Untitled Document
מקורות
|
 |
 |
אריסטו. (335 לפנה"ס בקירוב). אתיקה מהדורת ניקומאכוס - ספר שישי (י. ג. לובס, Trans.): שוקן.
אריסטו. (340 לפנה"ס בקירוב). על הנפש - ספר שני (מ. לוז, Trans.): הקיבוץ המאוחד/ספרית פועלים.
דה-בונו, א. (1976). ללמד חשיבה (ד. שרון, Trans.): מכון ברנקו וייס לטיפוח החשיבה.
דמסיו, א. (1995). השגיאה של דקארט (ד. בנאי, Trans.): כנרת. אריסטו. (335 לפנה"ס בקירוב). אתיקה מהדורת ניקומאכוס - ספר שישי (י. ג. לובס, Trans.): שוקן.
נוי, פ. (1999). הפסיכואנליזה של האמנות והיצירתיות: מודן.
פרויד, ז. (1900). התהליך הראשוני והמשני - ההדחיה (ד. ר. מ. ברכיהו, Trans.). In פשר החלומות (pp. 544-564): יבנה.
פרויד, ז. (1920). מעבר לעקרון העונג, מעבר לעקרון העונג ומסות אחרות (ח. איזק, Trans.): דביר.
פרויד, ז. (1923). האני והסתם, מעבר לעקרון העונג ומסות אחרות (ח. איזק, Trans.): דביר.
סטרנברג, ר. (1996). אינטליגנציה מצליחה: מעבר ל- IQ (ע. ירון, Trans.): מכון ברנקו-וייס לטיפוח החשיבה.
Ambady, N., & Gray, H. M. (2002).
On Being Sad and Mistaken: Mood Effects on the Accuracy of Thin-Slice Judgments.
Journal of Personality and Social Psychology, 83(4), 947-961.
Ambady, N., & Rosenthal, R. (1993).
Half a Minute: Predicting Teacher Evaluations From Thin Slices of Nonverbal Behavior and
Physical Attractiveness. Journal of Personality and Social Psychology, 64(3), 431-441.
Baars, B. J. (1997). In the Theater of Consciousness: The Workspace of the Mind.
Oxford University Press.
Bargh, J. A., & Chartrand, T. L. (1999). The Unbearable Automatocity of Being.
American Psychologist, 54(7), 462-479.
Berry, D. C., & Broadbent, D. E. (1984).
On the Relationship between Task Performance and Associated Verbalizable Knowledge.
Quarterly Journal of Experimental Psyhoclogy, 36A, 209-231.
Berry, D. C., & Broadbent, D. E. (1987).
The Combination of Explicit and Implicit Learning Processes in Task Control.
Psychological Research, 49, 7-15.
Berry, D. C., & Broadbent, D. E. (1988). Interactive Tasks and the Implicit-Explicit Distinction.
British Journal of Psychology, 79, 251-272.
Brody, N. (1989). Unconscious Learning of Rules: Comment on Reber's Analysis of Implicit Learning.
Journal of Experimental Psychology: General, 118(3), 236-238.
Brooks, L. (1978). Nonanalytic Concept Formation and Memory for Instances.
In E. Rosch & B. B. Llyod (Eds.), Cognition and Categorization (pp. 170-211).
Hillsdale, New Jersey: Lewrence Erlbaum Associates.
Camerer, C., Loewenstein, G., & Prelec, D. (in press).
Neuroeconomics: How neuroscience can Inform Economics.
Journal of Economic Perspectives, [A working paper version, Feb 3, 2003].
Carlson, R. A., & Dulany, D. E. (1985).
Conscious Attention and Abstraction in Concept Learning.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(1), 45-58.
Cohen, A., Ivry, R. I., & Keele, S. W. (1990). Attention and Stucture in Sequence Learning.
Journal of Experimental Psychology: Learning, Memory and Cognition, 16(1), 17-30.
Danks, J. H., & Gans, D. L. (1975). Acquisition and Utilization of a Rule Structure.
Journal of Experimental Psychology: Human Learning and Memory, 104(2), 201-208.
De Bono, E. (1970). Lateral Thinking: A Textbook of Creativity. Penguin Books.
De Groot, A. D. (1965). Thought and Choice in Chess. The Hague: Mouton.
Dienes, Z., Broadbent, D. E., & Berry, D. C. (1991).
Implicit and Explicit Knowledge Bases in Artificial Grammar Learning.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(5), 875-887.
Dulany, D. E. (1999).
Consciousness, Connectionism, and Intentionality Commentary/ O'Brian & Opic:
Connectionism, and Phenomenal Experience. Behavioral and Brain Sciences, 22(1).
Dulany, D. E., Carlson, R. A., & Dewey, G. I. (1984).
A Case of Syntactical Learning and Judgment: How Conscious and How Abstract?
Journal of Experimental Psychology: General, 113(4), 541-555.
Epstein, S. (1994). Integration of the Cognitive and the Psychodynamic Unconscious.
American Psychologist, 49(8), 709-724.
Epstein, S., & Meier, P. (1989). Constructive thinking: A broad coping variable with specific components.
Journal-of-Personality-and-Social-Psychology, 57(2), 332-350.
Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996).
Individual Differences in Intuitive-Experiential and Analytical-Rational Thinking Style.
Journal of Personality and Social Psychology, 71(2), 390-405.
Evans, J. S. B. T., & Over, D. E. (1999). Explicit Representations in Hypothetical Thinking.
Behavioral and Brain Sciences, 22, 763-764.
Eysenck, H. J., & Eysenck, M. W. (1985).
Personality and Individual Differences: A Natural Science Approach. New York and London: Plenum Press.
Eysenck, S. B. G., Eysenck, H. J., & Barret, P. (1985).
A Revised Version of the Psychoticism Scale.
Journal of Personality and Individual Differences, 6(1), 21-29.
Franks, I. M. (1982). Rehearsal and Learning of Embedded Movement Sequence During a Tracking Task.
Perceptual and Motor Sills, 55, 615-622.
Frederick, S. (2003). Automated Choice Heuristics.
In T. Gilovich, D. Griffin & D. Kahneman (Eds.), (pp. 548-558): Cambridge University Press.
Frensch, P., Buchner, A., & Lin, J. (1994).
Implicit Learning of Unique and Ambiguous Serial Transitions in the Presence and Absence of a
Distractor Task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(3), 567-584.
Frensch, P., & Runger, D. (2003).
Implicit Learning. Current Directions in Psychological Science, 12(1), 19-18.
Frith, C. D., & Lang, R. J. (1979).
Learning and Reminiscence as a Function of Target Predictability in a Two-Dimensional Tracking Task.
Quarterly Journal of Experimental Psychology, 31, 103-109.
Gomez, R. L., & Schvaneveldt, R. W. (1994).
What is learned From Artificial Grammars? Transfer Tests of Simple Association.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(2), 396-410.
Gorman, M. E. (1999). Implicit Knowledge in Engineering Judgment and Scientific Reasoning.
Behavioral and Brain Sciences, 22, 767-768.
Grinberg, L. (1972). Psychoanalytical Observations on Creativity.
Israel Annals of Psychiatry and Related Disciplines, 10, 137-148.
Harren, V. A. (1979). A Model of Career Decision Making for College Students.
Journal of Vocational Behavior, 14, 119-133.
Hebb, D. O. (1961). Distinctive Features of Learning in the Higher Animals.
In J. F. Delafresnaye (Ed.), Brain Mechanisms and Learning (pp. 37-51).
Oxford: Blackwell Scientific Publications.
Hill, T., Lewicki, P., Czyzewska, M., & Boss, A. (1989).
Self-Perpetuating Development of Encoding Biases in Person Perception.
Journal of Personality and Social Psychology, 57, 373-387.
Holender, D. (1986). Semantic Activation Without Conscious Identification in Dichotic Listening,
Parafoveal Vision, and Visual Masking: A Survey and Appraisal.
The Behavioral and Brain Sciences, 9, 1-66.
Homa, D. (1978). Abstraction of Ill-Defined Form.
Journal of Experimental Psychology: Human Learning and Memory, 4(5), 407-417.
Howard, J. H., & Ballas, J. A. (1980). Syntactic and Semantic Factors in the Classification
of Nonspeech Transient Patterns. Perception-and-Psychophysics, 28(5), 431-439.
Hunt, R. G., Krzystofiak, F. J., Meindl, J. R., & Yousry, A. M. (1989).
Cognitive Style and Decision Making.
Organizational Behavior and Human Decision Processes, 44, 436-453.
Hunter, J. E., & Schmidt, F. L. (1990).
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings.
Thousand Oaks, CA, US: Sage Publications, Inc.
Kassin, S. M., & Reber, A. S. (1979). Locus of Control and the Learning of Artificial Language.
Journal of Research in Personality, 13, 112-118.
Knowlton, B. J., & Squire, L. R. (1996). Artificial Grammar Learning Depends on Implicit Acquisition
of Both Abstract and Exemplar-Specific Information.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(1), 169-181.
Koestler, A. (1969). The Act of Creation: Hutchinson of London.
Kris, E. (1952). Psychoanalytic Explorations in Art: International Universities Press.
Lachman, R., Lachman, J. L., & Butterfield, E. C. (1979).
Cognitive Psychology and Information Processing: An Introduction.
New Jersey: Lawrence Erlbaum Associates, Hillsdale.
Lewicki, P. (1985). Nonconscious Biasing Effects of Single Instances on Subsequent Judgments.
Journal of Personality and Social Psychology, 48(3), 563-574.
Lewicki, P. (1986). Processing Information About Covariations That Cannot Be Articulated.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 12(1), 135-146.
Lewicki, P., Czyzewska, M., & Hoffman, H. (1987).
Unconscious Acquisition of Complex Procedural Knowledge.
Journal of Experimental Psychology: General, 13(4), 523-530.
Lewicki, P., Hill, T., & Czyzewska, M. (1992). Nonconscious Acquisition of Information.
American Psychologist, 47(6), 796-801.
Lieberman, M. D. (2000). Intuition: A Social Cognitive Neuroscience Approach.
Psychological Bulletin, 126(1), 109-137.
Lieberman, M. D., & Rosenthal, R. (2001).
Why Introverts Can't Always Tell Who Like Them: Multitasking and Nonverbal Decoding.
Journal of Personality and Social Psychology, 80(2), 294-330.
Mackenzie, D., & Spiniardi, G. (1995).
Tacit Knowledge, Weapons Design, and the Uninvention of Nuclear Weapons.
American Journal of Sociology, 101(1), 44-99.
Mathews, R. C., Buss, R. R., Chinn, R., & Stanley, W. B. (1988).
The Role of Explicit and Implicit Learning Processes in Concept Discovery.
The Quarterly Journal of Experimental Psychology, 40A, 136-165.
Mathews, R. C., Buss, R. R., Stanley, W. B., Blanchard-Fields, F., Cho, J. R., & Druhan, B. (1989).
Role of Implicit and Explicit Processes in Learning From Examples: A Synergistic Effect.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1083-1100.
Matthews, G., & Gilliland, K. (1999).
The personality theories of H. J. Eysenck and J. A. Gray: a comparative review.
Personality and Individual Differences, 26, 583-626.
McGeorge, P., Crawford, J. R., & Kelly, S. W. (1997).
The Relationship Between Psychometric Intelligence and Learning in an Explicit and an Implicit Task.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(1), 239-245.
Merikle, P. M. (2000). Subliminal Perception.
In A. E. Kazdin (Ed.), Encyclopedia of Psychology (Vol. 7, pp. 497-499). New York: Oxford University Press.
Messick, S. (1984). On the Nature of Cognitive Style: Problems and Promise in Educational Practice.
Educational Psychologist, 19(2), 59-74.
Nisbett, R. E., & Wilson, T. D. (1977). The Halo Effect: Evidence for Unconscious Alteration of Judgment.
Journal of Personality and Social Psychology, 35(4), 250-256.
Nissen, M. J., & Bullemer, P. (1987).
Attentional Requirements of Learning: Evidence From Performance Measures.
Cognitive Psychology, 19, 1-32.
Norenzayan, A., Nisbett, R. E., Smith, E. E., & Kim, B. J. (Submitted).
Cultural Preferences for Formal versus Intuitive Reasoning.
Noy, P. (1973). Symbolism and Mental Representation.
The Annual of Psychoanalysis, 1, 125-158.
Noy, P. (1978). Insight And Creativity.
Journal of the American Psychoanalytic Association, 26(4), 717-748.
Perruchet, P., Gallego, J., & Pacteau, C. (1992).
A Reinterpretation of Some Earlier Evidence for Abstractiveness of Implicity Acquired Knowledge.
Quarterly Journal of Experimental Psyhoclogy, 44A(2), 193-210.
Perruchet, P., & Pacteau, C. (1990).
Syntactic Grammar Learning: Implicit Rule Abstraction or Explicit Fragmentary Knowledge?
Journal of Experimental Psychology: General, 119(3), 264-275.
Rathus, J. H., Reber, A. S., Manza, L., & Kushner, M. (1994).
Implicit and Explicit Learning: Differential Effects of Affective States.
Perceptual and Motor Sills, 79, 163-184.
Rayner, S., & Riding, R. (1997). Towards a Categorization of Cognitive Styles and Learning Styles.
Educational Psychology, 17(1/2), 5-28.
Reber, A. S. (1966). Perceptual Learning Analysis of Probability Learning.
Dissertation Abstract International, 28(8-B), 3501-3502.
Reber, A. S. (1967). Implicit Learning of Artificial Grammars.
Journal of Verbal Learning and Verbal Behavior, 6, 855-863.
Reber, A. S. (1969). Transfer of Syntactic Structure in Synthetic Language.
Journal of Experimental Psychology: General, 81(1), 115-119.
Reber, A. S. (1976). Implicit Learning of Synthetic Language: The Role of Instructional Set.
Journal of Experimental Psychology: Human Learning and Memory, 2(1), 88-94.
Reber, A. S. (1989a). Implicit Learning and Tacit Knowledge.
Journal of Experimental Psychology: General, 118(3), 219-235.
Reber, A. S. (1989b). More Thoughts on the Unconscious: Reply to Brody and to Lewicki and Hill.
Journal of Experimental Psychology: General, 118(3), 242-244.
Reber, A. S. (1993). Implicit Learning and Tacit knowledge.
New York: Oxford University Press, Oxford, Clarendon Press.
Reber, A. S., & Allen, R. (2000).
Individual Differences in Implicit Learning: Implications for the Evolution of Consciousness.
In R. G. Kunzendorf, & Wallace, B. (Ed.), Individual Differences in Conscious Experience:
First Person Constrains on Theories of Consciousness, Self-consciousness, and Subconsciousness.
Amsterdam: John Benjamins.
Reber, A. S., Allen, R., & Regan, S. (1985).
Syntactical Learning and Judgment, Still Unconscious and Still Abstract:
Comment on Dulany, Carlson and Dewey.
Journal of Experimental Psychology: General, 114(1), 17-24.
Reber, A. S., Kassin, S. M., Lewis, S., & Cantor, G. (1980).
On the Relationship Between Implicit and Explicit Modes in the Learning of a Complex Rule Structure.
Journal of Experimental Psychology: Human Learning and Memory, 6(5), 492-502.
Reber, A. S., & Millward, R. B. (1968). Event Observation in Probability Learning.
Journal of Experimental Psychology, 77(2), 317-327.
Reber, A. S., Walkenfeld, F. F., & Hernstadt, R. (1991).
Implicit and Explicit Learning: Individual Differences and IQ.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(5), 888-896.
Redington, M., & Chater, N. (1996). Transfer in Artificial Grammar Learning: A Reevaluation.
Journal of Experimental Psychology: General, 125(2), 123-138.
Reed, J., & Johnson, P. (1998).
Implicit Learning: Methodological Issues and Evidence of Unique Characteristics.
In M. Stadler & P. Frensch (Eds.), Handbook of Implicit Learning (pp. 261-294): Sage publications.
Reilly, B. A., & Doherty, M. E. (1989).
A Note on the Assessment of Self-Insight in Judgment Research.
Organizational Behavior and Human Decision Processes, 44, 123-131.
Riding, R. (1997). On the Nature of Cognitive Style. Educational Psychology, 17(1/2), 29-49.
Riding, R., Glass, A., Butler, S. R., & Pleydell-Pearce, C. W. (1997).
Cognitive Style and Individual Differences in EEG Alpha During Information Processing.
Educational Psychology, 17(1/2), 219-235.
Robnagel, C. S. (2001).
Revealing Hidden Covariation Detection: Evidence for Implicit Abstraction at Study.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(5), 1276-1288.
Sagiv, L., Goldenberg, J., & Goldshmidt, A. (2003).
Randomness and Regularity: Towards a Synthesis of Task Structure and Cognitive Style
in the Creative Process. submitted.
Schacter, D. L. (1987). Implicit Memory: History and Current Status.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(3), 501-518.
Scott, S. G., & Bruce, R. A. (1995).
Decision-Making Style: The Development and Assessment of a New Method.
Educational and Psychological Measures, 55(5), 818-831.
Seger, C. A. (1994). Implicit Learning. Psychological Bulletin, 115(2), 163-196.
Seger, C. A. (1998). Multiple Forms of Implicit Learning.
In M. Stadler & P. Frensch (Eds.), Handbook of Implicit Learning (pp. 295-320): Sage publications.
Servan-Schreiber, E., & Anderson, J. R. (1990).
Learning Artificial Grammars With Competitive Chunking.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(4), 592-608.
Shanks, D. R., & St. John, M. F. (1994).
Characteristics of Dissociable Human Learning Systems.
Behavioral and Brain Sciences, 17(3), 367-447.
Sloman, S. A. (1996). The Empirical Case for Two Systems of Reasoning.
Psychological Bulletin, 119(1), 3-22.
Squire, L. R., & Frambach, M. (1990). Cognitive Skills Learning in Amnesia.
Psyhobiology, 18, 109-117.
Sternberg, R. J. (1997a). Intelligence and Lifelong Learning: What's New and How Can We Use It?
American Psychologist, 52(10), 1134-1139.
Sternberg, R. J. (1997b). The Concept of Intelligence and Its Role in Lifelong Learning.
American Psychologist, 52(10), 1030-1037.
Taatgen, N. A. (1999). Implicit versus Explicit: An ACT-R Learning Perspective.
Behavioral and Brain Sciences, 22, 785-786.
Watson, D., Weise, D., Vaidya, J., & Tellegen, A. (1999).
The Two General Activation Systems of Affect: Structural Findings, Evolutionary Considerations,
and Psychological Evidence. Journal of Personality and Social Psychology, 76(5), 820-838.
Watts, F. N., MacLeod, A. K., & Morris, L. (1988).
Associations between Phenomenal and Objective Aspects of Concentration Problems in Depressed Patients.
British Journal of Psychology, 79, 241-250.
                            
Untitled Document
דף הבית -
שאלות נפוצות -
רישום -
מודעות עצמית -
מחקר מדעי -
פאנל - סקרים -
פסיכולוגיה -
פורומים -
מאמרים -
משובים שלי -
צור קשר -
מפת האתר
שאלון:
זוגיות -
אישיות -
אמונות -
בריאות -
עמדות -
משפחה -
התנהגות
יישומים מסחריים:
סקרי דעת קהל -
מחקרי שוק
כל הזכויות שמורות © all rights reserved
|
Untitled Document
|