposium (FS-11-04).
Jirout, J. & Klahr, D. (2012). Children’s scientific curiosity: in search of an operational definition of an elusive concept. Developmental Review, 32, 2, 125-160.
Litman, J.A. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition and Emotion, 19, 6, 793-814.
Litman, J.A. & Spielberger, C.D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of personality assessment, 80, 75-86.
Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116, 75-98.
Muentener, P. & Schulz, L. (2012). What doesn’t go without saying: Communication, induction, and exploration. Language, Learning, and Development, 8, 61-85.
Panksepp, J. (1998). Affective Neuroscience: The Foundations of Human and Animal Emotions. New York: Oxford University Press.
Panksepp, J. (2010). Affective neuroscience of the emotional BrainMind: evolutionary perspectives and implications for understanding depression. Dialogues in clinical neuroscience, 12, 4, 533-545.
Pearson, P. (1970). Relationships between global and specific measures of novelty seeking, Journal of Consulting and Clinical Psychology, 34, 199-204.
Plutarque. De la curiosité.
Schulz, L.E., Bonawitz, E.B. (2007). Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental psychology, 43, 4, 1045-1050.
Spelke, E., Breinlinger, K., Macomber, J., Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 4, 605-632.
Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
Spielberger, C.D., & Starr, L.M. (1994). Curiosity and exploratory behavior. In H.F. O’Neill & M. Drillings (Eds.), Motivation (221-243). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Thomas d’Aquin. Summa Theologica.
Tennant, N. (1995). Paradoxes of pure curiosity. Theory and decision, 18, 3, 321-330.
Zuckerman, M., Eysenck, S. B. J., & Eysenck, H. J. (1978). Sensation seeking in England and America: Cross-cultural, age, and sex comparisons. Journal of Consulting and Clinical Psychology, 46, 1,

Learning mechanisms: exploration, experimentation, causal reasoning, analogical reasoning

Chen, Z., Sanchez, R., & Campbell, T. (1997). From beyond to within their grasp: Analogical problem solving in 10- and 13-month-olds. Developmental Psychology, 33, 790-801.
Cohen, L. & Oakes, L. (1990). Infant perception of causal event. Cognitive development, 5, 193-207.
Cohen, L. & Oakes, L. (1993). How infants perceive a simple causal event. Cognitive psychology, 29, 421-433.
Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers' exploratory play. Cognition, 120, 341-349.
Dunbar, K. (2000). What scientific thinking reveals about the nature of cognition. In Crowley, K., Schunn, C.D., & Okada, T. (Eds.) Designing for Science: Implications from Everyday, Classroom, and Professional Settings. LEA. Hillsdale: NJ.
Dunbar, K. (2000). The analogical paradox: Why analogy is so easy in naturalistic settings, yet so difficult in the psychology laboratory. In D. Gentner, Holyoak, K.J., ,& Kokinov, B. Analogy: Perspectives from Cognitive Science. MIT press. Cambridge: MA.
Gentner, D., Holyoak, K.J., Kokinov, B. (Eds.) (2001). The analogical mind: perspectives from cognitive science. Cambridge, MA: MIT Press.
Gentner, D. & Smith, L. (2012). Analogical reasoning. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (2nd Ed.) pp. 130-136, Oxford: Elsevier.
Gopnik, A. (1996). The scientist as a child. Philosophy of science, 63, 4, 485-514.
Gopnik, A. (2004). Finding our inner scientist. Daedalus 133, 1, 21-28.
Gopnik (2010). How babies think. Scientific American, 76-81.
Gopnik, A. (2012). Le bébé philosophe. Paris: Le Pommier.
Gopnik, A. (2012). Scientific thinking in young children. Theoretical advances, empirical research and policy implications. Science, 337, 6102, 1623-1627.
Gopnik, A. & Glymour, C. (2002). Causal maps and Bayes nets: A cognitive and computational account of theory-formation. In P. Carruthers, S. Stich, M. Siegal (Eds.), The cognitive basis of science. Cambridge: Cambridge University Press. 117-132.
Gopnik, A., Meltzoff, A.N., & Kuhl, P.K. (2007). Comment pensent les bébs? Paris: Le Pommier.
Gopnik, A. & Sobel, D. (2000). Detecting blickets: How young children use information about novel causal powers in categorization and induction. Child Development, 71, 5, 1205-1222.
Gopnik, A., Sobel, D. M., Schulz, L. E., & Glymour, C. (2001). Causal learning mechanisms in very young children: Two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 620–629.
Gopnik, A., Glymour, C., Sobel, D.M., Schulz, L.E., Kushnir, T., Danks, D. (2004). A theory of causal learning in children: causal maps and Bayes nets. Psychol. Rev., 111, 3–32.
Goswami, U. (1991). Analogical Reasoning: What develops? A review of research and theory. Child Development, 62, 1-22.
Goswami, U. (1996). Analogical reasoning and cognitive development. Adv Child Dev Behav, 26, 91-138.
Goswami, U. (2008). Cognitive Development: The Learning Brain. Psychology Press, Taylor & Francis.
Goswami, U. & Brown, A.L. (1989). Melting chocolate and melting snowmen: Analogical reasoning and causal relations. Cognition, 35, 69–95.
Heider, F. & Simmel, M. (1944). An experimental study of apparent behaviour. American Journal of Psychology, 13.
Hofstadter, D., & Sander, E. (2013). L'Analogie : cœur de la pensée, Paris: Odile Jacob.
Holyoak, K.L., & Thagard, P. (1995). Mental leaps: Analogy in creative thought. Cambridge, MA: MIT Press.
Kurtz, K, Miao, C.H., Gentner, D. (2001). Learning by analogical bootstrapping. Journal of the learning sciences, 10, 417-446.
Kushnir, T. & Gopnik, A. (2007). Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions. Developmental psychology, 43, 1, 186-196.
Kushnir, T., Xu, F. & Wellman, H. M. (2010). Young children use statistical sampling to infer the preferences of others. Psychological Science, 21, 1134- 1140.
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
Leslie, A.M. (1984). Spatiotemporal continuity and the perception of causality in infants. Perception, 13, 287-305.
Leslie, A.M. & Keeble, S. (1987). Do six-month-old infants perceive causality. Cognition, 25.
Michotte, A. (1946). La Perception de la Causalite. Louvain: Institut Superieur de Philosophie.
Nersessian, N. (1984). Faraday to Einstein. Constructing meaning in scientific theories. New York: Spinger.
Newman, G., Choi, H., Wynn, K., Scholl, B. (2008). The origins of causal perception: Evidence from postdictive processing in infancy. Cognitive psychology, 57, 262-291.
Penn, D., & Povinelli, D. (2007). Causal cognition in human and non-human animals: A comparative, critical review. Annual Review of Psychology, 58, 97-118.
Schlottmann, A., Surian, L. (1999). Do 9-month-olds perceive causation-at-a- distance? Perception, 28, 9, 1105–1113.
Scholl, B. J., & Tremoulet, P. (2000). Perceptual causality and animacy. Trends in Cognitive Sciences, 4, 8, 299-309.
Schulz, L. E., & Gopnik, A. (2004). Causal learning across domains. Developmental Psychology, 40, 162–176.
Schulz, L.E., Bonawitz, E.B. (2007). Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental psychology, 43, 4, 1045-1050.
Schulz, L., Gopnik, A., & Glymour, C. (2007). Preschool children learn about causal structure from conditional interventions. Developmental Science, 10, 3, 322.
Sobel, D. M., Tenenbaum, J. B., & Gopnik, A. (2004). Children’s causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28, 303-333.
Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753–766.
Tomasello, M. & Call, J. (1997). Primate Cognition. Oxford: Oxford University Press.
Wagemans, J., Van Lier, R., & Scholl, B. J. (2006). Introduction to Michotte's heritage in perception and cognition research. Acta Psychologica, 123, 1-2, 1-19.
Xu, F. & Garcia, V. (2008). Intuitive statistics by 8-month-old infants. PNAS, 105, 13, 5213-15215.
Zimmermann, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental review, 27, 172-223.

Learning mechanisms: social learning

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “ theory of mind” ? Cognition, 21, 1, 37–46.
Battro, A. (2010). The teaching brain. Mind, brain, and education, 4, 1, 28-33.
Battro, A., Calero, C.I., Goldin, A.P., Holper, L., Pezzatti, L., Shalom, D.E., Sigman, M. (2013). The cognitive neuroscience of the teacher-student interaction. Mind, brain, and education. 7, 3, 177-181.
Bloom, P. (2004). Descartes’ baby. How the science of child development explains what makes us human. New York: Basic Books.
Bloom, P. (2013). Just Babies: The Origins of Good and Evil. New York: The Crown Publishing Group.
Caro, T.M. & Hauser, M.D. (1992). Is there teaching in nonhuman animals? Q. Rev. Biol. 67, 151–17.
Corriveau, K. H. & Harris, P. L. (2009). Choosing your informant: weighting familiarity and recent accuracy. Developmental science, 12, 3, 426-437.
Csibra, G. (2007). Teachers in the wild. Trends in Cognitive Sciences, 11, 95-96.
Csibra, G. & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13, 4,148-53.
Csibra, G. & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society of London B Biological Sciences, 12, 366, 1149-1157.
Dawkins, R. (2006). The God Delusion. Boston: Houghton Mifflin.
De Waal, F. (2001). The Ape and the Sushi Master, Cultural reflections by a primatologist. New York: Basic Books.
Gergely, G., Bekkering, H., Kirali, I. (2002). Developmental psychology: Rational imitation in preverbal infants. Nature, 415, 755.
Gergely, G. & Csibra, G. (2006). Sylvia's recipe: The role of imitation and pedagogy in the transmission of human culture. In: NJ Enfield, SC Levinson (Eds.). Roots of Human Sociality: Culture, Cognition, and Human Interaction. Oxford: Berg Publisher. 2006. p. 229-55.
Gopnik, A. (2012). Le bébé philosophe. Paris: Le Pommier.
Gopnik, A., Meltzoff, A.N., & Kuhl, P.K. (2007). Comment pensent les bébs? Paris: Le Pommier.
Goswami, U. (2008). Cognitive Development: The Learning Brain. Psychology Press, Taylor & Francis.
Harris, P. (2007). Trust. Developmental science, 10, 135-138.
Harris, P. (2012). Trusting what you’re told: How children learn from others. Belknap Press.
Harris, P. & Corriveau, K. (2011). Young children’s selective trust in informants. Proceedings of the Royal Society B, 366, 1179-1190.
Harris, P. & Koenig, M. (2006). Trust in testimony : How children learn about science and religion. Child development, 77, 505-524.
Herrmann, E., Call, J., Hernandez-Lloreda, M.V., Hare, B., Tomasello, M. (2007). Humans have evolved specialized skills of social cognition: the cultural intelligence hypothesis. Science, 317, 1360-1366.
Hoppitt, W., Brown, G.R., Kendal, R., Rendell, L., Thornton, A., Webster, M.M., Laland, K.N. (2008). Lessons from animal teaching. Trends in ecology and evolution, 3, 29, 486-493.
Houdé, O. (2004). La Psychologie de l’enfant. Paris: PUF.
Meltzoff, A.N., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. The Philosophical Transactions of the Royal Society, 358, 491-500.
Meltzoff, A.N. & Moore, M.K. (1983). Newborn Infants Imitate Adult Facial Gestures, Child Development, 54, 702-709.
Meltzoff, A.N., & Prinz, W. (Eds.) (2002). The imitative mind: Development, evolution, and brain bases. Cambridge, UK: Cambridge University Press.
Pagel, M. (2012). Wired for Culture: Origins of the Human Social Mind. New York: W. W. Norton & Company.
Racoczy, H., Warneken, F., Tomasello, M. (2008). The sources of normativity. Young children’s awareness of the normative structure of games. Developmental psychology, 44, 875-881.
Repacholi, B. & Gopnik, A. (1997). Early reasoning about desires: evidence from 14-and 18-month-olds., 33, 1, 12.
Rizzolatti, G. & Craighero, L. (2004). The mirror neuron system. Annual Review of Neuroscience, 27, 169-92.
Skerry, A., (2013). The origins of pedagogy: developmental and evolutionary perspectives. Evolutionary psychology, 11, 3, 550-571.
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., Wilson, D. (2010). Epistemic vigilance. Mind & Language, 25, 359–393.
Sterelny, K. (2012). The evolved apprentice. Cambridge, MA: MIT Press.
Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In D. Pillemer & S. White (Eds.), Developmental psychology and social change, pp. 368-388. New York: Cambridge University Press.
Strauss, S. & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6, 4, 186-196.
Thornton, A. & Raihani, N.J. 2008. The evolution of teaching. Animal Behaviour, 75, 1823-1836.
Tomasello, M. (1999). The Cultural Origins of Human Cognition. Harvard University Press.
Tomasello, M. (2009). Why we cooperate. Cambridge, MA : MIT Press.
Tomasello, M., Carpenter, M., Call, J., Behne, T., Moll, H. (2005).
Understanding and sharing intentions: The origins of cultural cognition.
Behavioral and Brain Sciences, 28, 675-735.
Tomasello, M. & Herrmann, E. (2010). Ape and human cognition: What's the difference? Current Directions in Psychological Research, 19, 3-8.
Tomasello, M., Kruger, A., & Ratner, H. (1993). Cultural learning. Behavioral and brain sciences, 16, 492-552.
Tomasello, M. & Rakoczy, H. (2003). What makes human cognition unique ? From individual to shared intentionality. Mind and Language, 18, 121-147.
Whiten, A. (2005). The second inheritance system of chimpanzees and humans. Nature, 437, 52–55.
Whiten, A. & von Schalk, C.P. (2007). The evolution of animal cultures and social intelligence. Philosophical transactions of the Royal Society B, 362, 1480, 603-620.

Folk knowledge

Atran, S. (1999). Folkbiology. In R. Wilson and F. Keil (Eds.), The MIT Encyclopedia of the Cognitive Sciences, pp. 316-317. Cambridge, MA: MIT Press.
Atran, S., Medin, D.L, & Ross, N. (2004). Evolution and Devolution of Knowledge: A Tale of Two Biologies. Journal of the Royal Anthropological Institute, 10, 2, 395-420.
Au, T.K. (1994). Developing an intuitive understanding of substance kinds. Cognitive Psychology, 27, 71–111.
Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140.
Baillargeon, R. (2002). The acquisition of physical knowledge in infancy: A summary in eight lessons. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 46-83). Oxford: Blackwell.
Baillargeon, R. (2004). Infants' physical world. Current Directions in Psychological Science, 13, 89-94.
Baillargeon, R., & Carey S. (2012). Core cognition and beyond: The acquisition of physical and numerical knowledge. In S. Pauen (Ed.), Early childhood development and later outcome, pp. 33-65. London: Cambridge University Press.
Baillargeon, R., Kotovsky, L., & Needham, A. (1995). The acquisition of physical knowledge in infancy. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 79-116). Oxford: Clarendon Press.
Baillargeon, R., Li, J., Gertner, Y., & Wu, D. (2011). How do infants reason about physical events? In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development, second edition (pp. 11-48). Oxford: Blackwell.
Barkow, J., Cosmides, L., Tooby, J. (1997). The adapted mind. Oxford University Press.
Baron-Cohen, S. (1995). Mindblindness: an essay on autism and theory of mind. Cambridge, MA: MIT Press.
Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37–46.
Baumard, N. (2013). Faut-il de la morale à l’école ? Cerveau et psycho, 58, 10-11.
Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.
Bloom, P. (2010). How Pleasure Works: The new science of why we like what we like. New York: Norton.
Bloom, P. (2010). The Pleasures of Imagination. The Chronical of Higher Education.
Bloom, P. & German, T.P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25-B31.
Buss, D. M. (1995). Evolutionary psychology: A new paradigm for psychological science. Psychological Inquiry, 6, 1-30.
Buss, D.M. (2005). The Handbook of Evolutionary Psychology. Hoboken: Wiley, 2005.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
Carey, S. (2000). The origin of concepts. Journal of Cognition and Development, 1, 37-41.
Carey, S. (2009). The origin of concepts. Oxford: Oxford University Press.
Carey, S. (2011). The Origin of Concepts: A précis. Behavioral and Brain Sciences, 34, 113-167.
Carey, S. & Spelke, E. (1996). Science and core knowledge. Philosophy of science, 63, 4, 515-533.
Cosmides, L. & Tooby, J. (n.d.). Evolutionary psychology : A primer. Center for evolutionary psychology. http://homes.ieu.edu.tr/hcetinkaya/EvPsychPrimer.pdf
Cosmides, L. & Tooby, J. (2013). Evolutionary psychology: New perspectives on cognition and motivation. Annual Review of Psychology, 64, 201-229.
Dawson-Tunik, T. L., Commons, M., Wilson, M., and Fischer, K. W. (2005). The shape of development. European Journal of Developmental Psychology, 2, 163–195.
Dehaene, S. (1997). La bosse des maths. Paris : Odile Jacob.
Dehaene, S., Izard, V., Spelke, E.S., & Pica, P. (2008). Log or linear? Distinct intuitions of the number scale in Western and Amazonian cultures. Science, 320, 5880, 1213-1216.
di Sessa A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10, 105–225.
Driver, R., Guesne, E., & Tiberghien, A. (Eds.) (1985). Children's ideas in science. Milton Keynes: Open University Press.
Estes, D., Wellman, H., & Woolley, J. (1989). Children's understanding of mental phenomena. In H.W. Reese (Ed.), Advances in Child Development and Behavior (pp. 41-89). New York: Academic Press.
Fischer, K. W. & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. In R.M. Lerner (ed.) and W. Damon (Series ed.), Handbook of Child Psychology: Vol. I. Theoretical Models of Human Development, pp. 467–561. New York: Wiley.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 21-29). Hillside, NJ: Lawrence Erlbaum Associates.
Flavell, J. (1986). The development of children's knowledge about the appearance–reality distinction. American Psychologist, 41, 4, 418-425.
Flavell, J., Green, F., Flavell, E., (1986). Development of Knowledge about the Appearance-Reality Distinction. Monographs of the Society for Research in Child Development, 51, 1.
Gelman, R. (1990). First principles organize attention to and learning about relevant data: number and the animate-inanimate distinction as examples. Cognitive Science 14, 79–106.
Gelman, S.A. (1996). Concepts and theories. In Perceptual and cognitive development, eds. R. Gelman and T.K. Au. New York: Academic Press.
Gelman, S.A. (2003). The essential child: Origins of essentialism in everyday thought. Oxford: Oxford University Press.
Gelman, R. (2004). Psychological essentialism in children. Trends in cognitive neuroscience, 8, 9, 405-409.
Gelman, S.A., and Markman, E. (1986). Categories and induction in young children. Cognition, 23, 183-209.
Gelman, S.A., and Markman, E.M. (1987). Young children’s inductions from natural kinds: The role of categories and appearances. Child Development, 58, 1532-1541.
Gelman, S. A., & Opfer, J. (2002). Development of the animate-inanimate distinction. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 151-166). Malden, MA: Blackwell.
Gelman, S.A. and Wellman, H.M. (1991). Insides and essences: early understandings of the nonobvious. Cognition, 38, 213–244.
Gopnik, A. (1993). How we know our own minds: the illusion of first person knowledge of intentionality, Behavioral and Brain Sciences, 16, 1-14.
Halpern, D. F. (1996). Thought and knowledge: An introduction to critical thinking. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Hirschfeld, L.A. & Gelman, S.A. (Eds.) (1994). Mapping the mind: Domain specificity in cognition and culture. New York: Cambridge University Press.
Hood, B.M. & Bloom, P. (2008). Children prefer certain individuals over perfect duplicates. Cognition, 106, 455-462.
Hood, B.M., Gjersoe, N.L., & Bloom, P. (2012). Do children think that duplicating the body also duplicates the mind? Cognition, 125, 466-474.
Houdé, (2006). La psychologie de l’enfant, 40 ans après Piaget. Sciences Humaines, 3.
Karmiloff-Smith, A. (1996). Beyond modularity. A developmental perspective on cognitive science. Cambridge, MA : MIT Pres.
Keil, F.C. (1992). The origins of an autonomous biology. In M. Gunnar and M. Maratsos (Eds.), Modularity and constraints in language and cognition: The Minnesota Symposia. Hilldale, N.J.: Earlbaum.
Keil, F.C. (2003). That’s life: Coming to understand biology. Human Development, 46, 369–377.
Keil, F.C. (2007). Biology and Beyond: Domain Specificity in a Broader Developmental Context. Human Development, 50, 31–38.
Keil, F.C. (2010). The feasibility of folk science. Cognitive Science, 34, 826-862.
Kind, V. (2004). Beyond appearances: students’ misconceptions about basic chemical ideas. Report for the Royal Society of Chemistry.
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Difficulties in science learning - that come from others

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Difficulties in science learning - that come from previous knowledge: preconceptions, misconceptions, conceptual change

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Difficulties in science learning - related to the development of scientific, experimental reasoning skills

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Scientific cognition

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The unnatural nature of science

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Scaffolds for scientific cognition

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Teaching science

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Contributions from studies in cognitive science

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Teaching the nature of science

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McComas, W.F. (1996). Ten Myths of Science; Reexamining What We Think We Know About the Nature of Science. School Science and Mathematics, 96, 1, 10-16.
McComas, W.F. (1998). The Nature of Science in Science Education: Rationales and Strategies. Boston: Kluwer Academic Publishers.
McComas, W.F. (2002). Science and its myths. In M. Shermer (Ed.), The Skeptics encyclopedia of pseudoscience, pp. 430-442. Santa Barbara, CA: ABC CLIO Press. Also published as The Principle Elements of the Nature of Science: Dispelling the Myths in the California Journal of Science Education (2005) 5, 2, 37-67.
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Strategies for teaching the nature of science

AAVV (2004). Feynman, le génie magicien. Pour la science, 19, mai-août.
Abd-el-Khalick, F.S., & Lederman, N.G. (2000). Improving science teachers' conceptions of nature of science: a critical review of the literature. International journal of science education, 22, 7, 665-701.
Bachelard, G. (1934). Le Nouvel Esprit scientifique. Paris: Éditions Alcan.
Bachelard, G. (1938). La Formation de l'esprit scientifique. Contribution à une psychanalyse de la connaissance objective. Paris: Éditions Vrin.
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Edwards v. Aguillard, 482 U.S. 578 (1987).
Feynman, R.P. (1988). What Do You Care What Other People Think? Further Adventures of a Curious Character. New York: W. W. Norton & Co.
Feynman, R.P. (1999). The Meaning of It All: Thoughts of a Citizen Scientist, Perseus Books Publishing.
Feynman, R.P. (2000). Entretien avec Richard Feynman. Le savant, le génie et la fantaisie. La Recherche, 99. http://www.larecherche.fr/actualite/aussi/entretien-richard-feynman-savant-genie-fantaisie-texte-01-05-2000-77948.
Feynman, R. (2007). The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman. Perseus Books Publishing.
Feynman, R.P. (2010). Surely You're Joking, Mr. Feynman! Adventures of a Curious Character. New York: W. W. Norton & Co.
Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of research in science teaching, 29, 4, 331-359.
Lederman, N., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Towards valid and meaningful assessment of learners’ conceptions of the nature of science. Journal of Research in Science Teaching, 39, 6, 497–521.
McComas, W.F. (1996). Ten Myths of Science; Reexamining What We Think We Know About the Nature of Science. School Science and Mathematics, 96, 1, 10-16.
McComas, W. (1998). The Nature of Science in Science Education: Rationales and Strategies. Boston: Kluwer Academic Publishers.
McComas, W.F. & Olson, J. (1998). The nature of science in international science education standards documents. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83–126). Dordrecht: Kluwer.
NRC (2012). A framework for K-12 science education. Washington, DC: National Academies Press.
NRC (2013). Next generation science standards. Washington, DC: National Academies Press.
Osborne, J.F., Collins, S., Ratcliffe, M., Millar, R., Duschl, R.. (2003). What ‘ideas-about-science’ should be taught in school science? A delphi study of the ‘Expert’ community. Journal of Research in Science Teaching, 40, 7, 692–720.
Pigliucci, M. (2010). Nonsense on stilts : How to tell science from bunk. Chicago : University of Chicago Press.
Rothman, M. A. (1992). The science gap. Buffalo: Prometheus Books.
Sagan, C. (1996). The demon haunted world : Science as a candle in the dark. New York : Random House.
Smith, M., Lederman, N.G., Bell, R., McComas, W.F., & Clough, M. (1997). How great is the disagreement about the nature of science: A response to Alters. Journal of Research in Science Teaching, 34, 1101–1103.
Wolpert, L., & Richards, A. (1988). A Passion for Science. Oxford, England: Oxford University Press.

Naturalizing the nature of science

Barnes, B., Bloor, D., Henry, J. (1996). Scientific knowledge: A sociological analysis. Chicago, IL: University of Chicago Press.
Bechtel, W. (1988). Philosophy of science: An overview for cognitive science. Hillsdale, NJ: Erlbaum.
Carruthers, P., Stich, S., Siegal, M. (2002). The cognitive basis of science. Cambridge : Cambridge University Press.
Cayley, D. (2009). Ideas on the nature of science. Toronto : Goose Lane Editions.
Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434.
Dunbar, K. (1995). How scientists really reason: Scientific reasoning in
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Dunbar, K. (2002). Understanding the role of cognition in science: The science as category framework. In: Carruthers, P, Stich, S., Siegal, M. (eds.). The cognitive basis of science. Cambridge: Cambridge University Press.
Dunbar, K. & Klahr, D. (1989). Developmental differences in scientific discovery strategies. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 109–143). Hillsdale, NJ: Lawrence Erlbaum.
Duschl, R.A. & Grandy, R. (Eds.). (2008). Teaching scientific inquiry: Recommendations for research and implementation. Rotterdam: Sense Publishers.
Duschl, R. A. & Grandy, R. (2012). Two views about explicitly teaching nature of science. Science & Education, 1-31.
Feist, G.J. (2006). The Psychology of Science and the Origins of the Scientific Mind. New Haven, CT: Yale University Press.
Feist, G.J. & Gorman, M.E. (Eds.) (2013). Handbook of the Psychology of Science. New York: Springer Publishing.
Giere, R. (1988). Explaining science. Chicago/London : The University of Chigago Press.
Giere, R. (Ed.) (1992). Cognitive Models of Science. Minnesota studies in the Philosophy of Science. Minneapolis, MN: University of Minnesota Press.
Giere, R. (2002). Scientific cognition and distributed cognition. In: Carruthers, P, Stich, S., Siegal, M. (eds.). The cognitive basis of science. Cambridge: Cambridge University Press.
Giere, R. (2003). A new program for philosophy of science ? Philosophy of science, 70, 1, 15-21.
Klahr, D. (2009) “To every thing there is a season, and a time to every purpose under the heavens”: What about Direct Instruction? In S. Tobias and T. M. Duffy (Eds.) Constructivist Theory Applied to Instruction: Success or Failure? London: Taylor and Francis.
Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1, 1-55.
Klahr, D., Fay, A., & Dunbar, K. (1993). Heuristics for scientific experimentation: A developmental study. Cognitive Psychology, 25, 111–146.
Klahr, D. & Li, J. (2005). Cognitive Research and Elementary Science Instruction: From the laboratory, to the classroom, and back. Journal of Science Education and Technology, 4, 2, 217-238.
Klahr, D. & Simon, H. A. (1999). Studies of Scientific Discovery: Complementary Approaches and Convergent Findings. Psychological Bulletin, 125, 5, 524-543.
Klahr, D., & Simon, H. A. (2001). What have psychologists (and others) discovered about the process of scientific discovery? Current directions in psychological science, 10, 3, 75-79.
Knorr-Cetina, K. (1981). The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science. Oxford: Pergamon Press.
Kuhn, D. (2001). How do people know? Psychological Science, 12, 1–8.
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Kuhn, D. & Park, S. H. (2005). Epistemological understanding and development of intellectual values. International Journal of Educational Research, 43, 3, 111-124.
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Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers Through Society, Cambridge, MA: Harvard University Press.
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Li, J. & Klahr, D. (2006). The Psychology of Scientific Thinking: Implications for Science Teaching and Learning. In J. Rhoton & P. Shane (Eds.) Teaching Science in the 21stCentury. Arlington, VA: NSTA Press.
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Nersessian, N.J. (2008) Creating Scientific Concepts. Cambridge, MA: MIT Press.
Shapin, S. & Shaffer, S. (1985). Leviathan and the air-pump: Hobbes, Boyle, and the experimental life. Princeton, NJ : Princepton University Press.
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Tweney, R.D. (1993). Steps toward a cognitive science of science (interview with R.D. Tweney). In W. Callebaut, Taking the naturalistic turn, Or, How the new philosophy of science is done, pp. 341-349. Chicago: University of Chicago Press.
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Teaching science for critical thinking

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for New Millennium Learners in OECD countries. Paris : Centre for Educational Research and Innovation (CERI) – OECD.
Bailin, S. (2002). Critical thinking and science education. Science & Education, 11(4), 361–375.
Dewey, J. (1910). How we think. New York: D.C Heath & Co. Publishing.
Holbrook, J. & Rannikmäe, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4, 275 - 288.
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MEN-DEPP (2011). Les compétences des élèves en sciences expérimentales en fin d'école primaire. Note d’information – DEPP – N° 11.05.
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NRC (1996). National science education standards. Washington, DC: National Academies Press.
Pasquinelli, E. (2013). La pensée critique : entre discipline formatrice, enseignement disciplinaire et méthode éducative. Quels apport de la part des sciences de la cognition ? In : A. Firode, J.-F. Goubet, H. Vincent, (éds.) (2013). Les disciplines de la pensée. Artois : Artois Presses Université.
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Strategies for teaching critical thinking, indirectly

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Strategies for teaching critical thinking, directly

Bailin, S. (2002). Critical thinking and science education. Science & Education, 11(4), 361–375.
Bailin, S., Case, R., Coombs, J.R., & Daniels, L.B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302.
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Block, R.A. (1985). Education and thinking skills reconsidered. American psychologist, 40, 574-575.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academies Press.
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Bruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.
Chase, W.G. & Simon, Herbert A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81.
Chi, M.T., Feltovich, P.J., Glaser, R. (1981). Categorization and representation of physics problems by experts and novices". Cognitive Science, 5, 2, 121–152.
Cosmides, L. & Tooby, J. (n.d.). Evolutionary psychology : A primer. Center for evolutionary psychology. http://homes.ieu.edu.tr/hcetinkaya/EvPsychPrimer.pdf
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Crow, L.W. (ed.) (1989), Enhancing Critical Thinking in the Sciences. Arlington, VA: NSTA.
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De Bono, E. (1985). Six thinking hats. Boston : Little Brown and Company.
deGroot, A. (1965). Thought and choice in chess. The Hague : Mouton.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
Ennis, R.H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 3, 4-10.
Ennis, R.H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice-Hall.
Evans, J. St. B. T. (1993). Bias and rationality. In: K.I. Mantkelow & D. E. Over (eds.), Rationality, pp. 6-30. London: Routledge. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: The California Academic Press.
Facione, P. A. (1991). Using the California critical thinking skills test in research, evaluation, and assessment. Millbrae, CA: The California Academic Press.
Facione, P.A., Facione, N.C., Giancarlo, C.A. (2000). The disposition toward critical thinking: its character, measurement, and relationship to critical thinking skills. Informal Logic, 20, 1, 61-84.
Feuerstein, R. (1980). Instrumental Enrichment: An intervention program for cognitive modifiability. In collaboration with Y. Rand, M.B. Hoffman, & R. Miller. Baltimore, MD: University Park Press.
Fong, G.T., Kranz, D.H., Nisbett, R.E. (1986). The effects of statistical training in thinking about everyday problems. Cognitive psychology, 18, 253-292.
Fox, L.S., Marsh, G., & Crandall, J.C., Jr. (1983). The effect of college classroom experiences on formal operational thinking. Paper presented at the Annual convention of the Western psychological association, San Francisco.
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Gilovich, T. (1991). How we know what isn't so: The fallibility of human reason in everyday life. New York: The Free Press.
Glaser, E. (1941). An Experiment in the Development of Critical Thinking. New York, Bureau of Publications, Teachers College, Columbia University.
Halpern, D. (2002). Thought and knowledge : An introduction to critical thinking. Hove: Psychology Press.
Halpern, D. F. & Riggio, H. (2003). Thinking critically about critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers.
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Kronholm, M. M. (1993). The impact of developmental instruction on Reflective Judgment. Review of Higher Education, 19, 199-255.
Jepson, C., Krantz, D.H., & Nisbett, R.E. (1993). Inductive reasoning: Competence or skill? In R. E. Nisbett (Ed.), Rules for reasoning, pp. 70-89. Hillsdale, NJ: Lawrence Erlbaum.
Lai, E.R. (2011). Critical thinking. A literature review. Research report : Pearson.
Lehman, D.R., Lempert, R.O., Nisbett, R.E. (1988). The effects of graduate training on reasoning : Formal discipline and thinking about everyday-life events. American psychologist, 43, 431-442.
Leming, J. (1998). Some critical thoughts about the teaching of critical thinking. The social studies, 89, 2, 61-66.
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McPeck, J. (1981). Critical Thinking and Education. New York: St. Martin's Press.
McPeck, J. (1990). Critical Thinking and Subject Specificity; A Reply to Ennis, Educational Researcher, 19, 10–12.
Nisbett (Ed.) (1993). Rules for reasoning. Hillsdale, NJ: Lawrence Erlbaum.
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Paul, R. (1982). Teaching critical thinking in the strong sense: a focus on self-deception, world views, and a dialectical mode of analysis. Informal logic, 4, 3-7.
Paul, R. (1990). Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World, Center for Critical Thinking and Moral Critique, Rohnert Park, California.
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Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53, 1, 41–48.
Wason, P.C. (1966). Reasoning. In: Foss, B. M., New horizons in psychology. Harmondsworth: Penguin.
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Willingham, D.T. (2006). How knowledge helps. American Educator, Spring, 30-37.
Willingham, D.T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 8–19.
Willingham, D.T. (2009). Why Don’t Students Like School: Because the mind is not designed for thinking. American Educator, Spring, 4-13.
Willingham, D.T. (2010). Why children don’t like school ? New York : Jossey Bass.

Critical thinking as expertise and vigilance

Bailin, S. (2002). Critical thinking and science education. Science & Education, 11(4), 361–375.
Ericcson, A.K. & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 8, 725-747.
Ericsson, A.K., Charness, N., Feltovich, P., Hoffman, R.R. (2006). Cambridge handbook on expertise and expert performance. Cambridge, UK: Cambridge University Press.
Ericsson, A.K., Prietula, M.J., Cokely, E.T. (2007). The making of an expert. Harvard Business Review.
Evidence-Based Medicine Working Group (1992). Evidence-Based Medicine: A New Approach to Teaching the Practice of Medicine. Evidence-Based Medicine Working Group. JAMA, 268, 17, 2420-2425.
Goldman, A. (1999). Knowledge in a social world. Oxford : Oxford University Press.
Lilienfeld, S. O., Lohr, J. M., & Morier, D. (2001). The teaching of courses in the science and pseudoscience of psychology. Useful resources. Teaching of Psychology, 28, 3, 182-191.
Resnick, L. (1987). Education and learning to think. Washington, DC: National Academies Press.
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., Wilson, D. (2010). Epistemic vigilance. Mind & Language, 25, 359–393.
Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53, 1, 41–48.
Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 8–19.

teaching about cognition and education

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