References
[1]. Bechtereva, N. P., Gogolitsin, Y. L., Ilyukhina, V. A.,
Pakhomov, S. V. (1983). Dynamic neurophysiological
correlates of mental processes. International Journal of
Psychophysiology,1 (1), 49-63.
[2]. Boudelaa, S. & Marslen-Wilson, W. D. (2004).
Allomorphic variation in Arabic: Implications for lexical
processing and representation. Brain and Language,
90(1–3), 106-116.
[3]. Brüne, M. & Brüne-Cohrs, U. (2006). Theory of mind evolution, ontogeny, brain mechanisms a n d
psychopathology. Neuroscience & Biobehavioral
Reviews, 30(4), 437-455.
[4]. Burr, J. E. & Hofer, B. K. (2002). Personal epistemology
and theory of mind: Deciphering young children's beliefs
about knowledge and knowing. New Ideas in Psychology,
20 (2–3), 199-224.
[5]. Caron, A. J. (2009). Comprehension of the
representational mind in infancy. Developmental Review,
29(2), 69-95.
[6]. Chaudhary, S. (1998). Knowledge of language and
the multilingual mind. Language Sciences, 20(2), 201-
220.
[7]. De Villiers, J. (2007). The interface of language and
Theory of Mind. Lingua, 117(11), 1858-1878.
[8]. Dove, G. (2009). Beyond perceptual symbols: A call
for representational pluralism. Cognition, 110(3), 412-
414.
[9]. Esfahani, L. & Kellett, J. (1988). Integrated graphical
approach to knowledge representation and acquisition.
Knowledge-Based Systems, 1(5), 301-309.
[10]. Fekete, T. & Edelman, S. (2011). Towards a
computational theory of experience. Consciousness and
Cognition, 20(3), 807-827.
[11]. Fingelkurts, A. A., Fingelkurts, A. A., Neves, C. F. H.
(2013). Consciousness as a phenomenon in the
operational architectonics of brain organization:
Criticality and self-organization considerations. Chaos,
Solitons & Fractals, 55, 13-31.
[12]. Flavell, J. H., Green, F. L., Flavell, E. R. (1990).
Developmental changes in young children's knowledge
about the mind. Cognitive Development, 5(1), 1-27.
[13]. Gallese, V. & Goldman, A. (1998). Mirror neurons and
the simulation theory of mind-reading. Trends in Cognitive
Sciences, 2(12), 493-501.
[14]. Gallistel, C. R. (2011). Current developments in
cognitive psychology, neuroscience, and the philosophy
of mind. Advances in Psychology, 138, 2006, 5-22.
[15]. Harvey, J. G. & Harris, D. D. (1996). Enhancing the blackboard concept to produce a flexible, extensible
knowledge-based design tool. Knowledge-Based
Systems, 9(4), 233-243.
[16]. Hedberg, P. H.& Higgins, E. T. (2011). What remains
on your mind after you are done?: Flexible regulation of
knowledge accessibility. Journal of Experimental Social
Psychology, 47(5), 882-890.
[17]. Hsu, J. S., Liang, T. P., Wu, S. P. J., Klein, G., Jiang, J. J.
(2011). Promoting the integration of users and developers
to achieve a collective mind through the screening of
information system projects. International Journal of
Project Management, 29(5), 514-524.
[18]. Khrennikov, A. (2004). Probabilistic pathway
representation of cognitive information. Journal of
Theoretical Biology, 231(4), 597-613.
[19]. Khrennikov, A. (2011). Quantum-like model of
processing of information in the brain based on classical
electromagnetic field. Biosystems, 105(3), 250-262.
[20]. Kiefer, M. & Pulvermüller, F. (2012). Conceptual
representations in mind and brain: Theoretical
developments, current evidence and future directions.
Cortex, 48(7), 805-825.
[21]. Knauff, M. (2006). A neuro-cognitive theory of
relational reasoning with mental models and visual
images. Advances in Psychology, 138, 127-152.
[22]. Laskey, K. B. (2008). MEBN: A language for first-order
Bayesian knowledge bases. Artificial Intelligence,
172(2–3), 140-178.
[23]. Lesgold, A. (1993). Beyond A Commodity View of
Knowledge in Instruction. Advances in Psychology, 101,
425-433.
[24]. Mainzer, K. (2009). From embodied mind to
embodied robotics: Humanities and system theoretical
aspects. Journal of Physiology-Paris, 103(3–5), 296-304.
[25]. Maton, K. (2013). Making semantic waves: A key to
cumulative knowledge-building. Linguistics and
Education, 24(1), 8-22.
[26]. McGeer, V. & Pettit, P. (2002). The self-regulating
mind. Language & Communication, 22(3), 281-299.
[27]. McNamara, T.P. (1986). Mental representations of spatial relations. Cognitive Psychology, 18(1), 87-121.
[28]. Merchie, E. & Van Keer, H. (2012). Spontaneous Mind
Map Use and Learning from Texts: The Role of Instruction
and Student Characteristics. Procedia - Social and
Behavioral Sciences, 69, 1387-1394.
[29]. Obersteiner, A., Reiss, K., Ufer, S. (2013). How training
on exact or approximate mental representations of
number can enhance first-grade students' basic number
processing and arithmetic skills. Learning and Instruction,
23, 125-135.
[30]. O'Brien, G. & Opie, J .(2004). Chapter 1 - Notes
Toward a Structuralist Theory of Mental Representation.
Representation in Mind: New Approaches to Mental
Representation, 1-20.
[31]. Oztop, E., Wolpert, D., Kawato, M. (2005). Mental
state inference using visual control parameters. Cognitive
Brain Research, 22(2), 129-151.
[32]. Papaxanthis, C., Pozzo, T., Skoura, X., Schieppati, M.
(2002). Does order and timing in performance of
imagined and actual movements affect the motor
imagery process? The duration of walking and writing task.
Behavioural Brain Research, 134(1–2), 209-215.
[33]. Peled, A. (2005). Plasticity imbalance in mental
disorders the neuroscience of psychiatry: Implications for
diagnosis and research. Medical Hypotheses, 65(5), 947-
952.
[34]. Pulvermuller, F. & Mohr, B. (1996). The Concept of Transcortical Cell Assemblies: a Key to the Understanding
of Cortical Lateralization and Interhemispheric
Interaction. Neuroscience & Biobehavioral Reviews,
20(4), 557-566.
[35]. Purzycki, B. G. (2013). The minds of gods: A
comparative study of supernatural agency. Cognition,
129(1), 163-179.
[36]. Rakhlin, N., Kornilov, S. A., Reich, J., Babyonyshev,
M., Koposov, R. A.,Grigorenko, E. L. (2011). The
relationship between syntactic development and Theory
of Mind: Evidence from a small-population study of a
developmental language disorder. Journal of
Neurolinguistics, 24(4), 476-496.
[37]. Rauhut, H. & Lorenz, J. (2011). The wisdom of crowds
in one mind: How individuals can simulate the knowledge
of diverse societies to reach better decisions. Journal of
Mathematical Psychology, 55(2), 191-197.
[38]. Sauvage, C., Jissendi, P., Seignan, S., Manto, M.,
Habas, C. (2013). Brain areas involved in the control of
speed during a motor sequence of the foot: Real
movement versus mental imager y. Journal of
Neuroradiology, In Press, Corrected Proof, Available
online 21 February 2013.
[39]. Stevens, J. A. (2005). Interference effects
demonstrate distinct roles for visual and motor imagery
during the mental representation of human action.
Cognition, 95(3), 329-350.
