quarta-feira, 11 de junho de 2014

Referências sobre teorias da aprendizagem

Cá estava eu dando uma rápida pesquisada sobre as obras do Max Wertheimer quando dei de cara com um site com várias referência sobre aprendizagem.

Learning theory references

Anderson, J. (1976). Language, Memory and Thought. Hillsdale, NJ: Erlbaum Associates. 

Anderson, J. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press. 

Anderson, J. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum Associates. 

Anderson, J. (1993). Rules of the Mind. Hillsdale, NJ: Erlbaum. 

Anderson, J.R. ( 1995). Cognitive Psychology and its Implications, Fourth Edition. New York: W.H.Freeman & Company. 

Anderson, R.C. (1977). The notion of schemata and the educational enterprise. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.). Schooling 
and the acquisition of knowldege. Hillsdale, NJ: Erlbaum. 

Argyris, C. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass. 

Argyris, C. (1993) Knowledge for Action. A guide to overcoming barriers to organizational change, San Francisco: Jossey Bass. 

Armstrong, Thomas. (n.d.) Multiple intelligences and adult learning. Retrieved January 11, 2002, from http://www.thomasarmstrong.com/multiple_intelligences.htm 

Ausubel, D.P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View: Springer 

Bache, C. M. (n.d.). What is transformational learning? Retrieved September 13, 2001, from: http://www.noetic.org/Ions/events/translearning.htm 

Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, N.J.: Prentice-Hall. 

Baumgartner, L. M. (2001). An update on transformational learning. New Directions for Adult and Continuing Education, 89, 15-24. Retrieved September 24, 2001 from http://www.esd.edu/~knorum/learningpapers/transform.htm 

Boeree, C. G. (1998). B. F. Skinner. Retrieved September 19, 2003 from http://www.ship.edu/%7Ecgboeree/skinner.html 

Boggs, D. L. (1981). Philosophies at issue. In Kreitlow, B.W. (ed) Examining controversies in adult education. San Francisco: Jossey-Bass. 

Brookfield, S. (1995). Postscript: An agenda for research and policy. In A. Tuinjman (ed.) International Encyclopedia of Education. Oxford: Pergamon Press. 

Brooks, C. T. (n.d.). Component Display Theory. Retrieved March 1, 2003 from http://comp.uark.edu/~brooks/component.html 

Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 53(3), 228-245. 

Brown, J. S., Collins, A., and Diguid, P. (n.d.) Situated Cognition and the Culture of Learning. Retrieved 3/21/03 from http://ilt.columbia.edu/olt/papers/JohnBrown.html 

Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press 

Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press 

Campbell, R. L. (2002). Jean Piaget's Genetic Epistemology: Appreciation and Critique. Retreived from the World Wide Web September 21, 2003 from http://hubcap.clemson.edu/~campber/piaget.html 

Campbell, L., Campbell, B., Dickinson, D. (1999). Teaching and Learning through multiple intelligences. Needham Heights, MA: Allyn & Bacon 

Cena, M. & Mitchell, J. (1998). Anchored instruction: A model for integrating the language arts through content area study. Journal of Adolescent & Adult Literacy, 41, 559-561. 

Clark, M. C. (1993). Transformational learning, New Directions For Adult And Continuing Education, (57), 47-56. 

Collins, A., Brown, J. S., and Holum A. (1991). Cognitive Apprenticeship: Making Thinking Visible. American Educator, Winter 1991. retrieved 3/21/03 from http://www.21learn.org/arch/articles/brown_seely.html 

Costanzo, M. and Paxton, D. (1999). Multiple assessments for multiple intelligences. Focus On Basics, 3(1). Retrieved January 21, 2002 from http://gseweb.harvard.edu/~ncsall/fob/1999/paxton.htm 

Coustan, T. and Rocka, L. (1999). Putting theory into practice. Focus on Basics 3(1). Retrieved January 21, 2002 from http://gseweb.harvard.edu/~ncsall/fob/1999/coustan.htm 

Craig, B. (n.d.) Cognitive Dissonance Theory: Leon Festinger 1919-1989. Retrieved October 21, 2003 from the World Wide Web from http://www.colorado.edu/communication/meta-discourses/Theory/dissonance/sld001.htm 

Craik, F.I.M. (2002). Levels of processing: Past, present ... and future? Memory, 10, 305–318. [Link to http://taylorandfrancis.metapress.com/openurl.asp?genre=article&eissn=1464-0686&volume=10&issue=5&spage=305] 

Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco CA: Jossey-Bass. 

Craik, F.I.M. & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671 - 684. 

Cross, K. P. (1981). Adults as Learners. San Francisco: Jossey-Bass. 

Crotty, T. (1993). The Constructivist Paradigm. Retrieved from the world wide web January 21, 2003 from http://edie.eprost.sfu.ca/it/constructivist-learning 

Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformational Power of adult learning experiences. San Francisco: Jossey-Bass. 

Daloz, L.A. (1999). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass. 

DeMar, G. (n.d.). Behaviorism.Retrieved September 19, 2003, from http://www.forerunner.com/forerunner/X0497_DeMar_-_Behaviorism.html 

Dirkx, J. M. (1997). Nurturing the soul in adult learning. New Directions for Adult and Continuing Education, 74, 79-88. Retrieved September 24, 2001, from ERIC database EJ554987 

Dougiamas, M. (1998). A Journey into Constructivism. Retrieved January 21, 2003 from the World Wide Web http://dougiamas.com/writing/constructivism.html 

Driscoll, M. P. (2000). Psychology of Learning for Instruction, 2nd Edition. Boston: Allyn & Bacon. 

Flavell, J. H. (1963). The developmental psychology of Jean Piaget. New York: D.Van Nostrand. 

Flavell, J. H. (1971). First discussant's comments: What is memory development the development of? Human Development, 14, 272-278. 

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum 

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

Flavell, J.H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp.35 - 60). New York: Academic Press. 

Flavell, J. H. (1987) Speculation about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.21 - 29). Hillsdale, NJ: Lawrence Erlbaum. 

Gagne, R. M. (1970). The Conditions of Learning (2nd ed.). New York: Holt, Rinehart & Winston. 

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic books. 

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. 

Guilford, J. P. (1982). The structure of intellect. columbus, OH: Merrill. 

Hanley, S. (1994). On Constructivism. Maryland Collaborative for Teacher Preparation, College Park, MD. Retrieved from the world wide web January 21, 2003 from http://www.towson.edu/csme/mctp/Essays/Constructivism.txt. 

Harley, T.A. (1995). The Psychology of Language from Data to Theory. Erlbaum (UK): Taylor & Francis. 

Harnad, S. (1985). D. O. Hebb: Father of Cognitive Psychobiology. Retrieved from the World Wide Web October 3, 2003 from http://www.ecs.soton.ac.uk/~harnad/Archive/hebb.html 

Hebb, D. O. (1949). The Organization of Behavior: A neuropsychological theory. New York: Wiley. 

Hergenhahn, B. B. (1988). An Introduction to the Theories of Learning. Englewood Cliffs, NJ: Prentice Hall. 

Holmes, G. and Abington-Cooper, M. (2000). Pedagogy vs. andragogy: A false dichotomy? The Journal of Technology Studies, 26:2. Retrieved 01/11/02 from http://scholar.lib.vt.edu/ejournals/JTS/Summer-Fall-2000/holmes.html 

Imel, S. (1998). Transformative learning in adulthood. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education, ERIC Digest No. 200, (ERIC Document Reproduction Service No. ED423426). Retrieved September 13, 2001 from http://www.ed.gov/databases/ERIC_Digests/ed423426.html 

Kallenbach, S. (1999). Emerging themes in adult multiple intelligences research. Focus on Basics, 3(1). Retreived January 21, 2002 from http://gseweb.harvard.edu/~ncsall/research/op_kallen.html 

Kearsley, G. (n.d.) Cognitive Dissonance. Retrieved 11/09/2002 from http://tip.psychology.org/festinge.html 

Kearsley, G. (n.d.) Contiguity Theory (E. Guthrie). Retrieved November 9, /2002 from http://tip.psychology.org/guthrie.html 

Koffka, K. (1963). Principles of Gestalt psychology. New York: Harcourt, Brace and World. (Original work published in 1935) 

Kohler, W. (1947). Gestalt psychology: An introduction to new concepts in modern psychology (rev. ed.) New York: Liveright. 

Kolb, D. A. 1981. Learning Style Inventory: Self-Scoring Inventory and Interpretation Booklet. Boston, MA: McBer & Company. 

Knowles, M.S. (1980). The modern practice of adult education. New York: Cambridge, The Adult Education Company. 

Knowles, M.S. (1984). Andragogy in Action. San Francisco: Jossey-Bass. 

Koffka, K. (1935). Principles of Gestalt Psychology. Retrieved 11/2/2002 from the Gestalt Archive, http://www.enabling.org/ia/gestalt/gerhards/wert1.html 

Kolb, D. A. (1984) Experiential Learning. Experience as the source of learning and development, Englewood Cliffs, New Jersey: Prentice Hall. 

Kroth, M., & Boverie, P. (2000). Life mission and adult learning. Adult Education Quarterly, 50(2), 134-149. 

Kruse, K. (n.d.). Gagne's Nine Events of Instruction: An Introduction. Retreived from the World Wide Web, November 2, 2002, from 

Landa, L. (1974). Algorithmnization in Learning and Instruction. Englewood Cliffs, NJ: Educational Technology Publications. 

Landa, L. N. (1999). Landamatics instructional design theory and methodology for teaching general methods of thinking. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates. 

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Myers, D. G. (1999). Exploring Psychology, 4th Edition. New York: Worth Publishing. 

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Spiro, R. J., Feltovich, P.J., Jacobson, M.J., & Coulson, R. L. (1991). Knowledge Representation, Content Specification, and the Development of 

Skill in Situation-Specific Knowledge Assembly: Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext. In T. Duffy & D. H. Jonassen, Constructivism and the Technology of Instruction A Conversation. Hillsdale, New Jersey: Erlbaum. 

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(article in purple folder) Historical Roots of Gestalt Therapy www.gestalt.org/wulf.htm 

Wertheimer, M. (1923).Laws of Organization in Perceptual Forms.Retrieved 10/19/03 from from http://psy.ed.asu.edu/~classics/Wertheimer/Forms/forms.htm 

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