References
Academic references and sources cited throughout this book on Gagné's Nine Events of Instruction.
Primary Sources on Gagné's Work
Gagné, R. M. (1965). The conditions of learning. Holt, Rinehart and Winston.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Harcourt Brace Jovanovich.
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth/Thomson Learning.
Cognitive Load Theory
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59-89.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
Multimedia Learning
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
Memory and Learning
Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). Academic Press.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.
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.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
Retrieval Practice and Testing Effect
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.
Spacing and Distributed Practice
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
Feedback Research
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68, 465-489.
Transfer of Learning
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637.
Perkins, D. N., & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-32.
Schema Theory and Prior Knowledge
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.
Anderson, R. C. (1977). The notion of schemata and the educational enterprise. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415-431). Lawrence Erlbaum.
Chi, M. T. H. (2009). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 89-110). Routledge.
Attention and Perception
Broadbent, D. E. (1958). Perception and communication. Pergamon Press.
Treisman, A. M. (1960). Contextual cues in selective listening. Quarterly Journal of Experimental Psychology, 12(4), 242-248.
Goal Setting and Motivation
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Prentice-Hall.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Metacognition
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Assessment and Evaluation
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70(9), 703-713.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler.
General Instructional Design
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson.
Practical Applications
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
Dirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.
Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Routledge.
Deliberate Practice
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683-703). Cambridge University Press.
Note on References
This reference list includes seminal works and key research that inform the Nine Events framework. For current research, consult journals such as:
- Educational Psychologist
- Journal of Educational Psychology
- Learning and Instruction
- Instructional Science
- Educational Technology Research and Development
The field continues to evolve, and practitioners should stay current with new findings while maintaining grounding in these foundational works.