Supporting Research

Reference List for Supporting Research

Goal Setting:

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.

Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental psychology, 17(3), 300.

Linley, P. A., Nielsen, K. M., Wood, A. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review. 2010, Vol. 5 Issue 1, p6-15. 10p. 2

Accountability:

Reeves, D. B. (2004). Accountability for Learning: How Teachers and School Leaders Can Take Charge. Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311.

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social psychology, 73(6), 1284.

Perseverance/Grit:

Angela Lee Duckworth http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science,16(12), 939-944.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.

Duckworth, A. L., & Seligman, M. E. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of educational psychology, 98(1), 198.

Motivation:

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

Weiner, B. (1972). Theories of motivation: From mechanism to cognition.

Pinder, C. C. (2008). Work motivation in organizational behavior . Psychology Press.

Self-Awareness:

Diener, E. (1980). Deindividuation: The absence of self-awareness and self-regulation in group members. The psychology of group influence, 209-242.

Wicklund, R. A. (1975). Objective self-awareness. Advances in experimental social psychology, 8, 233-275.

Parloff, M. B., Kelman, H. C., & Frank, J. D. (1954). Comfort, effectiveness, and self-awareness as criteria of improvement in psychotherapy. American Journal of Psychiatry, 111(5), 343-352.

Adaptability:

Walker, B., Holling, C. S., Carpenter, S. R., & Kinzig, A. (2004). Resilience, adaptability and transformability in social--ecological systems. Ecology and society, 9(2), 5.

Flow Theory (mindfulness, flow, motivation, self-awareness):

Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience (Vol. 41). New York: Harper Perennial.

Thinking & Decision Making:

Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211(4481), 453-458.

Vohs, K. D., Baumeister, R. F., Schmeichel, B. J., Twenge, J. M., Nelson, N. M., & Tice, D. M. (2008). Making choices impairs subsequent self-control: a limited-resource account of decision making, self-regulation, and active initiative. Journal of personality and social psychology, 94(5), 883.

Kahneman, D., & Tversky, A. (1979). Prospect theory: An analysis of decision under risk. Econometrica: Journal of the Econometric Society, 263-291.

Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. science, 185(4157), 1124-1131.

Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211(4481), 453-458.

Memory & Learning:

Deng, W., Aimone, J. B., & Gage, F. H. (2010). New neurons and new memories: how does adult hippocampal neurogenesis affect learning and memory? Nature Reviews Neuroscience, 11(5), 339-350.

Howard, P. J. (2000). The owner's manual for the brain: Everyday applications from mind-brain research. Bard Press, 1515 South Capital of Texas Highway, Suite 107, Austin, TX 78746.

Baddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208.

Buschke, H., & Fuld, P. A. (1974). Evaluating storage, retention, and retrieval in disordered memory and learning. Neurology, 24(11), 1019-1019.

Craik, F. I., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of verbal learning and verbal behavior, 12(6), 599-607.

Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49(4), 294.

Graybiel, A. M. (1995). Building action repertoires: memory and learning functions of the basal ganglia. Current opinion in neurobiology, 5(6), 733-741.

Stress Effects on Learning:

Lazarus, R. S., & Folkman, S. (1984). Stress. Appraisal, and coping, 456.

Smith, G. E., Petersen, R. C., Ivnik, R. J., Malec, J. F., & Tangalos, E. G. (1996). Subjective memory complaints, psychological distress, and longitudinal change in objective memory performance. Psychology and Aging, 11(2), 272.

Exercise & Mental Health, 5 Pillars of Health & Recovery Strategies (Nutrition, Hydration, Sleep, Exercise):

Colbert, D. (2010). Seven Pillars Of Health: The Natural Way To Better Health For Life. Charisma Media.

Levinger, B. (1992). Nutrition, health, and learning. School Nutrition and Health Network Monograph Series, 1.

Landers, D. M., & Arent, S. M. (2001). Physical activity and mental health.Handbook of sport psychology, 2, 740-765.

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10.

Lange, C., Unnithan, V. B., Larkam, E., & Latta, P. M. (2000). Maximizing the benefits of Pilates-inspired exercise for learning functional motor skills. Journal of Bodywork and Movement Therapies, 4(2), 99-108.

Clinical Research (Dyslexia, Dyspraxia, Slow Processing Speed, ADHD):

ACT Therapy and Research is good for “Overwhelming Thoughts”. It works with Worries, Anxiety, & Fear (WAFs Patek Philippe replica).

Dyslexia:

Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214.

Gathercole, S., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage.

Swanson, H. L. (1999). Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?. Journal of Experimental Child Psychology, 72(1), 1-31.

Howes, N. L., Bigler, E. D., Lawson, J. S., & Burlingame, G. M. (1999). Reading disability subtypes and the test of memory and learning. Archives of Clinical Neuropsychology, 14(3), 317-339.

Snowling, M. J. (1995). Phonological processing and developmental dyslexia.Journal of Research in Reading, 18(2), 132-138.

Goodgold-Edwards, S. A., & Cermak, S. A. (1990). Integrating motor control and motor learning concepts with neuropsychological perspectives on apraxia and developmental dyspraxia. American Journal of Occupational Therapy,44(5), 431-439.

Alloway, T. P. (2010). Improving working memory: Supporting students' learning. Sage.

Deuel, R. K., & Doar, B. P. (1992). Developmental manual dyspraxia: A lesson in mind and brain. Journal of Child Neurology, 7(1), 99-103.

Slow Processing Speed:

Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological review, 103(3), 403.

Bull, R., & Johnston, R. S. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65(1), 1-24.

Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of memory and language, 29(3), 336-360.

ADD/ADHD:

Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child development, 973-980.

Tannock, R., Ickowicz, A., & Schachar, R. (1995). Differential effects of methylphenidate on working memory in ADHD children with and without comorbid anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 34(7), 886-896.

Denckla, M. B. (1996). Biological correlates of learning and attention: what is relevant to learning disability and attention-deficit hyperactivity disorder?.Journal of Developmental & Behavioral Pediatrics, 17(2), 114-119.

Lazar, J. W., & Frank, Y. (1998). Frontal systems dysfunction in children with attention-deficit/hyperactivity disorder and learning disabilities. The Journal of Neuropsychiatry and Clinical Neurosciences, 10(2), 160-167.

Zentall, S. S. (1990). Fact-retrieval automatization and math problem solving by learning-disabled, attention-disordered, and normal adolescents. Journal of Educational Psychology, 82(4), 856.

Barkley, R. A. (1997). Behavioral inhibition sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin,121(1), 65.

Positive Psychology (gen. psychology principles that apply broadly):

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Penguin.

Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. Basic Books.

Peterson, C. (2006). A primer in positive psychology. Oxford University Press.

Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.