Cognitive Science/Novice to Expert References
Bargh, J. A. & Morsella, E. (2008). The unconscious mind. Perspectives on Psychological Science,
3, 1, 73-79.
Ericsson, K.A., Charness, N., Feltovich , P.J.. & Hoffman, R. R. Eds. (2006). The Cambridge
handbook of expertise and expert performance. Cambridge, UK: Cambridge University
Press.
Feltovich, P.J., Prietula, M.J., & Ericsson, K.A. (2006). Studies of expertise from psychological
perspectives. In K.A. Ericsson, N. Charness, P.J. Feltovich. & R. R. Hoffman, Eds., The
Cambridge handbook of expertise and expert performance (pp. 41-68). Cambridge, UK:
Cambridge University Press.
Geary, D. C. (1995). Reflections of evolution and culture in children's cognition: implications for
mathematical development and instruction. American Psychologist, 50. 1, 24-37.
Geary, D.C. (2005). The origin of mind: evolution of brain, cognition, and general intelligence.
Washington DC: American Psychological Association.
Lindner, R. W., Carson, R. R., Dooley, C. J. & La Prad, J. G. (Feb., 2011). A model of expertise in
teaching: defining a developmental sequence for programs, administrators,
policymakers and researchers. Interactive dialogue session accepted for presentation at
the American Association for Colleges of Teacher Education annual (AACTE) convention,
San Diego, CA.
Pinker, S. (1997). How the mind works. NY: W. W. Norton.
St. B. T. Evans, J. (2008). Dual-processing accounts of reasoning, judgment, and social
cognition. Annual Review of Psychology, 59, 255-278.
Willingham, D. T. (2009). Why students don’t like school: a cognitive scientist answers questions
about how the mind works and what it means for the classroom. San Francisco, CA:
Jossey-Bass.
References About the
Infusion of Cognitive Science and the “Big Ideas” Framework into the Teacher
and Professional Education Curriculum at WIU
Duschl, R. A., Schweingruber, H. A., & Shouse, A. (Eds.). (2007). Taking science to school:
Learning and teaching science in grades K-8. Washington, D.C.: National Academy
Press.
Pellegrino, J. W. (2006). Rethinking and redesigning curriculum, instruction and assessment:
what contemporary research and theory suggests. Paper commissioned by the National
Center on Education and the Economy for the New Commission on the Skills of the
American Workforce.