The Wary Student, Part 11: Bibliography

Works alphabetically beginning with “A” above the fold. Everyone else below:

Alford, J. & Hibbing, J. (2004) .The Origin of Politics: An Evolutionary Theory of Political Behavior. Perspectives on Politics, 2(4), 707-723.
Alford, J. , & Hibbing, J. (2006a). The Neural Basis of Representative Democracy. Paper presented at the Hendricks Conference on Biology, Evolution, and Political Behavior.
Alford, J., & Hibbing, J. (2006b). Could Political Attitudes Be Shaped by Evolution Working Through Genes? Tidsskriftet Politik: August 2006 edition.
Ariely, D. (2000). Controlling the information flow: Effects on consumer’s decision making and preferences. The Journal of Consumer Research, 27(2), 233-248.

Bannert, M. (2002). Managing cognitive load – recent trends in cognitive load theory. Learning and Instruction, 12, 139-146.
Barrett, H. C., Frederick, D. A., Haselton, M. G. & Kurzban, R. (2006). Can manipulations of cognitive load be used to test evolutionary hypotheses? Journal of Personality and Social Psychology, 91(3), 513-518.
Bazerman, M.H., White, S.B., & Lowenstein, G.F. (1995). Perceptions of fairness in interpersonal and individual choice situations. Current Directions in Psychological Sciences, 4(2), 39-43.
Benjamin, D. J., Brown, S. A., & Shapiro, J. M. (2006). Who is ‘behavioral’? Cognitive ability and anomalous preferences. Unpublished manuscript. Available online:
Benton, S.L., Kiewra, K.A., Whitfil, J.M., & Dennison, R. (1993). Encoding and external-storage effects on writing processes. Journal of Educational Psychology, 85(2), 267-280.
Bethwaite, J. & Tompkinson, P. (1996). The ultimatum game and non-selfish utility functions. Journal of Economic Psychology, 17(2), 259-271.
Bowles, S. & Gintis, H. (1999). Is equality passe? Boston Review, 23(6). Retrieved online
Bruning, R. (2004). Technological contexts for cognitive growth. Chapter 10 in R. Bruning, G. Schraw, M. Norby, & R. Ronning. Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Bjorklund, D. F., & Pellegrini, A. D. (2002). The origins of human nature: Evolutionary developmental psychology. Washington, DC: American Psychological Association.

Carter, R.M., Hofstotter, C., Tsuchiya, N., & Koch, Christof. (2003). Working memory and fear conditioning. PNAS, 100(3), 1399-1404.
Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
Cramton, C.D. (2001). The mutual knowledge problem and its consequence for dispersed collaboration. Organization Science, 12(3), 346-371.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. HarperCollins: New York.
Copeland, W.D. (1980). Teaching-learning behaviors and the demands of the classroom environment. The Elementary School Journal, 80(4), 163-177.
Cosmides, L., & Tooby, J. (2004). Knowing thyself: The evolutionary psychology of moral reasoning and moral sentiments. In R. E. Freeman & P. Werhane (Eds.), Business, science, and ethics: The Ruffin series (No. 4, pp. 93–128). Charlottesville, VA: Society for Business Ethics.

Dempsey, M.S., PytlikZillig, L.M., & Bruning, R. (2005). Building writing assessment skills using web-based cognitive support features, in Lisa M. PytlikZillig, Mary Bodvarrson, & Roger Bruning, Eds. (pp. 83-106). Technology-based education: Brining researchers and practitioners together. Greenwich, CT: Information Age Publishing.
DeSteno, D., Bartlett, M., Braverman, J., & Salovey, P. (2002). Sex differences in jealousy: Evolutionary mechanism or artifact of measurement? Journal of Personality and Social Psychology, 83, 1103-1116.
Dhar, R., Nowlis, S.M., & Sherman, S.J. (2000). Trying hard or hardly trying: An analysis of context effects in choice. Journal of Consumer Psychology, 9(4), 189-200.
Dillenbourg, P. & Schneider, D. (1995). Mediating the mechanisms which make collaborative learning sometimes effective. International Journal of Educational Telecommunications, 1(2/3), 131-146.
Dillenbourg, P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier.
Doyle, W. (1979). Classroom effects. Theory into Practice, 18(3), 138-144.
Drolet, A. & Luce, M.F. (2004). The rationalizing effects of cognitive load on emotion-based trade-off avoidance. Journal of Consumer Research, 31, 63-77.

Fiske, S.T. (2000). Stereotyping, prejudice, and discrimination at the seam between the centuries: Evolution, culture, mind, and brain. European Journal of Social Psychology, 30(3), 299-322.
Friedrich, H.F., Hron, A., & Hesse, F.W. (2001). A framework for designing and evaluating virtual seminars. European Journal of Education, 36(2), 157-174.

Gardner, H. (1998). Extraordinary minds. Basic Books: New York, NY.
Gerjets, P., Scheiter, K., & Catrabone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Moral versus modular presentation of solution procedures. Instructional Science, 32, 33-58.
Gold, L.J., Darley, J.M., Hilton, J.L., & Zanna, M.P. (1984). Children’s perceptions of procedural justice. Child Development, 55(5), 1752-1759.
Gowdy, J., Iorgulescu, R., & Onyeiwu, S. (2003). Fairness and retaliation in a rural Nigerian village. Journal of Economic Behavior & Organization, 52(4), 469-479.

Harper, G.F., Guidubaldi, J., & Kehle, T.J. (1978). Is academic achievement related to classroom behavior? The Elementary School Journal, 78(3), 202-207.
Harsanyi, J.C. (1961). On the Rationality Postulates Underlying the Theory of Cooperative Games. The Journal of Conflict Resolution 5(2): 179-196.
Henrich, J., et al. (2005). ‘Economic man’ in cross-cultural perspective: Behavioral experiments in 15 small-scale societies.. Behavioral and Brain Sciences, 28(6), 795-855.
Hewstone, M., Hantzi, A., & Johnston, L. (1991). Social categorization and person memory: The pervasiveness of race as an organizing principle. European Journal of Social Psychology, 21(6), 517-528.
Hibbing, J. & Alford, J.. (2004). Accepting Authoritative Decisions: Humans as Wary Cooperators. American Journal of Political Science, 48(1), 62-76.
Hibbing, J.R. & Thiess-Morse, E. (2001). Process preferences and American politics: What the people want the government to be. American Political Science Review, 95(1), 145-153.
Horn, C.A. PytlikZillig, L.M., Bruning, R., & Kauffman, D.F. (2003). At risk in cyberspace, in Roger Bruning, Christy A. Horn, & Lisa M. PytlikZillig, Eds. (pp. 129-152). Web-based learning: What do we know? Where do we go? Greenwich, CT: Information Age Publishing.
Hron, A. & Friedrich, H.F. (2003). A review of web-based collaborative learning: factors beyond technology. Journal of Computer Assisted Learning, 19, 70-79.

Igo, L.B., Bruning, R., McCrudden, M.T., & Kauffman, D.F. (2003). InfoGatherer: A tool for gathering and organizing information from the web, in Roger Bruning, Christy A. Horn, & Lisa M. PytlikZillig, Eds. (pp. 57-78). Web-based learning: What do we know? Where do we go? Greenwich, CT: Information Age Publishing.
Igo, L.B., Bruning, R., & McCrudden, M.T. (2005a). Exploring differences in students’ copy-and-paste decision making and processing. A mixed-methods study. Journal of Educational Psychology, 97(1), 103-116.
Igo, L.B., Bruning, R., & McCrudden, M.T. (2005b). Encoding disruption associated with copy and paste note taking, in Lisa M. PutlikZillig, Mary Bodvarrson, & Roger Bruning, Eds. (pp. 107-120). Technology-based education: Brining researchers and practitioners together. Greenwich, CT: Information Age Publishing.

Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58(9), 697-720.
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.
Kay, A.C., Wheeler, S.C., Bargh, J.A., & Ross, L. (2004). Material priming: The influence of mundane physical objects on situational construal and competitive behavioral choice. Organizational Behavior and Human Decision Processes, 95(1), 83-96.
Kiewra, K.. (1994). A Slice of Advice. Educational Researcher, 23(3), 31-33.
Klein, S.S. (1971). Student influence on teacher behavior. American Educational Research Journal, 8(3), 403-421.
Knowles, E.D., Morris, M.W., Chiu, C., & Hong, Y. (2001). Culture and the process of person perception: Evidence for automaticity among East Asians in correcting for situational influences on behavior. Personality and Social Psychology Bulletin, 27(10), 1344-1356.
Kurzban, R., Tooby, J., & Cosmides, L. (2001). Can race be erased? Coalitional computation and social categorization. PNAS 98(26):15387-15392.

Larrick, R.P. & Blount, S. (1997). The claiming effect: Why players are more generous in social dilemmas than in ultimatum games. Journal of Personality and Social Psychology, 72(4), 810-825.
Lehman, S., Bruning, R., & Horn, C.A. (2003). ThinkAboutIt! A web-based tool for improving critical thinking, in Roger Bruning, Christy A. Horn, & Lisa M. PytlikZillig, Eds. (pp. 79-104). Web-based learning: What do we know? Where do we go? Greenwich, CT: Information Age Publishing.
Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflection and reflexion: A social cognitive neuroscience approach to attributional inference. Advances in Experimental Social Psychology, 34, 199-249.
Lusk, J.L., & Hudson, D. (2004). Effects of monitor-subject cheap talk on ultimatum game offers. Journal of Economic Behavior & Organization, 54(3), 439-443.

Mann, B.L. (2005). Testing the validity of Post and Vote Web-based peer assessment, In David Williams. Scott Howell and Mary Hricko (Eds.). Online Assessment, Measurement and Evaluation: Emerging Practices (pp. 132-153) Hershey, PA: Idea Group Publishing.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in learning. In Bruning, C. Horn, and L. PytlikZillig (Eds). Web-based learning: What do we know? Where do we go? (pp. 23-44). Greenwich, CN: Information Age Publishing.
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychology Review, 101(2), 343-352.
Moreno, R., & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117-125.
Moshman, David. (2005). Adolescent Psychological Development (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Mwangi, W. & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16(2), 173-199.

Nowak, M.A., Page, K.M., & Sigmund, K. (2000). Fairness versus reason in the ultimatum game. Science, 289(5485), 1772-1775.

Oxoby, R.J. (2001). A monopoly classroom experiment. The Journal of Economic Education, 32(2), 160-168.
Paas, F.G.W.C. & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20(3), 281-285.

Paas, F.G.W.C. & van Merrienboer, J.J.G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371,
Paulsel, M.L. & Chory-Assad, R.M. (2005). Perceptions of instructor interactional justice as a predictor of student resistance. Communication Research Reports, 22(4), 283-291.
PytlikZillig, L.M., Horn, C.A., & White, M.J. (2003). Teachers, technology, and students at risk, in Roger Bruning, Christy A. Horn, & Lisa M. PytlikZillig, Eds. (pp. 57-78). Web-based learning: What do we know? Where do we go? Greenwich, CT: Information Age Publishing.
PytlikZillig, L.M., Bruning, R., Horn, C.A., & Bodvarsson, M. (2005). Using technology to implement case studies in preservice teacher education courses, in Lisa M. PutlikZillig, Mary Bodvarrson, & Roger Bruning, Eds. (pp. 39-62). Technology-based education: Brining researchers and practitioners together. Greenwich, CT: Information Age Publishing.

Raghubir, P. & Krishna, A. (1996). As the crow flies: Bias in consumers’ map-based distance judgements. The Journal of Consumer Research, 23(1), 26-39.
Robert, C. & Carnevale, P.J. (1997). Group choice in ultimatum bargaining. Organizational Behavior and Human Decision Processes, 72(2), 256-279.
Ronen, M. & Langley, D. (2004). Scaffolding complex tasks by open online submission: emerging patterns and profiles. JALN, 8(4), 39-61.

Shiv, B. & Fedorikhin, A. (2002). Spontaneous versus controlled influences of stimulus-based affect on choice behavior. Organizational Behavior and Human Decision Processes, 87(2), 342-370.
Slonim, R. & Roth, A.E. (1998). Learning in high stakes ultimatum games: An experiment in the Slovak Republic. Econometrica, 66(3), 569-596.
Smith, K. (2006) Representational altruism: The wary cooperator as authoritative decision maker. American Journal of Political Science, 50(4), 1013-1022.
Sonnenschein, S. (1982). The effects of redundant communications on listeners. When more is less. Child Development, 53(3), 717-729.
Stanley, T.D. & Tran, U. (1998). Economic students need not be greedy: Fairness and the ultimatum game. Journal of Socio-Economics, 27(6), 657-664.
Stevenson, D.L. (1991). Deviant students as a collective resource in classroom control. Sociology of Education, 64(2), 127-133.
Stodder, J. (1998). Experimental moralities: Ethics in classroom experiments. The Journal of Economics Education, 29(2), 127-138.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Sweller, J. & Chandler, P. (1991). Evidence for Cognitive Load Theory. Cognition and Instruction, 8(4), 351-362.
Sweller, J. & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Sweller, J., van Merrienboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J. (2004). Instruction design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32(1-2), 9-31.
Sweller, J. (2006). Discussion of ’emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments.’ Applied Cognitive Psychology 20(3), 353-357.

Tang, T.L., Tang, D.S., & Tang, C.S. (2000). Factors related to university president’s pay: An examination of private colleges and universities. Higher Education, 39(4), 393-415.
tdaxp & Johnson, C.J. (2007). In search of the wary guerrilla: Political aspects of extreme punishers. Unpublished manuscript.
Titsworth, B.S., & Kiewra, K.A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29(4), 447-461.
Todd, P.A. & Benbasat, I. (1994). The influence of decision aids on choice strategies under conditions of high cognitive load. IEEE Transactions on Systems, Man, and Cybernetics, 24(4), 537-541.
Tooby, J. & Cosmides, L. (2005). Conceptual foundations of evolutionary psychology, in The Handbook of Evolutionary Psychology (David M. Buss, Ed.). New York: Wiley.
van Merrienboer, J.J.G. & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.

Vrij, A., Akehurst, L., & Knight, S. (2006). Police officers’, social workers’, teachers’ and the general public’s beliefs about deception in children, adolescents and adults. Legal and Crminological Psychology, 11(2), 297-312.
Vrij, A., Semin, G.R., & Bull, R. (1996). Insight into behavior displayed during deception. Human Communication Research, 22(4), 544-562.

Ward, A. & Mann, T. (2000). Don’t mind if I do: Disinhibited eating under cognitive load. Journal of Personality and Social Psychology, 78(4), 753-763.
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1-39.
Weisberg, Robert W. (1993). Creativity: Beyond the Myth of Genius. W.H. Freeman & Company: New York, NY.

The Wary Student, a tdaxp research project
1. Abstract
2. Cognitive Load
3. Cooperative Behavior
4. Method
5. The Experiments
6. Hypotheses
7. Main-Effect Results
8. Interaction-Effect Results
9. Discussion
10. Future Research
11. Bibliography

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