Anderson, Joseph. "Visualization and Verbalization as Mediators of Thought." Speech Monographs 41.4 (1974): 408--412. Although the language in this article seems dated, it provides a good brief summary of previous findings and some original cognitive psychology research on differences in people's responses to stimuli depending on whether the input and output are verbal or visual.
Cain, Kate. "Making Sense of Text: Skills that Support Text Comprehension and its Development." Perspectives on Language and Literacy 35.2 (Spring 2009): 11--14. This is a short, easy--to--comprehend article that introduces the topics studied by researchers of text comprehension.
Dolev, Jacqueline, Linda Krohner Friedlaender, and Irwin M. Braverman, "Use of Fine Art to Enhance Visual Diagnostic Skills." Journal of the American Medical Association 286.9 (2001): 1020--1021. This article is a clear 1--page summary of a study completed by educators in the Yale Medical School and the Yale Center for British Art. They showed that medical students' visual observation skills can be enhanced through experiences viewing and discussing paintings, which can help in their ability to make observations and inferences regarding pictures of medical conditions in need of diagnosis.
Housen, Abigail. "Aesthetic Thought, Critical Thinking and Transfer." Arts and Learning Research Journal 18.1 (2001--2002): 99--131. This engaging article is an informative summary of the author's findings throughout her career regarding the Visual Thinking Strategies curriculum, which she and others designed as a means of helping children learn to observe and discuss works of art.
Kitsch, Walter. Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press, 1998. This book seems to be a cognitive science textbook. It is dense in that it provides a solid and interesting, though jargon--filled, summary of the development of the field of how humans learn about and represent the world in their minds.
McQuade, Donald, and Christine McQuade. Seeing & Writing 3. Boston: Bedford/St. Martin's, 2006. This book was the textbook used for this seminar. It is a fascinating collection of images and texts (essays, poems, excerpts) that can easily be used to elicit thoughts, discussion and writing about such topics as identity and place, scale, and the use of icons in various cultures.
Moreau, Maryellen Rooney, and Brian Scott Welch. Talk to Write, Write to Learn: A Teachers' Manual for Differentiated Instruction and Tiered Intervention. Springfield, MA: MindWing Concepts, 2008. This manual provides useful overviews of narrative development, classroom materials suitable for students of many ages and levels to guide them through to the next stage of development, as well as useful assessments.
Rapp, David N. "Mental Models: Theoretical Issues for Visualizations in Science Education." Visualization in Science Education. Ed. John K. Gilbert. Netherlands: Springer Press, 2005. 43--60. I could barely contain myself while I read this exciting, superb article that includes a summary of the various definitions of visualization and mental models and clear descriptions of the development of mental models.
Tapiero, Isabelle. Situation Models and Levels of Coherence: Toward a Definition of Comprehension. Mahwah, NJ: Lawrence Erlbaum Associates, 2007. This book provides a summary of research in the field of cognitive psychology on how humans represent the world with a focus on text and discourse comprehension. It includes in--depth examples that help to clarify its well--written yet dense contents.
Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. This workbook is a clear and useful text designed to help teachers learn to plan lessons, units and curricula by starting with their final goals and working backwards.
