References

Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge University Press.

McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1–10.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.

Klauer, K. J., & Phye, G. D. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85–123.

Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393–408.

Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Harvard University Press.

Evans, J. St. B. T. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 59, 255–278.

Stanovich, K. E. (2011). Rationality and the reflective mind. Oxford University Press.

Kail, R. (1991). Developmental change in speed of processing during childhood and adolescence. Psychological Bulletin, 109(3), 490–501.

Kail, R. V. (2007). Longitudinal evidence that increases in processing speed and working memory enhance children’s reasoning. Psychological Science, 18(4), 312–313.

Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103(3), 403–428.

Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children. Biological Psychology, 54(1–3), 1–34.

Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–89). Academic Press.

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423.

Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1–16.

Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87–114.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100.

Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14.

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77–165). Lawrence Erlbaum.

Stankov, L., & Lee, J. (2008). Confidence and cognitive test performance. Journal of Educational Psychology, 100(4), 961–976.

Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747–758.

Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4(1), 33–45.

Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376.

Torrance, E. P. (1972). Can we teach children to think creatively? Journal of Creative Behavior, 6(2), 114–143.

Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388.

Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75.