The present volume is supported by a curated body of 216 peer-reviewed articles and academic references, which collectively constitute the documentary foundation of the Neural Superassets theoretical framework.
Müller-Pinzler, Laura, Nora Czekalla, Annalina V. Mayer, Alexander Schröder, David S. Stolz, Frieder M. Paulus, and Sören Krach. 2022. “Neurocomputational Mechanisms of Affected Beliefs.” Communications Biology 5, no. 1 (November 14): 1241. https://doi.org/10.1038/s42003-022-04165-3.
Kuzmanovic, Bojana, Anneli Jefferson, and Kai Vogeley. 2016. “The Role of the Neural Reward Circuitry in Self-Referential Optimistic Belief Updates.” NeuroImage 133 (June): 151–162. https://doi.org/10.1016/j.neuroimage.2016.02.014.
Dobryakova, Ekaterina, Ryan K. Jessup, and Elizabeth Tricomi. 2017. “Modulation of Ventral Striatal Activity by Cognitive Effort.” NeuroImage 147 (February 15): 330–338. https://doi.org/10.1016/j.neuroimage.2016.12.029.
Huang, Chiungjung. “Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations.” Journal of School Psychology 49, no. 5 (October 2011): 505–528. https://doi.org/10.1016/j.jsp.2011.07.001.
Susperreguy, Maria Ines, Pamela E. Davis-Kean, Kathryn Duckworth, and Meichu Chen. 2018. “Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.” Child Development 89 (6): 2196–2214. https://doi.org/10.1111/cdev.12924.
Marsh, Herbert W., Reinhard Pekrun, Kou Murayama, A. Katrin Arens, Philip D. Parker, Jiesi Guo, and Theresa Dicke. 2018. “An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years.” Developmental Psychology 54 (2): 263–280. https://doi.org/10.1037/dev0000393.
