Week 1 - La lezione in aula

Apprendimento e metacognizione

• Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4, 87–95.
• Darling-Hammond, L., Austin, K., Cheung, M., & Martin, D. (2003). Thinking about thinking: Metacognition. In The learning classroom: Theory into practice. Stanford, CA: Stanford University School of Education.
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
• Goodman, N. (1965). Ways of worldmaking. Indianapolis, IN: Hackett Publishing. (Edizione italiana: Goodman, N. (1988). Vedere e costruire il mondo. Roma-Bari: Laterza)
• Schön, D. A. (1993). Il professionista riflessivo: Per una nuova epistemologia della pratica professionale (Vol. 152). Bari: Edizioni Dedalo.
• Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11(2), 113–120.
• Van Velzen, J. (2016). Metacognitive learning: Advancing learning by developing general knowledge of the learning process. Cham, Switzerland: Springer.
• Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018). Understanding how we learn: A visual guide. London, UK: Routledge.

Apprendimento, memoria e attenzione

• Anderson, B. (2011). There is no such thing as attention. Frontiers in Psychology, 2, Article 246.
• Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829–839.
• Bartlett, F. C. (1995). Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press. (Original work published 1932)
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
• Dudai, Y., Karni, A., & Born, J. (2015). The consolidation and transformation of memory. Neuron, 88(1), 20–32.
• Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology. New York, NY: Teachers College, Columbia University. (Original work published 1885)
• Goodman, N. (1965). Ways of worldmaking. Indianapolis, IN: Hackett Publishing. (Edizione italiana: Goodman, N. (1988). Vedere e costruire il mondo. Roma-Bari: Laterza)
• Pashler, H. (1999). The psychology of attention. Cambridge, MA: MIT Press.
• Reason, J. T., & Mycielska, K. (1982). Absent minded? The psychology of mental lapses and everyday errors. Englewood Cliffs, NJ: Prentice Hall.
• Roediger, H. L., Weinstein, Y., & Agarwal, P. K. (2010). Forgetting: Preliminary considerations. In S. Della Sala (Ed.), Forgetting (pp. 1–34). Hove, UK: Psychology Press.
• Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776–778.
• Squire, L. R. (1987). Memory and brain. New York, NY: Oxford University Press.
• Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233.
• Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5(4), 381–391.
• Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3, Article 2.

Week 2 - Il lavoro di gruppo

Esseri umani collaborativi

• Apicella, C. L., & Silk, J. B. (2019). The evolution of human cooperation. Current Biology, 29(11), R425–R439.
• Boyd, R., & Richerson, P. J. (2005). The origin and evolution of cultures. Oxford, UK: Oxford University Press.
• Boyd, R., & Richerson, P. J. (2009). Culture and the evolution of human cooperation. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1533), 3281–3288.
• Gintis, H. (2009). The evolution of human cooperation. Princeton, NJ: Princeton University Press.
• Henrich, J. (2016). The secret of our success: How culture is driving human evolution. Princeton, NJ: Princeton University Press.
• Tomasello, M. (2009). Why we cooperate. Cambridge, MA: MIT Press.

Apprendere in gruppo

• Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
• Dewey, J. (1916). Democracy and education. New York, NY: The Macmillan Company.
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
• Killion, J. (2015). High-quality collaboration benefits teachers and students. Journal of Staff Development, 36(5), 62–64.
• Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31, 486–490.
• Loes, C. N. (2022). The effect of collaborative learning on academic motivation. Learning Communities Research and Practice, 10(1), Article 3.
• Scager, K., Boonstra, J., Peeters, T., & Vulperhorst, J. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE—Life Sciences Education, 15(4), ar69.

Gruppi di studio collaborativi ed efficaci

• Caruso, H. M., & Woolley, A. W. (2008). Harnessing the power of emergent interdependence to promote diverse team collaboration. Academy of Management Review, 33(2), 443–460.
• Chiriac, E. H. (2014). Group work as an incentive for learning: Students' experiences of group work. Frontiers in Psychology, 5, Article 558.
• Johnson, D. W., & Johnson, R. T. (2015). Learning together and alone. Boston, MA: Allyn & Bacon.
• Kuwabara, M., Einbinder, S. D., Sun, R., & Azizi, R. (2020). Collaborative learning techniques, student learning outcomes, and equal workload within groups in different teaching modalities. International Journal of Teaching and Learning in Higher Education, 32(2), 293–304.
• Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1(2), 5–41.
• Lin, Y., Firetto, C. M., Starrett, E., Kingsbury, J. S., Penkrot, T. A., & Hyatt, J.-P. K. (2023). Exploring supports or incentives to promote undergraduate students' use of cooperative study groups. International Journal of Educational Research Open, 4, Article 100252.
• Ostrom, E. (1990). Governing the commons. Cambridge, UK: Cambridge University Press.

Come gestire le difficoltà relazionali nei gruppi di cooperative learning

• Deutsch, M. (1973). The resolution of conflict. New Haven, CT: Yale University Press.
• Rosenberg, M. B. (2003). Nonviolent communication: A language of life. Encinitas, CA: PuddleDancer Press.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Wheelan, S. A. (2014). Creating effective teams: A guide for members and leaders. Thousand Oaks, CA: SAGE.

Week 3 - Il processo di studio

Strategie di studio

Focus pianificazione e organizzazione del tempo di studio

• Baddeley, A. D., & Longman, D. J. A. (1978). The influence of length and frequency of training session on the rate of learning to type. Ergonomics, 21(8), 627–635.
• Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316–321.
• Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61(3), 228–247.
• Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning. Educational Psychology Review, 24, 369–378.
• Cook, T. W. (1934). Massed and distributed practice in puzzle solving. Psychological Review, 41, 330–355.
• Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. Mineola, NY: Dover. (Original work published 1885)
• Hartwig, M. K., & Dunlosky, J. (2011). Study strategies of college students. Psychonomic Bulletin & Review, 19, 126–134.
• Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19.
• Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14, 219–224.
• Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837–848.

Focus elaborazione dei contenuti

• Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations. Cognitive Science, 13, 145–182.
• Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
• Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words. Journal of Experimental Psychology: General, 104, 268–294.
• Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1–38.
• Hirshman, E. (2001). Elaboration in memory. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 4369–4374). Oxford, UK: Pergamon.
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load. Educational Psychologist, 38, 43–52.
• Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart and Winston.
• Paivio, A. (1986). Mental representations: A dual coding approach. New York, NY: Oxford University Press.
• Pressley, M., McDaniel, M. A., Turnure, J. E., Wood, E., & Ahmad, M. (1987). Generation and precision of elaboration. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 291–300.

Focus retrieval attivo

• Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106, 849–858.
• Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects of multiple-choice testing. Memory & Cognition, 36, 604–616.
• Carpenter, S. K. (2011). Semantic information activated during retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1547–1552.
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying. Science, 331, 772–775.
• Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning. Memory, 17, 471–479.
• Kornell, N., Hays, J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 989–998.
• McDermott, K. B., Agarwal, P. K., D'Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance learning. Journal of Experimental Psychology: Applied, 20, 3–21.
• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17, 249–255.
• Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation (pp. 1–36). Oxford, UK: Elsevier.
• Smith, M. A., Roediger, H. L., III, & Karpicke, J. D. (2013). Covert retrieval practice benefits retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1712–1725.

Week 4 - Il tempo e le distrazioni

Procrastinazione e Time-management

• Balkıs, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being. European Journal of Psychology of Education, 31, 439–459.
• Browne, R., Raeside, L., & Gray, G. (2018). Gamification in education: Productivity and motivation through gamified time management software. Reading, UK: Academic Conferences International Limited.
• Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4).
• Chun Chu, A. H., & Choi, J. N. (2005). Rethinking procrastination. The Journal of Social Psychology, 145(3), 245–264.
• Jayalakshmi, V. J., & Punithavalli, M. (2024). Exploring academic procrastination. Remote Sensing Earth Systems Science, 7, 524–531.
• Kandemir, M. (2014). Reasons of academic procrastination. Procedia – Social and Behavioral Sciences, 152, 188–193.
• Sirois, F., & Pychyl, T. (2013). Procrastination and short-term mood regulation. Social and Personality Psychology Compass, 7, 115–127.
• Wolters, C. A., & Brady, A. C. (2021). College students' time management. Educational Psychology Review, 33(4), 1319–1351.

Multitasking

• Carrier, L. M., Rosen, L. D., Cheever, N. A., & Lim, A. F. (2015). Causes, effects, and practicalities of everyday multitasking. Developmental Review, 35, 64–78.
• Gopher, D., Armony, L., & Greenshpan, Y. (2000). Switching tasks and attention policies. Journal of Experimental Psychology: General, 129(3), 308–339.
• Jamet, E., Gonthier, C., Cojean, S., Colliot, T., & Erhel, S. (2020). Does multitasking in the classroom affect learning outcomes? Computers in Human Behavior, 106, Article 106264.
• Kane, M. J., & Engle, R. W. (2003). Working-memory capacity and the control of attention. Journal of Experimental Psychology: General, 132(1), 47–70.
• Lavie, N., Hirst, A., De Fockert, J. W., & Viding, E. (2004). Load theory of selective attention and cognitive control. Journal of Experimental Psychology: General, 133(3), 339–354.
• Rosen, C. (2008). The myth of multitasking. The New Atlantis, (20), 105–110.