Charles Hedbring/Program STEPPE



Below is a set of references pertinent to Cognition. All refs are taken from Biblio-Refs (click on "Download" above). Biblio-Refs contains dozens more references on subjects relevant to various aspects and dimensions of cognition. So download Win95 Biblio-Refs and stay abreast of the ongoing issues important to cognition.

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(P.S.: Review this and all STEPPE/Hedbring reference lists often; they are in constant flux as new literature is uncovered, recommended, or encountered. We are all in this together, so please be quick and eager to point out errors or additional literature you find compelling. Thank you.)

Addis, M.E., & Jacobson, N.S. (1991). Integration of cognitive therapy and behavioral marital therapy for depression. Journal of Integrative Psychotherapy, 1, 249-264.

Alloy, L.R. (Ed.). (1988). Cognitive processes in depression. New York: Guilford.

Amarel, M. (1983). The classroom: An instructional setting for teachers, students, and the computer. In A.C. Wilkinson (Ed.), Classroom computers and cognitive science (pp. 15-29). New York: Academic Press.

Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 192-210.

Anderson, J.R. (1990). Cognitive psychology and its implications (3rd ed.). San Francisco: W.H. Freeman.

August, G.J., & Garfinkel, B.D. (1989). Behavioral and cognitive subtypes of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 739-748.

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

Ausubel, D.P., Novak, J.D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York: Holt, Rinehart and Winston.

Baars, B.J. (1985). The cognitive revolution in psychology. New York: Guilford Press.

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

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.

Bargh, J.A., & Shul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593-604.

Baumeister, A.A., & Brooks, P.H. (1981). Cognitive deficits in mental retardation. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education (pp. 87-107). Englewood Cliffs, NJ: Prentice-Hall.

Beck, A.T. (1991). Cognitive therapy: A 30-year retrospective. American Psychologist, 46, 368-375.

Becker, W.C. (1986). Applied psychology for teachers: A cognitive behavioral approach. Chicago: Science Research Associates.

Becker, W.C. (1991). Toward an integration of behavioural and cognitive psychology through instructional technology. Australian Journal of Educational Technology, 7(1), 1-18.

Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Teaching 2: Cognitive learning and instruction. Chicago: Science Research Associates.

Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). Basic requirements for teaching concepts. In W.C. Becker, S. Engelmann, & D.R. Thomas, Teaching 2: Cognitive learning and instruction (pp. 57-75). Chicago: Science Research Associates.

Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). A comparison of Piaget's cognitive development theory with behavior therapy. In W.C. Becker, S. Engelmann, & D.R. Thomas, Teaching 2: Cognitive learning and instruction (pp. 215-231). Chicago: Science Research Associates.

Belmont, J.M., & Butterfield, E.C. (1977). The instructional approach to developmental cognitive research. In R.V. Kail, Jr. & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 437-481). Hillsdale, NJ: Erlbaum.

Berman, J.S., Miller, R.C., & Massman, R.J. (1985). Cognitive therapy versus systematic desensitization: Is one treatment superior? Psychological Bulletin, 97, 451-461.

Blank, M., & Franklin, E. (1980). Dialogue with preschoolers: A cognitively- based system of assessment. Applied Psycholinguistics, 1, 127-150.

Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals (Handbook 1: Cognitive domain). New York: McKay.

Bloom, B.S., Engelhart, M., Furst, E.J., Hill, W., & Krathwohl, D.R. (1956). Taxonomy of educational objectives, Handbook I: Cognitive domain. New York: Longman.

Brainerd, C.J. (1978). The stage question in cognitive-developmental theory. Behavioral Brain Sciences, 2, 173-213.

Brodzinsky, D.M. (1986). On the relationship between cognitive styles and cognitive structures. In E.D. Neimark, R. DeList, & J.L. Newman (Eds.), Moderators of competence (pp. 147-14). Hillsdale, NJ: Erlbaum.

Brooks, M., Fusco, E., & Grennon, J. (1983). Cognitive levels matching. Educational Leadership, 40, 4-8.

Bruner, J.S. (1964). The course of cognitive growth. American Psychologist, 19, 1-15.

Case, R., Hayward, S., Lewis, M., & Hurst, P. (1988). Towards a neo-Piagetian theory of cognitive and emotional development. Developmental Review, 8, 1-51.

Christie, J.F. (1980). The cognitive significance of children's play: A review of selected research. Journal of Education, 162(4), 23-33.

Cronbach, L.J., & Snow, R.E. (1977). Cognitive skills, structures, and styles. In L.J. Cronbach & R.E. Snow, Aptitudes and instructional methods: A handbook for research on interactions (pp. 341-391). New York: Irvington Press.

Danner, F.W., & Lonky, E. (1981). A cognitive-developmental approach to the effects of reward on intrinsic motivation. Child Development, 52, 1043-1052.

Detterman, D.K. (1992). Mopping up: The relation between cognitive processes and intelligence. American Journal of Mental Retardation, 97, 295-301.

Detterman, D.K., & Andrist, C.G. (1990). Effect of instructions on elementary cognitive tasks sensitive to individual difference. American Journal of Psychology, 103, 367-390.

Detterman, D.K., Mayer, J., Caruso, D.J., Legree, P.J. et al. (1992). Assessment of basic cognitive abilities in relation to cognitive deficits. American Journal of Mental Retardation, 97, 251-286.

Dodge, K.A. (1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559-584.

Douglas, V.I. (1983). Attention and cognitive problems. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 280-329). New York: Guilford.

Elkind, R. (1985). The impact of computers on cognitive development in young children: A theoretical analysis. Computers in Human Behavior, 1, 131-141.

Elliot, A.J., & Devine, P.G. (1994). On the motivational nature of cognitive dissonance: Dissonance as psychological discomfort. Journal of Personality and Social Psychology, 67, 382-394.

Engelmann, S.E. (1977). Sequencing cognitive and academic tasks. In R.D. Kneedler & S.G. Tarver (Eds.), Changing perspectives in special education (pp. 46-61). Columbus, OH: Charles E. Merrill.

Faust, M.S., & Faust, W.L. (1980). Cognitive constructing: Levels of processing and developmental change. In B.K. Keogh (Ed.), Advances in special education (pp. 1-54). Greenwich, CT: JAI Press.

Feldman, D.H. (1980). Universal to unique: Mapping the developmental terrain. In D.H. Feldman, Beyond universals in cognitive development (pp. 1-22). Norwood, NJ: Ablex Publishing.

Fischer, K.W. (1987). Relations between brain and cognitive development. Child Development, 58, 623-632.

Flavell, J.H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.

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

Flavell, J.H. (1982). On cognitive development. Child Development, 53, 1-10.

Flavell, J.H., Green, F.L., & Flavell, E.R. (1990). Developmental changes in young children's knowledge about the mind. Cognitive Development, 5, 1-27.

Flavell, J.H., Miller, P.H., & Miller, S.A. (1993). Cognitive Development (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Freeman, A., & Dattilio, F.M. (Eds.). (1992). Comprehensive casebook of cognitive therapy. New York: Plenum.

Freeman, B.J., Ritvo, E.R., Needleman, R., & Yokota, A. (1985). The stability of cognitive and linguistic parameters in autism: A 5-year study. Journal of the American Academy of Child Psychiatry, 24, 290-311.

Freiheit, S.T., & Overholser, J.C. (1997). Training issues in cognitive- behavioral psychotherapy. Journal of Behavior Therapy and Experimental Psychiatry, 28, 79-86.

Frith, U. (1972). Cognitive mechanisms in autism: Experiments with color and tone sequence production. Journal of Autism and Childhood Schizophrenia, 2, 160-173.

Frith, U. (Ed.). (1980). Cognitive processes in spelling. London: Academic Press.

Frith, U., Morton, J., & Leslie, A. (1991). The cognitive basis of a biological disorder: Autism. Trends in Neuroscience, 14, 433-438.

Gardner, H. (1987). The mind's new science: A history of the cognitive revolution. New York: Basic Books.

Gardner, R.W. (1959). Cognitive control principles and perceptual behavior. Bulletin of the Menninger Clinic, 23, 241-248.

Gardner, R.W., Holzman, P.S., Klein, G.S., Linton, H., & Spence, D.P. (1959). Cognitive control: A study of individual consistencies in cognitive behavior. Psychological Issues, 1(4).

Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. In P. Mussen (Ed.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 167-230). New York: Wiley.

Gernsbacker, M.A. (1991). Cognitive processes and mechanisms in language comprehension: The structure building framework. In G.H. Bower (Ed.), The psychology of learning and motivation (pp. 217-263). New York: Academic Press.

Gersten, R.M. (1980). In search of the cognitive deficit in autism: Beyond the stimulus overselectivity model. Journal of Special Education, 14, 49-65.

Gigerenzer, G. (1991). From tools to theories: A heuristic of discovery in cognitive psychology. Psychological Review, 93, 254-267.

Glaser, R., Lesgold, A., & Lajoie, S. (1985). Toward a cognitive theory for the measurement of achievement. In R.R. Ronning, J. Glover, J.C. Conoley, & J.C. Witt (Eds.), The influence of cognitive psychology on testing and measurement (pp. 41-85). Hillsdale, NJ: Erlbaum.

Goodwin, L.D., Goodwin, W.L., Nansel, A., & Helm, C.P. (1986). Cognitive and affective effects of various types of microcomputer use by preschoolers. American Educational Research Journal, 23, 348-356.

Greenwald, A.G., & Ronis, D.L. (1978). Twenty years of cognitive dissonance: Case study of the evolution of a theory. Psychological Review, 85, 53-57.

Guilford, J.P. (1982). Cognitive psychology's ambiguities: Some suggested remedies. Psychological Review, 89, 48-59.

Hale, G.A., & Lewis, M. (Eds.). (1979). Attention and cognitive development. Princeton, NJ: Educational Testing Center.

Harter, S. (1974). Pleasure derived by children from cognitive challenge and mastery. Child Development, 45, 661-669.

Hawkins, R.P. (1989). Developing potent behavior-change technologies: An invitation to cognitive behavior therapists. The Behavior Therapist, 12, 126-131.

Hawkins, R.P., & Forsyth, J.P. (1997). Bridging barriers between paradigms: Making cognitive concepts relevant for behavior analysis. Journal of Behavior Therapy and Experimental Psychiatry, 28, 3-6.

Howard, D.V. (1988). Implicit and explicit assessment of cognitive aging. In M.L. Howe & C.J. Brainerd (Eds.), Cognitive development in adulthood: Progress in cognitive development research (pp. 3-37). New York: Springer-Verlag.

Kangas, K.A., & Lloyd, L.L. (1988). Early cognitive skills as pre-requisites to augmentative and alternative communication use. What are we waiting for? Augmentative and Alternative Communication, 4, 211-221.

Kazdin, A.E., & Crowley, M.J. (1997). Moderators of treatment outcome in cognitively based treatment of antisocial research. Cognitive Therapy and Reseach, 21, 185-207.

Kazdin, A.E., Siegel, T.C., & Bass, D. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60, 733-747.

Keefe, F.J., Dunsmore, J., & Burnett, R. (1992). Behavioral and cognitive- behavioral approaches to chronic pain: Recent advances and future directions. Journal of Consulting and Clinical Psychology, 60, 528-536.

Kendall, P.C., & Braswell, L. (1993). Cognitive-behavioral therapy for impulsive children (2nd ed.). New York: Guilford.

Klahr, D., & Wallace, J.G. (1976). Cognitive development: An information processing view. Hillsdale, NJ: Erlbaum.

Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. Goslin (Ed.), Handbook of socialization theory and research (pp. 347-480). New York: Rand McNally.

Kuhn, D. (1979). The application of Piaget's theory of cognitive development to education. Harvard Educational Review, 49, 340-360.

Leasak, J., Hunt, D., & Randhawa, B.S. (1982). Cognitive processing, intervention, and achievement. The Alberta Journal of Educational Research, 28, 257-266.

Lee, C. (1992). On cognitive theories and causation in human behavior. Journal of Behavior Therapy and Experimental Psychiatry, 23, 257-268.

Lees, A.J., & Smith, E. (1983). Cognitive deficits in the early stages of Parkinson's disease. Brain, 106, 257-270.

Mandler, J.M., & Johnson, N.S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.

Marshall, N.R., & Hegrenes, J.R. (1972). A communication therapy model for cognitively disorganized children. In J.E. McLean, D.E. Yoder, & R.L. Schiefelbusch (Eds.), Language intervention with the retarded (pp. 130-150). Baltimore: University Park Press.

Martindale, C. (1991). Cognitive psychology: A neural-network approach. Pacific Grove, CA: Brooks/Cole.

Morton, J. (1994). Cognitive perspectives on memory recovery. Applied Cognitive Psychology, 8, 389-398.

Olver, R.R., & Hornsby, J.R. (1966). On equivalence. In J.S. Bruner, R.R. Olver, & P.M. Greenfield (Eds.), Studies in cognitive growth (pp. 68-86). New York: Wiley.

Pennington, B.F., Groisser, D., & Welsh, M.C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511-523.

Piaget, J. (1985). The equilibrium of cognitive structures. Chicago: University of Chicago Press.

Posner, M., & Snyder, C. (1975). Attention and cognitive control. In R.L. Solso (Ed.), Information processing and cognition (pp. 55-85). Hillsdale, NJ: Erlbaum.

Riding, R., & Cheema, I. (1991). Cognitive styles-An overview and integration. Educational Psychology, 11, 193-215.

Robinson, C.C., & Robinson, J.H. (1983). Sensorimotor functions and cognitive development. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (2nd ed., pp. 227-266). Columbus, OH: Charles E. Merrill.

Rogers, S.J. (1977). Characteristics of the cognitive development of profoundly retarded children. Child Development, 48, 837-843.

Ross, B.H. (1984). Remindings and their effects in learning a cognitive skill. Cognitive Psychology, 16, 371-416.

Royer, J.M., Cisero, C.A., & Carlo, M.S. (1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63, 201-243.

Rusch, R.R., Hughes, C., & Wilson, P.G. (1995). Utilizing cognitive strategies in the acquisition of employment skills. In W. O'Donohue & L. Krasner (Eds.), Handbook of skills training with adults (pp. 363-382). New York: Pergamon Press.

Rutter, M. (1983). Cognitive deficits in the pathogenesis of autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 24, 513-531.

Ryba, K.A., Chapman, J.W., & Vernon, P.E. (1985). Computer-aided training of cognitive processing strategies with developmentally handicapped adults. Australia and New Zealand Journal of Developmental Disabilities, 11, 17-25.

Salomon, G., & Perkins, D.N. (1987). Transfer of cognitive skills from programming: When and how? Journal of Educational Computing Research, 3, 149- 169.

Santostefano, S. (1964). Cognitive controls and exceptional states in children. Journal of Clinical Psychology, 20, 213-218.

Schreibman, L. (1994). Autism. In L.W. Craighead, W.E. Craighead, A.E. Kazdin, & M.J. Mahoney (Eds.), Cognitive and behavioral interventions: An empirical approach to mental health problems (pp. 335-358). Boston: Allyn & Bacon.

Siegler, R.S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481-520.

Siegler, R.S. (1983). Five generalizations about cognitive development. American Psychologist, 38, 263-277.

Sigman, M., & Ungerer, J.A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20, 293-302.

Sindelair, P.T., Meisel C.J., Buy M.J., & Klein, E.S. (1981). Differences in cognitive functioning of retarded children and retarded autistic children: A response to Ahmad Baker. Exceptional Children, 47, 406-411.

Skinner, B.F. (1977). Why I am not a cognitive psychologist. Behaviorism, 5, 1-10.

Skinner, B.F. (1989). The origins of cognitive thought. American Psychologist, 44, 13-18.

Steinbruner, J.D. (1974). Cognitive processes. In J.D. Steinbruner (Ed.), The cybernetic theory of decision (pp. 88-139). Princeton, NJ: Princeton University Press.

Steiner, G. (1974). On the psychological reality of cognitive structures: A tentative synthesis of Piaget's and Bruner's theories. Child Development, 45, 891-899.

Sternberg, R.J. (1981). Testing and cognitive psychology. American Psychologist, 36, 1181-1189.

Sternberg, R.J. (Ed.). (1984). Mechanisms of cognitive development. New York: Freeman.

Sternberg, R.J., & Grigorenko, L. (1997). Are cognitive styles still in style? American Psychologist, 72, 700-712.

Taylor, J.J., & Achenbach, T.M. (1980). Moral and cognitive development in retarded and nonretarded children. American Journal of Mental Deficiency, 80, 43-50.

Thompson, L.A., Detterman, D.K., & Plomin, R. (1991). Associations between cognitive and scholastic achievement: Genetic overlap but environmental differences. Psychological Science, 2, 158-165.

Thorndyke, P.W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.

Throne, J.M. (1973). Contingency and cause in cognitive research in mental retardation: Zigler, Zeaman and House, Ellis (and Bijou). Mental Retardation, 11(3), 45-47.

Tullett, A.D. (1995). The adaptive-innovative (A-I) cognitive styles of males and female project managers: Some implications for the management of change. Journal of Occupational and Organizational Psychology, 68, 359-365.

Wasserman, E.A. (1983). Is cognitive psychology behavioral? The Psychological Record, 33, 6-11.

Wetherby, A.M., & Prutting, C. (1984). Profiles of communicative and cognitive- social abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.

Webb, N.M. (1984). Microcomputer learning in small groups: Cognitive requirements and group processes. Journal of Educational Psychology, 76, 1076- 1088.

Wellman, H.M., & Gelman, S.A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.

Wetherby, A., & Prutting, C. (1984). Profiles in communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Disorders, 27, 364-377.

Whalen, C.K., Henker, B., & Hinshaw, S.P. (1985). Cognitive-behavioral therapies for hyperactive children: Premises, problems, and prospects. Journal of Abnormal Child Psychology, 13, 391-410.

Wilkinson, A.C. (Ed.). (1983). Classroom computers and cognitive science. New York: Academic Press.

Williams, R.G. (1977). A behavioral typology of educational objectives for the cognitive domain. Educational Technology, 17, 39-46.

Wing, L. (1981). Language, social, and cognitive impairments in autism and severe mental retardation. Journal of Autism and Developmental Disorders, 11, 31-44.

Winn, W.D. (1990). Some implications of cognitive theory for instructional design. Instructional Science, 19(1), 53-69.

Witkin, H.A., Moore, C.A., Goodenough, D.R., & Cox, P.W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64.

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