Bloom B.
S., Broder, L. J. (1950). Problem solving processes of college students. Chicago: The University of Chicago Press.Boden M. A
. (1990). The creative mind: Myths mechanisms. New York: Basic Books.Boring E. G.
(1932). Intelligence as the tests test it. New Republic, 35, 35–37.Bousfield, W. A.
(1953) The occurrence of clustering in the recall of randomly arranged associates. Journal of General Psychology. 49, 229–240.Bower G. H.
(1970). Organizational factors in memory. Cognitive Psychology, 1, 18–46.Bower G. H.
(1972). Mental imagery and associative learning. In L. Gregg (Ed.), Cognition in learning and memory. New York; Wiley.Bower G.
(1994, May 25). Electronic communication from Marina Volkov at the Federation of Behavioral, Psychological, and Cognitive Sciences, federation@apa.org.Bower G. H., Cirilo R. K.
(1985). Cognitive psychology and text processing. In Handbook of Discourse Analysis, (Vol. 1, pp. 71-105). New York: Academic Press.Bower G. H., Clapper, J. P.
(1989). Experimental methods in cognitive science. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 245–301). Cambridge, MA MIT Press.Bower G. H., Clark M. C.
(1969). Narrative stones as mediators for serial learning. Psychonomic Science, 14,181–182.Boxall B.
(1993, October 12). Statistics and science can be twisted to suit debate. The Los Angeles Times, p. A18.Bozzell L В.,
III. (1993, July 21). Exposing statistical myths. The Washington Times, p. 64.Bradbury R.
(1950). Fahrenheit 451. New York: Simon Schuster.Braine M. D. S. (1978). On the relation between the natural logic-of reasoning and standard logic. Psychological Review,
85,1-21.Brans ford D.
(1979). Human cognition: Learning, understanding and remembering. Belmont, CA: Wad-sworth.Bransford J. D., Arbitman-Smith
/?., Stein, B. S., Vye N.J. (1985). Improving thinking and learning skills: An analysis of three approaches. In J. W. Segal S. F. Chipman (Eds.), Thinking and learning skills:Volume 1. Relating instruction to research (pp. 133–206). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bransford J. D., Johnson M. K.
(1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal learning and Verbal Behavior, 11, 717–726.Bransford J. D., Sherwood
/?., Vye N., RieserJ. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist, 41, 1078–1089.Bransford J. D., Stein B. S.
(1993). The ideal problem solver: A guide for improving thinking, learning, and creativity (2nd ed.). New York: Freeman.Brehm J. W.
(1956). Postdecision changes in the desirability of alternatives. Journal of Abnormal and Social Psychology, 52, 384–389.Brennan J.
(1993b. May 20). Why polls can be poles apart. The Los Angeles Times, p. A5.Brim 0. G., Jr.
(1966). High and low self-estimates of intelligence. In 0. G.Brim Jr., R. S. Crutchfield, W. H. Holtzman
(Eds.), Intelligence: Perspectives 1965. New York: Har-court, Brace World.Brody J. E. (1988, March 30). Unresolved relationship: Breast cancer, dietary fat. San Francisco Chronicle, pp. 2–3.
Brooks L W., Simutis Z. M., O'Neil H. F., Jr. (1985). The role of individual differences in learning strategies research. In R. F. Dillon (Ed.l, Individual differences in cognition (Vol. 2, pp. 219–251). New York: Academic Press.
Bross I. D. J.
(1973). Languages in cancer research. In G. F. Murphy, D. Pressman, E. A. Mirand (Eds.), Perspectives in cancer research and treatment (pp. 213–221), New York: Alan R. Liss.Brown R.
(1958). Words and things. New York: The Free Press.Brown A. L., Campione J. C.
(1990). Communities of learning and thinking or a context by any other name. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills. Contributions to human development (Vol. 21, pp. 108–126). Basel Switzerland: Karger.Brown
S., Walter M. (1993). Problem posing: Reflections and applications. Hillsdale, NJ: Lawrence Erlbaum Associates.Bruer J. T.
(1993). Schools for thought. Cambridge, MA: MTT Press.Brunei J. S.
(1957). On going beyond the information given. In Contemporary approaches to cognition (pp. 41–69). Cambridge, MA: Harvard University Press.