> For the complete documentation index, see [llms.txt](https://www.hack-ton-cerveau.xyz/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://www.hack-ton-cerveau.xyz/8.-bibliographie.md).

# 8. Bibliographie

Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. *Journal of Experimental Psychology: Human Learning and Memory, 1*(2), 126-133. [C5](/4.3.5.-mnemotechniques.md)

Ausubel, D. P. (1968). *Educational psychology: A cognitive view*. Holt, Rinehart and Winston. [B5](/4.2.5.-elaboration.md)

Baker, R. S. (2016). Stupid tutoring systems, intelligent humans. *International Journal of Artificial Intelligence in Education, 26*(2), 600-614. [B7](/4.2.7.-assist-virtuel-ia.md)

Bandura, A. (1986). *Social foundations of thought and action: A social cognitive theory*. Prentice-Hall. [E2](/4.5.2.-auto-evaluation.md)

Bandura, A. (1997). *Self-efficacy: The exercise of control*. W\.H. Freeman. [G3](/4.7.3.-visualisation-succes.md)

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). *Collaborative learning techniques: A handbook for college faculty*. John Wiley & Sons. [F4](/4.6.4.-disc-group-echang.md)

Beck, A. T. (1976). *Cognitive therapy and the emotional disorders*. International Universities Press. [G1](/4.7.1.-ident-declench-emotion.md)

Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics, and criteria. *Review of Educational Research, 51*(2), 247-275. [C5](/4.3.5.-mnemotechniques.md)

Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. *Cognition and Instruction, 13*(2), 221-252. [D4](/4.4.4.-rubber-duck.md)

Biggs, J., & Tang, C. (2011). *Teaching for quality learning at university: What the student does*. McGraw-Hill Education (UK). [F2](/4.6.2.-enseignement-mutuel.md)

Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. Healy, S. Kosslyn, & R. Shiffrin (Eds.), *From learning processes to cognitive processes: Essays in honor of William K. Estes* (Vol. 2, pp. 35-67). Erlbaum. [C3](/4.3.3.-recup-active.md)

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. *Child Development, 78*(1), 246-263. [A5](/4.1.5.-etat-esprit-croiss.md)

Blakeslee, S. (2004). The CRAAP test. *LOEX Quarterly, 31*(3), 4. [D2](/4.4.2.-analyse-critiq-sources.md)

Boch, F., & Piolat, A. (2005). Note taking and learning: A summary of research. *The WAC Journal, 16*, 101-113. [B3](/4.2.3.-meth-cornell-notes.md)

Boud, D. (1995). *Enhancing learning through self-assessment*. Kogan Page. [E2](/4.5.2.-auto-evaluation.md)

Boud, D., & Molloy, E. (2013). *Feedback in higher and professional education: Understanding it and doing it well*. Routledge. [F3](/4.6.3.-retroaction-groupe.md)

Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. *Journal of Verbal Learning and Verbal Behavior, 11*(6), 717-726. [B5](/4.2.5.-elaboration.md)

Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Teaching students to navigate the online landscape. *Social Education, 82*(4), 219-221. [D2](/4.4.2.-analyse-critiq-sources.md)

Brookfield, S. D., & Preskill, S. (2005). *Discussion as a way of teaching: Tools and techniques for democratic classrooms*. Jossey-Bass. [F4](/4.6.4.-disc-group-echang.md)

Buzan, T. (1974). *Use your head*. BBC Books. [B4](/4.2.4.-mind-mapping.md), [C6](/4.3.6.-techniques-multimodales.md)

Buysse, D. J. (2014). Sleep health: Can we define it? Does it matter? *Sleep, 37*(1), 9-17. [G4](/4.7.4.-hygiene-sommeil.md)

Chi, M. T., De Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. *Cognitive Science, 18*(3), 439-477. [B5](/4.2.5.-elaboration.md), [D4](/4.4.4.-rubber-duck.md)

Cirillo, F. (2006). *The Pomodoro Technique*. FC Garage. [B1](/4.2.1.-attent-focalisee.md), [G5](/4.7.5.-pauses-qualite-etude.md)

Clear, J. (2018). *Atomic Habits: An easy & proven way to build good habits & break bad ones*. Penguin Random House. [A1](/4.1.1.-planif-emploi-tps-habits.md), [A4](/4.1.4.-gerer-procrast.md)

Covey, S. R. (1989). *The 7 habits of highly effective people*. Free Press. [A1](/4.1.1.-planif-emploi-tps-habits.md), [A2](/4.1.2.-priorit-taches.md)

Csikszentmihalyi, M. (1990). *Flow: The psychology of optimal experience*. Harper & Row. [B1](/4.2.1.-attent-focalisee.md), [B2](/4.2.2.-elim-distractions.md), [G3](/4.7.3.-visualisation-succes.md)

D'Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? *BMC Medical Education, 10*(1), 61. [B4](/4.2.4.-mind-mapping.md)

Davidson, R. J., & Lutz, A. (2008). Buddha's brain: Neuroplasticity and meditation. *IEEE Signal Processing Magazine, 25*(1), 176-174. [G2](/4.7.2.-relaxation-resp-prof.md)

De Bono, E. (1985). *Six thinking hats*. Little, Brown and Company. [F5](/4.6.5.-brainstorming.md)

De Bono, E. (1992). *Serious creativity: Using the power of lateral thinking to create new ideas*. HarperCollins. [D5](/4.4.5.-meth-scamper-creativ.md)

Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. *Management Review, 70*(11), 35-36. [A3](/4.1.3.-obj-smart.md)

Duhigg, C. (2012). *The power of habit: Why we do what we do in life and business*. Random House. [A1](/4.1.1.-planif-emploi-tps-habits.md)

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. *Psychological Science in the Public Interest, 14*(1), 4-58. [C1](/4.3.1.-pq4r.md), [C4](/4.3.4.-repet-espacee.md)

Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House. [A5](/4.1.5.-etat-esprit-croiss.md), [E2](/4.5.2.-auto-evaluation.md)

Ebbinghaus, H. (1885). *Über das gedächtnis: Untersuchungen zur experimentellen psychologie*. Duncker & Humblot. [C4](/4.3.4.-repet-espacee.md)

Eberle, B. (1996). *Scamper: Games for imagination development*. Prufrock Press. [D5](/4.4.5.-meth-scamper-creativ.md)

Eisenhower, D. D. (1954, August 19). *Address at the Second Assembly of the World Council of Churches, Evanston, Illinois*. [A2](/4.1.2.-priorit-taches.md)

Ellis, A. (1962). *Reason and emotion in psychotherapy*. Lyle Stuart. [G1](/4.7.1.-ident-declench-emotion.md)

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. *Journal of Personality and Social Psychology, 84*(2), 377-389. [A4](/4.1.4.-gerer-procrast.md)

Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the 'mind map' study technique. *Medical Education, 36*(5), 426-431. [B4](/4.2.4.-mind-mapping.md)

Fisher, R. (1998). *Teaching thinking: Philosophical enquiry in the classroom*. Continuum. [D3](/4.4.3.-quest-socratique.md)

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. *American Psychologist, 34*(10), 906-911. [E1](/4.5.1.-reflex-strat-apprent.md)

Gardner, H. (1983). *Frames of mind: The theory of multiple intelligences*. Basic Books. [C6](/4.3.6.-techniques-multimodales.md)

Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. *Cognitive Science, 7*(2), 155-170. [B6](/4.2.6.-techniques-analogies.md)

Gibala, M. J., & Little, J. P. (2010). Just HIT it! A time-efficient exercise strategy to improve muscle insulin sensitivity. *The Journal of Physiology, 588*(18), 3341-3342. [G6](/4.7.6.-activ-physique-regul.md)

Gibbs, G. (1988). *Learning by doing: A guide to teaching and learning methods*. Further Education Unit. [E3](/4.5.3.-journal-apprent.md)

Glynn, S. M. (1994). Teaching science with analogies: A strategy for teachers and textbook authors. *Reading Research Report No. 15*. [B6](/4.2.6.-techniques-analogies.md)

Hallowell, E. M. (2005). Overloaded circuits: Why smart people underperform. *Harvard Business Review, 83*(1), 54-62. [B2](/4.2.2.-elim-distractions.md)

Haskell, W. L., Lee, I. M., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A., ... & Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. *Circulation, 116*(9), 1081-1093. [G6](/4.7.6.-activ-physique-regul.md)

Hattie, J., & Timperley, H. (2007). The power of feedback. *Review of Educational Research, 77*(1), 81-112. [F3](/4.6.3.-retroaction-groupe.md)

Hirshkowitz, M., Whiton, K., Albert, S. M., Alessi, C., Bruni, O., DonCarlos, L., ... & Neubauer, D. N. (2015). National Sleep Foundation's sleep time duration recommendations: Methodology and results summary. *Sleep Health, 1*(1), 40-43. [G4](/4.7.4.-hygiene-sommeil.md)

Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. *Journal of Learning Analytics, 6*(2), 27-52. [B7](/4.2.7.-assist-virtuel-ia.md)

Holyoak, K. J., & Thagard, P. (1995). *Mental leaps: Analogy in creative thought*. MIT Press. [B6](/4.2.6.-techniques-analogies.md)

Hunt, A., & Thomas, D. (1999). *The pragmatic programmer: From journeyman to master*. Addison-Wesley. [D4](/4.4.4.-rubber-duck.md)

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. *Theory Into Practice, 38*(2), 67-73. [F1](/4.6.1.-groupes-etude-entraide.md)

Kabat-Zinn, J. (1990). *Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness*. Delta. [G1](/4.7.1.-ident-declench-emotion.md), [G2](/4.7.2.-relaxation-resp-prof.md)

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. *Clinical Psychology: Science and Practice, 10*(2), 144-156. [G2](/4.7.2.-relaxation-resp-prof.md)

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. *Science, 331*(6018), 772-775. [C2](/4.3.2.-memoris-active.md)

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. *Science, 319*(5865), 966-968. [C4](/4.3.4.-repet-espacee.md)

Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. *Educational Psychologist, 20*(1), 23-32. [B3](/4.2.3.-meth-cornell-notes.md)

Kolb, D. A. (1984). *Experiential learning: Experience as the source of learning and development*. Prentice-Hall. [C6](/4.3.6.-techniques-multimodales.md), [E1](/4.5.1.-reflex-strat-apprent.md)

Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. *Applied Cognitive Psychology, 23*(9), 1297-1317. [C2](/4.3.2.-memoris-active.md), [C4](/4.3.4.-repet-espacee.md)

Lakein, A. (1973). *How to get control of your time and your life*. Peter H. Wyden. [A2](/4.1.2.-priorit-taches.md)

Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. *Standard Journal of Education and Essay, 2*(1), 17-31. [B4](/4.2.4.-mind-mapping.md)

Locke, E. A., & Latham, G. P. (1990). *A theory of goal setting & task performance*. Prentice-Hall. [A3](/4.1.3.-obj-smart.md)

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). *Intelligence unleashed: An argument for AI in education*. Pearson. [B7](/4.2.7.-assist-virtuel-ia.md)

Makany, T., Kemp, J., & Dror, I. E. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. *British Journal of Educational Technology, 40*(4), 619-635. [B3](/4.2.3.-meth-cornell-notes.md)

Mayer, R. E. (2001). *Multimedia learning*. Cambridge University Press. [C6](/4.3.6.-techniques-multimodales.md)

Mayer, R. E. (2002). Multimedia learning. *Psychology of Learning and Motivation, 41*, 85-139. [B5](/4.2.5.-elaboration.md)

Mazur, E. (1997). *Peer instruction: A user's manual*. Prentice Hall. [F2](/4.6.2.-enseignement-mutuel.md)

McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. *Psychonomic Bulletin & Review, 14*(2), 200-206. [C3](/4.3.3.-recup-active.md)

McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. *Psychological Science, 20*(4), 516-522. [C1](/4.3.1.-pq4r.md)

Mercer, N. (2000). *Words and minds: How we use language to think together*. Routledge. [F4](/4.6.4.-disc-group-echang.md)

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). *Team-based learning: A transformative use of small groups in college teaching*. Stylus Publishing. [F1](/4.6.1.-groupes-etude-entraide.md)

Michalko, M. (2006). *Thinkertoys: A handbook of creative-thinking techniques*. Ten Speed Press. [F5](/4.6.5.-brainstorming.md)

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. *Psychological Review, 63*(2), 81-97. [C2](/4.3.2.-memoris-active.md)

Moon, J. A. (2006). *Learning journals: A handbook for reflective practice and professional development*. Routledge. [E3](/4.5.3.-journal-apprent.md)

Morin, C. M., & Espie, C. A. (2003). *Insomnia: A clinical guide to assessment and treatment*. Springer. [G4](/4.7.4.-hygiene-sommeil.md)

Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. H. (2011). Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments. *Psychological Science, 22*(12), 1484-1489. [A5](/4.1.5.-etat-esprit-croiss.md)

Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. *Memory & Cognition, 42*(7), 1038-1048. [C2](/4.3.2.-memoris-active.md)

Newell, A., & Simon, H. A. (1972). *Human problem solving*. Prentice-Hall. [D1](/4.4.1.-decomp-prob-complexes.md)

Newport, C. (2016). *Deep work: Rules for focused success in a distracted world*. Grand Central Publishing. [B1](/4.2.1.-attent-focalisee.md), [B2](/4.2.2.-elim-distractions.md)

Norcross, J. C., & Vangarelli, D. J. (1988). The resolution solution: Longitudinal examination of New Year's change attempts. *Journal of Substance Abuse, 1*(2), 127-134. [A4](/4.1.4.-gerer-procrast.md)

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. *Technical Report IHMC CmapTools 2006-01 Rev 01-2008*, Florida Institute for Human and Machine Cognition. [C3](/4.3.3.-recup-active.md)

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. *Proceedings of the National Academy of Sciences, 106*(37), 15583-15587. [B2](/4.2.2.-elim-distractions.md)

Osborn, A. F. (1953). *Applied imagination: Principles and procedures of creative thinking*. Scribner. [D5](/4.4.5.-meth-scamper-creativ.md), [F5](/4.6.5.-brainstorming.md)

Overholser, J. C. (1993). Elements of the Socratic method: I. Systematic questioning. *Psychotherapy: Theory, Research, Practice, Training, 30*(1), 67-74. [D3](/4.4.3.-quest-socratique.md)

Paul, R., & Elder, L. (2006). *The art of Socratic questioning*. Foundation for Critical Thinking. [D3](/4.4.3.-quest-socratique.md)

Pauk, W. (1962). *How to study in college*. Houghton Mifflin. [B3](/4.2.3.-meth-cornell-notes.md)

Polya, G. (1945). *How to solve it: A new aspect of mathematical method*. Princeton University Press. [D1](/4.4.1.-decomp-prob-complexes.md)

Ratey, J. J., & Hagerman, E. (2008). *Spark: The revolutionary new science of exercise and the brain*. Little, Brown and Company. [G5](/4.7.5.-pauses-qualite-etude.md), [G6](/4.7.6.-activ-physique-regul.md)

Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. *Wiley Interdisciplinary Reviews: Cognitive Science, 6*(2), 177-192. [B6](/4.2.6.-techniques-analogies.md)

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. *Psychological Science, 17*(3), 249-255. [C3](/4.3.3.-recup-active.md)

Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. *International Journal of Artificial Intelligence in Education, 26*(2), 582-599. [B7](/4.2.7.-assist-virtuel-ia.md)

Ross, A., & Thomas, S. (2010). The health benefits of yoga and exercise: A review of comparison studies. *The Journal of Alternative and Complementary Medicine, 16*(1), 3-12. [G6](/4.7.6.-activ-physique-regul.md)

Schön, D. A. (1983). *The reflective practitioner: How professionals think in action*. Basic Books. [E3](/4.5.3.-journal-apprent.md)

Seppälä, E. (2016). *The happiness track: How to apply the science of happiness to accelerate your success*. HarperOne. [G5](/4.7.5.-pauses-qualite-etude.md)

Servant, D. (2009). *La relaxation: Nouvelles approches, nouvelles pratiques*. Masson. [G2](/4.7.2.-relaxation-resp-prof.md)

Simon, H. A. (1962). The architecture of complexity. *Proceedings of the American Philosophical Society, 106*(6), 467-482. [D1](/4.4.1.-decomp-prob-complexes.md)

Slavin, R. E. (1995). *Cooperative learning: Theory, research, and practice* (2nd ed.). Allyn & Bacon. [F1](/4.6.1.-groupes-etude-entraide.md)

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. *Psychological Bulletin, 133*(1), 65-94. [A4](/4.1.4.-gerer-procrast.md)

Suinn, R. M. (1997). Mental practice in sport psychology: Where have we been, where do we go? *Clinical Psychology: Science and Practice, 4*(3), 189-207. [G3](/4.7.3.-visualisation-succes.md)

Taylor, S. E., Pham, L. B., Rivkin, I. D., & Armor, D. A. (1998). Harnessing the imagination: Mental simulation, self-regulation, and coping. *American Psychologist, 53*(4), 429-439. [G3](/4.7.3.-visualisation-succes.md)

Thomas, E. L., & Robinson, H. A. (1972). *Improving reading in every class: A sourcebook for teachers*. Allyn & Bacon. [C1](/4.3.1.-pq4r.md)

Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. *Higher Education, 32*(3), 321-345. [F2](/4.6.2.-enseignement-mutuel.md)

Tracy, B. (2001). *Eat that frog!: 21 great ways to stop procrastinating and get more done in less time*. Berrett-Koehler Publishers. [A2](/4.1.2.-priorit-taches.md)

Walker, M. (2017). *Why we sleep: Unlocking the power of sleep and dreams*. Scribner. [G4](/4.7.4.-hygiene-sommeil.md)

Wang, A. Y., & Thomas, M. H. (1995). Effect of keywords on long-term retention: Help or hindrance? *Journal of Educational Psychology, 87*(3), 468-475. [C5](/4.3.5.-mnemotechniques.md)

Wiggins, G. (2012). Seven keys to effective feedback. *Educational Leadership, 70*(1), 10-16. [F3](/4.6.3.-retroaction-groupe.md)

Williams, M., & Penman, D. (2011). *Mindfulness: A practical guide to finding peace in a frantic world*. Piatkus. [G2](/4.7.2.-relaxation-resp-prof.md)

Wineburg, S. (2018). *Why learn history (when it's already on your phone)*. University of Chicago Press. [D2](/4.4.2.-analyse-critiq-sources.md)

Worthen, J. B., & Hunt, R. R. (2011). *Mnemonology: Mnemonics for the 21st century*. Psychology Press. [C5](/4.3.5.-mnemotechniques.md)

Yates, F. A. (1966). *The art of memory*. University of Chicago Press. [C6](/4.3.6.-techniques-multimodales.md)

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. *Educational Psychologist, 47*(4), 302-314. [A5](/4.1.5.-etat-esprit-croiss.md)

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. *Theory Into Practice, 41*(2), 64-70. [E1](/4.5.1.-reflex-strat-apprent.md), [A1](/4.1.1.-planif-emploi-tps-habits.md)