Alcock, M. W., & Ryan, P.M. (2004, July). Educators using type to meet the challenges created by President Bush's No Child Left Behind Act. Paper presented at APT-XV, the Fifteenth Biennial International Conference of the Association for Psychological Type, Toronto, ON.

Armstrong, T. (2003). The multiple intelligences of reading and writing: Making the words come alive. Alexandria, VA: Association for Supervision and Curriculum Development.

Askell-Williams, H., & Lawson, M. J. (2001). Mapping students' perceptions of interesting class lesson. Social Psychology of Education, 5(2), 127-147.

Atkinson, C. (2005). How problem solving helps meet the five needs. International Journal of Reality Therapy, 25(1), 30-33.

Barbe, W. B., & Swassing, R. H. (1998). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zane-Bloser.

Barbe, W., & Milone, M. (1980). Modality. Instructor, 89, 44-49.

Beric, B. (2006). Students' learning style, perceived control and participation in class discussion in personal health issues classes. Dissertation Abstracts International Section A, 66(7-A).

Birsh, J. R. (Ed). (2005). Multisensory teaching of basic language skills (2nd ed.). Baltimore, MD: P. H. Brookes.

Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-19.

Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahway, NJ: Erlbaum.

Brown, G. D. (1995). An analysis of Gregorc's mediation styles and their relation to select environmental factors among Oklahoma public school superintendents. Dissertation Abstracts International Section A: Humanities & Social Sciences, 55 (8-A), 2221.

Brown, L.H. (2006). Using personality type to predict student success in a technology-rich classroom environment. Dissertation Abstracts International Section A: Humanities & Social Sciences, 67(6-A), 2066.

Butler, K. (1990). Learning and teaching style in theory and practice. Columbia, CT: Gregorc Associates.

Carbo, M. (1983). Research in reading and learning style: Implications for exceptional children. Exceptional Children, 49, 486-494.

Carlisle, J. F., & Felbinger, L. (1991). Profiles of listening and reading comprehension. Journal of Educational Research, 84, 345-354.

Cassidy, S. (2004). Learning styles: An overview of theories, models and measures. Educational Psychology, 24(4), 419-444.

Certo, J. L., Cauley, K.M., & Chafin, C. (2003). Students' perspectives on their high school experience. Adolescence, 38(152), 705-724.

Chen, Z., & Cowan, N. (2005). Chunk limits and length limits in immediate recall: A reconciliation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1235-1249.

Cowie, H., Boardman, C., Dawkins, J., & Jennifer, D. (2004). Emotional health and well-being: A practical guide for schools. Thousand Oaks, CA: Paul Chapman.

Davidson, D., Lou, Z., & Burden, M. J. (2001). Children's recall of emotional behaviours, emotional labels, and nonemotional behaviours: Does emotion enhance memory? Cognition & Emotion, 15(1), 1-26.

Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Eliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp. 579-597). New York: Guilford.

Decker, B. (1991). You've got to be believed to be heard. New York: St Martin's Press.

Dolcos, F., LaBar, K., & Cabeza, R. (2004). Interaction between the amygdala and the medial temporal lobe memory system predicts better memory for emotional events. Neuron, 42(5), 855-863.

Dunn, R., & Carbo, M. (1981). Modalities: An open letter to Walter Barbe, Michael Millone, and Raymond Swassing. Educaitonal Leadership, 38(5), 381-382.

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

Eichenbaum, H., & Cohen, N.J. (2001). From conditioning to conscious recollection: Memory systems of the brain. New York: Oxford University Press.

Fitzgerald, R. (2006). Smart teaching: Using brain research and data to continuously improve learning. Milwaukee, WI: ASQ Quality Press.

Flowerday, T. L. (2000). The role of choice and interest in reader engagement. Dissertation Abstracts International Section A: Humanities & Social Sciences, 61(4-A), 1289.

Frensch, P. A., & Runger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12, 13-18.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.

Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178.

Glasser, W. (1985). Control theory: A new explanation of how we control our lives. New York: Harper and Row.

Glasser, W. (1998). Choice theory in the classroom. New York: Harper and Row.

Glasser, W. (2001). Every student can succeed. Chatsworth, CA: William Glasser.

Gregorc, A. F. (1982). An adult's guide to style. Maynard, MA: Gabriel Systems.

Gregorc, A. F. (1984). Style as a symptom: A phenomenological perspective. Theory Into Practice, 23(1), 51-55.

Gregorc, A. F., & Butler, K.A. (1984). Learning is a matter of style. Vocational Education, 58(3), 27-29.

Gregory, G. H., & Parry, T. (2006). Designing brain-compatible learning (3rd ed.). Thousand Oaks, CA: Corwin.

Gridley, M. C. (2006). Preferred thinking styles of professional fine artists. Creativity Research Journal, 18(2), 247-248.

Grigorenko, E.L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psychology, 27, 167-208.

Guild, P. B., & Garger, S. (1998). Marching to different drummers. Alexandria, VA: Association for Supervision and Curriculum Development.

Haggart, W. (2003). Discipline and learning styles: An educator's guide. Nevada City, CA: Performance Learning Systems.

Hahn, J., & Oishi, S. (2006). Psychological needs and emotional well-being in older and younger Koreans and Americans. Personality and Individual Differences, 40(4), 689-698.

Higbee, J. L., & Ginter, E.J. (1991). Enhancing academic performance: Seven perceptual styles of learning. Research and Teaching in Developmental Education, 7(2), 5 -10.

Honigsfeld, A., & Dunn, R. (2003). High school make and female learning-style similarities and differences in diverse nations. Journal of Educational Research, 96(4), 195-206.

Honigsfeld, A., & Schiering, M. (2004). Diverse approaches to the diversity of learning styles in teacher education. Educational Psychology, 24(4), 487-507.

Hunter, J. P., & Csikszentmihalyi, M. (2003). The positive psychology of interested adolescents. Journal of Youth and Adolescents, 22(1), 27-35.

Jensen, E. (2000). Brain-based learning. San Diego, CA: The Brain Store.

Kaluzniacky, E. (2004). Managing psychological factors in information systems work: An orientation to emotional intelligence. Hershey, PA: Information Science.

Keirsey, D., & Bates, M. (1984). Please understand me: Character and temperament types (5th ed.). Del Mar, CA: Prometheus Nemesis.

Kelly, K. R., & Lee, W. (2003). Relation of psychological type to career indecision among university students. Journal of Psychological Type, 64(2), 11-20.

Kise, A. G. K. (2006). Coaching teachers for change: Using the concepts of psychological type to reframe teacher resistance. Journal of Psychological Type, 65(6), 47-58.

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.

LeDoux, J. (2003). Synaptic self: How our brains become who we are. New York: Penguin.

Linnebrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119-137.

Loffredo, D. A., & Opt, K. (2006). Argumentativeness and Myers-Briggs Type Indicator preferences. Journal of Psychological Type, 66(7), 59-68.

Lowen, W. (1982). Dichotomies of the mind: A systems science model of the mind and Personality. New York: John Wiley & Sons.

Loyd, B. D. (2005). The effects of reality therapy/choice theory principles on high school students' perception of needs satisfaction and behavioral change. International Journal of Reality Therapy, 25(1), 5-9.

Lozano, S. C., & Tversky, B. (2006). Communicative gestures facilitate problem solving for both communicators and recipients. Journal of Memory and Language, 55(1), 47-63.

Lupien, S., Fiocco, A., Wan, N., Naheu, F., Lord, C., Schramek, T., & Tu, M. T. (2005). Stress hormones and human memory function across the lifespan. Psychoneuroendocrinology, 30(3), 225-242.

Macintyre, C., & Deponio, P. (2003). Identifying and supporting children with specific learning difficulties: Looking beyond the label to assess the whole child. New York: RoutledgeFalmer.

Maslow, A. H. (1943). A theory of human motivation. In Classics in the History of Psychology. Retrieved March 10, 2009, from http://psychclassics.yorku.ca/Maslow/motivation.htm

May, D. D., Hammer, D., & Roy, P. (2006). Children's analogical reasoning in a third-grade science discussion. Science Education, 90(2), 316-330.

McManus, D. O., Dunn, R., & Denig, S. J. (2003). Effects of traditional lecture versus teacher-constructed and student-constructed self-teaching instructional resources on short-term science achievement and attitudes. American Biology Teacher, 65(2), 93-102.

McQuillan, P.J. (2005). Possibilities and pitfalls: A comparative analysis of student empowerment. American Educational Research Journal, 42(4), 639-670.

Metros, S. E., & Woolsey, K. (2006). Visual literacy: An institutional imperative. EDUCAUSE Review, 41(3), 80-81.

Mianda, R., & Kihlstrom, F. (2005). Mood congruence in childhood and recent autobiographical memory. Cognition & Emotion, 19(7), 981-998.

Miller, D. (2000). The wisdom of the eye. San Diego: Academic Press.

Miller, L. M. (2005). Using learning styles to evaluate computer-based instruction. Computers in Human Behavior, 21(2), 287-306.

Miller, S. D., & Meece, J. (1991 April). The effects of different classroom assignments on students' motivation to learn. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Montgomery, S. (2002). People patterns: A modern guide to the four temperaments. Del Mar, CA: Anchor Press.

Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.

Mumford, M.D., Blair, C., Dailey, L., Leritz, L.E., & Osburn, H. K. (2006). Errors in creative thought? Cognitive biases in a complex processing activity. Journal of Creative Behavior, 40(2), 75-109.

National Research Council. (2006). Learning to think spatially. Washington, DC: National Academies Press.

National Research Council Committee on Increasing High School Student's Engagement and Motivation to Learn. (2004) Engaging school: Fostering high school motivation to learn. Washington, DC: National Academies Press.

Newsome, G. L. (2000). A review of some promising approaches to understanding and improving thinking skills. Journal of Research & Development in Education, 33(4), 199-222.

Newton, D. P. (2000). Teaching for understanding: What it is and how to do it. New York: RoutledgeFalmer.

Oakland, T. D., Faulkner, M., & Bassett, K. (2004). Temperament styles of children from Australia and the United States. The Australian Educational and Developmental Psychologist, 19(1), 35-51.

Oakland, T., Alghorani, M. A., & Lee, D. H. (2007). Temperament based learning styles of Palestinian and US children. School Psychology International, 28(1), 110-128.

O'Brien, T. P. (1990). Construct validation of the Gregorc Style Delineator: An application of Liseral 7. Educational and Psychological Measurement, 50, 631-636.

Ogato, B. G. (1992). An experimental investigation of the relationships between perceptual modality preferences of middle school students and their academic achievement. Dissertation Abstracts International, 52(12), 4210-A.

Ostermann, K. (2000) Student's need for belonging in the school community. Review of Educational Research, 70(3), 323-367.

Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandria, VA: Association for Supervision and Curriculum Development.

Parish, T. S. & Parish, G. (2005). Comparing students' classroom related behaviors across grade levels and happiness levels. International Journal of Reality Therapy, 25(1), 24-25.

Perception. (2009, May 7). In Wikipedia, The Free Encyclopedia. Retrieved 20:54, May 20, 2009, from http://en.wikipedia.org/w/index.php?title=Perception&oldid=288545169

Phelps, E.A. (2004). Human emotion and memory: Interactions of the amygdala and hippocampal complex. Current Opinion in Neurobiology, 14(2), 198-202.

Phelps, E.A. (2006). Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57, 27-53.

Pothos, E.M., Chater, N., & Stewart, A.J. (2004). Information about the logical structure of a category affects generalization. British Journal of Psychology,95(3), 371-386.

Potter, P., Whimbey, A., & Lockhead, J. (1991). A practical approach to critical thinking. Teaching Thinking and Problem Solving, 13(6), 6–8.

Quenk, N. L., (2000). Essentials of Myers-Briggs Type Indicator. New York: Wiley.

Radvansky, G. A. (2006). Human memory. Boston: Pearson/Allyn & Bacon.

Reiff, J. (1992). Learning styles: What research says to the teacher series (Report No. ISBN-8106-1092-2). Washington, D.C.: National Education Association . (ERIC Document Reproduction Service N. ED340506)

Richland, L. E. (2004). Analogy in classroom mathematics: Implication for interaction, memory, and induction. Dissertation Abstracts International: Section B: The Sciences & Engineering, 65(5-B), 2670.

Richland, L. E., Morrison, R.G. & Holyoak, K. J. (2006). Children's development of analogical reasoning: Insight from scene analogy problems. Journal of Experimental Child Psychology, 94(3), 249-273.

Roberts, J. W. (2002). Beyond learning by doing: The brain compatible approach. Journal of Experiential Education, 25(2), 281-285.

Rookes, P., & Willson, J. (2000). Perception: Theory, development and organization. London: Routledge.

Ross, J. L., Drysdale, M. T., & Shultz, R. A. (2001). Cognitive learning styles and academic performance in two postsecondary computer application courses. Journal of Research on Technology in Education, 33(4), 400-412.

Rovee-Collier, C. K., Hayne, H., & Colombo, M. (2001). The development of implicit and explicit memory. Philadelphia: John Benjamins.

Rubinstein-Avila, E. (2006). Connecting with Latino learners. Educational Leadership, 63(5), 38-43.

Ryan, R. M, & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.

Ryan, R., M., Deci, E. L., Grolnich, W. S., & LaGuardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In C. Cicchetti & D. Cohen (Eds.), Developmental psychopathology, Vol. 1: Theory and method (pp. 795-849). Hoboken, NJ: John Wiley & Sons.

Sander, M. G., & Jordan, W. J. (2000). Student-teacher relations and academic achievement in high school. In M. G. Sanders (Ed.), Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents (pp. 65-82). Mahwah, NJ: Lawrence Erlbaum.

Schacter, D. L. (2001). The seven sins of memory: How the mind forgets and remembers. Boston: Houghton Mifflin.

Schulte, L. E., Shanahan, S., Anderson, T. D., & Sides, J. (2003). Student and teacher perceptions of their middle and high schools sense of community. School Community Journal, 13(1), 7-33.

Schunk, D. H. & Pajares, F. (2005). Competence, perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.

Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandra, VA: Association for Supervision and Curriculum Development.

Silverman, L.K. (2002). Upside-down brilliance: The visual-spatial learner. Denver, CO: DeLeon.

Snyder, R. F. (2000). The relationship between learning styles/multiple intelligences and academic achievement of high school students. High School Journal, 83(2), 11-20.

Solan, Z., & Ruppin, E. (2001). Similarity in perception: A window to brain organization. Journal of Cognitive Neuroscience, 13(1), 18-30.

Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria, VA: Association for Supervision and Curriculum Development.

Sprenger, M. (2005). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin.

Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, Robert J. (2006). Recognizing neglected strengths. Educational Leadership, 64(1), 30-35.

Stipek, Deborah (2006). Relationships matter. Educational Leadership, 64(1), 46-49.

Swartz, R. (2003). Infusing critical and creative thinking into instruction in high school classrooms. In D. Fasko (Ed.), Critical thinking and reasoning (pp. 207-251). Cresskill, NJ: Hampton.

Terry, W. S. (2003). Learning and memory: Basic principles, processes, and procedures (2nd ed.). Boston: Allyn & Bacon.

Thomas, H., Cox, R., & Kojima, T. (2000). Relating preferred learning style to student achievement. Paper presented at the Annual Meeting of the Teachers of English Speakers of Other Languages, Vancouver, BC, Canada. (ERIC Document Reproduction Service No. 445 513)

Thompson, C. A., & Prottas, J. (2006). Relationships among organizational family support, job autonomy, perceived control, and employee well-being. Journal of Occupational Health Psychology, 11(1), 100-118.

Thompson, R. F., & Madison, S. A. (2005). Memory: The key to consciousness. Washington, DC: Joseph Henry Press.

Tiffany, D. W., & Tiffany, P. G. (2000). Power and control: Escape from violence. Lanham, MD: University Press of America.

Tindal-Ford, S., & Sweller, J. (2006). Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects. Instructional Science, 34(4), 343-365.

Tomlinson, C. A., & Doubet, K. (2005). Reach them to teach them. Educational Leadership, 64(7), 8-15.

Tong, E. M., Bishop, G. D., Enkelmann, H. C., Why, Y. P., Diong, S. M., Khader, M., & Aun, J. (2005). The use of ecological momentary assessment to test appraisal theories of emotion. Emotion, 5(4), 508-512.

Townsend, B. G. (1992). Relationships between sight-reading ability of college freshmen wind instrumentalists and music experience, band experience, and music aptitude. (Doctoral dissertation, Pennesylvania State University). Dissertation Abstracts International, 52(13), 4218-A.

Ungerleider, S., & Golding, J. M. (1991). Mental practice among Olympic athletes. Perceptual Motor Skills, 72, 1007-1017.

Valle, A, & Callanan, M. A. (2006). Similarity comparisons and relational analogies in parent-child conversations about science topics. Merrill Palmer Quarterly: Journal of Developmental Psychology, 52(1), 96-124.

Vanstennkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 2, 483-501.

Villaverde, J. E., Godoy, D., & Amandi, A. (2006). Learning styles recognition in e-learning environments with feed-forward neural networks. Journal of Computer Assisted Learning, 22(3), 197-206.

Villegas, A. M., Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), p. 28-33.

von Hippel, W., Vasey, M. W., Gonda, T., & Stern, T. (2006). Executive function deficits, rumination and late-onset depressive symptoms in older adults. Cognitive Therapy and Research. Retrieved May 22, 2009, from http://www.springerlink.com/content/q741085t772k1635

Walling, D. R. (2006). Teaching writing to visual, auditory, and kinesthetic learners. Thousand Oaks, CA: Corwin.

Walton, D. (2006). Fundamentals of critical argumentation. New York: Cambridge University Press.

Whitlock, J. L. (2006). Youth perceptions of life at school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science, 10(1), 13-29.

Willis, A. J,., Noury, M., Moberly, N.J., & Newport, M. (2006). Formation of category representations. Memory & Cognition, 34(1), 17-27.

Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds), Self-efficacy beliefs of adolescents (pp. 45-69). Greenwich, CT: IAP-Information Age.

Zohar, A. & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12(2), 154-181.
Zull, James E. (2004). The art of changing the brain. Educational Leadership, 62(1), p. 68-72.