Beck, I. L., McKeown, M. G., &Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Braem, S., Verguts, T., Roggeman, C., &Notebaert, W. (2012). Reward modulates adaptations to conflict. Cognition, 125(2), 324-32.
Breton, Y. A., Mullett, A., Conover, K., &Shizgal, P. (2013). Validation and extension of the reward-mountain model. Frontiers in Behavioral Neuroscience, 7(125), 1-17.
Canli, T., Zhao, Z., Desmond, J. E., Kang, E., Gross, J., &Gabrieli, J. D. (2001). An fMRI study of personality influences on brain reactivity to emotional stimuli. Behavioral neuroscience, 115(1), 33-42.
Caroselli, M. (2006). 500 Creative classroom techniques for teacher and trainers. New Jersey: HRD Press.
Carver, C. S. (2016). Behavioral approach, behavioral avoidance, and behavioral inhibition. In M. Mikulincer, & P. R. Shaver (Eds.), APA handbook of personality and social psychology: Vol. 4. Personality processes and individual differences (319-333). Washington, DC: American Psychological Association.
Charles, S. T. (2014). Strength and vulnerability integration: A model of emotional well-being across adulthood. Psychological Bulletin, 136, 1068–1091.
Choi, J. M., Padmala, S., Spechler, P., & Pessoa, L. (2015). Pervasive competition between threat and reward in the brain. Social Cognitive and Affective Neuroscience,9, 737–750.
Council of Europe (2007). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEF). Manual. Preliminary Pilot Version. Language Policy Division, Strasbourg.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
DگEsposito, M., Aguirre, G. K., Zarahn, E., Ballard, D., Shin, R. K., & Lease, J. (1998). Functional MRI studies of spatial and nonspatial working memory. Cognitive Brain Research, 7(1), 1-13.
Gadanho, S. C., & Hallam, J. (2001). Robot learning driven by emotions. Adaptive Behavior, 9(1), 42-64.
Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes Quarterly, 12, 8–10.
Graves, M. F. (2016). The vocabulary book: Learning and instruction (2nd ed.). New York, NY: Teachers College Press.
Gray, J. R. (2001). Emotional modulation of cognitive control: Approach– withdrawal states double-dissociate spatial from verbal two-back task performance. Journal of Experimental Psychology: General, 130(3), 436-452.
Gray, J. R., & Braver, T. S. (2002). Integration of emotion and cognitive control: A neurocomputational hypothesis of dynamic goal regulation. In S. C. Moore & M. Oaksford (Eds.), Advances in Consciousness Research. Emotional cognition: From brain to behavior (289–316). Amsterdam: John Benjamins Publishing Company.
Isen, A. M., & Baron, R. A. (1991). Positive affect as a factor in organizational behavior. Research in Organizational Behavior,13, 1-52.
Kousta, S-T., Vinson, D. P., &Vigliocco, G. (2011). Emotion words, regardless of polarity, the processing advantage over neutral words, Cognition, 112, 473-481.
Ponari, M., Norbury,C. F., &Vigliocco, G. (2017). How do children process abstract concepts? Evidence from a lexical decision task. Developmental Science, 10, 10–11.
Recchia, G., & Jones, M. N. (2009). More data trumps smarter algorithms: Training computational models of semantics on very large corpora. Behavior Research Methods, 41(3), 647-656.
Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Snow, R., & Farr, M. (1987). Cognitive-conative-affective processes in aptitude, learning, and instruction: An introduction. Conative and affective process analysis, 3, 1-10.
Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.
Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of personality and social psychology, 84(4), 871-889.
Thrash, T. M., Elliot, A. J., Maruskin, L. A., & Cassidy, S. E. (2010). Inspiration and the promotion of well-being: Tests of causality and mediation. Journal of personality and social psychology, 98(3), 488-506.
Thrash, T. M., Maruskin, L. A., Cassidy, S. E., Fryer, J. W., & Ryan, R. M. (2010). Mediating between the muse and the masses: Inspiration and the actualization of creative ideas. Journal of personality and social psychology, 98(3), 469-487.
Tulving, E. (2016). Does memory encoding exist? In M. Naveh-Benjamin, M. Moscovitch, & H. L. Roediger, (Eds.). Perspectives on human memory and cognitive aging: Essays in Honor of Fergus Craik (pp. 6-27). Philadelphia: Psychology Press.
Vigliocco, G., Meteyard, L., Andrews, M., &Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1(2), 219- 247.
Vigliocco, G., dellaRosa, P., Vinson, D. P., Devlin, J., Kousta, S.‐T., & Cappa, S. F. (2014). The neural representation of abstract words: The role of emotion. Cerebral Cortex, 24, 1767– 1777.
Weinberg, S. (2017). The quantum theory of fields: Vol. III Supersymmetry. Cambridge:Cambridge University Press.
Westbrook, A., Kester, D., Braver, T. S. (2013). What is the subjective cost of cognitive effort? Load, trait, and aging effects revealed by economic preference. PLOS ONE, 8(7),e68210.
Zambrana-Ortiz, N. J. (2011). Pedagogy in (e)motion: Rethinking spaces and relations (Vol. 16). New York, NY: Springer.
Zedelius, C. M., Veling, H., &Aarts, H. (2015). When unconscious rewards boost cognitive task performance inefficiently: The role of consciousness in integrating value and attainability information. Frontiers in Human Neuroscience, 6, 219-230.
Zwiers, J. (2016). Building academic language: Essential practices for content classrooms. Newark, DE: International Reading Association.
)