References
- Barak, M., Levenberg, A. (2016). Flexible Thinking in Learning: Individual Differences Measure for Learning in Technology-Enhanced Environments. Computers & Education 99: 39-52.
- Belingard, L., Péruch, P. (2000). Mental Representation and the Spatial Structure of Virtual Environments. Environment and Behavior 32(3): 427-442.10.1177/00139160021972603
- Bopp, T., Hinn, R., Hampel, T. (2006). A Service-Oriented Infrastructure for Collaborative Learning in Virtual Knowledge Spaces. In D. Kumar, J. Turner (Eds.), Education for the 21st Century-Impact of ICT and Digital Resources (35-44). Boston: Springer.
- Bouras, C., Konidaris, A., Sevasti, A. (2000). Virtual Environments in Educational Networks. In D.M. Watson et al. (Eds.), Communications and Networking in Education (195-203). Laxenburg: International Federation for Information Processing.
- Brusilovsky, P. (2001). Adaptive Hypermedia. User Modeling and User Adapted Interaction 11(1/2): 87-110.10.1023/A:1011143116306
- Brusilovsky, P. (2003). Adaptive Navigation Support in Educational Hypermedia: the Role of Student Knowledge Level and the Case for Meta-Adaptation. British Journal of Educational Technology 34(4): 487-497.10.1111/1467-8535.00345
- Buzan, B., Buzan, T. (2000). The Mind Map Book. London: BBC Books.
- Chen, S.Y., Paul, R.J. (2003). Individual Differences in Web-Based Instruction. An Overview. British Journal of Educational Technology, 34(4): 385-392.10.1111/1467-8535.00336
- Chun, M., Jiang, Y. (1998). Contextual Cueing: Implicit Learning and Memory of Visual Context Guides Spatial Attention. Cognitive Psychology 36: 28-71.967907610.1006/cogp.1998.0681
- Ciasullo, A. (2015). Armonie bioeducative. Milano: FrancoAngeli.
- Dunn, R., Dunn, K. (1978). Teaching Students through their Individual Learning Styles. Reston: Reston Publishing.
- Fischer, B.B., Fischer, L. (1979). Styles in Teaching and Learning. Educational Leadership 36: 245-254.
- Fischer, K.W., Daniel, D.B., Immordino-Yang, M.H., Stern, E., Battro, A., Koizumi, H. (2007). Why Mind, Brain, and Education? Why Now? Mind, Brain, and Education 1(1): 1-2.
- Fischer, K.W., Goswami U., Geake J. (2010). The Future of Educational Neuroscience. Mind, Brain, and Education 4(2): 68-80.10.1111/j.1751-228X.2010.01086.x
- Frauenfelder, E., Santoianni, F. (Eds). (2003). Mind, Learning and Knowledge in Educational Contexts. Cambridge: Cambridge Scholars Press.
- Frauenfelder, E., Santoianni, F., Ciasullo A. (2018). Implicito bioeducativo. Emozioni e cognizione. RELAdEI Neuroscienze e problematiche educative, in press.
- Freina, L., Ott, M. (2015). A Literature Review on Immersive Virtual Reality in Education: State of the Art and Perspectives. The 11th International Scientific Conference eLearning and Software for Education Bucharest April, 133-141.
- Honey, P., Mumford, A. (1986). The Manual of Learning Styles. Maidenhead: Peter Honey.
- Howard, L., Remenyi, Z., San Juan, G.P. (2006). Adaptive Blended Learning Environments. 9th International Conference on Engineering Education T3K-16 July.
- Jennett, C., Cox, A.L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., and Walton, A., (2008). Measuring and defining the experience of immersion in games. International journal of human-computer studies 66 (9): 641-661.
- Kolb, D.A. (1978). Learning Style Inventory Technical Manual. Boston: McBer & Co.
- Kolb, D.A. (1984). Experiential Learning. Prentice Hall: Englewood Cliffs.
- Magoulas, G.D., Papanikolaou, K., Grigoriadou, M. (2003). Adaptive Web-Based Learning: Accommodating Individual Differences through System’s Adaptation. British Journal of Educational Technology 34 (4): 511-527.10.1111/1467-8535.00347
- Nichols, M., Cator, K., Torres, M. (2016). Challenge Based Learner User Guide. Redwood City: Digital Promise.
- Nonis, D. (2005). 3D Virtual Learning Environments (3D VLE). Singapore: Educational Technology Division, Ministry of Education.
- Novak, J.D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools for Schools and Corporations. Mahwah: Lawrence Erlbaum.
- Novak, J.D., Gowin, B. (1984). Learning How to Learn. Cambridge: Cambridge University Press.
- Papanikolaou, K.A., Grigoriadou, M. (2004). Accommodating Learning Style Characteristics in Adaptive Educational Hypermedia. In G. Magoulas, S. Chen (Eds.), Proceedings of the Workshop on Individual Differences in Adaptive Hypermedia in AH2004, Part I (77-86). Nederlands: Eidhoven.
- Paramythis, A., Loidl-Reisinger, S. (2004). Adaptive Learning Environments and e-Learning Standards. EJEL Electronic Journal of e-Learning 2(2): 181-194.
- Reber A.S. (1989). Implicit Learning and Tacit Knowledge. Journal of Experimental Psychology: General 118(3): 219-235.10.1037/0096-3445.118.3.219
- Reber A.S. (1992). The Cognitive Unconscious: An Evolutionary Perspective. Consciousness and Cognition 1: 93-113.
- Reber, A.S. (1993). Implicit Learning and Tacit Knowledge. An Essay on the Cognitive Unconscious. Oxford: Oxford University Press.
- Riegler, A. (2002). When is a Cognitive System Embodied? Cognitive Systems Research 3(3): 339-348.10.1016/S1389-0417(02)00046-3
- Sadler-Smith, E., Smith, P.J. (2004). Strategies for Accommodating Individuals’ Styles and Preferences in Flexible Learning Programmes. British Journal of Educational Technology 35(4): 395-412.10.1111/j.0007-1013.2004.00399.x
- Santoianni, F. (2000). Dov’è la mente. In F. Santoianni, M. Striano, Immagini e teorie della mente (113-124). Roma: Carocci.
- Santoianni, F. (2004). La ricerca nelle scienze bioeducative. In E. Frauenfelder, F. Santoianni & M. Striano, Introduzione alle scienze bioeducative (33-70). Roma-Bari: Laterza.
- Santoianni, F. (2006). Educabilità cognitiva. Apprendere al singolare, insegnare al plurale. Roma: Carocci.
- Santoianni, F. (2007). Bioeducational Perspectives on Adaptive Learning Environments. In F. Santoianni, C. Sabatano (Eds.), Brain Development in Learning Environments. Embodied and Perceptual Advancements (83-96). Cambridge: Cambridge Scholars Publishing.
- Santoianni, F. (2010). Modelli e strumenti di insegnamento. Roma: Carocci.
- Santoianni, F. (2011). Educational Models of Knowledge Prototypes Development. Mind & Society, 10, 103-129.
- Santoianni, F. (2014). Modelli di studio. Apprendere con la teoria delle logiche elementari. Trento: Erickson.
- Santoianni, F. (2016a). Spaces of Thinking. In F. Santoianni (Ed.), The Concept of Time in Early Twentieth-Century Philosophy. A Philosophical Thematic Atlas (5-14). Switzerland: Springer International Publishing.
- Santoianni, F. (2016b). Phenomenology and Perception of Time Maps. Language and Thinking of Time Maps. Science and Logic of Time Maps. In F. Santoianni (Ed.), The Concept of Time in Early Twentieth-Century Philosophy. A Philosophical Thematic Atlas (35-38; 126-128; 199-202). Switzerland: Springer International Publishing.
- Santoianni, F. (2016c). Formación Implícita de las Estructuras del Conocimiento. Modelos Elementales de Interacción y Funciones del Cambio. In A. Scocozza, G. D’Angelo (Eds.), Magister et Discipuli: Filosofía, Historia, Política y Cultura 2 (423-434). Bogotá: Penguin Random House.
- Santoianni, F. (2017). Models in Pedagogy and Education. In L. Magnani, T. Bertolotti (Eds.), Springer Handbook of Model-Based Science (1033-1049). Cham (ZG), Switzerland: Springer International Publishing.
- Santoianni, F. (2018). Teorie emergenti in campo bioeducativo. RTH Research Trends in Humanities 5: 12-21.
- Santoianni, F., Ciasullo, A. (2017). Bios, Logos, and Soft Skills for Contemporary Education. Philosophy of Education 1(10): 179-188.
- Santoianni, F., Ciasullo, A., De Paolis, F., Nunziante, P., Romano S.P. (2018). Federico 3DSU. Adaptive Educational Criteria for a Multi-User Virtual Learning Environment. Journal of Virtual Studies. Special Proceedings of the Immersive Learning Education Conference 9(1): 9-16.
- Santoianni, F., Osorio Guzmàn, M. (2015). Inside the Cognitive Prism. Possible Correlations between Explicit Intelligences and Implicit Knowledge Prototypes. Exploring Cognitive Variability in University Students of Philosophy. Philosophy of Education 8: 1811-0916.
- Schwartz, M. (2015). Mind, Brain and Education: A Decade of Evolution. Mind, Brain, and Education 9(2): 64-71.
- Sternberg, R.J. (1997). Le tre intelligenze. Trento: Erickson.
- Sternberg, R.J. (1998). Stili di pensiero. Trento: Erickson.
- Sternberg, R.J., Grigorenko, E. (2001). A Capsule History of Theory and Research on Styles. In R.J. Sternberg, L.F. Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (1-21). Mahwah: Lawrence Erlbaum.
- Sternberg, R.J., Grigorenko, E.L. (1997). Are Cognitive Styles still in Style? American Psychologist 52: 700-712.10.1037/0003-066X.52.7.700
- Sternberg, R.J., Zhang, L.F. (2001). Perspectives on Thinking, Learning, and Cognitive Styles. Mahwah: Lawrence Erlbaum.
- Wallach, M., Kogan, N. (1965). Modes of Thinking in Young Children. New York: Holt, Rinehart & Winston.
- Wang, M.C. et al. (1984). Report. The Adaptive Learning Environments Model: Design, Implementation, and Effects. Washington: National Institute of Education.
- Wolf, C. (2002). iWeaver: Towards an Interactive Web-Based Adaptive Learning Environment to Address Individual Learning Styles. Interactive Computer Aided Learning Workshop (ICL2002) Villach Austria.
- Zhang, L.F., Sternberg, R.J. (2005). A Threefold Model of Intellectual Styles. Educational Psychology Review 17(1): 1-53.10.1007/s10648-005-1635-4
- Zhang, L.F., Sternberg, R.J. (2006). The Nature of Intellectual Styles. Mahwah: Lawrence Erlbaum.