|
Anderson,
R.C. & Ausubel, D.P. (1965). Readings in the Psychology of Cognition.
New York : Holt, Rinehart and Winston, Inc.
|
|
Ausubel,
D.P., Sullivan, E.V., & Ives, S.W. (1980). Theory and Problems
of Child Development New York: Grune & Strattion.
|
|
Ausubel,
D.P. (1980). Educational Psychology: A Cognitive View. New York:
Holt, Rinehart and Winston, Inc.
|
|
Bode,
B.H. (1929). Conflicting Psychologies of Learning. New York: D.C
Heath and Company.
|
| Bruner,
J. (1984). Vygotsky's zone of proximal development: The hidden agenda. New
Directions for Child Development, 23, 93-97. |
|
Charlesworth,
W.R. (1995). An evolutionary approach to cognition and learning. In C.A.
Nelson (Editor) Basic and applied perspectives on learning, cognition
and development. Mahwah, NJ: Lawrence Erlbaum Associates.
|
|
Festinger,
L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford
University Press.
|
|
Gagne,
R.M. (1985). The Conditions of Learning and Theory of Instruction.
Fort Worth, TX: Holt, Rinehart, and Winston, Inc.
|
|
Gardner,
H. (1993). Multiple Intelligences: The theory in practice. New
York: Basic Books, Inc.
|
| Gredler,
M.E. (1997). Learning and instruction: Theory into practice. Upper Saddle
River, NJ: Printice-Hall, Inc. |
|
Hull,
C.L. (1943). Principles of Behavior: An Introduction to Behavior Theory.
New York: D. Appleton-Century Company.
|
|
Koffka,
K. (1935 ). Principles of Gestalt Psychology. New York: Harcourt,
Brace & Company.
|
|
Kohler,
W. (1947). Gestalt Psychology. New York: The New American Library
of World Literature, Inc.
|
| Luria,
A. (1994). The problem of the cultural behaviour of the child. In R. van
der Veer & J. Valsiner (editors). The Vygotsky Reader. Cambridge, MA:
Blackwell Publishers. 46-56. |
|
McCarthy
Gallagher, J. & Reid, D.K. (1981). The Learning Theory of Piaget
and Inhelder. Monterey, CA: Brooks/Cole Publishing Company.
|
|
Murray,
F.B. (1984) The application of theories of cognitive development. In B.
Gholson & T. Rosenthal (Editors) Applications of cognitive-developmental
theory. Orlando, FL: Academic Press, Inc.
|
|
Piaget,
J. (1970). Genetic Epistemology. New York: Columbia University
Press.
|
| Piaget,
J. (1977). Science of education and the psychology of the child. In H.E.
Gruber and J.J. Voneche (Editors). The Essential Piaget. New York:
Basic Books Inc. |
|
Piaget,
J. & Inhelder, B. (1969). The Psychology of the Child. Basic
Books, Inc.: New York.
|
|
Popper,
K.R. (1977). The Self and Its Brain. Springer International: New
York.
|
|
Skinner,
B.F. (1953). Science and Human Behavior. New York: The Free Press.
|
|
Skinner,
B.F. (1974). About Behaviorism. New York: Alfred A. Knopf.
|
|
Symonds,
P.M. (1936). Education and the Psychology of Thinking. New York:
McGraw-Hill Book Company, Inc.
|
| Twomey
Fosnot, C. (1996). Constructivism: A psychological theory of learning. In
C. Twomey Fosnot (Ed.), Constructivism: Theory, perspectives, and practice.
(pp. 8-33). New York: Teachers College Press. |
|
von
Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C.
Twomey Fosnot (Ed.), Constructivism: Theory, perspectives, and practice.
(pp. 3-7). New York: Teachers College Press.
|
| Vygotsky,
L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press. |
| Vygotsky,L.
(1994). The problem of the cultural development of the child. In R. van
der Veer & J. Valsiner (editors). The Vygotsky Reader. Cambridge, MA:
Blackwell Publishers. 57-71. |
|
Wertheimer,
M. (1959). Productive Thinking (Enlarged Edition). New York: Harper
& Brothers Publishers.
|