Meyer, P. (2010). Knowledge visualization. Trends in Information Visualization, 23.

San Jose State University

University of Michigan - Ann Arbor

Knowledge Visualization Reference

Burkhard, R. (2005). Strategy visualization: A new research focus in. 


Strategy visualization: A new research focus in

Burkhard, R. (2005). Towards a framework and a model for knowledge visualization: Synergies between information and knowledge visualization. Knowledge and Information Visualization, 29-42.

Towards a framework and a model for knowledge visualization

Burkhard, R. (2004, July). Learning from architects: the difference between knowledge visualization and information visualization. In Information Visualization, 2004. IV 2004. Proceedings.Eighth International Conference on (pp. 519-524). IEEE.

Learning from architects

Tergan, S. O., Keller, T., & Burkhard, R. A. (2006). Integrating knowledge and information: Digital concept maps as a bridging technology. Information Visualization, 5(3), 167-174.

Integrating knowledge and information: Digital concept maps as a bridging technology

Kinchin, I. M. (2016). Visualising Powerful Knowledge to Develop the Expert Student: A Knowledge Structures Perspective on Teaching and Learning at University. Springer.

Visualising Powerful Knowledge to Develop the Expert Student

Kinchin, I. M., Hay, D. B., & Adams, A. (2010). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57.  https://doi.org/10.1080/001318800363908

How a Qualitative Approach to Concept Map Analysis can be Used to Aid Learning by Illustrating Patterns of Conceptual Development


Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Chicago. 

The theory underlying concept maps and how to construct and use them

Cañas, A. J., Reiska, P., & Novak, J. D. (2016, September). Is My Concept Map Large Enough?. In International Conference on Concept Mapping (pp. 128-143). Springer International Publishing. 

Is My Concept Map Large Enough?

Su, G., &amp; Long, T. (2021). Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills? Thinking Skills and Creativity, 41, 100862. https://doi.org/10.1016/j.tsc.2021.100862 

Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills?

Kulesz, P. A., Francis, D. J., & Barnes, M. A. (2016). The influence of properties of the test and their interactions with reader characteristics on reading comprehension: an explanatory item response study. Journal of Educational Psychology, 108(8), 1078-1097. DOI: 10.1037/edu0000126

The Influence of Properties of the Test and their Interactions with Reader Characteristics on Reading Comprehension: An Explanatory Item Response Study

Greg Barnett, P. (n.d.). Solving for ‘g’: Getting value from cognitive ability tests. Retrieved from The Predictive Index: https://www.predictiveindex.com/blog/solving-for-g-getting-value-from-cognitive-ability-tests/#:~:text=General%20cognitive%20ability%20is%20loosely,and%20overcome%20obstacles%20through%20contemplation.



Solving for ‘g’: Getting value from cognitive ability tests

Narrative Comprehension, Causality, and Coherence: Essays in Honor of Tom Trabasso. (1999). United Kingdom: Taylor & Francis. 

Reading Comprehension + Cognitive Psychology

Wai, J., Brown, M. I., & Chabris, C. F. (2018). Using standardized test scores to include general cognitive ability in education research and policy. Journal of Intelligence, 6(3), 37.

Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy

Masson, M. E., & Miller, J. A. (1983). Working memory and individual differences in comprehension and memory of text. Journal of Educational Psychology, 75(2), 314–318. https://doi.org/10.1037/0022-0663.75.2.314

Working Memory and Individual Differences in Reading Comprehension

Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49(4), 294–303. https://doi.org/https://psycnet.apa.org/buy/1994-32309-001 

Text comprehension, memory, and learning.

Reading Comprehension (Woolley, G. (2011). Reading Comprehension. In: Reading Comprehension. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1174-7_2) https://link.springer.com/chapter/10.1007/978-94-007-1174-7_2 

Reading Comprehension and Cognitive Processes

RHall, W. S. (1989). Reading comprehension. American Psychologist, 44(2), 157–161. https://doi.org/10.1037/0003-066X.44.2.157
(https://psycnet.apa.org/doiLanding?doi=10.1037%2F0003-066X.44.2.157)

Reading Comprehension and Assumptions

Saroyan, Alenoush ; Trigwell, Keith. (n.d.). Higher education teachers’ professional learning: Process and outcome. Studies in educational evaluation. Elsevier Ltd.

Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning

Stamboltzis, A., & Pumfrey, P. (2000). Reading across Genres: a Review of Literature. Support for Learning, 15(2), 58. https://doi-org.ezproxy.lib.uconn.edu/10.1111/1467-9604.00146

Reading Across Genres: A Review of Literature

Lorch, R. F. (1989). Text-signaling devices and their effects on reading and memory processes. Educational psychology review, 1(3), 209-234.

Text-signaling devices and their effects on reading and memory processes

Krug, D., George, B., Hannon, S. A., &amp; Glover, J. A. (1989). The effect of outlines and headings on readers' recall of text. Contemporary Educational Psychology, 14(2), 111–123. https://doi.org/10.1016/0361-476x(89)90029-5 

The effect of outlines and headings on readers' recall of text

Keenan, S. A. (1984). Effects of chunking and line length on reading efficiency. Visible Language, 18(1), 61. Retrieved from http://proxy.library.nyu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Feffects-chunking-line-length-on-reading%2Fdocview%2F1297966665%2Fse-2%3Faccountid%3D12768

Effects of Chunking and Line Length on Reading Efficiency

Casteel, C. A. (1990). Effects of chunked text-material on reading comprehension of high and low ability readers. Reading Improvement, 27(4), 269. Retrieved from http://proxy.library.nyu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Feffects-chunked-text-material-on-reading%2Fdocview%2F1994304361%2Fse-2%3Faccountid%3D12768

Effects of Chunked Text-Material on Reading Comprehension of High and Low Ability Readers

David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview,
Theory Into Practice, 41:4, 212-218, DOI: 10.1207/s15430421tip4104_2

A Revision of Bloom's Taxonomy: An Overview

Brooks, L. W., Dansereau, D. F., Spurlin, J. E., & Holley, C. D. (1983). Effects of headings on text processing. Journal of Educational Psychology, 75(2), 292.

Effects of Headings on Text Processing

Lorch Jr, R. F., & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary educational psychology, 21(3), 261-278.

Effects of Headings on Text Recall and Summarization

Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological review, 85(5), 363.

Toward a model of text comprehension and production.

Buran, A., & Filyukov, A. (2015). Mind mapping technique in language learning. Procedia-Social and Behavioral Sciences, 206, 215-218.

Mind Mapping Technique in Language Learning

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. Higher education, 62 (3), 279-301.

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9 (2), 20-28.

The Validity of Informal Reading Comprehension Measures

Gill, S., &amp; Wright, D. (1994). A hypercard based environment for the constructivist teaching of newtonian physics. British Journal of Educational Technology, 25(2), 135–146. https://doi.org/10.1111/j.1467-8535.1994.tb00099.x Retrieved from https://bera-journals-onlinelibrary-wiley-com.libproxy.berkeley.edu/doi/epdf/10.1111/j.1467-8535.1994.tb00099.x

A hypercard based environment for the constructivist teaching of Newtonian physics

Freudenheim, William. 2021. The Network and the Classroom: A History of	Hypermedia Learning Environments. MASSACHUSETTS INSTITUTE OF TECHNOLOGY. Retrieved from https://dspace.mit.edu/bitstream/handle/1721.1/139541/freudenheim-sm-cmsw-2021.pdf?sequence=1&isAllowed=y

The Network and the Classroom: A History of	Hypermedia Learning Environments

Kıroğlu, K. (2012). Chunked texts in reading class: The case of Turkish learners of English. Pamukkale University Journal of Education, 32, 65–76. https://doi.org/10.9779/puje472 Retrieved from http://pauegitimdergi.pau.edu.tr/Makaleler/1172772142_7.makale.pdf

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