Notes

Part 1: Setting the Scene

Introduction

1.Bornstein, M.H., et al. (2010). Lifespan Development: Infancy Through Adulthood, California, Cengage Learning.

Encouragement for the reader

1.Oomen, C.A., et al. (2010). ‘Severe early life stress hampers spatial learning and neurogenesis, but improves hippocampal synaptic plasticity and emotional learning under high-stress conditions in adulthood.’ Journal of Neuroscience 30(19): 6635–6645.

2.Hart, H. and Rubia, K. (2012). ‘Neuroimaging of child abuse: a critical review.’ Frontiers in Human Neuroscience 6(52): 1–24.

3.Brief summary of research, including references (1) and (2). Rejection by parents or peers: When children are developing, two particular regions of the brain work together to manage some aspects of emotional stability. The amygdala is a very reactive structure that evokes strong emotion. The ventromedial prefrontal cortex (VMPFC) has many functions but one of them is to calm the amygdala down. Children who have caring and warm parents show a good development of the VMPFC. This means that when they become stressed the amygdala is calmed down by the developed VMPFC. Sadly, children who do not have caring parents, or who have experienced rejection by their parents, or have parental separation, show an under-developed VMPFC. This means that it cannot calm the amygdala down when the child becomes stressed. Research shows that later in life, this results in these children being very sensitised to rejection by parents and peers. They show an increased fear response to rejection.

4.Drew, L.M., et al. (1998). ‘Grandparenting and its relationship to parenting.’ Clinical Child Psychology and Psychiatry 3(3): 465–480.

5.Wyman, P.A., et al. (1999). ‘Caregiving and developmental factors differentiating young at-risk urban children showing resilient versus stress-affected outcomes: A Replication and Extension.’ Child Development 70(3): 645–659.

Part 2: Some Basic Neuroscience

Chapter 1: The simplified neuroscience of the mind

1.Rolls, E.T. and Grabenhorst, F. (2008). The orbitofrontal cortex and beyond: From affect to decision-making. Progress in Neurobiology 86: 216–244.

2.Peters, S. (2012). The Chimp Paradox: The Mind Management Programme to Help You Achieve Success, Confidence, and Happiness. London, Vermilion.

3.Tsujimoto, S. (2008). ‘The Prefrontal Cortex: Functional Neural Development During Early Childhood.’ Neuroscientist 14(4): 345–358.

4.Cameron, O.G. (2009). ‘Visceral brain–body information transfer.’ Neurolmage 47(3): 787–794.

5.Sokolowski, K., and Corbin, J.G. (2012). ‘Wired for behaviors: from development to function of innate limbic system circuitry.’ Frontiers in Molecular Neuroscience 5 (55): 1–15.

6.Euston, D.R., et al. (2012). ‘The role of medial prefrontal cortex in memory and decision making.’ Neuron 76(6): 1057–1070.

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

8.Tovote, P., et al. (2015). ‘Neuronal circuits for fear and anxiety.’ Nature Reviews Neuroscience 16(6): 317–331.

9.Zander, T., et al. (2016). ‘Intuitive decision making as a gradual process: investigating semantic intuition-based and priming-based decisions with fMRI.’ Brain Behaviour 6(1): 1–22.

10.A simple explanation of the above references (7), (8), and (9) is as follows. One main area that gets talked a lot about is the amygdala. The amygdala can be thought of as a battery of energy with our main survival defence process of flight, fight or freeze (Tovote et al, 2015). It also monitors many of our drives, such as those for food and security. However, it doesn’t really think as such. It reacts to situations and stimuli but it doesn’t analyse them. It does store emotional memory and therefore the amygdala is partly Chimp and partly Computer. The survival part of the brain, that does the analysing for it, is the orbitofrontal cortex (part of the Chimp). This area leads on the interpretation of what is going on by using feelings and intuition (Zander, 2015). It calls on other areas to help it with this. So what we have is an emotionally based interpreting and thinking brain, the orbito frontal cortex, connected to a very powerful reactive area, the amygdala. With other structures, these form a genetically based thinking system. Children operate from this system most of the time. In order that the child remembers their experiences, the brain has a memory bank. However, the memory bank for this system is also emotionally based. It records feelings and emotions from experiences but NOT facts. This emotional memory is stored in different parts of the brain but significantly it is stored in the amygdala (Phelps, 2004). The emotional memory system is very fast to act.

If the brain had no further areas or systems then these two systems, Chimp and Computer, could run the child’s life. However, it would not recall facts nor would it possess logic or reasoning. In fact, many functions would not be present.

11.Duvernoy, H.M. (2005). The Human Hippocampus: Functional Anatomy, Vascularization and Serial Sections with MRI. New York, Springer.

12.Bohbot, V., et al. (2015). ‘Role of the parahippocampal cortex in memory for the configuration but not the identity of objects: converging evidence from patients with selective thermal lesions and fMRI.’ Frontiers in Molecular Neuroscience 9(431): 1–17.

13.Fischetti, M. (2011). ‘Computers versus Brains.’ from https://www.scientificamerican.com/article/computers-vs-brains/

Chapter 2: The developing mind

1.Somerville, L.H. (2016). ‘Searching for signatures of brain maturity: What are we searching for?’ Neuron 92(6): 1164–1167.

2.Johnson, S.B., et al. (2009). ‘Adolescent maturity and the brain: The promise and pitfalls of neuroscience research in adolescent health policy.’ Journal of Adolescent Health 45(3): 216–221.

3.Waters, E. and Cummings, E.M. (2000). ‘A Secure Base from Which to Explore Close Relationships.’ Child Development 71(1): 164–172.

4.McElhaney, K.B. et al. (2009). Attachment and Autonomy During Adolescence. New Jersey, John Wiley & Sons Inc.

5.Wellman, H.M. (1990). The Child’s Theory of Mind. Cambridge, MIT Press.

6.Perner, J. (1991). Understanding the Representational Mind. Cambridge, MIT Press.

7.Roxo, M., et al. (2011). ‘The limbic system conception and its historical evolution.’ Scientific World Journal 11: 2428–2441.

8.Reisberg D., and Heuer, F. (1992). ‘Remembering the details of emotional events’ in In E. Winograd & U. Neisser (eds.), Emory symposia in cognition, 4. Affect and accuracy in recall: Studies of “flashbulb” memories (pp. 162-190). New York, Cambridge University Press.

9.Waring, J. and Kensinger, E.A. (2011). ‘How emotion leads to selective memory: neuroimaging evidence.’ Neuropsychologia 49(7): 1831–1842.

Chapter 3: The neuroscience of the developing mind

1.Kendler, K.S. et al. (1992). ‘Major depression and generalized anxiety disorder. Same genes, (partly) different environments?’ Archives of General Psychiatry 49(9): 716–722.

2.Arch, J.J. et al. (2013). ‘Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders.’ Behaviour Research and Therapy 51(4–5): 185–196.

3.Goldin, P.R., and Gross, J.J. (2010). ‘Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder.’ Emotion 10(1): 83–91.

4.Davies, G., et al. (2011). ‘Genome-wide association studies establish that human intelligence is highly heritable and polygenic.’ Molecular Psychiatry 16(10): 996–1005.

5.Makharia, A., et al. (2016). ‘Effect of environmental factors on intelligence quotient of children.’ Industrial Psychology 52(16): 189–194.

6.Humphrey, T. and Hooker, D. (1959). ‘Double simultaneous stimulation of human fetuses and the anatomical patterns underlying the reflexes elicited.’ Journal of Comparative Neurology 112(1959): 75–102.

7.Piontelli, A., et al. (1997). ‘Patterns of evoked behaviour in twin pregnancies during the first 22 weeks of gestation.’ Early Human Development 50: 39–45.

8.Marx, V., and Nagy, E. (2017). ‘Fetal behavioral responses to the touch of the mother’s abdomen: A frame-by-frame analysis.’ Infant Behavior & Development 47: 83–91.

9.Blaas, H.G., et al. (1998). ‘The growth of the human embryo. A longitudinal biometric assessment from 7 to 12 weeks of gestation.’ Ultrasound in Obstetrics and Gynecology 12(5): 346–354.

10.DeCasper, A. J., and Spence, M.J. (1986). ‘Prenatal maternal speech influences newborns’ perception of speech sound.’ Infant Behavior & Development 9(2): 133–150.

11.DiPietro, J.A., et al. (1996). ‘Fetal antecedents of infant temperament.’ Child Development 67(5): 2568–2583.

12.Bao, A.M., and Swaab, D.F. (2011). ‘Sexual differentiation of the human brain: Relation to gender identity, sexual orientation and neuropsychiatric disorders.’ Frontiers in Neuroendocrinology 32(2): 214–226.

13.Blazer, D.G., and Hybels, C. (2005). ‘Origins of depression in later life.’ Psychological Medicine 35(9): 1241–1252.

14.Hoehl, S., et al. (2017). ‘“Itsy Bitsy Spider”: Infants react with increased arousal to spiders and snakes.’ Frontiers in Psychology 8 (1710): 1–8.

15.LoBue, V. and DeLoache, J.S. (2010). ‘Superior detection of threat-relevant stimuli in infancy.’ Developmental Science. 13(1): 221–228.

16.Waters, E., and Cummings, E.M. (2000). ‘A secure base from which to explore close relationships.’ Child Development 71(1): 164–172.

17.Al Odhayani, A., et al. (2013). ‘Behavioural consequences of child abuse.’ Canadian Family Physician 59(8): 831–836.

18.Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ, Prentice Hall.

19.Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ, Prentice-Hall, Inc.

20.Bandura, A., et al. (1961). ‘Transmission of aggression through imitation of aggressive models.’ Journal of Abnormal and Social Psychology 63(3): 575–582.

21.Zimmerman, M.A., et al. (1994). ‘Resiliency research: Implications for schools and policy.’ Society for Research in Child Development 8(4): 1–19.

22.Reiss, A., Abrams, M., Singer, H., Ross, J. and Denckla, M. (1996). ‘Brain development, gender and IQ in children: A volumetric imaging study.’ Brain 119(5): 1763–1774.

23.Iwasaki, N., et al. (1997). ‘Volumetric quantification of brain development using MRI.’ Neuroradiology 39(12): 841–846.

24.Courchesne, E. et al (2000). ‘Normal brain development and aging: quantitative analysis at in vivo MR imaging in healthy volunteers.’ Radiology 216(3): 672–682.

25.Dehay, C. and Kennedy, D. (2007). ‘Cell-cycle control and cortical development.’ Nature Reviews Neuroscience 8: 438–450.

26.Paus, T., et al. (2001). ‘Maturation of white matter in the human brain: a review of magnetic resonance studies.’ Brain Research Bulletin 54(3): 255–266.

27.Kennedy, D., et al. (2002). ‘Basic principles of MRI and morphometry studies of human brain development.’ Developmental Science 5(3): 268–278.

28.Lenroot, R.K., and Giedd, J.N. (2006). ‘Brain development in children and adolescents: insights from anatomical magnetic resonance imaging.’ Neuroscience & Biobehavioral Reviews 30(6): 718–729.

29.Thompson, P.M., et al. (2000). ‘Growth patterns in the developing brain detected by using continuum mechanical tensor maps.’ Nature 404(6774): 190–193.

30.Johnson, S.B., et al. (2009). ‘Adolescent maturity and the brain: The promise and pitfalls of neuroscience research in adolescent health policy.’ Journal of Adolescent Health 45(3): 216–221.

31.Dosenbach, N.U. et al. (2010). ‘Prediction of individual brain maturity using fMRI.’ Science 329(5997): 1358–1361.

32.Bar-on, M.E. (2001). ‘Media violence: Report of the Committee on Public Education.’ Pediatrics 108(5): 1222–1226.

33.Sharon, T. and Woolley, J.D. (2004). ‘Do monsters dream? Young children’s understanding of the fantasy/reality distinction.’ British Journal of Developmental Psychology 22: 293–310.

34.Bowlby, J. (1969). Attachment and Loss, Vol 1: Attachment. London, Hogarth Press.

35.Bowlby, J. (1988). A Secure Base: Clinical Applications of Attachment Theory. London, Routledge.

36.World Health Organisation (2004). ‘The importance of caregiver–child interactions for the survival and healthy development of young children.’

37.Silverstein, L.B., and Auerbach, C.F. (1999). ‘Deconstructing the essential father.’ American Psychologist 54(6): 397–407.

38.Whiteside, M.F. and Becker, B.J. (2000). ‘Parental factors and the young child’s postdivorce adjustment: a meta-analysis with implications for parenting arrangements.’ Journal of Family Psychology 14(1): 5–26.

39.Morris, A.S., et al. (2007). ‘The role of the family context in the development of emotion regulation.’ Social Development (Oxford, England) 16(2): 361–388.

40.Goldberg, S., et al. (2013). Attachment Theory: Social, Developmental, and Clinical Perspectives. Oxon, Routledge.

41.Avants, B.B., et al. (2015). ‘Relation of childhood home environment to cortical thickness in late adolescence: Specificity of experience and timing.’ PLoS ONE 10(10): 1–10.

42.Rao, H., et al. (2010). ‘Early parental care is important for hippocampal maturation: Evidence from brain morphology in humans.’ NeuroImage 49(1): 1144–1150.

43.Koluchova, J. (1972). ‘Severe deprivation in twins: A case study.’ Journal of Child Psychology and Psychiatry 13: 107–114.

44.Koluchova, J. (1991). ‘Severely deprived twins after 22 years of observation.’ Studia Psychologica 33: 23–28.

45.Curtiss, S. (1977). Genie: A Psycholinguistic Study of a Modern-day ‘Wild Child’. New York, Academic Press.

46.Spelke, E. (1999). ‘Save Mozart for later.’ Nature 401(6754): 643–644.

47.Kohlberg, L. (1968). ‘The child as a moral philosopher.’ Psychology Today 2(4): 24–30.

Chapter 4: How we make sense of experiences

1.Maag, J.W. (2001). ‘Rewarded by punishment: reflections on the disuse of positive reinforcement in schools.’ Exceptional Children 67(2): 173–186.

2.Maag, J.W. (1997). Parenting without punishment: Making problem behaviour work for you. Philadelphia, The Charles Press.

3.Deci, E.L., Koestner, R., & Ryan, R.M. (1999). ‘A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.’ Psychological Bulletin 125(6): 627–668.

4.Filcheck, H.A., & McNeil, C.B. (2004). ‘The use of token economies in preschool classrooms: Practical and philosophical concerns.’ Journal of Early and Intensive Behavior Intervention 1(1): 94–104.

5.Skinner, B.F. (1953). Science and Human Behavior. New York, MacMillan.

6.Bijou, S. (1957). ‘Patterns of reinforcement and resistance to extinction in young children.’ Child Development 28(1): 47–54.

7.Freud, S. (1913). The Interpretation of Dreams. New York, Macmillan.

8.Brooker, R.J. et al. (2013). ‘The development of stranger fear in infancy and toddlerhood: normative development, individual differences, antecedents, and outcomes.’ Developmental Science 16(6): 864–878.

9.Field, T. (2008). Problems in Infancy. New Jersey, John Wiley & Sons.

Part 3: Ten Habits and Related Themes

1.Smith, K.S. and Graybiel, A.M. (2016). ‘Habit formation.’ Dialogues in Clinical Neuroscience 18(1): 33–43.

2.Yin, H.H. and Knowlton, B.J. (2006). ‘The role of the basal ganglia in habit formation.’ Nature Reviews Neuroscience 7(6): 464–476.

3.Lally, P., et al. (2010). ‘How are habits formed: Modelling habit formation in the real world.’ European Journal of Social Psychology 40(6): 998–1009.

4.Lally, P., et al. (2011). ‘Experiences of habit formation: A qualitative study.’ Psychology, Health & Medicine 16(4): 484–489.

5.Smith, K S. and Graybiel, A.M. (2013). ‘A dual operator view of habitual behavior reflecting cortical and striatal dynamics.’ Neuron 79(2): 361–374.

Chapter 5: Habit 1 – smiling

1.Kraft, T.L., & Pressman, S.D. (2012). ‘Grin and bear it: The influence of manipulated facial expression on the stress response.’ Psychological Science 23: 1372–1378.

2.Strack, F., Martin, L. & Stepper, S. (1988). ‘Inhibiting and facilitating conditions of the human smile: A nonobtrusive test of the facial feedback hypothesis.’ Journal of Personality and Social Psychology 54: 768–777.

3.Soussignan, R. (2002). ‘Duchenne smile, emotional experience and autonomic reactivity: A test of the facial feedback hypothesis.’ Emotion 2: 52–74.

4.Larsen, R.J., Kasimatis, M., & Frey, K. (1992) ‘Facilitating the furrowed brow: An unobtrusive test of the facial feedback hypothesis applied to unpleasant affect.’ Cognition and Emotion 6: 321–338.

5.Guéguen, N. (2003). ‘The effect of smiling on helping behavior: Smiling and good Samaritan behavior.’ Communication Reports 16: 133–140.

6.Bai, S., Repetti, R.L., & Sperling, J.B. (2016). ‘Children’s expressions of positive emotion are sustained by smiling, touching, and playing with parents and siblings: A naturalistic observational study of family life.’ Developmental Psychology 52(1): 88–101.

7.Frith, C. (2009). ‘Role of facial expressions in social interactions.’ Philosophical Transactions of the Royal Society B: Biological Sciences 364(1535): 3453–3458.

8.Somerville, L.H., et al. (2011). ‘Behavioral and neural representation of emotional facial expressions across the lifespan.’ Developmental Neuropsychology 36(4): 408–428.

9.Hennenlotter, A., Dresel, C., Castrop, F., Wohlschläger, A.M., & Haslinger, B. (2009). ‘The link between facial feedback and neural activity within central circuitries of emotion: New insights from botulinum toxin–induced denervation of frown muscles.’ Cerebral Cortex 19(3): 537–542.

10.Lau, S. (1982). ‘The effect of smiling on person perception.’ Journal of Social Psychology 117: 63–67.

Chapter 6: Habit 2 – saying sorry

1.Strang, S., Utikal, V., Fischbacher, U., Weber, B., & Falk, A. (2014). ‘Neural correlates of receiving an apology and active forgiveness: An fMRI Study.’ PLoS ONE 9(2): e87654. http://doi.org/10.1371/journal.pone.0087654

2.Anderson, J.C., Linden, W., & Habra, M.E. (2006). ‘Influence of apologies and trait hostility on recovery from anger.’ Journal of Behavioural Medicine 29(4): 347–58.

3.McCullough, M.E., Pedersen, E.J., Tabak, B.A., & Carter, E.C. (2014). ‘Conciliatory gestures promote forgiveness and reduce anger in humans.’ Proceedings of the National Academy of Sciences of the United States of America 111(30): 11211–11216. http://doi.org/10.1073/pnas.1405072111

4.Jeter, W.K., & Brannon, L.A. (2017). ‘I’ll Make It Up to You’: Examining the effect of apologies on forgiveness.’ Journal of Positive Psychology 13(6): 1–8.

5.Bentley, J.M. (2015). ‘Shifting identification: A theory of apologies and pseudo-apologies.’ Public Relations Review 41(1): 22–29.

6.Whited, M.C., Wheat, A.L. & Larkin, K.T. (2010). ‘The influence of forgiveness and apology on cardiovascular reactivity and recovery in response to mental stress.’ Journal of Behavioral Medicine 33(4): 293–304.

7.Darby, B.W., & Schlenker, B.R. (1982). ‘Children’s reactions to apologies.’ Journal of Personality and Social Psychology 43(4): 742–753.

8.Lazare, A. (2004). On Apology. New York, Oxford University Press.

9.Bornstein, B.H., et al. (2002). ‘The effects of defendant remorse on mock juror decisions in a malpractice case.’ Behavioral Sciences & the Law 20(4): 393–409.

10.Hearit, K.M. (2006). Crisis Management by Apology: Corporate Response to Allegations of Wrongdoing. New Jersey, Lawrence Erlbaum.

11.Benoit, W.L. (1995). Accounts, Excuses and Apologies: A Theory of Image Repair Strategies. Albany, State University of New York Press.

12.Schmitt, M., et al. (2004). ‘Effects of Objective and Subjective Account Components on Forgiving.’ Journal of Social Psychology 144(5): 465–486.

13.Scher, S.J., & Darley, J.M. (1997). ‘How effective are the things people say to apologize? Effects of the realization of the Apology Speech Act.’ Journal of Psycholinguistic Research 26(1): 127–140.

14.Tavuchis, N. (1991). Mea Culpa: A Sociology of Apology and Reconciliation. Stanford, Stanford University Press.

Chapter 7: Understanding and managing mishaps

1.Cairney, J., Veldhuizen, S., & Szatmari, P., (2010). ‘Motor coordination and emotional-behavioral problems in children.’ Current Opinion in Psychiatry 23(4): 324–329.

2.Balconi, M. (2013). ‘Dorsolateral prefrontal cortex, working memory and episodic memory processes: insight through transcranial magnetic stimulation techniques.’ Neuroscience Bulletin 29(3): 381–389.

Chapter 8: Habit 3 – being kind to others

1.Zaki, J., & Mitchell, J.P. (2011). ‘Equitable decision making is associated with neural markers of intrinsic value.’ Proceedings of the National Academy of Sciences 108(49): 19761–19766.

2.Anik, L., et al. (2009). ‘Feeling good about giving: The benefits (and costs) of self-interested charitable behavior.’ Harvard Business School Marketing Unit Working Paper No. 10-012.

3.Barraza, J.A., et al. (2013). ‘Effects of a 10-day oxytocin trial in older adults on health and well-being.’ Experimental and Clinical Psychopharmacology 21(2): 85–92.

4.Trivers, R.L. (1971). ‘The evolution of reciprocal altruism.’ Quarterly Review of Biology 46(1): 35–57.

5.Fehr, E., & U. Fischbacher U. (2003). ‘The nature of human altruism.’ Nature 425: 785–791.

Chapter 9: Theory of Mind

1.Gershman, S.J., et al. (2016). ‘Plans, habits, and theory of mind.’ PLoS ONE 11(9): 1–24.

2.Perner, J., et al. (1987). ‘Three-year-old’s difficulty with false belief: The case for conceptual deficit.’ British Journal of Developmental Psychology 5(2): 125–137.

3.Peterson, C.C., et al. (2012). ‘The mind behind the message: advancing theory-of-mind scales for typically developing children, and those with deafness, autism, or Asperger syndrome.’ Child Development 83(2): 469–485.

4.Gweon, H., et al. (2012). ‘Theory of mind performance in children correlates with functional specialization of a brain region for thinking about thoughts.’ Child Development 83(6): 1853–1868.

5.Leslie, A.M. (1987). ‘Pretence and representation: the origins of “theory of mind”.’ Psychological Review 94(4): 412–426.

Chapter 10: Habit 4 – talking about your feelings

1.Lepore, S.J., Ragan, J.D., & Jones, S. (2000). ‘Talking facilitates cognitive-emotional processes of adaptation to an acute stressor.’ Journal of Personality and Social Psychology 78(3): 499–508.

2.Lindquist, K.A., et al. (2015). ‘The role of language in emotion: predictions from psychological constructionism.’ Frontiers in Psychology 1–17.

3.Lutgendorf, S., & Antoni, M. (1999). ‘Emotional and cognitive processing in a trauma disclosure paradigm.’ Cognitive Therapy and Research 23(4): 423–440.

Chapter 11: Habit 5 – asking for help

1.Metcalfe, J. (2017). ‘Learning from errors.’ Annual Review of Psychology 68(1): 465–489.

2.Schroder, H.S., et al. (2017). ‘Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset.’ Developmental Cognitive Neuroscience 24: 42–50.

3.Hays, M.J., et al. (2013). ‘When and why a failed test potentiates the effectiveness of subsequent study.’ Journal of Experimental Psychology: Learning, Memory, and Cognition 39: 290–296.

4.Richland, L.E., et al. (2009). ‘The pretesting effect: Do unsuccessful retrieval attempts enhance learning?’ Journal of Experimental Psychology: Applied 15(3): 243–257.

5.Kornell, N., et al. (2009). ‘Unsuccessful retrieval attempts enhance subsequent learning.’ Journal of Experimental Psychology: Applied Learning, Memory, and Cognition 35(4): 989–998.

6.Wilhelm, J.D., & Wilhelm, P.J. (2010). ‘Inquiring minds learn to read, write, and think: reaching all learners through inquiry.’ Middle School Journal 41(5): 39–46.

7.Conezio, K., & French, L. (2002). ‘Science in the preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development.’ Young Children 57(5): 12–18.

8.Wells, G. (1992). ‘Language and the inquiry-oriented curriculum.’ Curriculum Inquiry. 25(3): 233–269.

9.Applebee, A.N., et al. (2003). ‘Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English.’ American Educational Research Journal 40(3): 685–730.

10.Stepien, W.J., et al. (1993). ‘Problem-based learning for traditional and interdisciplinary classrooms.’ Journal for the Education of the Gifted 16(4): 338–357.

11.Thomas, J.W. (2000). ‘A review of research on project-based learning. California’, The Autodesk Foundation. http://www.bie.org/images/uploads/general/9d06758fd346969cb63653d00dca55c0.pdf

12.Boaler, J. (1997). ‘Setting, social class and survival of the quickest.’ British Educational Research Journal 23(5): 575–595.

13.Boaler, J. (1998). ‘Open and closed mathematics: Student experiences and understanding.’ Journal for Research in Mathematics Education 29(1): 41.

14.Meyer, D.K., et al. (1997). ‘Challenge in a mathematics classroom: Students’ motivation and strategies in project-based learning.’ Elementary School Journal 97(5): 501–521.

15.Rosenfeld, M., & Rosenfeld, S. (1999). ‘Understanding the “Surprises” in PBL: An Exploration into the Learning Styles of Teachers and Their Students’. European Association for Research in Learning and Instruction (EARLI) Sweden.

16.Mantzicopoulos, P., et al. (2008). ‘Young children’s motivational beliefs about learning science.’ Early Childhood Research Quarterly 23(3): 378–394.

17.Hamlin, M., & Wisneski, D.B. (2012). ‘Supporting the scientific thinking and Inquiry of toddlers and preschoolers through play.’ Young Children 67(3): 82–88.

18.Smith, M.K., et al. (2009). ‘Why peer discussion improves student performance on in-class concept questions.’ Science 323(5910): 122–124.

19.Vega, V., & Terada, Y. (2012). ‘Research supports collaborative learning: Collaborative math and discussion-based English help to promote deeper learning, critical thinking, and community at The College Preparatory School in Oakland, California.’ from https://www.edutopia.org/stw-collaborative-learning-research

Chapter 12: Habit 6 – showing good manners

1.Grant A.M., & Gina, F. (2010). ‘A little thanks goes a long way: Explaining why gratitude expressions motivate prosocial behaviour.’ Journal of Personality and Social Psychology 98(6): 946–55.

2.Sansone. R.A, & Sansone, L.A. (2010). ‘Gratitude and well-being: The benefits of appreciation.’ Psychiatry 7(11): 18–22.

3.Emmons R.A., et al. (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): 377–89.

4.Lambert, N.M., & Fincham, F.D. (2011). ‘Expressing gratitude to a partner leads to more relationship maintenance behavior.’ Emotion 11(1): 52–60.

5.Giesen, P., et al. (2008). ‘Rude or aggressive patient behaviour during out-of-hours GP care: Challenges in communication with patients.’ Patient Education and Counseling 73(2): 205–208.

6.Brendtro, L.K., & Longhurst, J.E. (2005). ‘The resilient brain.’ Reclaiming Children and Youth: The Journal of Strength-based Interventions 14(1): 52–60.

7.Beer, J.S., et al. (2006). ‘Orbitofrontal cortex and social behavior: integrating self-monitoring and emotion-cognition interactions.’ Journal of Cognitive Neuroscience 18(6): 871–879.

Chapter 13: Habit 7 – trying new things

1.Upton, P. (2011). Developmental Psychology: Critical Thinking in Psychology. Exeter, Learning Matters Ltd.

2.O’Connor, B., Wells, C., & Applegate, T. (2015). Health: You and Your World Volume 1: Brief Edition: CreateSpace Independent Publishing Platform, 28.

Chapter 14: Habit 8 – Accepting that ‘no’ means ‘no’!

1.Lindquist, K.A., et al. (2015). ‘The role of language in emotion: predictions from psychological constructionism.’ Frontiers in Psychology 6 (444): 1–17.

2.Burke, R.V., et al. (2004). ‘Brief report: a “storybook” ending to children’s bedtime problems--the use of a rewarding social story to reduce bedtime resistance and frequent night waking.’ Journal of Pediatric Psychology 29(5): 389–396.

Chapter 15: Habit 9 – learning to share

1.Dunn, E.W., et al. (2008). ‘Spending money on others promotes happiness.’ Science 319(5870): 1687–1688.

2.Eccles, J.S. (1999). ‘The development of children ages 6 to 14.’ The Future of Children 9(2): 30.

3.Niffenegger, J.P., & Wilier, J.P. (1998). ‘Friendship behaviors during early childhood and beyond.’ Early Childhood Research Quarterly 26(2): 95–99.

4.Smith, J., & Prior, M. (1995). ‘Temperament and stress resilience in school-age children: a within-families study.’ Journal of the American Academy of Child & Adolescent Psychiatry 34(2): 168–179.

5.Hohmann, M., & Weikart, D.P. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Michigan, High Scope Press.

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9.Moore, A., et al. (1996). ‘Using problem-based learning to prepare for project-based learning.’ Paper presented at the annual meeting of the American Educational Research Association. New York.

10.McEwan, D., et al. (2017). ‘The effectiveness of teamwork training on teamwork behaviors and team performance: A systematic review and meta-analysis of controlled interventions.’ PLoS ONE 12(1): 1–23.

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13.Hare, B., & Kwetuenda, S. (2010). ‘Bonobos voluntarily share their own food with others.’ Current Biology 20(5): R230-R231.

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Chapter 16: Habit 10 – doing what you have to do

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