References

Language Development & Bilingual Education

1. Cummins J. Linguistic interdependence and the educational development of bilingual children. Rev Educ Res. 1979;49(2):222-251.

2. Cummins J. The role of primary language development in promoting educational success for language minority students. In: California State Department of Education. Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: Evaluation, Dissemination and Assessment Center;1981. p.3-49.

3. Cummins J. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters;2000.

4. Cummins J. BICS and CALP: Empirical and theoretical status of the distinction. In: Street B, Hornberger NH, editors. Encyclopedia of Language and Education. 2nd ed. New York: Springer;2008.

5. Bialystok E. Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge University Press;2001.

6. Bialystok E, Craik FIM, Luk G. Bilingualism: Consequences for mind and brain. Trends Cogn Sci. 2012;16(4):240-250.

7. Kuhl PK. Early language acquisition: Cracking the speech code. Nat Rev Neurosci. 2004;5:831-843.

8. Werker JF, Tees RC. Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behav Dev. 1984;7:49-63.

9. Hensch TK. Critical period plasticity in local cortical circuits. Nat Rev Neurosci. 2005;6(11):877-888.

Reading & Literacy

10. National Reading Panel. Teaching Children to Read. Washington (DC): National Institute of Child Health and Human Development;2000.

11. RAND Reading Study Group. Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica (CA): RAND Corporation;2002.

12. Snow CE. Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica (CA): RAND Corporation;2002.

13. Scarborough HS. Connecting early language and literacy to later reading (dis)abilities. In: Neuman SB, Dickinson DK, editors. Handbook of Early Literacy Research. New York: Guilford Press;2001. p.97-110.

14. Hirsch ED. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin;1987.

15. Hirsch ED. The Knowledge Deficit. Boston: Houghton Mifflin Harcourt;2006.

16. Willingham DT. Why Don’t Students Like School? San Francisco: Jossey-Bass;2009.

17. Willingham DT. The Reading Mind. San Francisco: Jossey-Bass;2017.

18. Perkins DN. Future Wise: Educating Our Children for a Changing World. San Francisco: Jossey-Bass;2014.

Developmental Psychology

19. Vygotsky LS. Mind in Society. Cambridge (MA): Harvard University Press;1978.

20. Vygotsky LS. Thought and Language. Cambridge (MA): MIT Press;1986.

21. Bruner JS. Actual Minds, Possible Worlds. Cambridge (MA): Harvard University Press;1986.

22. Bruner JS. The Culture of Education. Cambridge (MA): Harvard University Press;1996.

23. Piaget J. The Language and Thought of the Child. London: Routledge;1926.

24. Piaget J. The Origins of Intelligence in Children. New York: International Universities Press;1952.

Curiosity, Self-efficacy, Self-regulation & Resilience

25. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.

26. Masten AS. Ordinary Magic: Resilience in Development. New York: Guilford Press;2014.

27. Zimmerman BJ. Becoming a self-regulated learner: An overview. Theory Pract. 2002;41(2):64-70.

28. Newman RS. How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory Pract. 2002;41(2):132-138.

29. Sisk VF, Burgoyne AP, Sun J, Butler JL, Macnamara BN. To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychol Sci. 2018;29(4):549-571.

30. Macnamara BN, Burgoyne AP. Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychol Bull. 2023;149(3-4):133-173.

31. Yeager DS, Hanselman P, Walton GM, et al. A national experiment reveals where a growth mindset improves achievement. Nature. 2019;573:364-369.

32. Loewenstein G. The psychology of curiosity. Psychol Bull. 1994;116(1):75-98.

33. Kashdan TB, Silvia PJ. Curiosity and interest: The benefits of thriving on novelty and challenge. In: Lopez SJ, Snyder CR, editors. Oxford Handbook of Positive Psychology. 2nd ed. Oxford: Oxford University Press;2009.

Executive Function

34. Diamond A. Executive functions. Annu Rev Psychol. 2013;64:135-168.

35. Center on the Developing Child at Harvard University. Building the Brain’s Air Traffic Control System: How Early Experiences Shape the Development of Executive Function. Cambridge (MA): Harvard University;2011.

36. Mischel W. The Marshmallow Test. New York: Little, Brown and Company;2014.

OECD & Global Competence

37. Organisation for Economic Co-operation and Development. The Future of Education and Skills: Education 2030. Paris: OECD Publishing;2018.

38. Organisation for Economic Co-operation and Development. OECD Learning Compass 2030. Paris: OECD Publishing;2019.

39. Organisation for Economic Co-operation and Development. Preparing Our Youth for an Inclusive and Sustainable World: The OECD PISA Global Competence Framework. Paris: OECD Publishing;2018.

40. Organisation for Economic Co-operation and Development. Skills for Social Progress. Paris: OECD Publishing;2015.

41. Organisation for Economic Co-operation and Development. Beyond Academic Learning: First Results from the Survey on Social and Emotional Skills. Paris: OECD Publishing;2021.

Harvard & Project Zero

42. Harvard College. Mission Statement. Cambridge (MA): Harvard University.

43. Harvard Graduate School of Education. Project Zero. Cambridge (MA): Harvard University.

44. Ritchhart R, Church M, Morrison K. Making Thinking Visible. San Francisco: Jossey-Bass;2011.

45. Perkins DN. Making Learning Whole. San Francisco: Jossey-Bass;2009.

46. Gardner H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books;1983.

AI & Future Education

47. UNESCO. Guidance for Generative AI in Education and Research. Paris: UNESCO;2023.

48. World Economic Forum. The Future of Jobs Report 2025. Geneva: World Economic Forum;2025.

49. Stanford Institute for Human-Centered Artificial Intelligence. AI Index Report 2025. Stanford (CA): Stanford University;2025.

50. OpenAI. GPT-4 Technical Report. 2023.

Reading comprehension, background knowledge and learning

51. Gough PB, Tunmer WE. Decoding, reading, and reading disability. Remedial Spec Educ. 1986;7(1):6-10.

52. Hoover WA, Gough PB. The simple view of reading. Read Writ. 1990;2:127-60.

53. Perfetti CA. Reading Ability. New York: Oxford University Press;1985.

54. Kintsch W. Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press;1998.

55. Cain K, Oakhill J, editors. Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective. New York: Guilford Press;2007.

56. McNamara DS, editor. Reading Comprehension Strategies: Theories, Interventions, and Technologies. New York: Lawrence Erlbaum Associates;2007.

57. Duke NK, Pearson PD. Effective practices for developing reading comprehension. In: Farstrup AE, Samuels SJ, editors. What Research Has to Say About Reading Instruction. 3rd ed. Newark: International Reading Association;2002. p.205-42.

58. Recht DR, Leslie L. Effect of prior knowledge on good and poor readers’ memory of text. J Educ Psychol. 1988;80(1):16-20.

59. Willingham DT. How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. Am Educ. 2006;30(1):30-7.

60. Oakhill J, Cain K, Elbro C. Understanding and Teaching Reading Comprehension: A Handbook. London: Routledge;2015.

61. Kendeou P, van den Broek P, White MJ, Lynch JS. Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. J Educ Psychol. 2009;101(4):765-78.

62. van den Broek P, Young M, Tzeng Y, Linderholm T. The landscape model of reading: Inferences and the online construction of a memory representation. In: van Oostendorp H, Goldman SR, editors. The Construction of Mental Representations During Reading. Mahwah: Lawrence Erlbaum Associates;1999. p.71-98.

63. Cromley JG, Azevedo R. Testing and refining the direct and inferential mediation model of reading comprehension. J Educ Psychol. 2007;99(2):311-25.

64. Catts HW, Adlof SM, Weismer SE. Language deficits in poor comprehenders: A case for the simple view of reading. J Speech Lang Hear Res. 2006;49(2):278-93.

Critical thinking, dialogue and intellectual humility

65. Abrami PC, Bernard RM, Borokhovski E, Waddington DI, Wade CA, Persson T. Strategies for teaching students to think critically: A meta-analysis. Rev Educ Res. 2015;85(2):275-314.

66. Kuhn D. A developmental model of critical thinking. Educ Res. 1999;28(2):16-25.

67. Facione PA. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Millbrae: California Academic Press;1990.

68. Mercer N, Littleton K. Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge;2007.

69. Alexander R. A Dialogic Teaching Companion. London: Routledge;2020.

70. Wegerif R. Dialogic Education and Technology: Expanding the Space of Learning. New York: Springer;2007.

71. Leary MR, Diebels KJ, Davisson EK, Jongman-Sereno KP, Isherwood JC, Raimi KT, et al. Cognitive and interpersonal features of intellectual humility. Pers Soc Psychol Bull. 2017;43(6):793-813.

72. Krumrei-Mancuso EJ, Rouse SV. The development and validation of the comprehensive intellectual humility scale. J Posit Psychol. 2016;11(2):209-21.

73. Porter T, Schumann K. Intellectual humility and openness to the opposing view. Self Identity. 2018;17(2):139-62.

74. Deffler SA, Leary MR, Hoyle RH. Knowing what you know: Intellectual humility and judgments of recognition memory. Pers Individ Dif. 2016;96:255-9.

Curiosity, self-efficacy, self-regulation, mindset and resilience

75. Shah PE, Weeks HM, Richards B, Kaciroti N. Early childhood curiosity and kindergarten reading and math academic achievement. Pediatr Res. 2018;84(2):230-7.

米国の幼児約6,200人を用いた研究で、好奇心と就学時の読解・数学成績との関連が報告されています。因果関係の証明ではなく、対象年齢もKRClabとは異なりますが、好奇心を学びの基盤として捉える背景資料として参照できます。

76. von Stumm S, Hell B, Chamorro-Premuzic T. The hungry mind: Intellectual curiosity is the third pillar of academic performance. Perspect Psychol Sci. 2011;6(6):574-88.

77. Kidd C, Hayden BY. The psychology and neuroscience of curiosity. Neuron. 2015;88(3):449-60.

78. Gruber MJ, Gelman BD, Ranganath C. States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron. 2014;84(2):486-96.

79. Masten AS. Ordinary magic: Resilience processes in development. Am Psychol. 2001;56(3):227-38.

80. Luthar SS, Cicchetti D, Becker B. The construct of resilience: A critical evaluation and guidelines for future work. Child Dev. 2000;71(3):543-62.

81. Southwick SM, Bonanno GA, Masten AS, Panter-Brick C, Yehuda R. Resilience definitions, theory, and challenges: Interdisciplinary perspectives. Eur J Psychotraumatol. 2014;5:25338.

82. Sisk VF, Burgoyne AP, Sun J, Butler JL, Macnamara BN. To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychol Sci. 2018;29(4):549-571.

83. Macnamara BN, Burgoyne AP. Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychol Bull. 2023;149(3-4):133-173.

84. Yeager DS, Hanselman P, Walton GM, et al. A national experiment reveals where a growth mindset improves achievement. Nature. 2019;573:364-369.

成長マインドセットと学業成績との関連や介入効果は全体として小さく、対象や実施条件によって異なることが報告されています。そのため、本文では確立済みの万能な介入としてではなく、方略修正や援助要請を支える補助概念として位置づけています。レジリエンスも固定的な性格ではなく、感情を立て直し、方法を修正し、必要なら助けを求めて再挑戦する過程として扱います。

Executive function and self-regulation

85. Miyake A, Friedman NP, Emerson MJ, Witzki AH, Howerter A, Wager TD. The unity and diversity of executive functions and their contributions to complex frontal lobe tasks: A latent variable analysis. Cogn Psychol. 2000;41(1):49-100.

86. Best JR, Miller PH. A developmental perspective on executive function. Child Dev. 2010;81(6):1641-60.

87. Blair C, Raver CC. School readiness and self-regulation: A developmental psychobiological approach. Annu Rev Psychol. 2015;66:711-31.

88. Diamond A, Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science. 2011;333(6045):959-64.

89. Zimmerman BJ. Becoming a self-regulated learner: An overview. Theory Pract. 2002;41(2):64-70.

90. Newman RS. How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory Pract. 2002;41(2):132-138.

Bilingual literacy and cross-linguistic development

91. August D, Shanahan T, editors. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah: Lawrence Erlbaum Associates;2006.

92. Genesee F, Lindholm-Leary K, Saunders WM, Christian D, editors. Educating English Language Learners: A Synthesis of Research Evidence. Cambridge: Cambridge University Press;2006.

93. Goldenberg C. Teaching English language learners: What the research does—and does not—say. Am Educ. 2008;32(2):8-23,42-4.

94. Proctor CP, August D, Carlo MS, Snow C. The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. J Educ Psychol. 2006;98(1):159-69.

95. Lallier M, Acha J, Carreiras M. Cross-linguistic interactions influence reading development in bilinguals: A comparison between early balanced French-Basque and Spanish-Basque bilingual children. Dev Sci. 2016;19(1):76-89.

96. Melby-Lervåg M, Lervåg A. Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence. J Res Read. 2011;34(1):114-35.

97. Verhoeven L. Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Lang Learn. 1994;44(3):381-415.

98. Cummins J. Interdependence of first- and second-language proficiency in bilingual children. In: Bialystok E, editor. Language Processing in Bilingual Children. Cambridge: Cambridge University Press;1991. p.70-89.

99. Lallier M, Carreiras M. Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis. Psychon Bull Rev. 2018;25(1):386-401.

100. Nagy WE, García GE, Durgunoğlu AY, Hancin-Bhatt B. Spanish-English bilingual students’ use of cognates in English reading. J Read Behav. 1993;25(3):241-59.