diff --git a/QlistincomingDiscrete-v3.pdf b/QlistincomingDiscrete-v3.pdf new file mode 100644 index 0000000..188149b Binary files /dev/null and b/QlistincomingDiscrete-v3.pdf differ diff --git a/QlistincomingDiscrete-v3.tex b/QlistincomingDiscrete-v3.tex new file mode 100644 index 0000000..b90a91a --- /dev/null +++ b/QlistincomingDiscrete-v3.tex @@ -0,0 +1,381 @@ +\documentclass[12pt,oneside]{article} +\usepackage{ + amsmath, + amsthm, + amssymb, + fancyhdr, + setspace, +} +\usepackage{color} +\usepackage{algorithm2e} +\usepackage{algorithmic} +%\usepackage{algorithm} +%\usepackage[noend]{algpseudocode} +\usepackage{float} +\usepackage{graphicx} +\usepackage{multicol} +%\usepackage{lstlisting} +%\usepackage{algorithmicx} +%\usepackage{listings} +%\usepackage{caption} + +%\newcounter{nalg}[section] % defines algorithm counter for chapter-level +%\renewcommand{\thenalg}{\thesection .\arabic{nalg}} %defines appearance of the algorithm counter +%\DeclareCaptionLabelFormat{algocaption}{Algorithm \thenalg} % defines a new caption label as Algorithm x.y + +%\lstnewenvironment{algorithm}[1][] %defines the algorithm listing environment +%{ +% \refstepcounter{nalg} %increments algorithm number +% \captionsetup{labelformat=algocaption,labelsep=colon} %defines the caption setup for: it ises label format as the declared caption label above and makes label and caption text to be separated by a ':' +% \lstset{ %this is the stype +% frame=tB, +% numbers=left, +% numberstyle=\tiny, +% basicstyle=\scriptsize, +% keywordstyle=\color{black}\bfseries\em, +% keywords={,input, output, return, datatype, function, in, if, else, foreach, while, begin, end, } %add the keywords you want, or load a language as Rubens explains in his comment above. +% numbers=left, +% xleftmargin=.04\textwidth, +% #1 % this is to add specific settings to an usage of this environment (for instnce, the caption and referable label) +% } +%} +%{} +%redundant \usepackage{amsmath} + +%\makeatletter +%\def\BState{\State\hskip-\ALG@thistlm} +%\makeatother + +%requires XeTeX or LuaTeX \usepackage{fontspec} +%\setmainfont{Hoefler Text} +%\newcommand*\DNA{\textsc{dna}} + +%\newcommand*\Let[2]{\State #1 $\gets$ #2} +%\algrenewcommand\alglinenumber[1]{ +% {\sf\footnotesize\addfontfeatures{Colour=888888,Numbers=Monospaced}#1}} +%\algrenewcommand\algorithmicrequire{\textbf{Precondition:}} +%\algrenewcommand\algorithmicensure{\textbf{Postcondition:}} +\begin{document} + + +Product: +an assessment list of questions for incoming to discrete math + +%\begin{enumerate} + +%\item Matching symbolic representations (i.e., equations in figures) with algorithms in pseudocode: + +%Stick breaking:\\ +%Start with a unit length.\\ % stick.\\ +%This unit serves as "what is in stock".\\ +%Every time a fractional part is required, a random fraction of the remaining %stock is taken.// %the stick is broken, one piece will be provided as output of the process, and the remainder will be held for future breaking.\\ +%When it is desired to have $p$ fractions, adding to length 1, $p-1$ iterations will satisfy this.\\ + + +\begin{figure}[ht] +\centering +\includegraphics[width=0.7 +\linewidth]{./pic8} +\caption{Equation (1)} +\end{figure} + +\begin{figure}[ht]\centering +\[ + \sum_{i=0}^k \frac{1}{2^i} +\] +\caption{Equation (2)} +\end{figure} + + +% \begin{algorithm}[H] +% factorization(n)\; +% \KwData{an integer $\geq 2$, which becomes bound to the variable n} +% \KwResult{a prime factorization of n} +% \eIf{$prime(n)$}{ +% return n +% }{ +% (factor1, factor2) = getFactors(n)\; +% return factorization(factor1) $\times$ factorization(factor2) +% } +% \caption{pseudocode for obtaining factorization } +% \end{algorithm} + + +\begin{multicols}{2} +\begin{algorithm}[H] +\caption{ } +\begin{algorithmic}[1] +%\IF{$A \rightarrow false$} +%\STATE $A = false$\\ +%\ENDIF +\STATE num = rand()*10;\\ +\STATE stock = 1;\\ +\STATE amount = 0;\\ +\STATE frac = 1/2;\\ +getRandomFraction() +\WHILE{num $>0$} +\STATE{stock = stock*frac; +\STATE amount = stock+amount;\\ +\STATE num = num-1;\\ +} \ENDWHILE + +return amount;\\ +\} +\end{algorithmic} + +\end{algorithm} + +\columnbreak + +\begin{algorithm}[H] +\caption{ } +\begin{algorithmic}[1] +%\IF{$A \rightarrow false$} +%\STATE $A = false$\\ +%\ENDIF +\STATE num = rand()*10;\\ +\STATE stock = 1;\\ +\STATE amount = 0;\\ +\STATE frac = 1/2;\\ +getRandomFraction() +\STATE frac=rand(); \\ +\STATE amount = stock*frac;\\ +\STATE stock = stock - amount;\\ +return amount; +\end{algorithmic} +\end{algorithm} + +\end{multicols} +Circle your choice:\\ +Equation 1 goes with Algorithm 1? Yes, No\\ +Equation 1 goes with Algorithm 2? Yes, No\\ +Equation 2 goes with Algorithm 1? Yes, No\\ +Equation 2 goes with Algorithm 2? Yes, No\\ + +\newpage +%\item Matching figures/diagrams with symbolic representations\\ +Show which equation goes with which diagram, if they can be matched. +\begin{enumerate} + + +\item \begin{figure}[ht] +\centering +\includegraphics[width=0.7\linewidth]{./pic2GNUPaint} +\caption{} +\label{fig:pic2} +\end{figure} + +\item \begin{figure}[ht] +\centering +\includegraphics[width=0.7\linewidth]{./pic4} +\caption{} +\label{fig:pic4} +\end{figure} +\end{enumerate} + +\begin{enumerate} +\item $b^2 + ab = (b+a/2)^2 - (a/2)^2$ +\item $(a+b)^2 + (a-b)^2 = 2(a^2 + b^2)$ +\end{enumerate} +Circle your choice:\\ +Equation (a) goes with Figure 3? Yes, No\\ +Equation (b) goes with Figure 3? Yes, No\\ +Equation (a) goes with Figure 4? Yes, No\\ +Equation (b) goes with Figure 4? Yes, No\\ + +\newpage +%\item Matching figures/diagrams with pseudocode +%\begin{enumerate} + +\begin{figure} +\centering +\includegraphics[width=0.6\linewidth]{./pic9} +\caption{First} +\label{fig:pic9} +\end{figure} + + + +\begin{figure} +\centering +\includegraphics[width=0.6\linewidth]{./pic10GNU} +\caption{Second} +\label{fig:pic10} +\end{figure} + + + + +\begin{multicols}{2} +\begin{algorithm}[H] +\caption{ } +\begin{algorithmic}[1] +\STATE amount = 1;\\ +getAmount(n)\{\\ +\STATE amount = 0; +\FOR{$i=0$ to $n$} +\STATE \FOR{$j=0$ to $i$} +\STATE amount = amount +j; +\ENDFOR +\ENDFOR\\ +return amount;\} +\end{algorithmic} +\end{algorithm} +\columnbreak + +\begin{algorithm}[H] +\caption{ } +\begin{algorithmic}[1] +\STATE amount = 1;\\ +getAmount(n)\{\\ +\IF{$n=0$} + \STATE return (1) + + \ELSE + \STATE return(2*getAmount(n-1)+1) + \ENDIF\\ +\} +\end{algorithmic} + +\end{algorithm} + +\end{multicols} +\newpage +Circle your choice:\\ +Figure 5 goes with Algorithm 3? Yes, No\\ +Figure 5 goes with Algorithm 4? Yes, No\\ +Figure 6 goes with Algorithm 3? Yes, No\\ +Figure 6 goes with Algorithm 4? Yes, No\\ + + +%\item + +%\item + + +%\end{enumerate} +%\newpage +%\item Comprehending figures\\ + +%Explain why the figure matches the equation $\frac{a+b}{2} \geq \sqrt{ab}$ with equality if and only if $a=b$ + +%\begin{figure} +%\centering +%\includegraphics[width=0.7\linewidth]{./pic5} +%\caption{} +%\label{fig:pic5} +%\end{figure} + +\newpage +%\item Comprehending symbolic representation\\ + +Describe in text what this symbolic statement means:\\ +\[ +\sum_{ k \in \mathbb{N}}^{\infty} (2k+1) +\] +\newpage +%\item Comprehending pseudocode + +Describe in text, what this process is doing:\\ +Challenge question: What is the significance of the process described by this pseudocode? + +\begin{algorithm}[H] +\caption{ } +\begin{algorithmic}[1] +\STATE done = false;\\ +\STATE a = 0;\\ +\STATE b = 0;\\ +\STATE c=0;\\ +\STATE n = 2;\\ +\WHILE{!done} +\STATE{ \WHILE{$a\geq 0$} +\STATE{ a=a+1; +\WHILE{$b \geq0$} +\STATE{ b=b+1; +\WHILE{$c \geq 0$} +\STATE{ c=c+1;\\ +\WHILE{$n \geq 0$} +\STATE{ n=n+1;\\ +\IF{$a^n +b^n = c^n$} + \STATE done = true; + \ENDIF\\ + +} \ENDWHILE +} \ENDWHILE\\ +} \ENDWHILE\\ +} \ENDWHILE + +} \ENDWHILE + +\end{algorithmic} + +\end{algorithm} + +\newpage + Applying symbolic representation to figure + +Label these figures mathematical symbols:\\ +Challenge question: What is the significance of these figures taken together? + +\vspace{1cm} +\begin{figure}[ht] +\centering +\includegraphics[width=0.7\linewidth]{./pic1} +\caption{} +\label{fig:pic1} +\end{figure} + + +\newpage + Applying figure to symbolic representation + +Draw a figure that expresses:\\ +Through any three points that are not collinear, two can be used to identify a line, and the third can be used, combined with that line, to identify a line parallel to the first line. + +\newpage + Applying pseudocode to figure + +Write pseudocode (e.g., as has been seen earlier in these questions) to count the little squares, according to the method suggested by the shading in the figure: \\ +Hint: the bottom row could be row 1.\\ +$n$ and $k$ could be parameters.\\%(p. 93)\\ +Look at the shading to imagine the figure as expanding upwards and rightwards.\\ +Consider how many new squares are added, as an alternately shaded region is incorporated.\\ +Challenge question: If the light region of row 1 contains an odd number of little squares, does every successive region (by shading) contain an add number of little squares? +\begin{figure}[ht] +\centering +\includegraphics[width=0.7\linewidth]{./p93} + +\label{fig:p93} +\end{figure} + + +\newpage + Applying pseudocode to symbolic representation + +Write pseudocode for the calculation below:\\ +Hint: ${ n \choose k} $ means, from a set of size $n$ choose (without replacement) $k$ elements.\\ +For example, from a list of friends of size $n$, choose a list of party guests of size $k$. (Without replacement means, you do not send two invitations to the same friend.) + +Please say whether the concrete example (friends, guest list) aided your thinking. + +${ n \choose k} = {n-1 \choose k-1}+ {n-1 \choose k}$ +\newpage + Synthesis: word problems to figures + +Draw a figure for this word problem:\\ +Pick an angle between 0 and $\pi/2$ radians, call it $\theta$.\\ +A right triangle can be drawn, the height of which is 1 plus the tangent of $\theta$, the base of which is 1 plus the cotangent of $\theta$. The angle $\theta$ is adjacent to the base. It will be the case that the hypotenuse of this triangle is the cosecant of $\theta$ plus the secant of $\theta$. +\newpage +Synthesis: word problems to representation as a mathematical expression using letter symbols (e.g., $\sqrt{(b^2 - 4 a c)}$)\\ + +Express in such symbols this word problem:\\ +The number of moves in a game of size n is given by twice the number of moves in a game of size (n-1), plus one more move. +\newpage + Synthesis: word problems to pseudocode + +Write pseudocode for this word problem:\\ +Two trains, initially 40 miles apart on the same track, going opposite directions, are getting closer to each other at the rate of 40 miles per hour. An insect flies from one train to the other and back, at a constant speed of $v$, repeatedly. How far does the insect fly, before the trains collide? + +%\end{enumerate} + +\end{document} \ No newline at end of file diff --git a/TODOs.tex b/TODOs.tex index 4b9d9a9..22b0b41 100644 --- a/TODOs.tex +++ b/TODOs.tex @@ -2,6 +2,8 @@ TODOs +fix chapter 2 social constructivism. + read @article{marton1976qualitative, title={On Qualitative Differences in Learning: I—Outcome and process*}, author={Marton, Ference and S{\"a}lj{\"o}, Roger}, diff --git a/ch1.tex b/ch1.tex index 9ed51f9..3a579d8 100644 --- a/ch1.tex +++ b/ch1.tex @@ -147,7 +147,14 @@ theory, \cite{marton1981phenomenography,svensson1997theoretical,marton1997learni points. The points, whose emphasis is conjectured to be most beneficial, are identified by a qualitative research process. +\subsection{Relevance Structure} +Relevance structure plays a role in motivating student learning. +For example, the purpose of learning to prove whether a problem has optimal substructure can be to determine whether a dynamic programming approach is suitable for a solution. +Students who do not know that optimal substructure is important for the use of a dynamic programming approach might not make mental connections between these ideas. +Without this connection, it might not occur to a student to +make use of a dynamic programming approach when that is warranted. + \section{Phenomenography / Variation Theory for these Research Questions} diff --git a/ch10.tex b/ch10.tex index f734585..e69de29 100644 --- a/ch10.tex +++ b/ch10.tex @@ -1,124 +0,0 @@ -\chapter{Conclusion} -\begin{quote}Harel and Sowder \cite[p. 277?] {harel1998students}by their natures, teaching experiments and interview studies do not give definitive conclusions. They can, however, offer indications of the state of affairs and a framework in which to interpret other work.\end{quote} - - - -Are CS students' conceptualizations more like Harel and Sowder, or more like Tall? -Are the several schemes (Pirie Kieren, etc. complementary? reconcilable? Is one more likely than another based on cognitive neuroscience of language? (proofs are in a language after all)) - - - -This research suggests that suitable question for a larger study -\section{ Recognizing an Endpoint} -A qualitative study is thought to be finished when an internally consistent -narrative, compatible with the data, both situating the data and explaining -them, has been produced. -For our research questions, a model, accompanied by a narrative combining -the information obtained from inquiry about these topics will complete the -work. Data from our extended student body, that provide a persuasive model -containing categories of conceptualizations, and that are closely enough related -that some insight about concepts differentiating adjacent categories can -be inferred, are thought sufficient to generate this narrative. The proposed -differentiating concepts are thought to have the potential to become material -for a larger survey, thereby providing a starting point for new work. -I expect to find a model similar to that of Harel and Sowder 1998[?], but -modified because of the different emphases on material in computer science -compared to mathematics. First, students of computer science should be very -familiar with the idea of consciously constructing, examining and evaluating a -process, from their study of algorithms. Because of this, the category internalization -might be subsumed by the category interiorization. -From empirical data, we know that there are students of computer science -who think that proofs might be irrelevant to their career; it would be hard to -imagine a mathematics student who thought so. CS students who do not think -proof is part of their career might be relatively content with conceptualizations -corresponding to outside sources of conviction. We found computer science -students whose conception of proof includes that a single example is sufficient -for proving a universally quantified statement. We found computer science -students whose conception of proof is that definitions are barely interesting, -and who find demonstrations based on definitions unconvincing. Because our -findings were not quantitative, we could not compare the population of categories. -Nevertheless, the relationships between categories, and the resulting -critical factors, might be different, especially in the area of Harel and Sowder's -internalization and interiorization. -Because the scope is broader, involving proof for deciding whether or not an -algorithm is suitable for a problem, I expect we will find more categories, -related to algorithms and their applicability. -The product of a phenomenographical investigation is categories of conceptualization -and critical aspects that distinguish one category from the previous. -One hopes that by identifying critical aspects, suggestions about what to emphasize -when teaching, and what to seek in assessments are also clarified. This -investigation is intended to develop insight into students understandings of -proofs, that are the meanings they have fashioned for themselves, based on how -they have interpreted what they have heard or read. By examining some of -these understandings, we might find directions in which to improve our teaching. -Moreover, observations about the conceptualizations of students early in -the curriculum can forewarn instructors, helping them recognize the preparation -of incoming students. Perhaps we could use this to prepare remediation -materials. -For example, we can use UML diagrams and ``trie'' data structures to emphasize -definitions for families of concepts. We can choose groups of examples, -and non-examples of proofs whose correctness turns on the qualification that -distinguishes a subclass from its immediate superclass. -Beyond this, one may hope that qualitative research suggests worthwhile questions -for larger scale investigations. - -Application of findings about students -of mathematics to students of computer science is fraught by differences -in the preparation and interests related to algorithms. One likely difference is -motivation: students of mathematics know that proof is the principal means -of discourse in their community, but students of computer science might not -be aware of the importance of proof to their work. Not all differences favor -students of mathematics. In particular, the categories internalization and -interiorization of Harel and Sowder’s 1998 model\cite{harel1998students} are apt to be, in students -interested in algorithms, more closely related, than in students of mathematics. -There may be a difference regarding abstraction. Both mathematics and -computer science deal in abstraction, and students in both disciplines struggle -with it. \cite{mason1989mathematical,hazzan2003students}. In mathematics, following Vi\`ete, \cite{viete2006analytic}, single letter variable names -are used. These are thought to support the learning of abstraction, for example, Gray and Tall \cite[p. 121]{gray1994duality} observe ``we want to encompass the growing compressibility of knowledge characteristic of successful mathematicians. Here, not only is a single symbol viewed in a flexible way '' - and -in computer science abstraction, one way to exhibit abstraction is UML diagrams. Because the -``trie'' structure and International Standards Organization ISO standard 11179 -are computer science approaches to management of definitions, it could be that -computer science students would be more accessible to noticing the desirability -of concept definitions over concept images (see R\"osken and Rolka, \cite{rosken2007integrating} and -Rasslan and Tall \cite{rasslan2002definitions}). It would be interesting to know whether any of several -approaches reported by Weber [?] could be used, perhaps in modified form, for -instruction of students of computer science. The Action Process Object Schema -approach of Dubinsky \cite{dubinsky2002apos} sounds compatible with computer science students' -interests. An approach due to Leron and Dubinsky uses computer programming -\cite{leron1983structuring}, another \cite{leron1995abstract} is directed more to learning group theory than to learning proof -construction. Also specific to students concerned with algorithms, we may -wish to extend the notion of social constructivism from that of Piaget \cite{}, [?] and -of Vygotsky, [?] where it was necessarily a person with whom the learner was -communicating, and therefore with whom it was necessary to share a basis for -communication, to include a compiler and runtime execution environment, as -students of computing disciplines must also comply with rules (e.g., syntax) -used in these systems. Recalling the work of Papert and Harel\cite{harel1991constructionism}, we might -call this constructivism with constructionism. Constructionism is an approach -to learning in which the person learns through design and programming. -A cluster of related problems exists, which includes what students conceptualizations -are, about some elements of proof they should understand: -\begin{itemize} -\item what internal representations do students use? -\item Is there a gamut of internal representations, and does that help with abstraction? -\item mathematization, which is the ability to represent problems in mathematical -notation -\item interiorization, which is the ability to examine and discuss the process of -creating proof -\item comprehension of simple proofs, which is the ability to see that, and why, -an argument is convincing -\item proof analysis, which includes the ability to analyze simple proofs to -recognize structure -\item problem recognition, which is the ability to see that a problem is one that -matches a known solution technique -\item transformational approach, which is considering the consequences of -varying features of the problem -\item axiomatic approach, which is the exploration of the consequences of -definitions -\item construction of valid arguments, which is to synthesize deductions with -component parts, including warrants -\end{itemize} - -\section{Application of Findings} - -\section{ Perspective on Future Directions} \ No newline at end of file diff --git a/ch11.tex b/ch11.tex index 906427a..e69de29 100644 --- a/ch11.tex +++ b/ch11.tex @@ -1,242 +0,0 @@ -\chapter{Future Work} -Anecdotal evidence suggests that pleasantness and fun, which are intrinsic rewards, help students pay attention and remember. Make use of the natural experiment --- some students will have enjoyed the material. Are these the ones who remember better? and does the nature of enjoyment make any difference in understanding productivity aesthetics? -\section{Helping Students Discern Derivation for Proof of Correctness} -Recall that variation theory holds that students cannot discern a thing unless contrast is provided. -Pang has pointed out that, for persons aware of only one language, ``speaking'' and ``speaking their language'' are conflated. -Only when the existence of a second language is known, does the idea of speaking become separated from the ide of speaking a specific language. -We may wish to alert students to the ability to derive code from requirements mathematically. -We could show them, for example, an even function. -We could show them how to construct a function that is even. -We could show them how to construct a function that is odd. -This might hep them see the difference between writing code and testing it afterwards, and deriving the code to be correct by construction. - - -Variation theory and cognitive science suggest the teacher should make an effort to show positive and negative examples and to point out what causes one to be positive and the other negative to help discern the relevant features. Have you noticed this practice? Did you find it helpful?\\ - -Engagement with the material\\ -Please rank order the factors that might help you e engaged wit theh material\\ -job related\\ -prereque\\ -have been curious about\\ -fun\\ -competition\\ -beautiful\\ -(Does this happen often)\\ -(Does this matter to you?)\\ -What, if anything, makes you engage with the material?\\ - Neurophysiology suggest that animation in overheads makes it easier to be alert to material, that figures draw attention more easily than text. - Plesae comment on what if any things make animation helpful to you, or whether you find some animation helpful. - If you find figures helpful, can you comment on how they help? Do you find it easier to pay attention to figures than to text? - -\section{Use of Conceptualizations} - -Suppose we wish to incorporate into our curriculum on software engineering, material on both verification by formal methods, and also code derivation from specifications. -We might wish to have our students able to recognize a specification that can be satisfied -by a transition system, so that they can ascertain that a representation of that transition system that can be converted automatically into code implementation is an available approach. -We would need it to be, that the mathematical arguments for the transformations of requirements -to Floyd-Hoare-triples, for example, convince the students. -Knowing the range of the state of preparedness of the incoming students allows us to plan the amount of time to devote to background material, -and which background material should be provided. -Suppose we wished to make use of higher order logic, so that we could employ relations as arguments -to functions. -We might, for example, wish to pass a -graph constraining how a computation should be carried out. -We would like the students to appreciate the mapping between a recursive -implementation and proof by mathematical induction. -We would like the students to discern when a recursion is a tail recursion. -We would like the students to appreciate the mapping between a tail recursion and iteration. -On the one hand we have an idea which mathematical tools we wish to use, and on -the other hand we have an idea -of the extent of the students' conceptualization. -With these we can begin to design an instructional approach. -\subsection{Recognize a specification that can be satisfied by a transition system} -For this, they should know what a transition system is. -There is a state, so we wish to represent a store, and the states it may take on. -There is a way to change the state, so we wish to represent transitions, and the idea of a path from -state to state. -They should understand how a transition system can be represented in code, and that this can be carried out automatically. -Path algebra furnishes a rigorous description of these processes. -Path algebra out to be accessible to the students. -We could introduce (typed) lambda calculus to the students with path algebra as its first use. -Now that we have Java 8 which provides anonymous functions, we can also offer a coded version for -exploration. -Having the use of typed lambda calculus for path algebra, we can then use it to describe the effect of instruction in the context of Floyd-Hoare triples. -Program derivation can be illustrated. -Because we always prefer the students to apply what they comprehend, -it is important to have exercises. -Students should perform derivation, so that they come to appreciate that it can be automated. - - -\subsection{Composition} -Because derived components can be expected to be composed, either in sequence or in parallel, it -is important that the students understand this at a rigorous level. -As we can expect to be passing as arguments, procedures to be composed, the need for -higher order logic is evident. -\subsection{Invariants} -The role of invariants in assuring the correctness of composition provides motivation for consideration of invariants. -\subsection{Provability} -With transition systems as a first example of what can be correct by construction, and invariant -as a tool for provability, students can see that a way to design code with the prospect of fewer bugs is possible, at least in some circumstances. -\subsection{User of Bridging Material} -The material on mathematical tools we wish to use should be introduced at a level that addresses the -conceptualizations the students bring to the course. -Because the students bring different levels of preparedness to the class, some -self-assessment might be included, to guide the student to the starting poing corresponding to his or her current ideas. -The self-assessment can make use of the concepts used in the course. -For example, during the course, the idea of invariants is used. -Self-assessment can include questions posed to determine a student's understanding -of the nature and role of an invariant, and direct the student to explanations that may be -helpful, according to the results of the self-assessment. -From this vantage point, other techniques of proving, including contradiction and contrapositive, are motivated. -\subsection{Summary} -The less-developed end of the range in the students' conceptualizations identifies the starting point of explanatory background material that should be provided. -The needs of the course determine the ending point of the explanatory background -material. -The major themes in the students' conceptualizations make evident the -critical aspects, that distinguish on conceptualization from another, and therefore -suggest the self-assessment questions that should be furnished, to help students know where to begin improving. -An alternative to having analyzed the conceptualizations among the students is to use on a -student case-by-case basis, a sort of failure modes and effects analysis, whereby the effect of lacking a certain understanding can be predicted to cause a certain pattern of confusion on the part of the -student, and that confusion is used to discover what way is best to help that particular individual. -Different parts of the background material become motivated at different times within the course. -It could help the students to provide a key from possible trouble spots to relevant background material. -\subsection{Example} -We use the model of students' conceptualizations shown in () to provide background material for a course in software engineering organized around the concept of provability-driven development. -Finding the calculational approach of Gries\cite{}, which provides relatively succinct proofs, matching well with the phenomenology of Rota, who found that short proofs were more beautiful and more memorable, we prefer this style. -From the range of conceptualizations, we choose to include symbolization, and formation of valid arguments stressing that rules of inference satisfy guards upon the transformations we can make as we transition from one statement to another. -Which of the following describes a while loop executing?\\ -boolean done = false;\\ -while(!done)\{\\ -statements which eventually change done to true\} - -\begin{itemize} -\item ($\neg$ done)(statements)(done) -\item ($\neg$)(statements)(d) -\item($\neg$p)(statements)(p) -\item(p)(statements)($\neg$p) -\item all of the above -\item none of the above -\end{itemize} - -Which of the following describes two statements executing in sequence (where, for any $i$, $s_i$ denotes a state of the variables being used by the program)? Please note that reading the value of variable does not change the state. - -\begin{itemize} -\item (in state $s_0$)(print ``Hello, world'')(print x) (in state $s_0$) -\item (in state $s_0$)(x=x+1)(print x) (in state $s_0$) -\item (in state $s_0$)(x=x+1)(print x) (in state $s_1$) -\item 1 and 3 but not 2 -\end{itemize} - -Please note that the questions have been designed to help you notice the content being explored. If you find that the phrasing of the questions is helping you arrive at the correct answer, you should choose to study the material. Variables, which can be individual letters, or names, either in computer programs or mathematical statements, are used to represent ideas. In programs, meaningful -variable names have been shown to increase the speed and correctness of comprehension \cite{} In mathematical statements, single letter variable names have been shown to improve the skill of abstraction. -Thus we choose to employ meaningful variable names for now, but will tend to replace them with single letters later. -You have probably seen variables in high school algebra, for example in the equation for a line, typically written as $y=mx+b$. -Here, $y$, the vertical position on a graph, is calculated from $m$, the slope of the line, and $b$, the vertical offset when $x=0$. A family of parallel lines can be generated by keeping one value for $m$, and setting different values for $b$. -Thus we see that a variable can refer to a single value, and a variable can also refer to different single values at a time. -For any one point along a line, when the value of $x$ refers to a single value, the single values of $x,m$ and $b$ can be used to calculate a single value for $y$. -It is, however, also possible to think of the values of horizontal axis all together, and refer to that idea by a single variable $x$. -If you are familiar with a programming language, such as MATLAB\textregistered, that supports vector variables, you will have seen single variable that can refer to many individual values at once. -Likewise, you may have worked with arrays of one ore more dimensions; reflecting on this, the array name (without specified indices) can be though of as referring to the entire array. -Keeping that idea in mind, we can contemplate the mathematical expression $0 \leq x \leq 1$. -When $x$ is an integer, we have that the integers 0 and 1 satisfy this description. -Depending upon context, $x$ may represent the range including these. -changing the universe of discourse from integers to reals, the expression $x<3$ represents, depending upon context, not necessarily only a single, yet-to-be-determined real number that also has the property of being less than 3, but also it can be that $x$ represents all real numbers less than 3. - - -\subsection{Logical Operators} -We wish students to understand strengthening and weakening of conditions. -We wish student to understand the idea of a precondition as a disclaimer, and also as a guard. -We wish students to be able to negate statements with multiple quantifiers. -We have seen from investigating the conceptualizations that students can have trouble even negating statements with single quantifiers. -\subsection{Relations} -We want students to understand relations, because we want them to see the pairing of an input state and an output state, as a result of a transformation by a computation, as a relation. -\subsection{Rules of Inference} -Calculational proofs\cite{are these Gries?} seem to suggest strongly the way to proceed. -Stepping through examples of these might help students comprehend -\subsection{Internalization and Interiorization} -Recall that internalization has been achieved when a student can perform a process correctly, not necessarily recognizing the circumstances in which that process is appropriate. -What distinguishes interiorization from internalization is that the student can examine and discuss the process, beyond being able to carry it out. -It is important for the software engineering course that students can examine and discuss the process of program derivation from requirements. -Recognition of the circumstances in which automatic program derivation can be performed is an important part of understanding requirements. -We combine internalization and interiorization because our interviews have not addressed topics that the participants cannot discuss. -We have however found student testimony that process that can be carried out confidently are nevertheless not used due to lack of a means to determine whether the process is appropriate to circumstances. -Which, if any, of the requirements described below can be satisfied by a finite state machine? - -\begin{itemize} -\item Recognize whether or not a string could have been generated by a regular expression -\item Recognize whether or not a string could have been generated by at least one of a set of regular expressions -\item Recognize whether or not a string could have been generated by juxtaposition of strings, each of which could have been generated by at least one of a set of regular expressions -\item all of the above -\item none of the above -\end{itemize} -Is this a mapping from a recursive algorithm to a proof by mathematical induction? -The base case or cases of the recursive definition map to the base case or cases of the proof, and the recursive call or calls are always invoking with a problem of a smaller size, and the inductive step is always working with a premise that is assumed to be true. -In both recursive algorithms and inductive steps, the next problem is solved making use of a previous solution. -Is this a mapping from a concrete example of a proof to a proof in a more abstract circumstance?\\ -Concrete\\ -There is a commercially available car, a deLorean.\\ -There is an unreachable goal, time-travel.\\ -Spielberg has shown us that if only we had a ``flux-capacitor'' to attach to the deLorean, we could have time-travel.\\ -Therefore we conclude that the flux-capacitor must also be unreachable, by the following logic:\\ -If we had the flux-capacitor and the deLorean, we would get time travel.\\ -We cannot get time-travel.\\ -So, we cannot have the flux-capacitor and the ddLorean.\\ -We can get the deLorean.\\ -So, it must be that we cannot get the flux-capacitor.\\ -Relatively Abstract\\ -There is a simple algorithm, $M$, by which we can determine whether two finite sets have any elements in common.\\ -There is an unreachable goal, $A_{TM}$.\\ -Sipser has shown us that, if only we had $E_TM$ and $M$, we could have $A_{TM}$.\\ -We cannot get $A_{TM}$.\\ -So, we cannot have $E_{TM}$ together with $M$.\\ -We can have $M$.\\ -So, it must be that we cannot get $E_{TM}$.\\ -(I'm thinking pictures would help.) -In symbols:\\ -$\neg A_{TM}$\\ -$M \land E_{TM} \rightarrow A_{TM} $\\ -$\neg A_{TM} \rightarrow \neg(M \land E_{TM})$\\ -$\neg(M \land E_{TM})$\\ -$\neg M \lor \neg E_{TM}$\\ -$M$\\ -$\neg E_{TM}$ - -\subsection{Perceptual} -\subsection{Transformational} -\subsection{Axiomatic} -To detect -\subsection{What Do You Say After You Say HelloWorld?} -This is a software engineering course, organized around the idea of provability driven development. -We want to impart the desire to approach software engineering problems with methods of formalizing calculation checking. -Mathematics provides what is necessary for proofs, by means that include precise definitions. -We would write definitions of program function in a style admitting proof. -We will use finite automata. -So, a section on proof, followed by a section on finite automata, formal definitions of things we use, -clients, servers, files, streams, What sort of things are we aiming to prove? -liveness, safety, accuracy, i/o relations for component based systems resource utilization including time utility functions. -The construction technique needs to be proven. -BL, statecharts, Wise computing This goes with composition of systems. -Unlink (in a book on formal methods)Wing, we do not pick one, rather, we relate (multiple possibilities to one another?) them, like ISO standard communication stack and those defined things live in the space of abstractions, i.e., many different operational sequences covered by one invariant. -What impact does provability have on these? -structure in types data structures meets provability (recursive data structure, proof by induction) -can we represent data structures as finite automata? -Is there a reason why not to do this? e.g., would it not be sufficiently general? -representing datatypes with algebras Hoare 1985 Milner 1980 models, \cite{milner1978theory} with math, might have more properties that we want to use, vs. -theories, with which we create only our desired properties. -Z, VDM, emphasize models over theories, -Z VDM Larch algebraic specification language would we want to use Tempo instead of OBJ? -A formal method has an assertion language, for example, first order predicate logic. -A formal method has a specification language, wich in turn has a syntax and a semantics. -The syntax contains rules for formulating syntactically correct (legal) terms. - -Mitchell \cite[p. 35] (Foundation of Programming Languages) says Hilbert-style proofs system consists of axioms and proof rules. -axiom provable be definition\\ -a proof is a structured object build from formulae, according to constraints established by a set of axioms and rules of inference. - -Arcavi et al.\cite[p. 56]{arcavi1998teaching}''Work in cognitive science\cite{mcleod1992research} has shown that students' beliefs about the nature of a subject may have profound effects on their learning of it % (McLeod 1992) Research of affect in mathmatics education: A reconceptualization In Doublas A. Grouws (Ed.) Handbook of research on mathematics teaching and learning [pp. 575-596 NY Macmillan] - -One approach to teaching students to generalize is used by Schoenfeld (page 60 and earlier), who teaches his students heuristics, including one from Polya, about problems with fewer requirements - -Researchers have noticed that students, having learned procedures, have not necessarily learned to apply them. -Cipra 1995 UME Trends The bumpy road to reform -Culotta 1992 The calculus of education reform science 255 \ No newline at end of file diff --git a/ch2.tex b/ch2.tex index 36da26e..e6318e3 100644 --- a/ch2.tex +++ b/ch2.tex @@ -121,36 +121,18 @@ Whilst part of what we perceive comes through our senses from the object before \end{quote}\cite{van2011slow} \subsection{Constructivism of Piaget} -Piaget, an eminent evolutionary biologist\cite{dixon200320}, intensively studied his children, making daily notes for over 3000 days, studying the development of their intelligence, the ability through which they adapted to their environment. Piaget focused on developmental breakthroughs demonstrated by his children.[p.28]. He saw their intellectual functioning as adaptation through natural selection, just as in other aspects of biology. Reflexes are identified as the starting point from which knowledge structures that underlie all thinking are built. Similar to an axiom in an axiomatized context, reflexes do not have to be proved/developed prior to use. Reflexes adapt to the environment. The infant learns to associate additional stimuli beyond those present at birth, to retrieve and enact the behavior of feeding. They learn to distinguish which person holds them in a way that, with one person but not the other, corresponds to feeding. - -It is the nature of adaptation that implies constructivism. Dixon\cite[p. 30]{dixon200320} reminds us of Piaget's view, that an organism begins with what is present in its brain, and adapts that as a foundation upon which can be built a collection of knowledge. - -Dixon\cite[p. 30]{dixon200320} calls our attention to Piaget's observation that "they would exercise their schemas apparently just for the enjoyment of the exercise." Enjoyment, in light of more recent knowledge of the role of dopamine in reinforcing memory, is a key observation. - -Dixon\cite[p. 31]{dixon200320} reports Piaget's surmise that "the \ldots is not longer a reflexive island, passively responding to environmental stimulation, but is being coordinated with other activities \ldots there was a certain amount of circularity involved". Those of an engineering bent of mind may observe that positive feedback in a loop in which pleasure reinforces memory will encourage the construction, by adaptation, of preferred behaviors. - -Dixon\cite[p. 31]{dixon200320} describes Piaget's categorization of adaptation of reflexes involving only the child, vs. incorporating external objects. The orienting reflex forms the basis from which the child adapts to choosing to pay attention. Children would try to re-create an interesting visual event. Piaget mentions the joy associated with this secondary circular reaction. This adaptation occurs with auditory as well as visual input. Dixon\cite[p. 32]{dixon200320} reports "Lucienne at once moves her whole body, and especially her feet, to make the noise last. She has a demented expression of mingled fear and pleasure, but she continues." - -In light of today's understanding of the role of cholinergic as well as dopaminergic involvement in memory and attention\cite{}, the observations of mingled fear and pleasure seem prescient. - -Subsequently, Dixon\cite[p. 32]{dixon200320} reports "babies start showing that they can do things on purpose \ldots we start seeing the integration of some schemas into the service of other schemas". Piaget arranged experiments whereby babies exhibited means-ends action. Dixon\cite[p. 32]{dixon200320} reports "What Piaget is describing here is that Jacqueline can use one schema, \ldots to help her enact another schema \ldots. This is intellectual adaptation of the best kind -- getting what you want!" The emphasis on reward might be due to Dixon, or to Piaget, but the idea of reward is present in both. Constructions, at least some of the time, are associated with reward, in a feedback loop. Moreover, we can see utility in having rewarding combinations be remembered. We can also see the utility of frightening combinations being remembered. - -According to Dixon\cite[p. 34]{dixon200320} Piaget believed that babies explore, learning the expand the domain over which their schemas have been seen to operate. In the next, i.e. sixth, substage children exhibit use of their schemas through imagination. The example given, in which Lucienne wishes to open a box, can be seen as evidence of making an analogy. Dixon\cite[p. 34]{dixon200320} reports "She looks at the slit with great attention: then several times in succession, she opens and shuts her mouth, at first slightly, then wider and wider: Apparently Lucienne understands the existence of a cavity subjacent to the slit and wishes to enlarge the cavity." Dixon\cite[p. 35]{dixon200320} describes "represented the problem in a different way -- using her imagination. Once she removed the problems from its physical form and represented it mentally, she was able to invent a solution that wasn't previously possible. She pretended her mouth was the slit of the matchbox. By bringing this mental image into play, Lucienne was able to manipulate the image in a new way. Specifically, she was able to pretend she was opening and closing the matchbox by opening and closing her mouth. And once she was able to do this, she made the connection that to get the chain out of the matchbox all she had to do was open the matchbox wider than it already was". - - The use of analogy implies the existence of a process that develops, stores and retrieves analogies. One may wonder how analogies are retrieved. - -%Piaget, Vygotsky and Bruner worked with the idea that students learn by -%aggregating new information onto their present conceptions. %didactical obstacle see McGowan Tall 2010 Jour Math Behav McGowen and Tall\cite{mcgowen2010metaphor} suggest that "it is even more important to take into account the particular mental structures available to the individual that have been built from experience that the individual has 'met-before'." They say [p. 170] "New experiences that build on prior experiences are much better remembered and what does not fit into prior experience is either not learned or learned temporarily and easily forgotten." -Is the easier remembering related to analogy making? Exactly like what we learned before, in analogy to what we learned before vs. disruptive of what we learned before + %McGowen and Tall\cite{mcgowen2013flexible}, citing Thompson \cite{thompson1994students} states ``\ldots an instructor who fails to understand how his/her students are thinking about a situation will probably speak past their difficulties. Any symbolic talk that assumes students have an image like that of the instructor will not communicate. Students need a different kind of remediation, a remediation that orients them to construct the situation in a mathematically more appropriate way % Thompson 1994 p. 32. %Thompson P N 1994 Students, functions and the undergraduate curricular in Dubinsky, Schoenfeld and Kaput Research in collegiate mathematics education I, CBMS issue in math education vol 4 pp 21-44. +Marton contrasts what he calls individual constructivism with his idea of social constructivism.~\cite{marton1997learning} + \subsection{Social Constructivism} %Need to define social constructivism Lev Vygotsky founded the idea of social constructivism, which can be summarized as learning is facilitated by interactions in a group. @@ -161,22 +143,12 @@ According to Cole and Scribner\cite[p. 6]{vygotsky1978mind}, "In stressing the s According to Cole and Scribner\cite[p. 7]{vygotsky1978mind}, " Vygotsky believed that the internalization of culturally produced sign systems brings about behavioral transformations and forms the bridge between early and later forms of individual development. Thus for Vygotsky, in the tradition of Marx and Engels, the mechanism of individual developmental change is rooted in society and culture." -According to Cole and Scribner\cite[p. 22]{vygotsky1978mind}, Vygotsky, in Tool and in Child Development, took note of the work of Shapiro and Gerke. "In their view, social experience exerts its effect through imitation; when the child imitates the way adults use tools and objects, she masters the very principle involved in a particular activity. They suggest that repeated actions pile up, one upon another, as in a multi-exposure photograph; the common traits becomes clear and the differences become blurred. \ldots they do not take into account the changes occurring in the internal structure of the child's intellectual operations. " - -According to Cole and Scribner\cite[p. 24]{vygotsky1978mind},Vygotsky wrote that "Although practical intelligence and sign use can operate independently of each other in young children, the dialectical unity of these systems in the human adult is the very essence of complex human behavior. Our analysis accords symbolic activity a specific \textit{organizing} function that penetrates the process of tool use and produces fundamentally new forms of behavior." - -According to Cole and Scribner\cite[p. 25--26]{vygotsky1978mind},Vygotsky wrote that "A child's speech is as important as the role of action in attaining the goal. Children not only speak about what they are doing; their speech and action are part of \textit{one and the same complex psychological function}, directed toward the solution of the problem at hand. \ldots Using words \ldots the child achieves a much broader range of activity \ldots planning future action." - -According to Cole and Scribner\cite[p. 36--37]{vygotsky1978mind}, Vygotsky believed that "The possibility of combining elements of the past and presetn visual fields (for instance, tool and goal) in one field of attention leads in turn to a basic reconstruction of another vital function, \textit{memory}. Through verbal formulations of past situations and activities, the child frees himself from the limitations of direct recall; he succeeds in synthesizing the past and present to suit his purposes. The changes that occur in memory are similar to those that occur in the child's perceptual field \ldots The child's memory not only makes fragment of the past more available, but also results in a \textit{new method of uniting the elements of past experience with the present}. Created with the help of speech, the time field for action extends both forward and backward. \ldots This emerging psychological system in the child now encompasses two new functions: \textit{intentions and symbolic representation of purposeful action}". -According to Cole and Scribner\cite[p. 37]{vygotsky1978mind}, Vygotsky noted that "Lewin\cite{lewin1938will} \textbf{right person wrong book} gives a clear-cut definition of voluntary activity as a product of the historical-cultural development of behavior". +Vygotsky defined the "zone of proximal development. The \textit{zone of proximal development} [extends from] the level as determined by independent problem solving [to] the level of potential development as determined through problem solving under \ldots guidance or in collaboration with more capable peers.~\cite[p. 85--86]{vygotsky1978mind}. +The zone of proximal development characterizes mental development prospectively.~\cite[p. 87]{vygotsky1978mind}. -Vygotsky believed that speech reorganized perception, and created new relations among psychological functions.\cite[p. 38]{vygotsky1978mind}. He believed that people, though capable of memory unrelated to words, \textit{eidetic} memory, proceeded to a new memory utilizing signs, and that "these sign operations are the product of specific conditions of \textit{social} development".\cite[p. 39]{vygotsky1978mind} -Vygotsky\cite[p. 49]{vygotsky1978mind} wrote with a change indeveloopmental level there occurs a change not so much in the structre of a single function (whic, for example we may call memory) as in the character of those functions with the aid of which remembering takes place; what changes is the \textit{interfunctional} relations that connect memory with other functions. -An example of how the meaning of signs evolves in a social context is given by Vygotsky\cite[p. 56]{vygotsky1978mind}: A child reaches for an object, and the gesture is only a reach, but a person responds to the reach with assistance in obtaining the desired object, and the reach acquires the meaning of pointing. -In this way, the meaning is socially constructed. diff --git a/gr1.jpg b/gr1.jpg new file mode 100644 index 0000000..7360c66 Binary files /dev/null and b/gr1.jpg differ diff --git a/litVertical.bib b/litVertical.bib new file mode 100644 index 0000000..25a677b --- /dev/null +++ b/litVertical.bib @@ -0,0 +1,2907 @@ +% +%2015 +% +@article{aliyari2015effects, + title={The Effects of Fifa 2015 Computer Games on Changes in Cognitive, Hormonal and Brain Waves Functions of Young Men Volunteers}, + author={Aliyari, Hamed and Kazemi, Masoomeh and Tekieh, Elaheh and Salehi, Maryam and Sahraei, Hedayat and Daliri, Mohammad Reza and Agaei, Hassan and Minaei, Behroz and Lashgari, Reza and Srahian, Nahid and others}, + journal={Basic and Clinical Neuroscience}, + volume={6}, + number={3}, + pages={193--201}, + year={2015}, + publisher={Basic and Clinical Neuroscience} +} +@article{altenmuller2015apollo, + title={Apollo's gift: new aspects of neurologic music therapy}, + author={Altenm{\"u}ller, Eckart and Schlaug, Gottfried}, + journal={Progress in brain research}, + volume={217}, + pages={237--252}, + year={2015}, + publisher={Elsevier} +} +@article{atherton2015memory, + title={Memory trace replay: the shaping of memory consolidation by neuromodulation}, + author={Atherton, Laura A and Dupret, David and Mellor, Jack R}, + journal={Trends in Neurosciences}, + year={2015}, + publisher={Elsevier} +} +@article{bachmann2015brain, + title={On the brain-imaging markers of neural correlates of consciousness}, + author={Bachmann, Talis}, + journal={Frontiers in psychology}, + volume={6}, + year={2015}, + publisher={Frontiers Media SA} +} +@article{Bezdek2015338, + +title = "Neural evidence that suspense narrows attentional focus ", + +journal = "Neuroscience ", + +volume = "303", + +number = "", + +pages = "338 - 345", + +year = "2015", + +note = "", + +issn = "0306-4522", + +doi = "http://dx.doi.org/10.1016/j.neuroscience.2015.06.055", + +url = "http://www.sciencedirect.com/science/article/pii/S0306452215005965", + +author = "M.A. Bezdek and R.J. Gerrig and W.G. Wenzel and J. Shin and K. Pirog Revill and E.H. Schumacher", + +keywords = "attention", + +keywords = "emotions", + +keywords = "cognitive neuroscience", + +keywords = "narrative transportation", + +keywords = "suspense ", + +abstract = "Abstract The scope of visual attention changes dynamically over time. Although previous research has reported conditions that suppress peripheral visual processing, no prior work has investigated how attention changes in response to the variable emotional content of audiovisual narratives. We used fMRI to test for the suppression of spatially peripheral stimuli and enhancement of narrative-relevant central stimuli at moments when suspense increased in narrative film excerpts. Participants viewed films presented at fixation, while flashing checkerboards appeared in the periphery. Analyses revealed that increasing narrative suspense caused reduced activity in peripheral visual processing regions in the anterior calcarine sulcus and in default mode network nodes. Concurrently, activity increased in central visual processing regions and in frontal and parietal regions recruited for attention and dynamic visual processing. These results provide evidence, using naturalistic stimuli, of dynamic spatial tuning of attention in early visual processing areas due to narrative context. " + +} +@article{Bridge01082015, +author = {Bridge, Donna J. and Voss, Joel L.}, +title = {Binding among select episodic elements is altered via active short-term retrieval}, +volume = {22}, +number = {8}, +pages = {360-363}, +year = {2015}, +doi = {10.1101/lm.038703.115}, +abstract ={Of the many elements that comprise an episode, are any disproportionately bound to the others? We tested whether active short-term retrieval selectively increases binding. Individual objects from multiobject displays were retrieved after brief delays. Memory was later tested for the other objects. Cueing with actively retrieved objects facilitated memory of associated objects, which was associated with unique patterns of viewing behavior during study and enhanced ERP correlates of retrieval during test, relative to other reminder cues that were not actively retrieved. Active short-term retrieval therefore enhanced binding of retrieved elements with others, thus creating powerful memory cues for entire episodes.}, +URL = {http://learnmem.cshlp.org/content/22/8/360.abstract}, +eprint = {http://learnmem.cshlp.org/content/22/8/360.full.pdf+html}, +journal = {Learning \& Memory} +} +@article{cameron2015adult, + title={Adult Neurogenesis: Beyond Learning and Memory*}, + author={Cameron, Heather A and Glover, Lucas R}, + journal={Annual review of psychology}, + volume={66}, + pages={53--81}, + year={2015}, + publisher={Annual Reviews} +} +@article{cao2015neural, + title={Neural correlates underlying insight problem solving: Evidence from EEG alpha oscillations}, + author={Cao, Zhipeng and Li, Yadan and Hitchman, Glenn and Qiu, Jiang and Zhang, Qinglin}, + journal={Experimental brain research}, + pages={1--10}, + year={2015}, + publisher={Springer} +} +@article{cohen2015peri, + title={Peri-encoding predictors of memory encoding and consolidation}, + author={Cohen, Noga and Pell, Liat and Edelson, Micah G and Ben-Yakov, Aya and Pine, Alex and Dudai, Yadin}, + journal={Neuroscience \& Biobehavioral Reviews}, + volume={50}, + pages={128--142}, + year={2015}, + publisher={Elsevier} +} +@article{ding2015short, + title={Short-term meditation modulates brain activity of insight evoked with solution cue}, + author={Ding, Xiaoqian and Tang, Yi-Yuan and Cao, Chen and Deng, Yuqin and Wang, Yan and Xin, Xiu and Posner, Michael I}, + journal={Social cognitive and affective neuroscience}, + volume={10}, + number={1}, + pages={43--49}, + year={2015}, + publisher={Oxford University Press} +} +@article{eickhoff2015excessive, + title={Excessive Video Game Use, Sleep Deprivation, and Poor Work Performance Among US Marines Treated in a Military Mental Health Clinic: A Case Series}, + author={Eickhoff, Erin and Yung, Kathryn and Davis, Diane L and Bishop, Frank and Klam, Warren P and Doan, Andrew P}, + journal={Military medicine}, + volume={180}, + number={7}, + pages={e839--e843}, + year={2015}, + publisher={Association of Military Surgeons of the US}, + annote={Excessive use of video games may be associated with sleep deprivation, resulting in poor job performance and atypical mood disorders. Three active duty service members in the U.S. Marine Corps were offered mental health evaluation for sleep disturbance and symptoms of blunted affect, low mood, poor concentration, inability to focus, irritability, and drowsiness. All three patients reported insomnia as their primary complaint. When asked about online video games and sleep hygiene practices, all three patients reported playing video games from 30 hours to more than 60 hours per week in addition to maintaining a 40-hour or more workweek. Our patients endorsed sacrificing sleep to maintain their video gaming schedules without insight into the subsequent sleep deprivation. During the initial interviews, they exhibited blunted affects and depressed moods, but appeared to be activated with enthusiasm and joy when discussing their video gaming with the clinical provider. Our article illustrates the importance of asking about online video gaming in patients presenting with sleep disturbances, poor work performance, and depressive symptoms. Because excessive video gaming is becoming more prevalent worldwide, military mental health providers should ask about video gaming when patients report problems with sleep.} +} +@article{huang2015highest, + title={The highest form of intelligence: Sarcasm increases creativity for both expressers and recipients}, + author={Huang, Li and Gino, Francesca and Galinsky, Adam D}, + journal={Organizational Behavior and Human Decision Processes}, + year={2015}, + publisher={Elsevier} +} +@article{ingalhalikar2014sex, + title={Sex differences in the structural connectome of the human brain}, + author={Ingalhalikar, Madhura and Smith, Alex and Parker, Drew and Satterthwaite, Theodore D and Elliott, Mark A and Ruparel, Kosha and Hakonarson, Hakon and Gur, Raquel E and Gur, Ruben C and Verma, Ragini}, + journal={Proceedings of the National Academy of Sciences}, + volume={111}, + number={2}, + pages={823--828}, + year={2014}, + publisher={National Acad Sciences} +} +@article{ji2015origin, + title={The origin of glutamatergic synaptic inputs controls synaptic plasticity and its modulation by alcohol in mice nucleus accumbens}, + author={Ji, Xincai and Saha, Sucharita and Martin, Gilles E}, + journal={Frontiers in Synaptic Neuroscience}, + volume={7}, + year={2015}, + publisher={Frontiers Media SA} +} +@article{kafkas2015striatal, + title={Striatal and midbrain connectivity with the hippocampus selectively boosts memory for contextual novelty}, + author={Kafkas, Alexandros and Montaldi, Daniela}, + journal={Hippocampus}, + year={2015}, + publisher={Wiley Online Library} +} +@article{kalbfleisch2015editorial, + title={Editorial Note for the Research Topic Special Issue on Educational Neuroscience, Constructivism, Learning, and the Mediation of Learning and Creativity in the 21st Century}, + author={Kalbfleisch, Layne}, + journal={Frontiers in Psychology}, + volume={6}, + pages={133}, + year={2015}, + publisher={Frontiers} +} +@book{kemmerer, +author={David Kemmerer}, +title={Cognitive Neurscience of Language}, +publisher={Psychology Press}, +year={2015} +} +@article{kesner2015computational, + title={A computational theory of hippocampal function, and tests of the theory: new developments}, + author={Kesner, Raymond P and Rolls, Edmund T}, + journal={Neuroscience \& Biobehavioral Reviews}, + volume={48}, + pages={92--147}, + year={2015}, + publisher={Elsevier} +} +@book{kounios2015eureka, + title={The Eureka Factor: Aha Moments, Creative Insight, and the Brain}, + author={Kounios, John and Beeman, Mark}, + year={2015}, + publisher={Random House}, + annote={google book, general audience, nice} +} +@article{lavenex2015commentary, + title={Commentary: The ontogeny of human memory Where are we going?}, + author={Lavenex, Pamela Banta and Lavenex, Pierre}, + journal={International Journal of Behavioral Development}, + pages={0165025415573645}, + year={2015}, + publisher={SAGE Publications} +} +@article{lin2015neural, + title={Neural Correlates of Mathematical Problem Solving}, + author={Lin, Chun-Ling and Jung, Melody and Wu, Ying Choon and She, Hsiao-Ching and Jung, Tzyy-Ping}, + journal={International journal of neural systems}, + volume={25}, + number={02}, + pages={1550004}, + year={2015}, + publisher={World Scientific} +} +@article{llewellyn2015not, + title={Not only… but also: REM sleep creates and NREM Stage 2 instantiates landmark junctions in cortical memory networks}, + author={Llewellyn, Sue and Hobson, J Allan}, + journal={Neurobiology of learning and memory}, + year={2015}, + publisher={Elsevier} +} +@article{logothetis2015neural, + title={Neural-Event-Triggered fMRI of large-scale neural networks}, + author={Logothetis, Nikos K}, + journal={Current opinion in neurobiology}, + volume={31}, + pages={214--222}, + year={2015}, + publisher={Elsevier} +} +@article{luo2015neuronal, + title={Neuronal Modulations in Visual Cortex Are Associated with Only One of Multiple Components of Attention}, + author={Luo, Thomas Zhihao and Maunsell, John HR}, + journal={Neuron}, + volume={86}, + number={5}, + pages={1182--1188}, + year={2015}, + publisher={Elsevier} +} +@article{maass2015does, + title={Does Media Use Have a Short-Term Impact on Cognitive Performance?}, + author={Maass, Asja and Kl{\"o}pper, Klara Maria and Michel, Friederike and Lohaus, Arnold}, + journal={Journal of Media Psychology}, + year={2015}, + publisher={Hogrefe Publishing} +} +@article{Mains01072015, +author = {Mains, Tyler E and Cofrancesco, Joseph and Milner, Stephen M and Shah, Nina G and Goldberg, Harry}, +title = {Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial}, +volume = {91}, +number = {1077}, +pages = {361-367}, +year = {2015}, +doi = {10.1136/postgradmedj-2014-132987}, +abstract ={Background Audience response systems (ARSs) are electronic devices that allow educators to pose questions during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their impact on student learning remains unclear.Objectives This randomised controlled trial was designed to isolate the impact of ARSs on student learning and students’ perception of ARSs during a lecture.Methods First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS questions were embedded or (ii) watch the same lecture without the ARS questions. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience.Results 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment.Conclusions Embedding three ARS questions within a 30 min lecture increased students’ knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect.}, +URL = {http://pmj.bmj.com/content/91/1077/361.abstract}, +eprint = {http://pmj.bmj.com/content/91/1077/361.full.pdf+html}, +journal = {Postgraduate Medical Journal} +} +@article{martin2015grapes, + title={GRAPES—Grounding representations in action, perception, and emotion systems: How object properties and categories are represented in the human brain}, + author={Martin, Alex}, + journal={Psychonomic bulletin \& review}, + pages={1--12}, + year={2015}, + publisher={Springer} +} +@article{mercer2015stress, + title={Stress Relieving Video Games: Creating a Game for the Purpose of Stress Relief and Analyzing Its Effectiveness}, + author={Mercer, Nicole}, + year={2015} +} +@article{merlo2015amygdala, + title={Amygdala Dopamine Receptors Are Required for the Destabilization of a Reconsolidating Appetitive Memory}, + author={Merlo, Emiliano and Ratano, Patrizia and Ilioi, Elena C and Robbins, Miranda ALS and Everitt, Barry J and Milton, Amy L}, + journal={eneuro}, + volume={2}, + number={2}, + pages={ENEURO--0024}, + year={2015}, + publisher={eneuro}, + annote={hard to get?} +} +@incollection{quiroga2015concept, + title={Concept Cells in the Human Brain}, + author={Quiroga, Rodrigo Quian}, + booktitle={Advances in Cognitive Neurodynamics (IV)}, + pages={143--146}, + year={2015}, + publisher={Springer} +} +@article{rocchetti2015presynaptic, + title={Presynaptic D 2 Dopamine Receptors Control Long-Term Depression Expression and Memory Processes in the Temporal Hippocampus}, + author={Rocchetti, Jill and Isingrini, Elsa and Dal Bo, Gregory and Sagheby, Sara and Menegaux, Aurore and Tronche, Fran{\c{c}}ois and Levesque, Daniel and Moquin, Luc and Gratton, Alain and Wong, Tak Pan and others}, + journal={Biological psychiatry}, + volume={77}, + number={6}, + pages={513--525}, + year={2015}, + publisher={Elsevier} +} +@article{salimpoor2015predictions, + title={Predictions and the brain: How musical sounds become rewarding}, + author={Salimpoor, Valorie N and Zald, David H and Zatorre, Robert J and Dagher, Alain and McIntosh, Anthony Randal}, + journal={Trends in cognitive sciences}, + volume={19}, + number={2}, + pages={86--91}, + year={2015}, + publisher={Elsevier} +} +@article{sandrini2015modulating, + title={Modulating reconsolidation: a link to causal systems-level dynamics of human memories}, + author={Sandrini, Marco and Cohen, Leonardo G and Censor, Nitzan}, + journal={Trends in cognitive sciences}, + volume={19}, + number={8}, + pages={475--482}, + year={2015}, + publisher={Elsevier} +} +@article{schlegel2015artist, + title={The artist emerges: Visual art learning alters neural structure and function}, + author={Schlegel, Alexander and Alexander, Prescott and Fogelson, Sergey V and Li, Xueting and Lu, Zhengang and Kohler, Peter J and Riley, Enrico and Peter, U Tse and Meng, Ming}, + journal={NeuroImage}, + volume={105}, + pages={440--451}, + year={2015}, + publisher={Elsevier} +} +@article{schmalz2015getting, + title={Getting to the bottom of orthographic depth}, + author={Schmalz, Xenia and Marinus, Eva and Coltheart, Max and Castles, Anne}, + journal={Psychonomic bulletin \& review}, + pages={1--16}, + year={2015}, + publisher={Springer} +} +@article{scholl2015good, + title={The Good, the Bad, and the Irrelevant: Neural Mechanisms of Learning Real and Hypothetical Rewards and Effort}, + author={Scholl, Jacqueline and Kolling, Nils and Nelissen, Natalie and Wittmann, Marco K and Harmer, Catherine J and Rushworth, Matthew FS}, + journal={The Journal of Neuroscience}, + volume={35}, + number={32}, + pages={11233--11251}, + year={2015}, + publisher={Soc Neuroscience} +} +@incollection{schultheiss2015models, + title={Models and Theoretical Frameworks for Hippocampal and Entorhinal Cortex Function in Memory and Navigation}, + author={Schultheiss, Nathan W and Hinman, James R and Hasselmo, Michael E}, + booktitle={Analysis and Modeling of Coordinated Multi-neuronal Activity}, + pages={247--268}, + year={2015}, + publisher={Springer} +} +@article{spunt2015neural, + title={The neural basis of conceptualizing the same action at different levels of abstraction}, + author={Spunt, Robert P and Kemmerer, David and Adolphs, Ralph}, + journal={Social cognitive and affective neuroscience}, + pages={nsv084}, + year={2015}, + publisher={Oxford University Press} +} +@article{squire2015conscious, + title={Conscious and Unconscious Memory Systems}, + author={Squire, Larry R and Dede, Adam JO}, + journal={Cold Spring Harbor perspectives in biology}, + volume={7}, + number={3}, + pages={a021667}, + year={2015}, + publisher={Cold Spring Harbor Lab} +} +@article{watson2015sleep, + title={Sleep, memory \& brain rhythms}, + author={Watson, Brendon O and Buzs{\'a}ki, Gy{\"o}rgy}, + journal={Daedalus}, + volume={144}, + number={1}, + pages={67--82}, + year={2015}, + publisher={MIT Press} +} +@article{xie2015c957t, + title={The C957T polymorphism in the dopamine receptor D2 gene modulates domain-general category learning}, + author={Xie, Zilong and Maddox, W Todd and M@article{lin2015neural, + title={Neural Correlates of Mathematical Problem Solving}, + author={Lin, Chun-Ling and Jung, Melody and Wu, Ying Choon and She, Hsiao-Ching and Jung, Tzyy-Ping}, + journal={International journal of neural systems}, + volume={25}, + number={02}, + pages={1550004}, + year={2015}, + publisher={World Scientific} + }cGeary, John E and Chandrasekaran, Bharath}, + journal={Journal of neurophysiology}, + volume={113}, + number={9}, + pages={3281--3290}, + year={2015}, + publisher={Am Physiological Soc} +} +@article{wirebring2015learning, + title={Learning mathematics without a suggested solution method: Durable effects on performance and brain activity}, + author={Wirebring, Linnea Karlsson and Lithner, Johan and Jonsson, Bert and Liljekvist, Yvonne and Norqvist, Mathias and Nyberg, Lars}, + journal={Trends in Neuroscience and Education}, + volume={4}, + number={1}, + pages={6--14}, + year={2015}, + publisher={Elsevier} +} +@article{wirebring2015better, + title={Lesser Neural Pattern Similarity across Repeated Tests is Associated with Better Long-Term Memory Retention}, + author={Wirebring, Linnea Karlsson and Wiklund-H\:ornqvist and Eriksson Johan and Andersson Micael and Jonsson, Bert and Nyberg, Lars}, + journal={Journal of Neuroscience}, + volume={}, + number={}, + pages={9595--9602}, + year={2015} +} +% +%2014 +% +@article{aimone2014regulation, + title={Regulation and function of adult neurogenesis: from genes to cognition}, + author={Aimone, James B and Li, Yan and Lee, Star W and Clemenson, Gregory D and Deng, Wei and Gage, Fred H}, + journal={Physiological reviews}, + volume={94}, + number={4}, + pages={991--1026}, + year={2014}, + publisher={Am Physiological Soc} +} +@article{alger2014role, + title={The Role of Sleep in Human Declarative Memory Consolidation}, + author={Alger, Sara E and Chambers, Alexis M and Cunningham, Tony and Payne, Jessica D}, + year={2014}, + publisher={Springer}, + ammote={not free} +} +@article{cerf2014studying, + title={Studying Thoughts and Deliberations Using Single Neuron Recordings in Humans}, + author={Cerf, Moran and Gelbard-Sagiv, Hagar and Fried, Itzhak}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={189}, + year={2014}, + publisher={MIT Press} +} +@article{chambers2014developmental, + title={Developmental neurocircuitry of motivation in adolescence: a critical period of addiction vulnerability}, + author={Chambers, R Andrew and Taylor, Jane R and Potenza, Marc N}, + journal={American Journal of Psychiatry}, + year={2014}, + publisher={Am Psychiatric Assoc} +} +@article{chang2014reorganization, + title={Reorganization and plastic changes of the human brain associated with skill learning and expertise}, + author={Chang, Yongmin}, + journal={Frontiers in human neuroscience}, + volume={8}, + year={2014}, + publisher={Frontiers Media SA} +} +@article{chib2014effects, + title={The effects of incentive framing on performance decrements for large monetary outcomes: behavioral and neural mechanisms}, + author={Chib, Vikram S and Shimojo, Shinsuke and O'Doherty, John P}, + journal={The Journal of Neuroscience}, + volume={34}, + number={45}, + pages={14833--14844}, + year={2014}, + publisher={Soc Neuroscience} +} +@article{cowansage2014direct, + title={Direct reactivation of a coherent neocortical memory of context}, + author={Cowansage, Kiriana K and Shuman, Tristan and Dillingham, Blythe C and Chang, Allene and Golshani, Peyman and Mayford, Mark}, + journal={Neuron}, + volume={84}, + number={2}, + pages={432--441}, + year={2014}, + publisher={Elsevier} +} +@article{deliens2014sleep, + title={Sleep and the processing of emotions}, + author={Deliens, Ga{\'e}tane and Gilson, M{\'e}dhi and Peigneux, Philippe}, + journal={Experimental brain research}, + volume={232}, + number={5}, + pages={1403--1414}, + year={2014}, + publisher={Springer} +} +@incollection{diekelmann2014your, + title={Your Interest in Sleep and Memory Posits a Semantic Learning Function to NREM Sleep. What Are Your Views of Associative Memory Enhancement by REM?}, + author={Diekelmann, Susanne and Born, Jan}, + booktitle={Dream Consciousness}, + pages={119--122}, + year={2014}, + publisher={Springer}, + annote={costs money} +} +@book{fried2014single, + title={Single Neuron Studies of the Human Brain: Probing Cognition}, + author={Fried, Itzhak and Rutishauser, Ueli and Cerf, Moran and Kreiman, Gabriel}, + year={2014}, + publisher={MIT Press} +} +@article{gregory2014resting, + title={Resting state connectivity immediately following learning correlates with subsequent sleep-dependent enhancement of motor task performance}, + author={Gregory, Michael D and Agam, Yigal and Selvadurai, Chindhuri and Nagy, Amanda and Vangel, Mark and Tucker, Matthew and Robertson, Edwin M and Stickgold, Robert and Manoach, Dara S}, + journal={NeuroImage}, + volume={102}, + pages={666--673}, + year={2014}, + publisher={Elsevier} +} +@article{hanslmayr2014brain, + title={How brain oscillations form memories—a processing based perspective on oscillatory subsequent memory effects}, + author={Hanslmayr, Simon and Staudigl, Tobias}, + journal={Neuroimage}, + volume={85}, + pages={648--655}, + year={2014}, + publisher={Elsevier} +} +@article{jung2014subcortical, + title={Subcortical Correlates of Individual Differences in Aptitude}, + author={Jung, Rex E and Ryman, Sephira G and Vakhtin, Andrei A and Carrasco, Jessica and Wertz, Chris and Flores, Ranee A}, + journal={PloS one}, + volume={9}, + number={2}, + pages={e89425}, + year={2014}, + publisher={Public Library of Science} +} +@article{karlsson2014learning, + title={Learning mathematics without a given solution method have beneficial effects on subsequent performance and modulates brain activity}, + author={Karlsson, Linnea and Lithner, Johan and Jonsson, Bert and Liljekvist, Yvonne and Norqvist, Mathias and Lars, Nyberg}, + year={2014}m + annote={how to get?} +} +@article{kelemen2014hippocampal, + title={Hippocampal corticosterone impairs memory consolidation during sleep but improves consolidation in the wake state}, + author={Kelemen, Eduard and Bahrendt, Marie and Born, Jan and Inostroza, Marion}, + journal={Hippocampus}, + volume={24}, + number={5}, + pages={510--515}, + year={2014}, + publisher={Wiley Online Library} +} +@article{kounios2014cognitive, + title={The cognitive neuroscience of insight}, + author={Kounios, John and Beeman, Mark}, + journal={Annual review of psychology}, + volume={65}, + pages={71--93}, + year={2014}, + publisher={Annual Reviews} +} +@article{luck2014potentiation, + title={The Potentiation of Associative Memory by Emotions: An Event-Related FMRI Study}, + author={Luck, David and Leclerc, Marie-Eve and Lepage, Martin}, + journal={Advances in Neuroscience}, + volume={2014}, + year={2014}, + publisher={Hindawi Publishing Corporation} +} +@article{maddox2014directing, + title={Directing eye gaze enhances auditory spatial cue discrimination}, + author={Maddox, Ross K and Pospisil, Dean A and Stecker, G Christopher and Lee, Adrian KC}, + journal={Current Biology}, + volume={24}, + number={7}, + pages={748--752}, + year={2014}, + publisher={Elsevier} +} +@article{mormann2014visual, + title={Visual Cognitive Adventures of Single Neurons in the Human Medial Temporal Lobe}, + author={Mormann, Florian and Ison, Matias J and Quiroga, Rodrigo Quian and Koch, Christof and Fried, Itzhak and Kreiman, Gabriel}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={121}, + year={2014}, + publisher={MIT Press} +} +@article{murayama2014consolidation, + title={Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events.}, + author={Murayama, Kou and Kitagami, Shinji}, + journal={Journal of Experimental Psychology: General}, + volume={143}, + number={1}, + pages={15}, + year={2014}, + publisher={American Psychological Association}, + annote={not free Recent research suggests that extrinsic rewards promote memory consolidation through dopaminergic modulation processes. However, no conclusive behavioral evidence exists given that the influence of extrinsic reward on attention and motivation during encoding and consolidation processes are inherently confounded. The present study provides behavioral evidence that extrinsic rewards (i.e., monetary incentives) enhance human memory consolidation independently of attention and motivation. Participants saw neutral pictures, followed by a reward or control cue in an unrelated context. Our results (and a direct replication study) demonstrated that the reward cue predicted a retrograde enhancement of memory for the preceding neutral pictures. This retrograde effect was observed only after a delay, not immediately upon testing. An additional experiment showed that emotional arousal or unconscious resource mobilization cannot explain the retrograde enhancement effect. These results provide support for the notion that the dopaminergic memory consolidation effect can result from extrinsic reward. (PsycINFO Database Record (c) 2014 APA, all rights reserved)} +} +@article{ojemann2014human, + title={Human Lateral Temporal Cortical Single Neuron Activity during Language, Recent Memory, and Learning}, + author={Ojemann, George}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={247}, + year={2014}, + publisher={MIT Press} +} +@article{patel2014human, + title={Human single neuron reward processing in the basal ganglia and anterior cingulate}, + author={Patel, Shaun R and Sierra-Mercado, Demetrio and Martinez-Rubio, Clarissa and Eskandar, Emad N}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={205}, + year={2014}, + publisher={MIT Press} +} +@inproceedings{reilly2014examination, + title={An examination of mathematics preparation for and progress through three introductory computer science courses}, + author={Reilly, Christine F and Tomai, Emmett}, + booktitle={Frontiers in Education Conference (FIE), 2014 IEEE}, + pages={1--9}, + year={2014}, + organization={IEEE} +} +@article{rossi2014quantum, + title={Quantum Perspectives of Consciousness, Cognition and Creativity: The Dirac Equation in a New Contour Integral Model of Brain Plasticity}, + author={Rossi, EL and Rossi, KL}, + journal={J Appl Computat Math}, + volume={3}, + number={183}, + pages={2}, + year={2014} +} +@article{roux2014working, + title={Working memory and neural oscillations: alpha--gamma versus theta--gamma codes for distinct WM information?}, + author={Roux, Fr{\'e}d{\'e}ric and Uhlhaas, Peter J}, + journal={Trends in cognitive sciences}, + volume={18}, + number={1}, + pages={16--25}, + year={2014}, + publisher={Elsevier} +} +@article{rutishauser2014single, + title={Single Neuron Correlates of Declarative Memory Formation and Retrieval in the Human Medial Temporal Lobe}, + author={Rutishauser, Ueli and Schuman, Erin M and Mamelak, Adam N}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={101}, + year={2014}, + publisher={MIT Press} +} +@article{rutishauser2014next, + title={The Next Ten Years and Beyond}, + author={Rutishauser, Ueli and Fried, Itzhak and Cerf, Moran and Kreiman, Gabriel}, + journal={Single Neuron Studies of the Human Brain: Probing Cognition}, + pages={347}, + year={2014}, + publisher={MIT Press} +} +@article{sali2014role, + title={The role of reward prediction in the control of attention.}, + author={Sali, Anthony W and Anderson, Brian A and Yantis, Steven}, + journal={Journal of experimental psychology: human perception and performance}, + volume={40}, + number={4}, + pages={1654}, + year={2014}, + publisher={American Psychological Association}, + annote={Previously rewarded stimuli involuntarily capture attention. The learning mechanisms underlying this value-driven attentional capture remain less understood. We tested whether theories of prediction-based associative reward learning explain the conditions under which reward feedback leads to value-based modulations of attentional priority. Across 4 experiments, we manipulated whether stimulus features served as unique predictors of reward outcomes. Participants received monetary rewards for correctly identifying a color-defined target in an initial search task (training phase) and then immediately completed a second, unrewarded visual search task in which color was irrelevant (test phase). In Experiments 1–3, monetary reward followed correct target selection during training, but critically, no target-defining features carried uniquely predictive information about reward outcomes. Under these conditions, we found no evidence of attentional capture by the previous target colors in the subsequent test phase. Conversely, when target colors in the training phase of Experiment 4 carried uniquely predictive information about reward magnitude, we observed significant attentional capture by the previously rewarded color. Our findings show that value-based attentional priority only develops for stimulus features that carry uniquely predictive information about reward, ruling out a purely motivational account and suggesting that mechanisms of reward prediction play an important role in shaping attentional priorities. (PsycINFO Database Record (c) 2014 APA, all rights reserved)} +} +@article{schonauer2014strengthening, + title={Strengthening procedural memories by reactivation in sleep}, + author={Sch{\"o}nauer, Monika and Geisler, Teresa and Gais, Steffen}, + journal={Journal of cognitive neuroscience}, + volume={26}, + number={1}, + pages={143--153}, + year={2014}, + publisher={MIT Press} +} +@article{schwabe2014reconsolidation, + title={Reconsolidation of human memory: brain mechanisms and clinical relevance}, + author={Schwabe, Lars and Nader, Karim and Pruessner, Jens C}, + journal={Biological psychiatry}, + volume={76}, + number={4}, + pages={274--280}, + year={2014}, + publisher={Elsevier} +} +@inproceedings{smith2014computer, + title={Computer science students' concepts of proof by induction}, + author={Smith, Th{\'e}r{\`e}se and McCartney, Robert}, + booktitle={Proceedings of the 14th Koli Calling International Conference on Computing Education Research}, + pages={51--60}, + year={2014}, + organization={ACM} +} +@article{susac2014case, + title={A case for neuroscience in mathematics education}, + author={Susac, Ana and Braeutigam, Sven}, + journal={Frontiers in human neuroscience}, + volume={8}, + year={2014}, + publisher={Frontiers Media SA} +} +@article{tononi2014sleep, + title={Sleep and the price of plasticity: from synaptic and cellular homeostasis to memory consolidation and integration}, + author={Tononi, Giulio and Cirelli, Chiara}, + journal={Neuron}, + volume={81}, + number={1}, + pages={12--34}, + year={2014}, + publisher={Elsevier} +} +@article{vuilleumier2014musical, + title={Musical Emotions in the Brain}, + author={Vuilleumier, Patrik}, + journal={Emotion Researcher}, + volume={11}, + year={2014} +} +@article{waisman2014brain, + title={Brain activity associated with translation between graphical and symbolic representations of functions in generally gifted and excelling in mathematics adolescents}, + author={Waisman, Ilana and Leikin, Mark and Shaul, Shelley and Leikin, Roza}, + journal={International Journal of Science and Mathematics Education}, + volume={12}, + number={3}, + pages={669--696}, + year={2014}, + publisher={Springer} +} +@article{walker2014sleep, + title={Sleep, memory and plasticity}, + author={Walker, Matthew P and Stickgold, Robert}, + journal={Neuroscience and Psychoanalysis}, + volume={1}, + pages={93}, + year={2014}, + publisher={Frenis Zero}, + annote={is a google book} +} +@article{zandieh2014conceptual, + title={Conceptual blending: Student reasoning when proving “conditional implies conditional” statements}, + author={Zandieh, Michelle and Roh, Kyeong Hah and Knapp, Jessica}, + journal={The Journal of Mathematical Behavior}, + volume={33}, + pages={209--229}, + year={2014}, + publisher={Elsevier} +} +@article{zhang2014neural, + title={Neural representations for the generation of inventive conceptions inspired by adaptive feature optimization of biological species}, + author={Zhang, Hao and Liu, Jia and Zhang, Qinglin}, + journal={cortex}, + volume={50}, + pages={162--173}, + year={2014}, + publisher={Elsevier} +} + +% +%2013 +% +@article{brosch2013impact, + title={The impact of emotion on perception, attention, memory, and decision-making}, + author={Brosch, Tobias and Scherer, Klaus R and Grandjean, Didier and Sander, David}, + journal={Swiss Med. Wkly}, + volume={143}, + pages={w13786}, + year={2013} +} +@article{dede2013hippocampal, + title={Hippocampal damage impairs recognition memory broadly, affecting both parameters in two prominent models of memory}, + author={Dede, Adam JO and Wixted, John T and Hopkins, Ramona O and Squire, Larry R}, + journal={Proceedings of the National Academy of Sciences}, + volume={110}, + number={16}, + pages={6577--6582}, + year={2013}, + publisher={National Acad Sciences} +} +@article{forcato2013role, + title={The role and dynamic of strengthening in the reconsolidation process in a human declarative memory: what decides the fate of recent and older memories?}, + author={Forcato, Cecilia and Fernandez, Rodrigo S and Pedreira, Mar{\'\i}a E}, + year={2013} +} +@book{hiebert2013conceptual, + title={Conceptual and procedural knowledge: The case of mathematics}, + author={Hiebert, James}, + year={2013}, + publisher={Routledge} +} +@article{islam2013dream, + title={Dream: from Phenomenology to Neurophysiology}, + author={Islam, Md Nazrul and Shah, Dev Kumar and Sapkota, Niraj Khatri}, + journal={Journal of Biomedical and Pharmaceutical Research}, + volume={2}, + number={2}, + pages={50--57}, + year={2013} +} +@article{kandel2013new, + title={The new science of mind and the future of knowledge}, + author={Kandel, Eric}, + journal={Neuron}, + volume={80}, + number={3}, + pages={546--560}, + year={2013}, + publisher={Elsevier} +} +@article{kleibeuker2013neural, + title={The neural coding of creative idea generation across adolescence and early adulthood}, + author={Kleibeuker, Sietske W and Koolschijn, P C{\'e}dric MP and Jolles, Dietsje D and De Dreu, Carsten KW and Crone, Eveline A}, + journal={Frontiers in human neuroscience}, + volume={7}, + year={2013}, + publisher={Frontiers Media SA} +} +@article{lindquist2013mind, + title={Mind wandering during lectures: Observations of the prevalence and correlates of attentional lapses, and their relationships with task characteristics and memory}, + author={Lindquist, Sophie India}, + year={2013} +} +@article{lisman2013habit, + title={Habit and nonhabit systems for unconscious and conscious behavior: Implications for multitasking}, + author={Lisman, John and Sternberg, Eliezer J}, + journal={Journal of cognitive neuroscience}, + volume={25}, + number={2}, + pages={273--283}, + year={2013}, + publisher={MIT Press} +} +@article{melby2013working, + title={Is working memory training effective? A meta-analytic review.}, + author={Melby-Lerv{\aa}g, Monica and Hulme, Charles}, + journal={Developmental psychology}, + volume={49}, + number={2}, + pages={270}, + year={2013}, + publisher={American Psychological Association} +} +@article{ouchi2013reduced, + title={Reduced adult hippocampal neurogenesis and working memory deficits in the Dgcr8-deficient mouse model of 22q11. 2 deletion-associated schizophrenia can be rescued by IGF2}, + author={Ouchi, Yasuo and Banno, Yuya and Shimizu, Yuko and Ando, Shouta and Hasegawa, Hitoki and Adachi, Koichi and Iwamoto, Takashi}, + journal={The Journal of Neuroscience}, + volume={33}, + number={22}, + pages={9408--9419}, + year={2013}, + publisher={Soc Neuroscience} +} +@article{paz2013physiological, + title={Physiological basis for emotional modulation of memory circuits by the amygdala}, + author={Paz, Rony and Pare, Denis}, + journal={Current opinion in neurobiology}, + volume={23}, + number={3}, + pages={381--386}, + year={2013}, + publisher={Elsevier} +} +@article{pourtois2013brain, + title={Brain mechanisms for emotional influences on perception and attention: what is magic and what is not}, + author={Pourtois, Gilles and Schettino, Antonio and Vuilleumier, Patrik}, + journal={Biological psychology}, + volume={92}, + number={3}, + pages={492--512}, + year={2013}, + publisher={Elsevier} +} +@article{quiroga2013brain, + title={Brain cells for grandmother}, + author={Quiroga, Rodrigo Quian and Fried, Itzhak and Koch, Christof}, + journal={Scientific American}, + volume={308}, + number={2}, + pages={30--35}, + year={2013}, + publisher={Nature Publishing Group} +} +@article{smith2013categorizing, + title={Categorizing the school experience of entering computing students}, + author={Smith, Th{\'e}r{\`e}se and McCartney, Robert}, + journal={Journal of Computing Sciences in Colleges}, + volume={28}, + number={3}, + pages={78--85}, + year={2013}, + publisher={Consortium for Computing Sciences in Colleges} +} +@inproceedings{smith2013mathematization, + title={Mathematization in teaching pumping lemmas}, + author={Smith, Tim and McCartney, Robert}, + booktitle={Frontiers in Education Conference, 2013 IEEE}, + pages={1671--1677}, + year={2013}, + organization={IEEE} +} +@article{stickgold2013sleep, + title={Sleep-dependent memory triage: evolving generalization through selective processing}, + author={Stickgold, Robert and Walker, Matthew P}, + journal={Nature Neuroscience}, + volume={16}, + number={2}, + pages={139--145}, + year={2013}, + publisher={Nature Publishing Group} +} +@article{tayler2013reactivation, + title={Reactivation of neural ensembles during the retrieval of recent and remote memory}, + author={Tayler, Kaycie K and Tanaka, Kazumasa Z and Reijmers, Leon G and Wiltgen, Brian J}, + journal={Current Biology}, + volume={23}, + number={2}, + pages={99--106}, + year={2013}, + publisher={Elsevier} +} +@article{vecchiato2013high, + title={High-resolution EEG analysis of power spectral density maps and coherence networks in a proportional reasoning task}, + author={Vecchiato, Giovanni and Susac, Ana and Margeti, Stavroula and Fallani, Fabrizio De Vico and Maglione, Anton Giulio and Supek, Selma and Planinic, Maja and Babiloni, Fabio}, + journal={Brain topography}, + volume={26}, + number={2}, + pages={303--314}, + year={2013}, + publisher={Springer} +} +% +%2012 +% +@article{abraham2012creativity, + title={Creativity and the brain: uncovering the neural signature of conceptual expansion}, + author={Abraham, Anna and Pieritz, Karoline and Thybusch, Kristin and Rutter, Barbara and Kr{\"o}ger, S{\"o}ren and Schweckendiek, Jan and Stark, Rudolf and Windmann, Sabine and Hermann, Christiane}, + journal={Neuropsychologia}, + volume={50}, + number={8}, + pages={1906--1917}, + year={2012}, + publisher={Elsevier} +} +@article{born2012system, + title={System consolidation of memory during sleep}, + author={Born, Jan and Wilhelm, Ines}, + journal={Psychological research}, + volume={76}, + number={2}, + pages={192--203}, + year={2012}, + publisher={Springer} +} +@book{cobb2012symbolizing, + title={Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design}, + author={Cobb, Paul and Yackel, Erna and McClain, Kay}, + year={2012}, + publisher={Routledge} +} +@book{devlin2012mathematical, + title={Introduction to Mathematical Thinking}, + author={Devlin, Keith}, + year={2012}, + publisher={Keith Devlin} +} +@article{diekelmann2012offline, + title={Offline consolidation of memory varies with time in slow wave sleep and can be accelerated by cuing memory reactivations}, + author={Diekelmann, Susanne and Biggel, Simon and Rasch, Bj{\"o}rn and Born, Jan}, + journal={Neurobiology of learning and memory}, + volume={98}, + number={2}, + pages={103--111}, + year={2012}, + publisher={Elsevier} +} +@article{dudai2012restless, + title={The restless engram: consolidations never end}, + author={Dudai, Yadin}, + journal={Annual review of neuroscience}, + volume={35}, + pages={227--247}, + year={2012}, + publisher={Annual Reviews} +} +@article{gentner2012analogical, + title={Analogical reasoning}, + author={Gentner, Dedre and Smith, Linsey}, + journal={Encyclopedia of human behavior}, + pages={130--136}, + year={2012}, + publisher={Elsevier Oxford, UK} +} +@article{green2012neural, + title={Neural correlates of creativity in analogical reasoning.}, + author={Green, Adam E and Kraemer, David JM and Fugelsang, Jonathan A and Gray, Jeremy R and Dunbar, Kevin N}, + journal={Journal of Experimental Psychology: Learning, Memory, and Cognition}, + volume={38}, + number={2}, + pages={264}, + year={2012}, + publisher={American Psychological Association}, + annote={Brain-based evidence has implicated the frontal pole of the brain as important for analogical mapping. Separately, cognitive research has identified semantic distance as a key determinant of the creativity of analogical mapping (i.e., more distant analogies are generally more creative). Here, we used functional magnetic resonance imaging to assess brain activity during an analogy generation task in which we varied the semantic distance of analogical mapping (as derived quantitatively from a latent semantic analysis). Data indicated that activity within an a priori region of interest in left frontopolar cortex covaried parametrically with increasing semantic distance, even after removing effects of task difficulty. Results implicate increased recruitment of frontopolar cortex as a mechanism for integrating semantically distant information to generate solutions in creative analogical reasoning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)} +} +@book{gries2012science, + title={The science of programming}, + author={Gries, David}, + year={2012}, + publisher={Springer Science \& Business Media} +} +@article{huth2012continuous, + title={A continuous semantic space describes the representation of thousands of object and action categories across the human brain}, + author={Huth, Alexander G and Nishimoto, Shinji and Vu, An T and Gallant, Jack L}, + journal={Neuron}, + volume={76}, + number={6}, + pages={1210--1224}, + year={2012}, + publisher={Elsevier} +} +@article{imamoglu2012changes, + title={Changes in functional connectivity support conscious object recognition}, + author={Imamoglu, Fatma and Kahnt, Thorsten and Koch, Christof and Haynes, John-Dylan}, + journal={Neuroimage}, + volume={63}, + number={4}, + pages={1909--1917}, + year={2012}, + publisher={Elsevier} +} +@article{jeneson2012working, + title={Working memory, long-term memory, and medial temporal lobe function}, + author={Jeneson, Annette and Squire, Larry R}, + journal={Learning \& Memory}, + volume={19}, + number={1}, + pages={15--25}, + year={2012}, + publisher={Cold Spring Harbor Lab} +} +@article{lustenberger2012triangular, + title={Triangular relationship between sleep spindle activity, general cognitive ability and the efficiency of declarative learning}, + author={Lustenberger, Caroline and Maric, Angelina and D{\"u}rr, Roland and Achermann, Peter and Huber, Reto}, + year={2012} +} +@article{quiroga2012concept, + title={Concept cells: the building blocks of declarative memory functions}, + author={Quiroga, Rodrigo Quian}, + journal={Nature Reviews Neuroscience}, + volume={13}, + number={8}, + pages={587--597}, + year={2012}, + publisher={Nature Publishing Group} +} +@article{rottschy2012modelling, + title={Modelling neural correlates of working memory: a coordinate-based meta-analysis}, + author={Rottschy, Claudia and Langner, Robert and Dogan, Imis and Reetz, Kathrin and Laird, Angela R and Schulz, J{\"o}rg B and Fox, Peter T and Eickhoff, Simon B}, + journal={Neuroimage}, + volume={60}, + number={1}, + pages={830--846}, + year={2012}, + publisher={Elsevier} +} +@book{sipser2012introduction, + title={Introduction to the Theory of Computation}, + author={Sipser, Michael}, + year={2012}, + publisher={Cengage Learning} +} +@article{suthana2012memory, + title={Memory enhancement and deep-brain stimulation of the entorhinal area}, + author={Suthana, Nanthia and Haneef, Zulfi and Stern, John and Mukamel, Roy and Behnke, Eric and Knowlton, Barbara and Fried, Itzhak}, + journal={New England Journal of Medicine}, + volume={366}, + number={6}, + pages={502--510}, + year={2012}, + publisher={Mass Medical Soc} +} +% +%2011 +% +@article{ahveninen2011attention, + title={Attention-driven auditory cortex short-term plasticity helps segregate relevant sounds from noise}, + author={Ahveninen, Jyrki and H{\"a}m{\"a}l{\"a}inen, Matti and J{\"a}{\"a}skel{\"a}inen, Iiro P and Ahlfors, Seppo P and Huang, Samantha and Lin, Fa-Hsuan and Raij, Tommi and Sams, Mikko and Vasios, Christos E and Belliveau, John W}, + journal={Proceedings of the National Academy of Sciences}, + volume={108}, + number={10}, + pages={4182--4187}, + year={2011}, + publisher={National Acad Sciences} +} + +@article{anderson2011cognitive, + title={Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns}, + author={Anderson, John R and Betts, Shawn and Ferris, Jennifer L and Fincham, Jon M}, + journal={Cognitive, Affective, \& Behavioral Neuroscience}, + volume={11}, + number={1}, + pages={52--67}, + year={2011}, + publisher={Springer} +} +@article{ballard2011dorsolateral, + title={Dorsolateral prefrontal cortex drives mesolimbic dopaminergic regions to initiate motivated behavior}, + author={Ballard, Ian C and Murty, Vishnu P and Carter, R McKell and MacInnes, Jeffrey J and Huettel, Scott A and Adcock, R Alison}, + journal={The Journal of Neuroscience}, + volume={31}, + number={28}, + pages={10340--10346}, + year={2011}, + publisher={Soc Neuroscience} +} +@article{chou2011sex, + title={Sex-linked white matter microstructure of the social and analytic brain}, + author={Chou, Kun-Hsien and Cheng, Yawei and Chen, I-Yun and Lin, Ching-Po and Chu, Woei-Chyn}, + journal={Neuroimage}, + volume={54}, + number={1}, + pages={725--733}, + year={2011}, + publisher={Elsevier} +} +@misc{Franklin, +author={Franklin, J. and A. Daoud}, +year={2011}, +title={Proof in mathematics: An introduction}, +howpublished={\url{web.maths.unsw.edu.au/∼jim/proofsch2.pdf}} +} +@article{lisman2011neohebbian, + title={A neoHebbian framework for episodic memory; role of dopamine-dependent late LTP}, + author={Lisman, John and Grace, Anthony A and Duzel, Emrah}, + journal={Trends in neurosciences}, + volume={34}, + number={10}, + pages={536--547}, + year={2011}, + publisher={Elsevier} +} +@article{wittmann2011behavioral, + title={Behavioral specifications of reward-associated long-term memory enhancement in humans}, + author={Wittmann, Bianca C and Dolan, Raymond J and D{\"u}zel, Emrah}, + journal={Learning \& Memory}, + volume={18}, + number={5}, + pages={296--300}, + year={2011}, + publisher={Cold Spring Harbor Lab} +} +% +%2010 +% +@article{deng2010new, + title={New neurons and new memories: how does adult hippocampal neurogenesis affect learning and memory?}, + author={Deng, Wei and Aimone, James B and Gage, Fred H}, + journal={Nature Reviews Neuroscience}, + volume={11}, + number={5}, + pages={339--350}, + year={2010}, + publisher={Nature Publishing Group} +} +@article{diekelmann2010memory, + title={The memory function of sleep}, + author={Diekelmann, Susanne and Born, Jan}, + journal={Nature Reviews Neuroscience}, + volume={11}, + number={2}, + pages={114--126}, + year={2010}, + publisher={Nature Publishing Group} +} + +@book{epp2010discrete, + title={Discrete mathematics with applications}, + author={Epp, Susanna}, + year={2010}, + publisher={Cengage Learning} +} +@article{geake2010functional, + title={Functional neural correlates of fluid and crystallized analogizing}, + author={Geake, John G and Hansen, Peter C}, + journal={Neuroimage}, + volume={49}, + number={4}, + pages={3489--3497}, + year={2010}, + publisher={Elsevier} +} +@ARTICLE{Miron-Spektor20111065, +author={Miron-Spektor, E. and Efrat-Treister, D. and Rafaeli, A. and Schwarz-Cohen, O.}, +title={Others' Anger Makes People Work Harder Not Smarter: The Effect of Observing Anger and Sarcasm on Creative and Analytic Thinking}, +journal={Journal of Applied Psychology}, +year={2011}, +volume={96}, +number={5}, +pages={1065-1075}, +doi={10.1037/a0023593}, +note={cited By 9}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80052845122&partnerID=40&md5=fa771b028a0b5fb543294b13c8081324}, +document_type={Article}, +source={Scopus}, +annote={not free, The authors examine whether and how observing anger influences thinking processes and problem-solving ability. In 3 studies, the authors show that participants who listened to an angry customer were more successful in solving analytic problems, but less successful in solving creative problems compared with participants who listened to an emotionally neutral customer. In Studies 2 and 3, the authors further show that observing anger communicated through sarcasm enhances complex thinking and solving of creative problems. Prevention orientation is argued to be the latent variable that mediated the effect of observing anger on complex thinking. The present findings help reconcile inconsistent findings in previous research, promote theory about the effects of observing anger and sarcasm, and contribute to understanding the effects of anger in the workplace. © 2011 American Psychological Association.} +} +@article{takeuchi2010training, + title={Training of working memory impacts structural connectivity}, + author={Takeuchi, Hikaru and Sekiguchi, Atsushi and Taki, Yasuyuki and Yokoyama, Satoru and Yomogida, Yukihito and Komuro, Nozomi and Yamanouchi, Tohru and Suzuki, Shozo and Kawashima, Ryuta}, + journal={The Journal of neuroscience}, + volume={30}, + number={9}, + pages={3297--3303}, + year={2010}, + publisher={Soc Neuroscience} +} +@article{thagard2011aha, + title={The AHA! experience: Creativity through emergent binding in neural networks}, + author={Thagard, Paul and Stewart, Terrence C}, + journal={Cognitive science}, + volume={35}, + number={1}, + pages={1--33}, + year={2011}, + publisher={Wiley Online Library} +} +@book{van2011slow, + title={Slow brain oscillations of sleep, resting state and vigilance}, + author={Van Someren, EJ}, + volume={193}, + year={2011}, + publisher={Elsevier} +} +% +%2010 +% + +@article{de2010cognitive, + title={Cognitive neuroscience meets mathematics education}, + author={De Smedt, Bert and Ansari, Daniel and Grabner, Roland H and Hannula, Minna M and Schneider, Michael and Verschaffel, Lieven}, + journal={Educational Research Review}, + volume={5}, + number={1}, + pages={97--105}, + year={2010}, + publisher={Elsevier} +} +@article{de2010traveling, + title={Traveling down the road: from cognitive neuroscience to mathematics education… and back}, + author={De Smedt, Bert and Verschaffel, Lieven}, + journal={ZDM}, + volume={42}, + number={6}, + pages={649--654}, + year={2010}, + publisher={Springer} +} +@ARTICLE{Mihov2010442, +author={Mihov, K.M. and Denzler, M. and Förster, J.}, +title={Hemispheric specialization and creative thinking: A meta-analytic review of lateralization of creativity}, +journal={Brain and Cognition}, +year={2010}, +volume={72}, +number={3}, +pages={442-448}, +doi={10.1016/j.bandc.2009.12.007}, +note={cited By 37}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77249168155&partnerID=40&md5=220f8fef0b7bbe4019b5b192ba05f36c}, +document_type={Article}, +source={Scopus}, +} +@article{pedreira2010responses, + title={Responses of human medial temporal lobe neurons are modulated by stimulus repetition}, + author={Pedreira, Carlos and Mormann, Florian and Kraskov, Alexander and Cerf, Moran and Fried, Itzhak and Koch, Christof and Quiroga, Rodrigo Quian}, + journal={Journal of neurophysiology}, + volume={103}, + number={1}, + pages={97--107}, + year={2010}, + publisher={Am Physiological Soc} +} +@article{shohamy2010dopamine, + title={Dopamine and adaptive memory}, + author={Shohamy, Daphna and Adcock, R Alison}, + journal={Trends in cognitive sciences}, + volume={14}, + number={10}, + pages={464--472}, + year={2010}, + publisher={Elsevier} +} +@article{tang2010short, + title={Short-term meditation induces white matter changes in the anterior cingulate}, + author={Tang, Yi-Yuan and Lu, Qilin and Geng, Xiujuan and Stein, Elliot A and Yang, Yihong and Posner, Michael I}, + journal={Proceedings of the National Academy of Sciences}, + volume={107}, + number={35}, + pages={15649--15652}, + year={2010}, + publisher={National Acad Sciences} +} +% +%2009 +% +@article{bulloch2009makes, + title={What makes relational reasoning smart? Revisiting the perceptual-to-relational shift in the development of generalization}, + author={Bulloch, Megan J and Opfer, John E}, + journal={Developmental Science}, + volume={12}, + number={1}, + pages={114--122}, + year={2009}, + publisher={Wiley Online Library} +} +@ARTICLE{Christoff20098719, +author={Christoff, K. and Gordon, A.M. and Smallwood, J. and Smith, R. and Schooler, J.W.}, +title={Experience sampling during fMRI reveals default network and executive system contributions to mind wandering}, +journal={Proceedings of the National Academy of Sciences of the United States of America}, +year={2009}, +volume={106}, +number={21}, +pages={8719-8724}, +doi={10.1073/pnas.0900234106}, +note={cited By 400}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-66749166573&partnerID=40&md5=43ecf89e3cd33b08abd07717308b18ec}, +document_type={Article}, +source={Scopus}, +} +@article{darling2009research, + title={Research review/teacher learning: What matters}, + author={Darling-Hammond, Linda and Richardson, Nikole}, + journal={Educational leadership}, + volume={66}, + number={5}, + pages={46--53}, + year={2009} +} +@article{keller2009gender, + title={Gender differences in the functional and structural neuroanatomy of mathematical cognition}, + author={Keller, Katherine and Menon, Vinod}, + journal={Neuroimage}, + volume={47}, + number={1}, + pages={342--352}, + year={2009}, + publisher={Elsevier} +} +@article{kitamura2009adult, + title={Adult neurogenesis modulates the hippocampus-dependent period of associative fear memory}, + author={Kitamura, Takashi and Saitoh, Yoshito and Takashima, Noriko and Murayama, Akiko and Niibori, Yosuke and Ageta, Hiroshi and Sekiguchi, Mariko and Sugiyama, Hiroyuki and Inokuchi, Kaoru}, + journal={Cell}, + volume={139}, + number={4}, + pages={814--827}, + year={2009}, + publisher={Elsevier} +} +@article{kowatari2009neural, + title={Neural networks involved in artistic creativity}, + author={Kowatari, Yasuyuki and Lee, Seung Hee and Yamamura, Hiromi and Nagamori, Yusuke and Levy, Pierre and Yamane, Shigeru and Yamamoto, Miyuki}, + journal={Human brain mapping}, + volume={30}, + number={5}, + pages={1678--1690}, + year={2009}, + publisher={Wiley Online Library} +} +@article{krebs2009personality, + title={Personality traits are differentially associated with patterns of reward and novelty processing in the human substantia nigra/ventral tegmental area}, + author={Krebs, Ruth M and Schott, Bj{\"o}rn H and D{\"u}zel, Emrah}, + journal={Biological psychiatry}, + volume={65}, + number={2}, + pages={103--110}, + year={2009}, + publisher={Elsevier} +} +@article{molle2009hippocampus, + title={Hippocampus whispering in deep sleep to prefrontal cortex—for good memories?}, + author={M{\"o}lle, Matthias and Born, Jan}, + journal={Neuron}, + volume={61}, + number={4}, + pages={496--498}, + year={2009}, + publisher={Elsevier} +} +@article{nishida2009rem, + title={REM sleep, prefrontal theta, and the consolidation of human emotional memory}, + author={Nishida, Masaki and Pearsall, Jori and Buckner, Randy L and Walker, Matthew P}, + journal={Cerebral Cortex}, + volume={19}, + number={5}, + pages={1158--1166}, + year={2009}, + publisher={Oxford Univ Press} +} +@article{russoniello2009effectiveness, + title={The effectiveness of casual video games in improving mood and decreasing stress}, + author={Russoniello, Carmen V and O’Brien, Kevin and Parks, Jennifer M}, + journal={Journal of Cyber Therapy and Rehabilitation}, + volume={2}, + number={1}, + pages={53--66}, + year={2009} +} +@article{trouche2009recruitment, + title={Recruitment of adult-generated neurons into functional hippocampal networks contributes to updating and strengthening of spatial memory}, + author={Trouche, St{\'e}phanie and Bontempi, Bruno and Roullet, Pascal and Rampon, Claire}, + journal={Proceedings of the National Academy of Sciences}, + volume={106}, + number={14}, + pages={5919--5924}, + year={2009}, + publisher={National Acad Sciences} +} +@article{zamarian2009neuroscience, + title={Neuroscience of learning arithmetic—evidence from brain imaging studies}, + author={Zamarian, L and Ischebeck, A and Delazer, M}, + journal={Neuroscience \& Biobehavioral Reviews}, + volume={33}, + number={6}, + pages={909--925}, + year={2009}, + publisher={Elsevier} +} +% +%2008 +% +@article{abraham2008thinking, + title={Thinking about the future versus the past in personal and non-personal contexts}, + author={Abraham, Anna and Schubotz, Ricarda I and von Cramon, D Yves}, + journal={Brain research}, + volume={1233}, + pages={106--119}, + year={2008}, + publisher={Elsevier} +} +@article{fereday2008demonstrating, + title={Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development}, + author={Fereday, Jennifer and Muir-Cochrane, Eimear}, + journal={International journal of qualitative methods}, + volume={5}, + number={1}, + pages={80--92}, + year={2008} +} +@article{fenker2008novel, + title={Novel scenes improve recollection and recall of words}, + author={Fenker, Daniela B and Frey, Julietta U and Schuetze, Hartmut and Heipertz, Dorothee and Heinze, Hans-Jochen and Duzel, Emrah}, + journal={Journal of cognitive neuroscience}, + volume={20}, + number={7}, + pages={1250--1265}, + year={2008}, + publisher={MIT Press} +} +@article{frey2008synaptic, + title={‘Synaptic tagging’and ‘cross-tagging’and related associative reinforcement processes of functional plasticity as the cellular basis for memory formation}, + author={Frey, Sabine and Frey, Julietta U}, + journal={Progress in brain research}, + volume={169}, + pages={117--143}, + year={2008}, + publisher={Elsevier} +} +@article{glaser2008conceptualization, + title={Conceptualization: On theory and theorizing using grounded theory}, + author={Glaser, Barney G}, + journal={International Journal of Qualitative Methods}, + volume={1}, + number={2}, + pages={23--38}, + year={2008} +} +@article{jacobs2008developing, + title={On developing a rich conception of variable}, + author={Jacobs, Sally and Trigueros, Maria}, + journal={Making the connection: Research and teaching in undergraduate mathematics education}, + number={73}, + pages={1}, + year={2008}, + publisher={MAA} +} +@article{karpicke2008critical, + title={The critical importance of retrieval for learning}, + author={Karpicke, Jeffrey D and Roediger, Henry L}, + journal={science}, + volume={319}, + number={5865}, + pages={966--968}, + year={2008}, + publisher={American Association for the Advancement of Science} +} +@article{polyn2008memory, + title={Memory search and the neural representation of context}, + author={Polyn, Sean M and Kahana, Michael J}, + journal={Trends in cognitive sciences}, + volume={12}, + number={1}, + pages={24--30}, + year={2008}, + publisher={Elsevier} +} +@article{talamini2008sleep, + title={Sleep directly following learning benefits consolidation of spatial associative memory}, + author={Talamini, Lucia M and Nieuwenhuis, Ingrid LC and Takashima, Atsuko and Jensen, Ole}, + journal={Learning \& Memory}, + volume={15}, + number={4}, + pages={233--237}, + year={2008}, + publisher={Cold Spring Harbor Lab} +} +@article{tall2008transition, + title={The transition to formal thinking in mathematics}, + author={Tall, David}, + journal={Mathematics Education Research Journal}, + volume={20}, + number={2}, + pages={5--24}, + year={2008}, + publisher={Springer} +} +@article{toni2008neurons, + title={Neurons born in the adult dentate gyrus form functional synapses with target cells}, + author={Toni, Nicolas and Laplagne, Diego A and Zhao, Chunmei and Lombardi, Gabriela and Ribak, Charles E and Gage, Fred H and Schinder, Alejandro F}, + journal={Nature neuroscience}, + volume={11}, + number={8}, + pages={901--907}, + year={2008}, + publisher={Nature Publishing Group} +} +@article{varma2008should, + title={How should educational neuroscience conceptualise the relation between cognition and brain function? 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number={3}, + pages={507--517}, + year={2006}, + publisher={Elsevier} +} +@article{braun2006using, + title={Using thematic analysis in psychology}, + author={Braun, Virginia and Clarke, Victoria}, + journal={Qualitative research in psychology}, + volume={3}, + number={2}, + pages={77--101}, + year={2006}, + publisher={Taylor \& Francis} +} +@article{gais2006sleep, + title={Sleep after learning aids memory recall}, + author={Gais, Steffen and Lucas, Brian and Born, Jan}, + journal={Learning \& Memory}, + volume={13}, + number={3}, + pages={259--262}, + year={2006}, + publisher={Cold Spring Harbor Lab} +} +@article{hasselmo2006role, + title={The role of acetylcholine in learning and memory}, + author={Hasselmo, Michael E}, + journal={Current opinion in neurobiology}, + volume={16}, + number={6}, + pages={710--715}, + year={2006}, + publisher={Elsevier} +} +@book{viete2006analytic, + title={The analytic art}, + author={Vi{\`e}te, Fran{\c{c}}ois and Witmer, T Richard}, + year={2006}, + publisher={Courier Corporation} +} +@article{wagner2006brief, + title={Brief sleep after learning keeps emotional memories alive for years}, + author={Wagner, Ullrich and Hallschmid, Manfred and Rasch, Bj{\"o}rn and Born, Jan}, + journal={Biological psychiatry}, + volume={60}, + number={7}, + pages={788--790}, + year={2006}, + publisher={Elsevier} +} +% +%2005 +% +@article{frankland2005organization, + title={The organization of recent and remote memories}, + author={Frankland, Paul W and Bontempi, Bruno}, + journal={Nature Reviews Neuroscience}, + volume={6}, + number={2}, + pages={119--130}, + year={2005}, + publisher={Nature Publishing Group} +} +@article{kennedy2005association, + title={The association between students' use of an electronic voting system and their learning outcomes}, + author={Kennedy, Gregor E and Cutts, Quintin I}, + journal={Journal of Computer Assisted Learning}, + volume={21}, + number={4}, + pages={260--268}, + year={2005}, + publisher={Wiley Online Library} +} +@article{lisman2005hippocampal, + title={The hippocampal-VTA loop: controlling the entry of information into long-term memory}, + author={Lisman, John E and Grace, Anthony A}, + journal={Neuron}, + volume={46}, + number={5}, + pages={703--713}, + year={2005}, + publisher={Elsevier} +} +@article{marton2005unit, + title={On the unit of description in phenomenography}, + author={Marton, Ference and Pong, Wing Yan}, + journal={Higher education research \& development}, + volume={24}, + number={4}, + pages={335--348}, + year={2005}, + publisher={Taylor \& Francis} +} +@article{owen2005n, + title={N-back working memory paradigm: A meta-analysis of normative functional neuroimaging studies}, + author={Owen, Adrian M and McMillan, Kathryn M and Laird, Angela R and Bullmore, Ed}, + journal={Human brain mapping}, + volume={25}, + number={1}, + pages={46--59}, + year={2005}, + publisher={Wiley Online Library} +} +@article{quiroga2005invariant, + title={Invariant visual representation by single neurons in the human brain}, + author={Quiroga, R Quian and Reddy, Leila and Kreiman, Gabriel and Koch, Christof and Fried, Itzhak}, + journal={Nature}, + volume={435}, + number={7045}, + pages={1102--1107}, + year={2005}, + publisher={Nature Publishing Group} +} +@article{sarter2005unraveling, + title={Unraveling the attentional functions of cortical cholinergic inputs: interactions between signal-driven and cognitive modulation of signal detection}, + author={Sarter, Martin and Hasselmo, Michael E and Bruno, John P and Givens, Ben}, + journal={Brain Research Reviews}, + volume={48}, + number={1}, + pages={98--111}, + year={2005}, + publisher={Elsevier} +} +@article{wittmann2005reward, + title={Reward-related FMRI activation of dopaminergic midbrain is associated with enhanced hippocampus-dependent long-term memory formation}, + author={Wittmann, Bianca C and Schott, Bj{\"o}rn H and Guderian, Sebastian and Frey, Julietta U and Heinze, Hans-Jochen and D{\"u}zel, Emrah}, + journal={Neuron}, + volume={45}, + number={3}, + pages={459--467}, + year={2005}, + publisher={Elsevier} +} +% +%2004 +% +@article{hasselmo2004high, + title={High acetylcholine levels set circuit dynamics for attention and encoding and low acetylcholine levels set dynamics for consolidation}, + author={Hasselmo, Michael E and McGaughy, Jill}, + journal={Progress in brain research}, + volume={145}, + pages={207--231}, + year={2004}, + publisher={Elsevier} +} +@article{kishiyama2004restorff, + title={The von Restorff effect in amnesia: The contribution of the hippocampal system to novelty-related memory enhancements}, + author={Kishiyama, Mark M and Yonelinas, Andy P and Lazzara, MM}, + journal={Journal of cognitive neuroscience}, + volume={16}, + number={1}, + pages={15--23}, + year={2004}, + publisher={MIT Press} +} +@article{kuriyama2004sleep, + title={Sleep-dependent learning and motor-skill complexity}, + author={Kuriyama, Kenichi and Stickgold, Robert and Walker, Matthew P}, + journal={Learning \& Memory}, + volume={11}, + number={6}, + pages={705--713}, + year={2004}, + publisher={Cold Spring Harbor Lab} +} +@article{or2004cognitive, + title={Cognitive activities of abstraction in object orientation: an empirical study}, + author={Or-Bach, Rachel and Lavy, Ilana}, + journal={ACM SIGCSE Bulletin}, + volume={36}, + number={2}, + pages={82--86}, + year={2004}, + publisher={ACM} +} +@article{prince2004does, + title={Does active learning work? A review of the research}, + author={Prince, Michael}, + journal={JOURNAL OF ENGINEERING EDUCATION-WASHINGTON-}, + volume={93}, + pages={223--232}, + year={2004}, + publisher={AMERICAN SOCIETY FOR ENGINEERING EDUCATION} +} +@article{robertson2004awareness, + title={Awareness modifies the skill-learning benefits of sleep}, + author={Robertson, Edwin M and Pascual-Leone, Alvaro and Press, Daniel Z}, + journal={Current Biology}, + volume={14}, + number={3}, + pages={208--212}, + year={2004}, + publisher={Elsevier} +} +@article{sohn2004behavioral, + title={Behavioral equivalence, but not neural equivalence—neural evidence of alternative strategies in mathematical thinking}, + author={Sohn, Myeong-Ho and Goode, Adam and Koedinger, Kenneth R and Stenger, V Andrew and Fissell, Kate and Carter, Cameron S and Anderson, John R}, + journal={Nature neuroscience}, + volume={7}, + number={11}, + pages={1193--1194}, + year={2004}, + publisher={Nature Publishing Group} +} +@article{wagner2004sleep, + title={Sleep inspires insight}, + author={Wagner, Ullrich and Gais, Steffen and Haider, Hilde and Verleger, Rolf and Born, Jan}, + journal={Nature}, + volume={427}, + number={6972}, + pages={352--355}, + year={2004}, + publisher={Nature Publishing Group} +} +@article{weber2004traditional, + title={Traditional instruction in advanced mathematics courses: A case study of one professor’s lectures and proofs in an introductory real analysis course}, + author={Weber, Keith}, + journal={The Journal of Mathematical Behavior}, + volume={23}, + number={2}, + pages={115--133}, + year={2004}, + publisher={Elsevier} +} +% +%2003 +% +@article{anderson2003information, + title={An information-processing model of the BOLD response in symbol manipulation tasks}, + author={Anderson, John R and Qin, Yulin and Sohn, Myeong-Ho and Stenger, V Andrew and Carter, Cameron S}, + journal={Psychonomic Bulletin \& Review}, + volume={10}, + number={2}, + pages={241--261}, + year={2003}, + publisher={Springer} +} 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publisher={Elsevier} +} +@book{loewenberg2003mathematical, + title={Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education}, + author={Loewenberg, Deborah and others}, + year={2003}, + publisher={Rand Corporation} +} +@book{rosen2003, + title={Discrete Mathematics and Its Applications, 5th ed.}, + author={Rosen, Kenneth H}, + year={2003}, + publisher={McGraw Hill} +} +@article{schendan2003fmri, + title={An FMRI study of the role of the medial temporal lobe in implicit and explicit sequence learning}, + author={Schendan, Haline E and Searl, Meghan M and Melrose, Rebecca J and Stern, Chantal E}, + journal={Neuron}, + volume={37}, + number={6}, + pages={1013--1025}, + year={2003}, + publisher={Elsevier} +} +@article{sederberg2003theta, + title={Theta and gamma oscillations during encoding predict subsequent recall}, + author={Sederberg, Per B and Kahana, Michael J and Howard, Marc W and Donner, Elizabeth J and Madsen, Joseph 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undergraduate mathematics education research}, + author={Dubinsky, Ed and McDonald, Michael A}, + booktitle={The teaching and learning of mathematics at university level}, + pages={275--282}, + year={2002}, + publisher={Springer} +} +@article{ribeiro2002induction, + title={Induction of hippocampal long-term potentiation during waking leads to increased extrahippocampal zif-268 expression during ensuing rapid-eye-movement sleep}, + author={Ribeiro, Sidarta and Mello, Claudio V and Velho, Tarciso and Gardner, Timothy J and Jarvis, Erich D and Pavlides, Constantine}, + journal={The Journal of Neuroscience}, + volume={22}, + number={24}, + pages={10914--10923}, + year={2002}, + publisher={Soc Neuroscience} +} +% +%2001 +% +@article{paller2002observing, + title={Observing the transformation of experience into memory}, + author={Paller, Ken A and Wagner, Anthony D}, + journal={Trends in cognitive sciences}, + volume={6}, + number={2}, + pages={93--102}, + year={2002}, + publisher={Elsevier} +} +@inproceedings{rasslan2002definitions, + title={Definitions and images for the definite integral concept}, + author={Rasslan, Shaker and Tall, David}, + booktitle={PME CONFERENCE}, + volume={4}, + pages={4--089}, + year={2002} +} +@article{tall2001symbols, + title={Symbols and the bifurcation between procedural and conceptual thinking}, + author={Tall, David and Gray, Eddie and Ali, Maselan Bin and Crowley, Lillie and DeMarois, Phil and McGowen, Mercedes and Pitta, Demetra and Pinto, Marcia and Thomas, Michael and Yusof, Yudariah}, + journal={Canadian Journal of Math, Science \& Technology Education}, + volume={1}, + number={1}, + pages={81--104}, + year={2001}, + publisher={Taylor \& Francis} +} + +% +%2001 +% +@article{blood2001intensely, + title={Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion}, + author={Blood, Anne J and Zatorre, Robert J}, + journal={Proceedings of the National Academy of Sciences}, + volume={98}, + number={20}, + pages={11818--11823}, + year={2001}, + publisher={National Acad Sciences} +} +@article{fletcher2001frontal, + title={Frontal lobes and human memory}, + author={Fletcher, PC and Henson, R Nx˙ A}, + journal={Brain}, + volume={124}, + number={5}, + pages={849--881}, + year={2001}, + publisher={Oxford Univ Press} +} +@article{hyman2001addiction, + title={Addiction and the brain: the neurobiology of compulsion and its persistence}, + author={Hyman, Steven E and Malenka, Robert C}, + journal={Nature reviews neuroscience}, + volume={2}, + number={10}, + pages={695--703}, + year={2001}, + publisher={Nature Publishing Group} +} +@article{knutson2001anticipation, + title={Anticipation of increasing monetary reward selectively recruits nucleus accumbens}, + author={Knutson, Brian and Adams, Charles M and Fong, Grace W and Hommer, Daniel}, + journal={J Neurosci}, + volume={21}, + number={16}, + pages={RC159}, + year={2001} +} +@article{lisman2001storage, + title={Storage, recall, and novelty detection of sequences by the hippocampus: elaborating on the SOCRATIC model to account for normal and aberrant effects of dopamine}, + author={Lisman, John E and Otmakhova, Nonna A}, + journal={Hippocampus}, + volume={11}, + number={5}, + pages={551--568}, + year={2001}, + publisher={Wiley Online Library} +} +@article{waelti2001dopamine, + title={Dopamine responses comply with basic assumptions of formal learning theory}, + author={Waelti, Pascale and Dickinson, Anthony and Schultz, Wolfram}, + journal={Nature}, + volume={412}, + number={6842}, + pages={43--48}, + year={2001}, + publisher={Nature Publishing Group} +} +% +%2000 +% +@article{bower2000postscript, + title={Postscript: integrating themes on discourse and design}, + author={Bower, J}, + journal={Symbolizing and Communicating in Mathematics Classrooms. 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Differences in frontal activity between high and low creative subjects}, + author={Carlsson, Ingegerd and Wendt, Peter E and Risberg, Jarl}, + journal={Neuropsychologia}, + volume={38}, + number={6}, + pages={873--885}, + year={2000}, + publisher={Elsevier} +} +@article{dorfler2000means, + title={Means for meaning}, + author={D{\"o}rfler, Willi}, + journal={Symbolizing and communicating in mathematics classrooms}, + pages={99--131}, + year={2000} +} +@article{dunbar2000scientists, + title={How scientists think in the real world: Implications for science education}, + author={Dunbar, Kevin}, + journal={Journal of Applied Developmental Psychology}, + volume={21}, + number={1}, + pages={49--58}, + year={2000}, + publisher={Elsevier} +} +@article{lehrer2000inter, + title={The inter-related development of inscriptions and conceptual understanding}, + author={Lehrer, Richard and Schauble, Leona and Carpenter, Susan and Penner, David}, + journal={Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design}, + pages={325--360}, + year={2000} +} +@article{lesh2000symbolizing, + title={Symbolizing, communicating, and mathematizing: Key components of models and modeling}, + author={Lesh, Richard and Doerr, Helen M}, + journal={Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design}, + pages={361--384}, + year={2000} +} +@article{maquet2000experience, + title={Experience-dependent changes in cerebral activation during human REM sleep}, + author={Maquet, Pierre and Laureys, Steven and Peigneux, Philippe and Fuchs, Sonia and Petiau, Christophe and Phillips, Christophe and Aerts, Joel and Del Fiore, Guy and Degueldre, Christian and Meulemans, Thierry and others}, + journal={Nature neuroscience}, + volume={3}, + number={8}, + pages={831--836}, + year={2000}, + publisher={Nature Publishing Group} +} +@article{martin2000synaptic, + title={Synaptic plasticity and memory: an evaluation of the hypothesis}, + author={Martin, SJ and Grimwood, PD and Morris, RGM}, + journal={Annual review of neuroscience}, + volume={23}, + number={1}, + pages={649--711}, + year={2000}, + publisher={Annual Reviews 4139 El Camino Way, PO Box 10139, Palo Alto, CA 94303-0139, USA} +} +@article{nemirovskymonk, + title={Monk, S.(2000):—If you look at it the other way…“An exploration into the Nature of Symbolizing}, + author={Nemirovsky, R}, + journal={Symbolizing and Communicating in Mathematics Classrooms. Hillsdale NJ: Lawrence Erlbaum Associates} +} +@article{schultz2000neuronal, + title={Neuronal coding of prediction errors}, + author={Schultz, Wolfram and Dickinson, Anthony}, + journal={Annual review of neuroscience}, + volume={23}, + number={1}, + pages={473--500}, + year={2000}, + publisher={Annual Reviews 4139 El Camino Way, PO Box 10139, Palo Alto, CA 94303-0139, USA} +} +@book{squire2000memory, + title={Memory: From mind to molecules}, + author={Squire, Larry R and Kandel, Eric R}, + year={2000}, + publisher={Macmillan} +} +@article{stickgold2000visual, + title={Visual discrimination learning requires sleep after training}, + author={Stickgold, Robert and James, LaTanya and Hobson, J Allan}, + journal={Nature neuroscience}, + volume={3}, + number={12}, + pages={1237--1238}, + year={2000}, + publisher={Nature Publishing Group} +} +@book{valiant2000circuits, + title={Circuits of the Mind}, + author={Valiant, Leslie G}, + year={2000}, + publisher={Oxford University Press} +} +@article{van2000appropriation, + title={The appropriation of mathematical symbols: A psychosemiotic approach to mathematics learning}, + author={van Oers, Bert}, + journal={Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design}, + pages={133--176}, + year={2000} +} +% +%1999 +% +@article{gurden1999integrity, + title={Integrity of the mesocortical dopaminergic system is necessary for complete expression of in vivo hippocampal--prefrontal cortex long-term potentiation}, + author={Gurden, H and Tassin, J-P and Jay, TM}, + journal={Neuroscience}, + volume={94}, + number={4}, + pages={1019--1027}, + year={1999}, + publisher={Elsevier} +} +@article{horger1999enhancement, + title={Enhancement of locomotor activity and conditioned reward to cocaine by brain-derived neurotrophic factor}, + author={Horger, Brian A and Iyasere, Christiana A and Berhow, Melissa T and Messer, Chad J and Nestler, Eric J and Taylor, Jane R}, + journal={The Journal of neuroscience}, + volume={19}, + number={10}, + pages={4110--4122}, + year={1999}, + publisher={Soc Neuroscience} +} +@article{kendall1999axial, + title={Axial coding and the grounded theory controversy}, + author={Kendall, Judy}, + journal={Western journal of nursing research}, + volume={21}, + number={6}, + pages={743--757}, + year={1999}, + publisher={Sage Publications} +} +@book{Mattuck, +author={Mattuck, Arthur}, +year={1999}, +title={Introduction to Analysis}, +publisher={Prentice Hall} +} +@article{robinson1999alterations, + title={Alterations in the morphology of dendrites and dendritic spines in the nucleus accumbens and prefrontal cortex following repeated treatment with amphetamine or cocaine}, + author={Robinson, Terry E and Kolb, Bryan}, + journal={European journal of neuroscience}, + volume={11}, + number={5}, + pages={1598--1604}, + year={1999}, + publisher={Wiley Online Library} +} +% +%1998 +% +@article{arcavi1998teaching, + title={Teaching mathematical problem solving: An analysis of an emergent classroom community}, + author={Arcavi, Abraham and Kessel, Cathy and Meira, Luciano and Smith, John P}, + journal={Research in collegiate mathematics education, III}, + volume={7}, + pages={1--70}, + year={1998} +} +@article{baranchik1998supplementary, + title={Supplementary methods for assessing student performance on a standardized test in elementary algebra}, + author={Baranchik, ALVIN and Cherkas, BARRY}, + journal={Research in Collegiate Mathematics Education}, + volume={3}, + pages={216--233}, + year={1998} +} +@book{black1998inside, + title={Inside the black box: Raising standards through classroom assessment}, + author={Black, Paul and Wiliam, Dylan}, + year={1998}, + publisher={Granada Learning} +} +@book{boyatzis1998transforming, + title={Transforming qualitative information: Thematic analysis and code development}, + author={Boyatzis, Richard E}, + year={1998}, + publisher={Sage} +} +@inproceedings{carlson1998cross, + title={A cross-sectional investigation of the development of the function concept}, + author={Carlson, Marilyn P}, + booktitle={Research in Collegiate Mathematics Education III, Conference Board of the Mathematical Sciences, Issues in Mathematics Education}, + volume={7}, + number={2}, + pages={114--162}, + year={1998} +} +@article{rattermann1998more, + title={More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task}, + author={Rattermann, Mary Jo and Gentner, Dedre}, + journal={Cognitive Development}, + volume={13}, + number={4}, + pages={453--478}, + year={1998}, + publisher={Elsevier} +} +@article{gibson1998students, + title={Students’ use of diagrams to develop proofs in an introductory analysis course}, + author={Gibson, DAVID}, + journal={CBMS issues in mathematics education}, + volume={7}, + pages={284--307}, + year={1998} +} +@book{kaput1998research, + title={Research in Collegiate Mathematics Education III}, + author={Kaput, James J and Schoenfeld, Alan H and Dubinsky, Ed}, + volume={4}, + year={1998}, + publisher={American Mathematical Soc.} +} +@article{meel1998honors, + title={Honors students’ calculus understandings: Comparing Calculus\&Mathematica and traditional calculus students}, + author={Meel, DAVID E}, + journal={CBMS Issues in Mathematics Education}, + volume={7}, + pages={163--215}, + year={1998} +} +@article{parker1998restorff, + title={The von Restorff effect in visual object recognition memory in humans and monkeys: The role of frontal/perirhinal interaction}, + author={Parker, Amanda and Wilding, Edward and Akerman, Colin}, + journal={Journal of Cognitive Neuroscience}, + volume={10}, + number={6}, + pages={691--703}, + year={1998}, + publisher={MIT Press} +} +@article{santos1998instructional, + title={Instructional qualities of a successful mathematical problem-solving class∗}, + author={Santos-Trigo, Manuel}, + journal={International Journal of Mathematical Education in Science and Technology}, + volume={29}, + number={5}, + pages={631--646}, + year={1998}, + publisher={Taylor \& Francis} +} +@article{schacter1998cognitive, + title={The cognitive neuroscience of constructive memory}, + author={Schacter, Daniel L and Norman, Kenneth A and Koutstaal, Wilma}, + journal={Annual review of psychology}, + volume={49}, + number={1}, + pages={289--318}, + year={1998}, + publisher={Annual Reviews 4139 El Camino Way, PO Box 10139, Palo Alto, CA 94303-0139, USA} +} +@article{schoenfeld1998reflections, + title={Reflections on a course in mathematical problem solving}, + author={Schoenfeld, Alan H}, + journal={Research in collegiate mathematics education III}, + pages={81--113}, + year={1998}, + publisher={American Mathematical Society Providence, RI} +} +% +%1997 +% +@article{aspinwall1997uncontrollable, + title={Uncontrollable mental imagery: Graphical connections between a function and its derivative}, + author={Aspinwall, Leslie and Shaw, Kenneth L and Presmeg, Norma C}, + journal={Educational Studies in Mathematics}, + volume={33}, + number={3}, + pages={301--317}, + year={1997}, + publisher={Springer} +} +@article{frey1997synaptic, + title={Synaptic tagging and long-term potentiation}, + author={Frey, Uwe and Morris, Richard GM}, + journal={Nature}, + volume={385}, + number={6616}, + pages={533--536}, + year={1997} +} +@article{masterman1997frontal, + title={Frontal-subcortical circuits: the anatomic basis of executive, social and motivated behaviors}, + author={Masterman, Donna L and Cummings, Jeffrey L}, + journal={Journal of Psychopharmacology}, + volume={11}, + number={2}, + pages={107--114}, + year={1997}, + publisher={Sage Publications} +} +@article{mulder1997short, + title={Short-and Long-term Plasticity of the Hippocampus to Nucleus Accumbens and Prefrontal Cortex Pathways in the Rat, In Vivo}, + author={Mulder, AB and Arts, MPM and Silva, FH}, + journal={European Journal of Neuroscience}, + volume={9}, + number={8}, + pages={1603--1611}, + year={1997}, + publisher={Wiley Online Library} +} +@article{rota1997phenomenology, + title={The phenomenology of mathematical beauty}, + author={Rota, Gian-Carlo}, + journal={Synthese}, + volume={111}, + number={2}, + pages={171--182}, + year={1997}, + publisher={Springer} +} +@article{svensson1997theoretical, + title={Theoretical foundations of phenomenography}, + author={Svensson, Lennart}, + journal={Higher Education Research \& Development}, + volume={16}, + number={2}, + pages={159--171}, + year={1997}, + publisher={Taylor \& Francis} +} +% +%1996 +% +@article{almstrum1996investigating, + title={Investigating student difficulties with mathematical logic}, + author={Almstrum, Vicki L}, + journal={Teaching and Learning Formal Methods}, + pages={131--160}, + year={1996}, + publisher={Academic Press, Orlando, FL} +} +@book{berliner1996handbook, + title={Handbook of educational psychology}, + author={Berliner, David C and Calfee, Robert C}, + year={1996}, + publisher={Routledge}, + annote={recommended by Schoenfeld} +} +@article{fink1996brain, + title={Where in the brain does visual attention select the forest and the trees?}, + author={Fink, Gereon R and Halligan, Peter W and Marshall, John C and Frith, Chris D and Frackowiak, RSJ and Dolan, Raymond J}, + year={1996}, + publisher={Nature Publishing Group} +} +@article{klimesch1996theta, + title={Theta band power in the human scalp EEG and the encoding of new information.}, + author={Klimesch, W and Doppelmayr, M and Russegger, H and Pachinger, Th}, + journal={Neuroreport}, + volume={7}, + number={7}, + pages={1235--1240}, + year={1996}, + publisher={LWW} +} +% +%1995 +% +@misc{borko1995learning, + title={Learning to teach in DC Berliner \& RC Calfee (eds), Handbook of Education Psychology (Pp 673-708)}, + author={Borko, H and Putnam, A}, + year={1995}, + publisher={New York: Macmillan}, + annote={recommended by Schoenfeld} +} +@article{cipra1995bumpy, + title={The bumpy road to reform}, + author={Cipra, Barry}, + journal={UME Trends}, + volume={6}, + number={6}, + pages={16}, + year={1995} +} + @article{hunt1995subtlety, + title={The subtlety of distinctiveness: What von Restorff really did}, + author={Hunt, R Reed}, + journal={Psychonomic Bulletin \& Review}, + volume={2}, + number={1}, + pages={105--112}, + year={1995}, + publisher={Springer} + } +@article{leron1995abstract, + title={An abstract algebra story}, + author={Leron, Uri and Dubinsky, Ed}, + journal={American Mathematical Monthly}, + pages={227--242}, + year={1995}, + publisher={JSTOR} +} +% +%1994 +% +@book{darling1994review, + title={Review of research in education. 20 (1994)}, + author={Darling-Hammond, Linda}, + volume={20}, + year={1994}, + publisher={Amer Educational Research Assn}, + annote={recommended by Schoenfeld} +} +@article{gray1994duality, + title={Duality, ambiguity, and flexibility: A "proceptual" view of simple arithmetic}, + author={Gray, Eddie M and Tall, David O}, + journal={Journal for research in Mathematics Education}, + pages={116--140}, + year={1994}, + publisher={JSTOR} +} +@article{hart1994conceptual, + title={A conceptual analysis of the proof-writing performance of expert and novice students in elementary group theory}, + author={Hart, EW}, + journal={MAA NOTES}, + pages={49--62}, + year={1994}, + publisher={Mathematical Association of America} +} +@article{moore1994making, + title={Making the transition to formal proof}, + author={Moore, Robert C}, + journal={Educational Studies in mathematics}, + volume={27}, + number={3}, + pages={249--266}, + year={1994}, + publisher={Springer}, + annote={costs money} +} +@article{ward1994structured, + title={Structured imagination: The role of category structure in exemplar generation}, + author={Ward, Thomas B}, + journal={Cognitive psychology}, + volume={27}, + number={1}, + pages={1--40}, + year={1994}, + publisher={Elsevier} +} +% +%1993 +% +@article{nelson1993proofs, + title={Proofs without words}, + author={Nelson, Roger B}, + journal={Mathematical Association of America}, + volume={84}, + pages={90}, + year={1993} +} +@article{schoenfeld1993learning, + title={Learning: The microgenetic analysis of one student’s evolving understanding of a complex subject matter domain}, + author={Schoenfeld, Alan H and Smith, John P and Arcavi, Abraham}, + journal={Advances in instructional psychology}, + volume={4}, + pages={55--175}, + year={1993}, + publisher={Erlbaum Hillsdale, NJ} +} +% +%1992 +% +@article{culotta1992calculus, + title={The calculus of education reform}, + author={Culotta, Elizabeth}, + journal={Science}, + volume={255}, + pages={1060--1062}, + year={1992} +} +@book{grouws1992handbook, + title={Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics.}, + author={Grouws, Douglas A}, + year={1992}, + publisher={Macmillan Publishing Co, Inc} +} +@book{kosslyn1992wet, + title={Wet mind: The new cognitive neuroscience}, + author={Kosslyn, Stephen Michael and Koenig, Olivier}, + year={1992}, + publisher={Simon and Schuster} +} +@article{mcleod1992research, + title={Research on affect in mathematics education: A reconceptualization}, + author={McLeod, Douglas B}, + journal={Handbook of research on mathematics teaching and learning}, + pages={575--596}, + year={1992} +} +@article{van1992jasper, + title={The Jasper series: An experiment with new ways to enhance mathematical thinking}, + author={Van Haneghan, JP and Barron, Linda and Young, MF and Williams, SM and Vye, NJ and Bransford, JD}, + journal={Enhancing thinking skills in the sciences and mathematics}, + pages={15--38}, + year={1992} +} +% +%1991 +% +@book{harel1991constructionism, + title={Constructionism.}, + author={Harel, Idit Ed and Papert, Seymour Ed}, + year={1991}, + publisher={Ablex Publishing} +} +@article{marty1991getting, + title={Getting to Eureka!: Higher Order Reasoning in Math}, + author={Marty, Roger H}, + journal={College teaching}, + volume={39}, + number={1}, + pages={3--6}, + year={1991}, + publisher={Taylor \& Francis} +} +% +%1990 +% + +@book{strauss1990basics, + title={Basics of qualitative research}, + author={Strauss, Anselm Leonard and Corbin, Juliet M and others}, + volume={15}, + year={1990}, + publisher={Sage Newbury Park, CA} +} +@article{yates1990theories, + title={Theories of cognitive development}, + author={Yates, Timothy}, + journal={Child and adolescent psychiatry. Baltimore (MD): Williams and Wilkins}, + pages={109--29}, + year={1990} +} +% +%1989 +% +@article{mason1989mathematical, + title={Mathematical abstraction as the result of a delicate shift of attention}, + author={Mason, John}, + journal={For the learning of mathematics}, + pages={2--8}, + year={1989}, + publisher={JSTOR} +} +% +%1988 +% +@article{fuys1988van, + title={The van Hiele model of thinking in geometry among adolescents}, + author={Fuys, David and Geddes, Dorothy and Tischler, Rosamond}, + journal={Journal for Research in Mathematics Education. Monograph}, + pages={i--196}, + year={1988}, + publisher={JSTOR} +} +@article{gentner1988metaphor, + title={Metaphor as structure mapping: The relational shift}, + author={Gentner, Dedre}, + journal={Child development}, + pages={47--59}, + year={1988}, + publisher={JSTOR} +} +@article{lutzer1988comprehension, + title={Comprehension of proverbs by average children and children with learning disorders}, + author={Lutzer, Victoria D}, + journal={Journal of learning disabilities}, + volume={21}, + number={2}, + pages={104--108}, + year={1988}, + publisher={Sage Publications} +} +% +%1987 +% +@book{fischbein1987intuition, + title={Intuition in science and mathematics: An educational approach}, + author={Fischbein, Efraim}, + volume={5}, + year={1987}, + publisher={Springer Science \& Business Media} +} +@article{squire1987memory, + title={Memory and brain}, + author={Squire, Larry R}, + journal={New York}, + year={1987} +} +@article{winn1987charts, + title={Charts, graphs, and diagrams in educational materials}, + author={Winn, Bill}, + journal={The psychology of illustration}, + volume={1}, + pages={152--198}, + year={1987} +} +% +%1986 +% +@article{gentner1986systematicity, + title={Systematicity and surface similarity in the development of analogy}, + author={Gentner, Dedre and Toupin, Cecile}, + journal={Cognitive science}, + volume={10}, + number={3}, + pages={277--300}, + year={1986}, + publisher={Wiley Online Library} +} +@article{wittrock1986handbook, + title={Handbook of research on teaching}, + author={Wittrock, Merlin C}, + year={1986}, + publisher={MacmillanWittrock, MC} +} +% +%1984 +% +@article{davis1984protein, + title={Protein synthesis and memory: a review.}, + author={Davis, Hasker P and Squire, Larry R}, + journal={Psychological bulletin}, + volume={96}, + number={3}, + pages={518}, + year={1984}, + publisher={American Psychological Association} +} +% +%1983 +% +@article{leron1983structuring, + title={Structuring mathematical proofs}, + author={Leron, Uri}, + journal={American Mathematical Monthly}, + pages={174--185}, + year={1983}, + publisher={JSTOR} +} +% +%1982 +% +@article{cohen1982modified, + title={A modified Moore method for teaching undergraduate mathematics}, + author={Cohen, David W}, + journal={American Mathematical Monthly}, + pages={473--490}, + year={1982}, + publisher={JSTOR} +} +% +%1981 +% +@article{marton1981phenomenography, + title={Phenomenography -— describing conceptions of the world around us}, + author={Marton, Ference}, + journal={Instructional science}, + volume={10}, + number={2}, + pages={177--200}, + year={1981}, + publisher={Springer} +} +% +%1980 +% +@article{gick1980analogical, + title={Analogical problem solving}, + author={Gick, Mary L and Holyoak, Keith J}, + journal={Cognitive psychology}, + volume={12}, + number={3}, + pages={306--355}, + year={1980}, + publisher={Elsevier} +} +% +%1978 +% +@article{milner1978theory, + title={A theory of type polymorphism in programming}, + author={Milner, Robin}, + journal={Journal of computer and system sciences}, + volume={17}, + number={3}, + pages={348--375}, + year={1978}, + publisher={Elsevier} +} +% +%1977 +% +@article{dormolen1977learning, + title={Learning to understand what giving a proof really means}, + author={Dormolen, J van}, + journal={Educational Studies in Mathematics}, + volume={8}, + number={1}, + pages={27--34}, + year={1977}, + publisher={Springer}, + annote={costs money} +} +% +%1976 +% +@book{wittgenstein1989wittgenstein, + title={Wittgenstein's Lectures on the Foundations of Mathematics, Cambridge, 1939}, + author={Wittgenstein, Ludwig and Bosanquet, RG and Malcolm, N and Hrees, R and Symthies, Y and Diamond, Cora}, + year={1976}, + publisher={Cornell University Press} +} +% +%1974 +% +@article{kinsbourne1974mechanism, + title={The mechanism of the word-frequency effect on recognition memory}, + author={Kinsbourne, Marcel and George, James}, + journal={Journal of Verbal Learning and Verbal Behavior}, + volume={13}, + number={1}, + pages={63--69}, + year={1974}, + publisher={Elsevier} +} +% +%1973 +% +@book{freudenthal1973mathematics, + title={Mathematics as an educational task}, + author={Freudenthal, Hans}, + year={1973}, + publisher={Springer Science \& Business Media} +} +% +%1965 +% +@article{wallace1965review, + title={Review of the historical, empirical, and theoretical status of the Von Restorff phenomenon.}, + author={Wallace, William P}, + journal={Psychological bulletin}, + volume={63}, + number={6}, + pages={410}, + year={1965}, + publisher={American Psychological Association} +} +% +%1959 +% +@article{whitehead1959aims, + title={The aims of education}, + author={Whitehead, Alfred North}, + journal={Daedalus}, + volume={88}, + number={1}, + pages={192--205}, + year={1959}, + publisher={JSTOR} +} \ No newline at end of file diff --git a/oldPiagetch2.tex b/oldPiagetch2.tex new file mode 100644 index 0000000..e28cd02 --- /dev/null +++ b/oldPiagetch2.tex @@ -0,0 +1,40 @@ +Piaget, an eminent evolutionary biologist\cite{dixon200320}, intensively studied his children, making daily notes for over 3000 days, studying the development of their intelligence, the ability through which they adapted to their environment. Piaget focused on developmental breakthroughs demonstrated by his children.[p.28]. He saw their intellectual functioning as adaptation through natural selection, just as in other aspects of biology. Reflexes are identified as the starting point from which knowledge structures that underlie all thinking are built. Similar to an axiom in an axiomatized context, reflexes do not have to be proved/developed prior to use. Reflexes adapt to the environment. The infant learns to associate additional stimuli beyond those present at birth, to retrieve and enact the behavior of feeding. They learn to distinguish which person holds them in a way that, with one person but not the other, corresponds to feeding. + +It is the nature of adaptation that implies constructivism. Dixon\cite[p. 30]{dixon200320} reminds us of Piaget's view, that an organism begins with what is present in its brain, and adapts that as a foundation upon which can be built a collection of knowledge. + +Dixon\cite[p. 30]{dixon200320} calls our attention to Piaget's observation that "they would exercise their schemas apparently just for the enjoyment of the exercise." Enjoyment, in light of more recent knowledge of the role of dopamine in reinforcing memory, is a key observation. + +Dixon\cite[p. 31]{dixon200320} reports Piaget's surmise that "the \ldots is not longer a reflexive island, passively responding to environmental stimulation, but is being coordinated with other activities \ldots there was a certain amount of circularity involved". Those of an engineering bent of mind may observe that positive feedback in a loop in which pleasure reinforces memory will encourage the construction, by adaptation, of preferred behaviors. + +Dixon\cite[p. 31]{dixon200320} describes Piaget's categorization of adaptation of reflexes involving only the child, vs. incorporating external objects. The orienting reflex forms the basis from which the child adapts to choosing to pay attention. Children would try to re-create an interesting visual event. Piaget mentions the joy associated with this secondary circular reaction. This adaptation occurs with auditory as well as visual input. Dixon\cite[p. 32]{dixon200320} reports "Lucienne at once moves her whole body, and especially her feet, to make the noise last. She has a demented expression of mingled fear and pleasure, but she continues." + +In light of today's understanding of the role of cholinergic as well as dopaminergic involvement in memory and attention\cite{}, the observations of mingled fear and pleasure seem prescient. + +Subsequently, Dixon\cite[p. 32]{dixon200320} reports "babies start showing that they can do things on purpose \ldots we start seeing the integration of some schemas into the service of other schemas". Piaget arranged experiments whereby babies exhibited means-ends action. Dixon\cite[p. 32]{dixon200320} reports "What Piaget is describing here is that Jacqueline can use one schema, \ldots to help her enact another schema \ldots. This is intellectual adaptation of the best kind -- getting what you want!" The emphasis on reward might be due to Dixon, or to Piaget, but the idea of reward is present in both. Constructions, at least some of the time, are associated with reward, in a feedback loop. Moreover, we can see utility in having rewarding combinations be remembered. We can also see the utility of frightening combinations being remembered. + +According to Dixon\cite[p. 34]{dixon200320} Piaget believed that babies explore, learning the expand the domain over which their schemas have been seen to operate. In the next, i.e. sixth, substage children exhibit use of their schemas through imagination. The example given, in which Lucienne wishes to open a box, can be seen as evidence of making an analogy. Dixon\cite[p. 34]{dixon200320} reports "She looks at the slit with great attention: then several times in succession, she opens and shuts her mouth, at first slightly, then wider and wider: Apparently Lucienne understands the existence of a cavity subjacent to the slit and wishes to enlarge the cavity." Dixon\cite[p. 35]{dixon200320} describes "represented the problem in a different way -- using her imagination. Once she removed the problems from its physical form and represented it mentally, she was able to invent a solution that wasn't previously possible. She pretended her mouth was the slit of the matchbox. By bringing this mental image into play, Lucienne was able to manipulate the image in a new way. Specifically, she was able to pretend she was opening and closing the matchbox by opening and closing her mouth. And once she was able to do this, she made the connection that to get the chain out of the matchbox all she had to do was open the matchbox wider than it already was". + + The use of analogy implies the existence of a process that develops, stores and retrieves analogies. One may wonder how analogies are retrieved. + +%Piaget, Vygotsky and Bruner worked with the idea that students learn by +%aggregating new information onto their present conceptions. + + +According to Cole and Scribner\cite[p. 22]{vygotsky1978mind}, Vygotsky, in Tool and in Child Development, took note of the work of Shapiro and Gerke. "In their view, social experience exerts its effect through imitation; when the child imitates the way adults use tools and objects, she masters the very principle involved in a particular activity. They suggest that repeated actions pile up, one upon another, as in a multi-exposure photograph; the common traits becomes clear and the differences become blurred. \ldots they do not take into account the changes occurring in the internal structure of the child's intellectual operations. " + +According to Cole and Scribner\cite[p. 24]{vygotsky1978mind},Vygotsky wrote that "Although practical intelligence and sign use can operate independently of each other in young children, the dialectical unity of these systems in the human adult is the very essence of complex human behavior. Our analysis accords symbolic activity a specific \textit{organizing} function that penetrates the process of tool use and produces fundamentally new forms of behavior." + +According to Cole and Scribner\cite[p. 25--26]{vygotsky1978mind},Vygotsky wrote that "A child's speech is as important as the role of action in attaining the goal. Children not only speak about what they are doing; their speech and action are part of \textit{one and the same complex psychological function}, directed toward the solution of the problem at hand. \ldots Using words \ldots the child achieves a much broader range of activity \ldots planning future action." + +According to Cole and Scribner\cite[p. 36--37]{vygotsky1978mind}, Vygotsky believed that "The possibility of combining elements of the past and present visual fields (for instance, tool and goal) in one field of attention leads in turn to a basic reconstruction of another vital function, \textit{memory}. Through verbal formulations of past situations and activities, the child frees himself from the limitations of direct recall; he succeeds in synthesizing the past and present to suit his purposes. The changes that occur in memory are similar to those that occur in the child's perceptual field \ldots The child's memory not only makes fragment of the past more available, but also results in a \textit{new method of uniting the elements of past experience with the present}. Created with the help of speech, the time field for action extends both forward and backward. \ldots This emerging psychological system in the child now encompasses two new functions: \textit{intentions and symbolic representation of purposeful action}". + +According to Cole and Scribner\cite[p. 37]{vygotsky1978mind}, Vygotsky noted that "Lewin\cite{lewin1938will} \textbf{right person wrong book} gives a clear-cut definition of voluntary activity as a product of the historical-cultural development of behavior". + +Vygotsky believed that speech reorganized perception, and created new relations among psychological functions.\cite[p. 38]{vygotsky1978mind}. He believed that people, though capable of memory unrelated to words, \textit{eidetic} memory, proceeded to a new memory utilizing signs, and that "these sign operations are the product of specific conditions of \textit{social} development".\cite[p. 39]{vygotsky1978mind} + +Vygotsky\cite[p. 49]{vygotsky1978mind} wrote with a change in developmental level there occurs a change not so much in the structure of a single function (which, for example we may call memory) as in the character of those functions with the aid of which remembering takes place; what changes is the \textit{interfunctional} relations that connect memory with other functions. + +An example of how the meaning of signs evolves in a social context is given by Vygotsky\cite[p. 56]{vygotsky1978mind}: A child reaches for an object, and the gesture is only a reach, but a person responds to the reach with assistance in obtaining the desired object, and the reach acquires the meaning of pointing. +In this way, the meaning is socially constructed. + +Is the easier remembering related to analogy making? Exactly like what we learned before, in analogy to what we learned before vs. disruptive of what we learned before \ No newline at end of file diff --git a/pic2GNUPaint.png b/pic2GNUPaint.png new file mode 100644 index 0000000..c91e861 Binary files /dev/null and b/pic2GNUPaint.png differ