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СПИСОК ЛИТЕРАТУРЫ

Лукция №1 Введение в курс. Талант и способности


• Дуэк К. Гибкое сознание: новый взгляд на психологию развития взрослых
и детей. – Манн, Иванов и Фербер, 2013.
• Хэлворсон Х. Г., Хиггинс Т. Психология мотивации: Как глубинные
установки влияют на наши желания и поступки. – Манн, Иванов и
Фербер, 2014.
• Твёрдость характера. Как развить в себе главное качество успешных
людей / Ангела Дакворт ; [пер. с англ. А. Андреева]. - Москва:
Издательство «Э», 2017. - 352 с. - (Книги-драйверы).
• Дойдж Н. Пластичность мозга. Потрясающие факты о том, как мысли
способны менять структуру и функции нашего мозга. – Litres, 2018.
• Без жалости к себе. Раздвинь границы своих возможностей / Эрик
Бернтран Ларссен; пер. с англ. И. Айзятуловой. - М. : Манн, Иванов и
Фербер, 2016. - 208 с.
• Гладуэлл, Малкольм. Гении и аутсайдеры. " Манн, Иванов и Фербер",
2016.
• Vance, D.E., Roberson, A.J., McGuinness, T.M. and Fazeli, P.L., 2010. How
neuroplasticity and cognitive reserve protect cognitive functioning. Journal of
psychosocial nursing and mental health services, 48(4), pp.23-30.
• Boulton-Lewis, G.M., 2010. Education and learning for the elderly: Why, how,
what. Educational gerontology, 36(3), pp.213-228.
• Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U. and May, A.,
2004. Neuroplasticity: changes in grey matter induced by
training. Nature, 427(6972), p.311.
• Kays, J.L., Hurley, R.A. and Taber, K.H., 2012. The dynamic brain:
neuroplasticity and mental health. The Journal of neuropsychiatry and clinical
neurosciences, 24(2), pp.118-124.
• Dweck, C.S., 2007. The perils and promises of praise. Kaleidoscope,
Contemporary and Classic Readings in Education, 12, pp.34-39.
• Duckworth, A.L., Peterson, C., Matthews, M.D. and Kelly, D.R., 2007. Grit:
perseverance and passion for long-term goals. Journal of personality and social
psychology, 92(6), p.1087.
• Gladwell, M., 2008. Outliers: The story of success. Hachette UK.

Лекция №2 Канцелярия
• Mueller, P.A. and Oppenheimer, D.M., 2014. The pen is mightier than the
keyboard: Advantages of longhand over laptop note taking. Psychological
science, 25(6), pp.1159-1168.
• Brown, C.M., 1999. Human-computer interface design guidelines. Intellect
Books.

Лекция №3 Самоорганизация. Сила воли. Мотивация


• Wong, L., 2014. Essential study skills. Nelson Education.
• Аллен, Дэвид. Как привести дела в порядок: искусство продуктивности
без стресса. Манн, Иванов и Фербер, 2013.
• Conzemius, A. and O'Neill, J., 2009. The power of SMART goals: Using goals
to improve student learning. Solution Tree Press.
• Макгонигал, Келли. Сила воли: Как развить и укрепить. Манн, Иванов и
Фербер, 2013.
• Gailliot, M.T., Baumeister, R.F., DeWall, C.N., Maner, J.K., Plant, E.A., Tice,
D.M., Brewer, L.E. and Schmeichel, B.J., 2007. Self-control relies on glucose
as a limited energy source: willpower is more than a metaphor. Journal of
personality and social psychology, 92(2), p.325.
• Muraven, M. and Slessareva, E., 2003. Mechanisms of self-control failure:
Motivation and limited resources. Personality and Social Psychology
Bulletin, 29(7), pp.894-906.
• Muraven, M. and Baumeister, R.F., 2000. Self-regulation and depletion of
limited resources: Does self-control resemble a muscle?. Psychological
bulletin, 126(2), p.247.
• Galla, B.M. and Duckworth, A.L., 2015. More than resisting temptation:
Beneficial habits mediate the relationship between self-control and positive life
outcomes. Journal of Personality and Social Psychology, 109(3), p.508.
• Duckworth, A.L., Grant, H., Loew, B., Oettingen, G. and Gollwitzer, P.M.,
2011. Self-regulation strategies improve self-discipline in adolescents:
Benefits of mental contrasting and implementation intentions. Educational
Psychology, 31(1), pp.17-26.
• Lyons, I.M. and Beilock, S.L., 2012. When math hurts: math anxiety predicts
pain network activation in anticipation of doing math. PloS one, 7(10),
p.e48076.

Лекция №4 Память и внимание


• Аткинсон Р. Человеческая память и процесс обучения. — : Прогресс, 1980.

• Ф. Йейтс. Искусство памяти // Йейтс Ф. Искусство памяти.


«Университетская книга», СПб, 1997, с. 6-167.

• Лурия А. Р. Нейропсихология памяти.- Москва: «Педагогика», 1974.

• Лурия А. Р. Маленькая книжка о большой памяти.- М.:,1968.


• Маклаков А. Г. Общая психология. — : Питер, 2001.
• Психология / Д.Майерс ; пер. с англ. И.А. Карпиков, В.А. Старовойтова. -
3-е изд. - Минск : «Попурри», 2008. - 848 с. : ил.
• Рубинштейн, Сергей Леонидович. Основы общей психологии.
Издательский дом" Питер", 1999.
• Психология внимания/Под редакцией Ю. Б. Гиппенрейтер и В. Я.
Романова.- М.: ЧеРо, 2001.- 858 с. - (Серия: Хрестоматия по психологии).
• Гоулман, Д. "Фокус. О внимании, рассеянности и жизненном успехе/
Дєниел Гоулман; пер. с англ. М. Молчан." М.: Издательство АСТ:
СORPUS (2015).

• Dudai, Y., 2004. The neurobiology of consolidations, or, how stable is the
engram?. Annu. Rev. Psychol., 55, pp.51-86.
• Spelke, E., Hirst, W. and Neisser, U., 1976. Skills of divided
attention. Cognition, 4(3), pp.215-230.

• Eriksen, C.W. and Hoffman, J.E., 1972. Temporal and spatial characteristics of
selective encoding from visual displays. Perception & psychophysics, 12(2),
pp.201-204.

• Posner, M.I. and Dehaene, S., 1994. Attentional networks. Trends in


neurosciences, 17(2), pp.75-79.
• Sparrow, B., Liu, J. and Wegner, D.M., 2011. Google effects on memory:
Cognitive consequences of having information at our fingertips. science, p.
1207745.


Лекция №5 Принципы запоминания. Мнемоника


• Браунж, Питер, Марк Макдэниэл, and Генри Рёдигер. Запомнить все:
Усвоение знаний без скуки и зубрежки. Альпина Паблишер, 2015.
• Эббингауз, Г. "Основы психологии." СПб 391 (1912): 268.
• Ebbinghaus, H., 2013. Memory: A contribution to experimental
psychology. Annals of neurosciences, 20(4), p.155.
• Букин, Денис. Развитие памяти по методикам спецслужб. Альпина
Паблишер, 2014.
• Матвеев, Станислав. Феноменальная память: Методы запоминания
информации. Альпина Паблишер, 2013.
• Леонтьев, А. Н. "Развитие памяти." М.: Учпедгиз (1931): 109.
• Gates, A.I., 1917. Recitation as a factor in memorization. Arch Psychol, 6(40),
pp.112-121.
• Tulving, E., 1967. The effects of presentation and recall of material in free-
recall learning. Journal of verbal learning and verbal behavior, 6(2), pp.
175-184.
• Wheeler, M.A. and Roediger III, H.L., 1992. Disparate effects of repeated
testing: Reconciling Ballard's (1913) and Bartlett's (1932)
results. Psychological Science, 3(4), pp.240-246.
• Butler, A.C. and Roediger, H.L., 2008. Feedback enhances the positive effects
and reduces the negative effects of multiple-choice testing. Memory &
Cognition, 36(3), pp.604-616.
• Karpicke, J.D., Butler, A.C. and Roediger III, H.L., 2009. Metacognitive
strategies in student learning: do students practise retrieval when they study on
their own?. Memory, 17(4), pp.471-479.
• Arnold, K.M. and McDermott, K.B., 2013. Test-potentiated learning:
Distinguishing between direct and indirect effects of tests. Journal of
Experimental Psychology: Learning, Memory, and Cognition, 39(3), p.940.
• Leeming, F.C., 2002. The exam-a-day procedure improves performance in
psychology classes. Teaching of Psychology, 29(3), pp.210-212.
• Roediger III, H.L. and Karpicke, J.D., 2006. The power of testing memory:
Basic research and implications for educational practice. Perspectives on
Psychological Science, 1(3), pp.181-210.
• Cepeda, N.J., Pashler, H., Vul, E., Wixted, J.T. and Rohrer, D., 2006.
Distributed practice in verbal recall tasks: A review and quantitative
synthesis. Psychological bulletin, 132(3), p.354.
• Rohrer, D. and Taylor, K., 2007. The shuffling of mathematics problems
improves learning. Instructional Science, 35(6), pp.481-498.

Лекция №6 Принципы активного чтения. SQ4R


• Wong, L., 2014. Essential study skills. Nelson Education.
• McNamara, D.S., Levinstein, I.B. and Boonthum, C., 2004. iSTART:
Interactive strategy training for active reading and thinking. Behavior Research
Methods, Instruments, & Computers, 36(2), pp.222-233.
• Meyers, C. and Jones, T.B., 1993. Promoting Active Learning. Strategies for
the College Classroom. Jossey-Bass Inc., Publishers, 350 Sansome Street, San
Francisco, CA 94104.
• Anderson, V. and Riot, M., 1990. Training Teachers To Foster Active Reading
Strategies in Reading Disabled Adolescents.
• Sheorey, R. and Mokhtari, K., 2001. Differences in the metacognitive
awareness of reading strategies among native and non-native
readers. System, 29(4), pp.431-449.
• Silberman, M., 1996. Active Learning: 101 Strategies To Teach Any Subject.
Prentice-Hall, PO Box 11071, Des Moines, IA 50336-1071.
• Huber, J., 2004. A closer look at SQ3R. Reading Improvement, 41(2), p.108.
• Johns, J.L. and McNamara, L.P., 1980. The SQ3R study technique: A forgotten
research target. Journal of Reading, 23(8), pp.705-708.
• Tadlock, D.F., 1978. SQ3R: Why it works, based on an information processing
theory of learning. Journal of Reading, 22(2), pp.110-112.

Лекция №7 Секреты продуктивного чтения


• Wong, L., 2014. Essential study skills. Nelson Education.
• Goodman, K., 1988. The reading process. Interactive approaches to second
language reading, pp.11-21.
• Chi, E.H., Hong, L., Heiser, J., Card, S.K. and Gumbrecht, M., 2007.
ScentIndex and ScentHighlights: productive reading techniques for
conceptually reorganizing subject indexes and highlighting
passages. Information Visualization, 6(1), pp.32-47.
• Stauffer, R.G., 1960. Productive reading-thinking at the first grade level. The
Reading Teacher, 13(3), pp.183-187.
• Webb, S., 2005. Receptive and productive vocabulary learning: The effects of
reading and writing on word knowledge. Studies in Second Language
Acquisition, 27(1), pp.33-52.

Лекция №8 Виды конспектов


• Wong, L., 2014. Essential study skills. Nelson Education.
• Eddy, M.D., 2016. The Interactive Notebook: How Students Learned to Keep
Notes during the Scottish Enlightenment. Book History, 19(1), pp.86-131.
• Piolat, A., Olive, T. and Kellogg, R.T., 2005. Cognitive effort during note
taking. Applied cognitive psychology, 19(3), pp.291-312.
• Friedman, M.C., 2014. Notes on note-taking: Review of research and insights
for students and instructors. Harvard Initiative for Learning and Teaching, pp.
1-34.
• Cañas, A.J., Coffey, J.W., Carnot, M.J., Feltovich, P., Hoffman, R.R.,
Feltovich, J. and Novak, J.D., 2003. A summary of literature pertaining to the
use of concept mapping techniques and technologies for education and
performance support. Report to the Chief of Naval Education and Training.
• Pauk, W. and Owens, R.J., 2013. How to study in college. Cengage Learning.
• Broe, D., 2013. The effects of teaching Cornell Notes on student
achievement. Minot State University. Minot, North Dakota.
• Hopper, C.H., 2012. Practicing college learning strategies. Cengage Learning.
• Nesbit, J.C. and Adesope, O.O., 2006. Learning with concept and knowledge
maps: A meta-analysis. Review of educational research, 76(3), pp.413-448.
• Cevolini, A., 2016. Forgetting machines: knowledge management evolution in
early modern Europe. Brill.
• Blair, A., 2016. Early Modern Attitudes toward the Delegation of Copying and
Note-Taking. Forgetting Machines: Knowledge Management Evolution in
Early Modern Europe, pp.265-85.

Лекция №9 Правила конспектирования. Слушаем лекции


• Novak, J.D. and Gowin, D.B., 1984. Learning how to learn. Cambridge
University Press.
• Pauk, W. (2001). How to study in college. Boston, MA: Houghton Mifflin.

• Rose, C.P. and Nicholl, M.J., 1998. Accelerated learning for the 21st century:
The six-step plan to unlock your master-mind. Dell Books.
• Catchpole, R. and Garland, N., 1996. Mind maps: using research to improve
the student learning experience. Improving student learning: using research to
improve student learning, pp.211-222.
• Hartley, J., 2002. Notetaking in non-academic settings: a review. Applied

Cognitive Psychology: The Official Journal of the Society for Applied


Research in Memory and Cognition, 16(5), pp.559-574.
• Rico, G.L., 1983. Writing the natural way: Using right-brain techniques to
release your expressive powers. Tarcher.
• Piolat, A., Olive, T. and Kellogg, R.T., 2005. Cognitive effort during note
taking. Applied cognitive psychology, 19(3), pp.291-312.
• Makany, T., Kemp, J. and Dror, I.E., 2009. Optimising the use of note-taking
as an external cognitive aid for increasing learning. British Journal of
Educational Technology, 40(4), pp.619-635.
• Armstrong, J.S., 2012. Natural learning in higher education. In Encyclopedia
of the Sciences of Learning (pp. 2426-2433). Springer, Boston, MA.
• Bligh, D.A., 1998. What's the Use of Lectures?. Intellect books.
• Byrne, G. and Ireland, C., 2011. Using Technology to Prevent Plagiarism:
Skilling the Students.
• O’Toole, G., 2012. The Professor’s Lecture Notes Go Straight to the Students’
Lecture Notes. Quote investigator, 17.

Лекция №10 Готовимся к тесту


• Cardellini, L., 2002. AN INTERVIEW WITH RICHARD M. FELDER
ENTREVISTA CON RICHARD M. FELDER. Journal of Science
Education, 3(2), pp.62-65.
• Erbe, B., 2007. Reducing test anxiety while increasing learning: The cheat
sheet. College teaching, 55(3), pp.96-98.
• Hakstian, A.R., 1971. The effects of type of examination anticipated on test
preparation and performance. The Journal of Educational Research, 64(7), pp.
319-324.
• Sauer, K.M. and Mertens, W., 2010. The Test Assessment Questionnaire: A tool
for student self-assessment after the midterm exam.
• McGaugh, J.L., 2000. Memory--a century of
consolidation. Science, 287(5451), pp.248-251.
• Moulton, C.A.E., Dubrowski, A., MacRae, H., Graham, B., Grober, E. and
Reznick, R., 2006. Teaching surgical skills: what kind of practice makes
perfect?: a randomized, controlled trial. Annals of surgery, 244(3), p.400.
• Felder, R.M., 1996. Matters of style. ASEE prism, 6(4), pp.18-23.
• Felder, R.M. and Silverman, L.K., 1988. Learning and teaching styles in
engineering education. Engineering education, 78(7), pp.674-681.
• Felder, R.M. and Soloman, B.A., 2000. Learning styles and strategies. At URL:
http://www. engr. ncsu. edu/learningstyles/ilsweb. Html.

Лекция №11 Обрабатываем информацию


• Как читать, запоминать и никогда не забывать / Марк Тигелаар ; пер. с
англ. Н. Мартыновой ; [ науч. Ред. Д.Иншаков]. - М.: Манн, Иванов и
Фербер, 2017. - 160 с.
• Bloom, B.S., 1971. Handbook on formative and summative evaluation of
student learning.
• BLOOM’S, T.M.E., 1965. Bloom’s taxonomy of educational objectives.
Longman.
• Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R.,
1984. Taxonomy of educational objectives: Handbook 1: Cognitive domain.
Longman Publishing Group.

Лекция №12 Стресс, сон, еда и спорт


• Walker, M.P. and Stickgold, R., 2006. Sleep, memory, and plasticity. Annu.
Rev. Psychol., 57, pp.139-166.
• Ковальзон В. М. «Основы сомнологии: физиология и нейрохимия цикла
„бодрствование-сон“». — М.: Бином, 2012. — 239 с.

• Ткачук В. А. «Введение в молекулярную эндокринологию». — М.: Изд-во


Моск. ун-та, 1983. — 256 с.
• Bremner J.D. et al. MRI-based measurement of hippocampal volume in post-
traumatic stress disorder//Biological Phychiatry 41 (1997), pp. 23-32
• Тхостов А. Ш., Рассказова Е. И. Методы оценки субъективного качества
сна и мыслей перед сном. — М. : Методическое пособие, 2008.

• Ковальзон В. М. Стресс, сон и нейропептиды // Природа : журнал. —


1999. — № 5. — С. 63—70.
• Резник Н. Л. Занятия спящего мозга // Химия и жизнь : журнал. —
2014. — № 3.

• Zhang, J., 2004. Memory process and the function of sleep. Journal of
Theoretics, 6(6), pp.1-7.

• Marks, G.A., Shaffery, J.P., Oksenberg, A., Speciale, S.G. and Roffwarg, H.P.,
1995. A functional role for REM sleep in brain maturation. Behavioural brain
research, 69(1-2), pp.1-11.
• Щербатых Ю. В. Психология стресса — М.: Эксмо, 2008. — 304 с.

• Selye, H., 1936. A syndrome produced by diverse nocuous


agents. Nature, 138(3479), p.32.
• Quick, J.C. and Spielberger, C.D., 1994. Walter Bradford cannon: pioneer of
stress research. International Journal of Stress Management, 1(2), pp.141-143.
• Kennard, J., 2008. A Brief History of the term Stress. Pridobljeno, 30(3), p.
2014.
• Под давлением. Как добиться результатов в условиях жестких дедлайнов
и неопределённости / Хендри Вейсингер, Дж. П. Полив-Фрай ; пер. с
англ. М. Попова ; [науч. Ред. Н. Никольская]. - М. : Манн, Иванов и
Фербер, 2017. - 336.
• Зажги себя! Жизнь - в движении. Революционное знание о влиянии
физической активности на мозг / Джон Райти и Эрик Хагерман ; пер. с
англ. М. Попова ; [науч. Ред. Н. Никольская]. - М. : Манн, Иванов и
Фербер, 2017. - 336.