8. Bibliographie

Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1(2), 126-133. C5

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston. B5

Baker, R. S. (2016). Stupid tutoring systems, intelligent humans. International Journal of Artificial Intelligence in Education, 26(2), 600-614. B7

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. E2

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. G3

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons. F4

Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International Universities Press. G1

Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. Review of Educational Research, 51(2), 247-275. C5

Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221-252. D4

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK). F2

Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. Healy, S. Kosslyn, & R. Shiffrin (Eds.), From learning processes to cognitive processes: Essays in honor of William K. Estes (Vol. 2, pp. 35-67). Erlbaum. C3

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. A5

Blakeslee, S. (2004). The CRAAP test. LOEX Quarterly, 31(3), 4. D2

Boch, F., & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, 16, 101-113. B3

Boud, D. (1995). Enhancing learning through self-assessment. Kogan Page. E2

Boud, D., & Molloy, E. (2013). Feedback in higher and professional education: Understanding it and doing it well. Routledge. F3

Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726. B5

Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Teaching students to navigate the online landscape. Social Education, 82(4), 219-221. D2

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. Jossey-Bass. F4

Buzan, T. (1974). Use your head. BBC Books. B4, C6

Buysse, D. J. (2014). Sleep health: Can we define it? Does it matter? Sleep, 37(1), 9-17. G4

Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477. B5, D4

Cirillo, F. (2006). The Pomodoro Technique. FC Garage. B1, G5

Clear, J. (2018). Atomic Habits: An easy & proven way to build good habits & break bad ones. Penguin Random House. A1, A4

Covey, S. R. (1989). The 7 habits of highly effective people. Free Press. A1, A2

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row. B1, B2, G3

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(1), 61. B4

Davidson, R. J., & Lutz, A. (2008). Buddha's brain: Neuroplasticity and meditation. IEEE Signal Processing Magazine, 25(1), 176-174. G2

De Bono, E. (1985). Six thinking hats. Little, Brown and Company. F5

De Bono, E. (1992). Serious creativity: Using the power of lateral thinking to create new ideas. HarperCollins. D5

Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36. A3

Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Random House. A1

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. C1, [C4](<4.3.4. Repet espacee

.md>)

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. A5, E2

Ebbinghaus, H. (1885). Über das gedächtnis: Untersuchungen zur experimentellen psychologie. Duncker & Humblot. C4

Eberle, B. (1996). Scamper: Games for imagination development. Prufrock Press. D5

Eisenhower, D. D. (1954, August 19). Address at the Second Assembly of the World Council of Churches, Evanston, Illinois. A2

Ellis, A. (1962). Reason and emotion in psychotherapy. Lyle Stuart. G1

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389. A4

Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the 'mind map' study technique. Medical Education, 36(5), 426-431. B4

Fisher, R. (1998). Teaching thinking: Philosophical enquiry in the classroom. Continuum. D3

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. E1

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books. C6

Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7(2), 155-170. B6

Gibala, M. J., & Little, J. P. (2010). Just HIT it! A time-efficient exercise strategy to improve muscle insulin sensitivity. The Journal of Physiology, 588(18), 3341-3342. G6

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit. E3

Glynn, S. M. (1994). Teaching science with analogies: A strategy for teachers and textbook authors. Reading Research Report No. 15. B6

Hallowell, E. M. (2005). Overloaded circuits: Why smart people underperform. Harvard Business Review, 83(1), 54-62. B2

Haskell, W. L., Lee, I. M., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A., ... & Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116(9), 1081-1093. G6

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. F3

Hirshkowitz, M., Whiton, K., Albert, S. M., Alessi, C., Bruni, O., DonCarlos, L., ... & Neubauer, D. N. (2015). National Sleep Foundation's sleep time duration recommendations: Methodology and results summary. Sleep Health, 1(1), 40-43. G4

Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. Journal of Learning Analytics, 6(2), 27-52. B7

Holyoak, K. J., & Thagard, P. (1995). Mental leaps: Analogy in creative thought. MIT Press. B6

Hunt, A., & Thomas, D. (1999). The pragmatic programmer: From journeyman to master. Addison-Wesley. D4

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67-73. F1

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta. G1, G2

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. G2

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. C2

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968. C4

Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20(1), 23-32. B3

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. C6, E1

Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23(9), 1297-1317. C2, C4

Lakein, A. (1973). How to get control of your time and your life. Peter H. Wyden. A2

Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31. B4

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall. A3

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. B7

Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40(4), 619-635. B3

Mayer, R. E. (2001). Multimedia learning. Cambridge University

Press. C6

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139. B5

Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall. F2

McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200-206. C3

McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20(4), 516-522. C1

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge. F4

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Stylus Publishing. F1

Michalko, M. (2006). Thinkertoys: A handbook of creative-thinking techniques. Ten Speed Press. F5

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97. C2

Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. E3

Morin, C. M., & Espie, C. A. (2003). Insomnia: A clinical guide to assessment and treatment. Springer. G4

Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. H. (2011). Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments. Psychological Science, 22(12), 1484-1489. A5

Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition, 42(7), 1038-1048. C2

Newell, A., & Simon, H. A. (1972). Human problem solving. Prentice-Hall. D1

Newport, C. (2016). Deep work: Rules for focused success in a distracted world. Grand Central Publishing. B1, B2

Norcross, J. C., & Vangarelli, D. J. (1988). The resolution solution: Longitudinal examination of New Year's change attempts. Journal of Substance Abuse, 1(2), 127-134. A4

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition. C3

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. B2

Osborn, A. F. (1953). Applied imagination: Principles and procedures of creative thinking. Scribner. D5, F5

Overholser, J. C. (1993). Elements of the Socratic method: I. Systematic questioning. Psychotherapy: Theory, Research, Practice, Training, 30(1), 67-74. D3

Paul, R., & Elder, L. (2006). The art of Socratic questioning. Foundation for Critical Thinking. D3

Pauk, W. (1962). How to study in college. Houghton Mifflin. B3

Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton University Press. D1

Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown and Company. G5, G6

Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177-192. B6

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. C3

Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599. B7

Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: A review of comparison studies. The Journal of Alternative and Complementary Medicine, 16(1), 3-12. G6

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. E3

Seppälä, E. (2016). The happiness track: How to apply the science of happiness to accelerate your success. HarperOne. G5

Servant, D. (2009). La relaxation: Nouvelles approches, nouvelles pratiques. Masson. G2

Simon, H. A. (1962). The architecture of complexity. Proceedings of the American Philosophical Society, 106(6), 467-482. D1

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon. F1

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. A4

Suinn, R. M. (1997). Mental practice in sport psychology: Where have we been, where do we go? Clinical Psychology: Science and Practice, 4(3), 189-207. G3

Taylor, S. E., Pham, L. B., Rivkin, I. D., & Armor, D. A. (1998). Harnessing the imagination: Mental simulation, self-regulation, and coping. American Psychologist, 53(4), 429-439. G3

Thomas, E. L., & Robinson, H. A. (1972). Improving reading in every class: A sourcebook for teachers. Allyn & Bacon. C1

Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345. F2

Tracy, B. (2001). Eat that frog!: 21 great ways to stop procrastinating and get more done in less time. Berrett-Koehler Publishers. A2

Walker, M. (2017). Why we sleep: Unlocking the power of sleep and dreams. Scribner. G4

Wang, A. Y., & Thomas, M. H. (1995). Effect of keywords on long-term retention: Help or hindrance? Journal of Educational Psychology, 87(3), 468-475. C5

Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. F3

Williams, M., & Penman, D. (2011). Mindfulness: A practical guide to finding peace in a frantic world. Piatkus. G2

Wineburg, S. (2018). Why learn history (when it's already on your phone). University of Chicago Press. D2

Worthen, J. B., & Hunt, R. R. (2011). Mnemonology: Mnemonics for the 21st century. Psychology Press. C5

Yates, F. A. (1966). The art of memory. University of Chicago Press. C6

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. A5

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. E1, A1

Dernière mise à jour