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Neurocognitive and Educational Research Findings

    Research in the following areas contributed to the development of Architecture of Learning™:
  • neurocognitive findings on the general flow of sensory data through the stages of memory (Atkinson & Shiffrin, 2005; Baddeley, 2006; Fauconnier & Turner, 2002)
  • neurocognitive findings on the two-stage reflection process that enables understanding (deWinstanley & Bjork, 2002; Fauconnier & Turner, 2002; Paul, 2004)
  • neurocognitive findings on working memory, cognitive blending, and pattern recognition (Baddeley, 2006; Fauconnier & Turner, 2002; Goldberg, 2005; Pereira & Cardoso, 2002; Willis, 2006)
  • educational research findings on the transfer of learning (Bransford, Brown, & Cocking, 1999; Willis, 2006)
  • educational research findings on the alignment of learning, instruction, and assessment (Bransford, Brown, & Cocking, 1999; Willis, 2006)
    Sample Reference List for Architecture of Learning™ Development:
  • Active Learning Practice for Schools (2006). What is understanding? A deeper look. Retrieved December 2006 from http://learnweb.harvard.edu/ALPS/tfu/info1b.cfm.
  • Andreasen, N. C. (2006). The creative brain: The science of genius. New York: Penguin Group.
  • Baddeley, A. (1996). The fractionation of working memory. Proceedings of the National Academy of Sciences, 93, 13468–13472.
  • Baddeley, A. (2006). Working memory: An overview. In S. J. Pickering (Ed.), Working memory and education (1-31). Burlington, MA: Academic Press.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy and evidence. Education Policy Analysis Archives, 8(1), 1-43.
  • de Botton, A. (2004). Status anxiety. New York: Vintage Books.
  • Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass.
  • Eichenbaum, H. (2002). The cognitive neuroscience of memory. New York: Oxford University Press.
  • Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.
  • Fauconnier, G., & Turner, M. (2002). The way we think: Conceptual blending and the mind’s hidden complexities. New York: Basic Books. About Architecture of Learning™ Services Research/Reading About MWFB Online Store Book Fairs Program Support
  • Halpern, D. F., & Hakel, M. D. (Eds.). (2002). Applying the science of learning to university and beyond (Vol. 89). San Francisco: Jossey-Bass.
  • Hoffman, R. (personal communication, January 5, 2005).
  • LeGault, M. R. (2006). Th!nk. New York: Threshold Editions. Upper Saddle River, NJ: Prentice Hall.
  • Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Pereira, F. C. & Cardoso, A. (2002). Conceptual blending and the quest for the holy creative process. Proceedings of the 2nd workshop on creative systems: Approaches to creativity in AI and cognitive science. Lyon, France.
  • Reigeluth, C. M. (2006). Why is understanding important? Retrieved December 2006 from http://www.indiana.edu/~idtheory/methods/m6b.html.
  • Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Sire, J. (2000). Habits of the mind. Downers Grove, IL: InterVarsity Press.
  • Sousa, D. A. (2000). How the brain learns (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Sternberg, R. J., Grigorenko, E. L. & Singer, J. L. (Eds.). (2004). Creativity: From potential to realization. Washington, D. C.: American Psychological Association.
  • Swanson, H., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491.
  • Thompson, R. F., & Madigan, S. A. (2005). Memory: The key to consciousness. Washington, D.C.: Joseph Henry Press.
  • Tileston, D. (2004). What every teacher should know about learning, memory, and the brain. Thousand Oaks, CA: Corwin Press.
  • Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: Association for Supervision and Curriculum Development.