Note: Readings listed in the order in which they were covered in class.

1. Kleinknecht, E. (2014, January 18). Embracing Embodiment. Cognitioneducation.

2. Kleinknecht, E. (2012, February 24). Labels on the Brain. Cognitioneducation.

3. Van Kesteren, M.T.R. & Meeter, M. (2020). How to optimize knowledge construction in the brain. NPJ Science of Learning, 5, 5. Doi:

4. Grushka, K. Hope. A., Clement, N., Lawry, M., & Devine, A. (2018). New visuality in Art/Science: A pedagogy of connection for cognitive growth and creativity. Peabody Journal of Education, 93, 320 – 331. Doi:

5. Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109 – 132.

6. Crone, E. A. & Fuligni, A. J. (2019). Self and others in adolescence. Annual Review of Psychology, 71, 447 – 469.

7. Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Motivation and identity. Handbook of Motivation at School, 300-319.

8. Lei, R. F., Green, E. R., Leslie, S. J., & Rhodes, M. (2019). Children lose confidence in their potential to “be scientists,” but not in their capacity to “do science”. Developmental Science, 22,

9. Cleary, T. J., & Zimmerman, B. J. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In Handbook of research on student engagement (pp. 237-257). Springer, Boston, MA.

10. Tomporowski, P. D., & Pesce, C. (2019). Exercise, sports, and performance arts benefit cognition via a common process. Psychological Bulletin, 145(9), 929.

11. Schiavio, A., van der Schyff, D., Cespedes-Guevara, J., & Reybrouck, M. (2017). Enacting musical emotions. Sense-making, dynamic systems, and the embodied mind. Phenomenology and the Cognitive Sciences, 16(5), 785-809.

12. Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23(1), 73-82.



Share This Book