Addis, L. (1999). Of Mind and Music. Cornell University Press.
Gregory Bateson, “Mind and Nature: a necessary unity”, Hampton Press, Inc, Cresskill, NJ, 2002 (first published Dutton 1979)
Edward Branigan, “Narrative Comprehension and Film”, New York, Routelege, 1992.
Bransford, J.D., Brown, A.L., Cocking, R.R. (1999). How People Learn: Brain, Mind, Experience and School. National Academy Press, Washington, DC.
Brosterman, N. (1997). Inventing Kindergarten. Harry Abrams Publishing.
Cavallo, David, Paulo Blikstein, Arnan Sipitakiat, Anindita Basu, Alexandra Camargo, Roseli de Deus Lopes, and Alice Cavallo (2004a). The City that We Want: Generative Themes, Constructionist Technologies and School/Social Change, in Proceedings of IEEE Technology and Education in Developing Countries 2004, Joennsu, Finland.
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement With Everyday Life. HarperCollins.
Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. HarperCollins.
Deci, E. (1995). Why We Do What We Do: Understanding Self-Motivation.
Dweck, C.S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41, p. 1040-1048.
Dweck, C. S. (2000) Self-Theories: Their Role in Motivation, Personality, and Development, Taylor & Francis, Philadelphia PA.
Dweck, C.S. and Leggett, E.L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95, 256-273.
Elliott, E.S. and Dweck, C.S. (1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54, p. 5-12.
Estrada, C., Isen, A.M. and Young, M.J. (1994). Positive Affect Influences Creative Problem Solving Reported Source of Practice Satisfaction in Physicians. Motivation and Emotion, 18, p. 285-299.
Fogg, B.J. (2002). Persuasive Technology: Using computers to change what we think and do. New York: Morgan Kaufman Publishers.
Hatfield, E., Cacioppo, J., & Rapson, R. L. (l994). Emotional contagion. New York: Cambridge University Press.
Ishii, H. and Ullmer, B. (1997). Tangible Bits: Towards Seamless Interfaces between People, Bits and Atoms. Proceedings of Conference on Human Factors in Computing Systems (CHI '97), p. 234-241.
Kafai, Y., and Resnick, M., eds. (1996). Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Mahwah, NJ: Lawrence Erlbaum.
Kapoor, A., Picard, R.W., and Ivanov, Y. (2004). Probabilistic Combination of Multiple Modalities to Detect Interest, Proceedings of Int. Conf. on Pattern Recognition, Cambridge, England, August, 2004.
Kapoor, A., Mota, S., and Picard, R. W. (2001). Towards a Learning Companion that Recognizes Affect. AAAI Fall Symposium 2001, North Falmouth MA, November 2001.
Kay, Alan (1984) Computer Software. Scientific American, 251(3): 41--47, September 1984.
Keller, J.M. and Keller, B.H. (1989). Motivational Delivery Checklist. Florida State University.
Keller, J.M. (1987a). Strategies for Stimulating the Motivation to Learn. Performance and Instruction, 26, (8), p. 362-632.
Keller, J.M. (1983). Motivational Design of Instruction. In Instructional Design Theories and Models: An Overview of their
Current Status, Reigeluth, C.M., Editor, Erlbaum, Hillsdale, NJ.
Khaslavsky, J. and Shedroff, N. (1999). Understanding the Seductive Experience. Communications of the ACM, 42 (5), 45-49.
Marvin Minsky, Society of Mind
Marvin Minsky, The Emotion Machine
Norman, Don A. (2002). Emotion and Design: Attractive things work better. Interactions Magazine, ix (4), 36-42.
Norman, Don. (2004). Emotional Design: Why We Love (or Hate) Everyday Things.
Papert, S. Mindstorms: Children, Computers and Powerful Ideas. Basic Books, 1981.
Picard, R. W. (1997). Affective Computing. MIT Press, Cambridge, MA.
Raskin, Jef. (2000). The Humane Interface: New directions for designing interactive systems. Reading, MA: Addison Wesley.
Soloway, E., Guzdial, M., and Hay, K. (1994). Learner-Centered Design. Interactions, 1, (2), p. 36-48.
Reeves, B. and Nass, C. (1996). The Media Equation. Center for the Study of Language and Information, Cambridge University Press.
Resnick, M., Berg, R., and Eisenberg, M. (2000). Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation. Journal of the Learning Sciences, 9, (1), p. 7-30.
Paul Ricoeur, Time and Narrative, vol 3, Katheleen Blamey and David Pellauer, trans, 1988, Chicago, University of Chicago Press. Originally published as “Temps et Recit,” Editions du soleil, 1985.
Schunk, D.H. (1989). Self-Efficacy and Achievement Behaviors. Educational Psychology Review, 1, p. 173-208.
Simon, H. A. (1967). Motivational and Emotional Controls of Cognition. In Models of Thought, p. 29-38, Yale University Press, New Haven.
Tomaino, C. (2002). How Music Can Reach the Silenced Brain. Cerebrum: The Dana Forum on Brain Science, 4, (1), p. 23-24.
S. Turkle, “Technology and Human Vulnerability”. Harvard Business Review. 2003.
Vail, P. (1994). Emotions: The On/Off Switch for Learning. Modern Learning Press.
Vroom, V.H. (1964). Work and Motivation. Wiley, New York.
Whitelock, D. and Scanlon, E. (1996). Motivation, Media and Motion: Reviewing a Computer Supported Collaborative Learning Experience. In Proceedings of the European Conference, Brna, P, et al., Editors.
Winnicott, D. W. 1971. Playing and Reality. London: Tavistock.
Zhou, X. and Conati, C. (2002). Modeling Students’ Emotions from Cognitive Appraisal in Educational Games. Intelligent Tutoring Systems 2002, p. 944-954.
Zimmerman, B.J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25, p. 82-91.