Anderson, J. R. (2016). Extending problem-solving procedures through reflection.
Cognitive Psychology. 74, 1–34.
https://doi.org/10.1016/j.cogpsych.2014.06.002
Anderson, J. R., & Fincham, J. M. (2014). Discovering the sequential structure of thought. Cognitive Science, 38, 322–352. doi:10.1111/cogs.12068
Anderson, J. R., & Tension, C. (2016). Phases of learning: How skill acquisition impact cognitive processing.
Cognitive Psychology, 87, 1–28.
https://doi.org/10.1016/j.cogpsych.2016.03.001
Carpenter, S. K., & Olson, K. M. (2012). Are pictures good for learning new vocabulary in a foreign language? only if you think they are not. J. Exp. Psychol. Learn. Mem. Cognit, 38(1), 92–111. DOI: 10.1037/a0024828
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd). Heinle ELT Press.
Elleman, A. M., and Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy.
Policy Insights from the Behavioral and Brain Sciences,
6(1), 3–11.
https://doi.org/10.1177/2372732218816339
Ghaedi, R., & Shahrokhi, M. (2016). The impact of visualization and verbalization techniques on vocabulary learning of Iranian high school EFL learners: A gender perspective. Ampersand, 3, 32–42. https://doi.org/10.1016/j.amper.2016.03.001
Jung, M., Mody, M., Fujioka, T., Kimura, Y., Okazawa, H., and Kosaka, H. (2019). Sex Differences in White Matter Pathways Related to Language Ability.
Frontiers in neuroscience,
13, 898.
https://doi.org/10.3389/fnins.2019.00898
Lucas, M. (2020). Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising.
Language Awareness,
29(2), 155–177,
https://doi.org/10.1080/09658416.2020.1737096
Omalley, J. M., & chamot, A. U. (1990). Learning strategies in second language Acquisition Cambridge. Cambridge university press.
Özdemir, S. (2018). The Effect of Summarization Strategies Teaching on Strategy Usage and Narrative Text Summarization Success. Universal Journal of Educational Research, 6, 2199–2209. DOI:10.13189/ujer.2018.061018
Ranjan, R., Philominraj, A., Arellano, R. (2021). On the Relationship between Language Learning Strategies and Language Proficiency in Indian Universities. International Journal of Instruction, 14, 73–94. DOI:10.29333/iji.2021.1435a
Rossiello, G., Basile, P., Semeraro, G. (2017). Centroid-based Text Summarization through Compositionality of Word Embeddings. Workshop on Summarization and Summary Evaluation Across Source Types and Genres, 12–21. DOI:10.18653/v1/W17-1003
Shteingart, Hanan., & Loewenstein, Yonatan. (2015). The effect of sample size and cognitive strategy on probability estimation bias. Decision, 2(2), 107–117. doi:10.1037/dec0000027
Soto, C., Gutierrez de Blume, A. P., Rodríguez, M. F., Asún, R., Figueroa, M., and Serrano, M. (2019). Impact of Bridging Strategy and Feeling of Knowing Judgments on Reading Comprehension Using COMPRENDE: an Educational Technology.
TechTrends,
63, 570–582.
https://doi.org/10.1007/s11528-019-00383-5
Stasiuk, L. (2021). Gender Marked Intimate Conversational Interaction of Spouses in Modern English. COLINS: 5th International Conference on Computational Linguistics and Intelligent Systems. DOI:10.1177/0957926500011002012
Suprayogi, M., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom.
Teaching and Teacher Education,
67, 291-301.
https://doi.org/10.1016/j.tate.2017.06.020
Tang, Y. Y., & Ponser, m. I. (2014). Training brain networks and states. Trends in Cognitive Sciences, 18, 345–350. doi:10.1016/j.tics.2014.04.002
Taylor, K., and Fong Kan, P. (2021). The impact of older siblings on vocabulary learning in bilingual children.
International Journal of Bilingual Education and Bilingualism,
24(6), 804–821.
https://doi.org/10.1080/13670050.2018.1518969