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Literacy Processes
Cognitive Flexibility in Learning and Teaching
Cognitive Flexibility in Learning and Teaching
Edited by Kelly B. Cartwright
Foreword by Gedeon O. Deák
Sylvia Ashwell, MA, Department of Psychology, University of Florida, Gainesville, Florida
Virginia W. Berninger, PhD, College of Education, University of Washington, Seattle, Washington
Cathy Collins Block, PhD, School of Education, Texas Christian University, Fort Worth, Texas
Kelly B. Cartwright, PhD, Department of Psychology, Christopher Newport University, Newport News, Virginia
W. Matthew Collins, MA, Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario, Canada
M. Jeffrey Farrar, PhD, Department of Psychology, University of Florida, Gainesville, Florida
Irene W. Gaskins, EdD, Benchmark School, Media, Pennsylvania
Amanda Harris, PhD, Ideas Lab and Department of Psychology, University of Sussex, Brighton, United Kingdom
Elizabeth O. Hayward, MA, Applied Psychology Program, New York University, New York, New York
Melinda D. Hodgkiss, MA, Teacher Preparation Program, Christopher Newport University, Newport News, Virginia
Bruce D. Homer, PhD, Program in Educational Psychology, The Graduate Center, City University of New York, New York, New York
Marisa C. Isaac, MA, Teacher Preparation Program, Christopher Newport University, Newport News, Virginia
Susan E. Israel, PhD, Department of Teacher Education, University of Dayton, Dayton, Ohio
Lucinda J. Kerawalla, PhD, Institute of Educational Technology, The Open University, Milton Keynes, United Kingdom
Betty Ann Levy, PhD, Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario, Canada
Mary Lundeberg, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan
Rose Luckin, PhD, London Knowledge Lab, University of London, London, United Kingdom
Dixie Massey, PhD, Department of Education, University of Puget Sound, Tacoma, Washington
Heidi Anne E. Mesmer, PhD, School of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA
William E. Nagy, PhD, School of Education, Seattle Pacific University, Seattle, Washington
Sheri R. Parris, MEd, Department of Reading Education, University of North Texas, Denton, Texas
Darren Pearce, MPhil, Institute of Education, University of London, London, United Kingdom
Michael Pressley, PhD (deceased), Department of Teacher Education, Michigan State University, East Lansing, Michigan
Cynthia Hynd Shanahan, College of Education, University of Illinois at Chicago, Chicago, Illinois
Timothy Shanahan, PhD, College of Education, University of Illinois at Chicago, Chicago, Illinois
Jan D. Sinnott, PhD, Department of Psychology, Towson University, Towson, Maryland
Ruth Wharton-McDonald, PhD, Department of Education, University of New Hampshire, Durham, New Hampshire
Nicola Yuill, PhD, Department of Psychology and Centre for Research in Cognitive Science, University of Sussex, Brighton, United Kingdom
Virginia W. Berninger, PhD, College of Education, University of Washington, Seattle, Washington
Cathy Collins Block, PhD, School of Education, Texas Christian University, Fort Worth, Texas
Kelly B. Cartwright, PhD, Department of Psychology, Christopher Newport University, Newport News, Virginia
W. Matthew Collins, MA, Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario, Canada
M. Jeffrey Farrar, PhD, Department of Psychology, University of Florida, Gainesville, Florida
Irene W. Gaskins, EdD, Benchmark School, Media, Pennsylvania
Amanda Harris, PhD, Ideas Lab and Department of Psychology, University of Sussex, Brighton, United Kingdom
Elizabeth O. Hayward, MA, Applied Psychology Program, New York University, New York, New York
Melinda D. Hodgkiss, MA, Teacher Preparation Program, Christopher Newport University, Newport News, Virginia
Bruce D. Homer, PhD, Program in Educational Psychology, The Graduate Center, City University of New York, New York, New York
Marisa C. Isaac, MA, Teacher Preparation Program, Christopher Newport University, Newport News, Virginia
Susan E. Israel, PhD, Department of Teacher Education, University of Dayton, Dayton, Ohio
Lucinda J. Kerawalla, PhD, Institute of Educational Technology, The Open University, Milton Keynes, United Kingdom
Betty Ann Levy, PhD, Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario, Canada
Mary Lundeberg, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan
Rose Luckin, PhD, London Knowledge Lab, University of London, London, United Kingdom
Dixie Massey, PhD, Department of Education, University of Puget Sound, Tacoma, Washington
Heidi Anne E. Mesmer, PhD, School of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA
William E. Nagy, PhD, School of Education, Seattle Pacific University, Seattle, Washington
Sheri R. Parris, MEd, Department of Reading Education, University of North Texas, Denton, Texas
Darren Pearce, MPhil, Institute of Education, University of London, London, United Kingdom
Michael Pressley, PhD (deceased), Department of Teacher Education, Michigan State University, East Lansing, Michigan
Cynthia Hynd Shanahan, College of Education, University of Illinois at Chicago, Chicago, Illinois
Timothy Shanahan, PhD, College of Education, University of Illinois at Chicago, Chicago, Illinois
Jan D. Sinnott, PhD, Department of Psychology, Towson University, Towson, Maryland
Ruth Wharton-McDonald, PhD, Department of Education, University of New Hampshire, Durham, New Hampshire
Nicola Yuill, PhD, Department of Psychology and Centre for Research in Cognitive Science, University of Sussex, Brighton, United Kingdom
