Супермастерство. 12 принципов усиления навыков и знания - Скотт Янг Страница 81

464

Siegler, Emerging Minds.

465

Planck, Scientific Autobiography.

466

Britannica, “Albert Einstein’s Perspective.”

467

Ericsson and Pool, Peak.

468

Ericsson, Development of Professional Expertise, 417.

469

Wieman and Perkins, “Transforming Physics Education.”

470

Jimoyiannis and Komis, “Computer Simulations in Physics.”

471

Kahneman, Thinking, Fast and Slow.

472

Masters and Maxwell, “The Theory of Reinvestment.”

473

Rachman, Fear and Courage, 38.

474

Titmuss, Problems of Social Policy, 4.

475

Titmuss, 6.

476

Стэнли Болдуин, “A Fear for the Future,” речь в Палате общин парламента Великобритании, 10 ноября 1932.

477

Titmuss, Problems of Social Policy, 9.

478

Titmuss, 19.

479

Titmuss, 20.

480

Rachman, Fear and Courage, 20.

481

Vernon, “Psychological Effects of Air-Raids.”

482

Stokes, “War Strains and Mental Health.”

483

Janis, Air War and Emotional Stress, 112.

484

Vernon, “Psychological Effects of Air-Raids.”

485

Panter-Downes, London War Notes.

486

Janis, Air War and Emotional Stress, 65.

487

Janis, 112.

488

Saigh, “Pre- and Postinvasion Anxiety in Lebanon.”

489

Clark, “Panic.”

490

James, Principles of Psychology, vol. 2, 704.

491

Janis, Air War and Emotional Stress, 123.

492

Seligman, “Phobias and Preparedness.”

493

Mineka and Zinbarg, “A Contemporary Learning Theory.”

494

Mowrer, Learning Theory and Behavior.

495

Bouton, “Context, Ambiguity and Unlearning.”

496

Vervliet, Craske, and Hermans, “Fear Extinction and Relapse.”

497

Vernon, “Psychological Effects of Air-Raids.”

498

Craske et al., “Maximizing Exposure Therapy.”

499

Locke, Thoughts Concerning Education, 109.

500

Marks, Fears, Phobias, and Rituals, 457.

501

Wolpe, Psychotherapy by Reciprocal Inhibition.

502

Marks, Fears, Phobias, and Rituals, 459.

503

Abramowitz, Deacon, and Whiteside, Exposure Therapy, 15.

504

Marks, Fears, Phobias, and Rituals 459.

505

Foa et al., “A Comparison of Exposure Therapy”; Ramnerö, “Is There Room for Cognitive Interventions?”; Feske and Chambless, “Cognitive Behavioral versus Exposure Only Treatment”; Marks, Fears, Phobias, and Rituals.

506

Hofmann and Asmundson, “Mindfulness-Based Therapy.”

507

LeDoux, Anxious, 259.

508

Hofmann, “Cognitive Processes During Fear.”

509

Siegel and Warren, “Less Is Still More.”

510

Wolitzky-Taylor et al., “Treatment of Specific Phobias.”

511

Gould et al., “Treatment for Social Phobia.”

512

Gould et al., “Generalized Anxiety Disorder.”

513

Gould, Otto, and Pollack, “Panic.”

514

Balkom et al., “Obsessive Compulsive Disorder.”

515

Van Etten and Taylor, “Comparative Efficacy of Treatments.”

516

Abramowitz, Deacon, and Whiteside, Exposure Therapy, 353. Данные об уходе участников указывались и в метаанализах, на которые есть ссылки выше. Прим. авт.

517

Abramowitz, Deacon, and Whiteside, 351.

518

Abramowitz, Deacon, and Whiteside, 87.

519

Abramowitz, Deacon, and Whiteside, 82.

520

Abramowitz, Deacon, and Whiteside, 115.

521

Abramowitz, Deacon, and Whiteside, 119

522

Rachman, Fear and Courage, 59.

523

Vernon, “Psychological Effects of Air-Raids.”

524

Toastmasters — международная образовательная организация, цель которой — развитие у ее членов навыков общения, публичных выступлений и лидерства. Прим. ред.

525

Rachman, Fear and Courage, 7.

526

Rachman, 225.

527

Cowen, “Learn Like an Athlete.”

528

Chi, Feltovich, and Glaser, “Representation of Physics Problems.”

529

Barnett and Kowslowski, “Adaptive Expertise.”

530

Ayres, “Impact of Reducing Cognitive Load.”

531

Carlson, Khoo, and Elliot, “Component Practice.”

532

Читателям, заинтересованным в научной литературе, где сравнивается польза от «частичной» и «полной» практики, рекомендую обзоры Wickens et al., Wightman and Lintern и Fabiani. Кроме того, советую ознакомиться с влиятельной теорией Джеймса Нэйлора и Джорджа Бриггса, согласно которой отработка отдельных навыков решения задачи становится эффективнее с ростом ее сложности, а его отработка полностью — с ростом ее интегрированности. Прим. авт.

533

Kluger and DeNisi, “The Effects of Feedback Interventions.”