ابراهیمی، ش.، استاجی، ا.، پیشقدم، ر.، و امینیزدی، ا. (1396). "بررسی تأثیر استفاده از الگوی هیجامد برنگرش به یادگیری زبانآموزان". فصلنامه مطالعات زبان و ترجمه، (2)50، 31-1.
ابراهیمی، ش.، پیشقدم، ر.، استاجی، ا.، و امینیزدی، ا. (1397). "بررسی تأثیر تدریس مبتنی بر الگوی هَیَجامَد بر هیجانات زبانآموزان فارسیزبان زن در ایران". جستارهای زبانی، (3)9، 97-63.
ایروانی، م.، و خداپناهی، م. ک. (1396). روانشناسی احساس و ادراک. تهران: انتشارات سمت.
پیشقدم، ر.، و ابراهیمی، ش. (1396). "معرفی الگوی هیجامد و شیوههای افزایش آن در آموزش زبان فارسی به زبانآموزان غیر فارسی زبان". دومین همایش ملی آموزش زبان و ادبیات فارسی، مشهد، دانشگاه فردوسی مشهد، 88-112.
پیشقدم، ر.، طباطبائیان، م.، و ناوری، ص. (1392). تحلیل کاربردی و انتقادی نظریههای فراگیری زبان اول: از پیدایش تا تکوین. مشهد: انتشارات دانشگاه فردوسی مشهد.
پیشقدم، ر.، و فیروزیان پوراصفهانی، آ. (1396). "معرفی هیجامد به عنوان ابزاری مؤثر در پذیرش نوواژههای مصوب فرهنگستان زبان و ادب فارسی". جستارهای زبانی، (5)8، 105-79.
طباطبایی فارانی، س.، پیشقدم، ر.، و مقیمی، س. (زیر چاپ). "معرفی الگوی "هیجامد" به عنوان شیوهای کارآمد برای کاهش اضطراب خواندن در زبان خارجی". فصلنامه مطالعات زبان و ترجمه.
Adolphs, R. (2017). "How should neuroscience study emotions? By distinguishing emotion states, concepts, and experiences". Social Cognitive and Affective Neuroscience, 12(1), 24-31. doi: 10.1093/scan/nsw153
Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). "Using multi-sensory instruction in managing classroom for effective teaching and learning". International Journal of Applied Engineering Research, 12(24), 15112-15118.
Allan, J. A. (2017). Daniel Kahneman’s thinking, fast and slow. New York: Macat International Ltd.
Arnold, J., & Brown, H. D. (1999). “A map of the terrain”. In J. Arnold (Ed.), Affect in language learning (pp. 2-21). Cambridge: Cambridge University Press.
Baines, L. (2008). A teacher’s guide to multisensory learning: Improving literacy by engaging the senses. USA: Association for Supervision and Curriculum Development.
Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York: Guilford.
Borsipour, B. (2016). Emotioncy and willingness to read: A case of Iranian EFL learners (Unpublished master’s thesis). Ferdowsi University of Mashhad, Mashhad, Iran.
Brierley, B., Medford, N., Shaw, P., & David, A. S. (2007). “Emotional memory for words: Separating content and context”. Cognition and Emotion, 21(3), 495-521. doi: 10.1080/02699930600684963
Carrell, P. L. (1989). “Metacognitive awareness and second language reading”. The Modern Language Journal, 73(2), 121-134. doi: 10.1111/j.1540-4781.1989.tb02534.x
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates, Inc.
Ekman, P., & Friesen, W. V. (1971). “Contrasts across cultures in the face and emotion”. Journal of Personality and Social Psychology, 17(2), 124-129.
Fisher, J. E., Miller, G. A., Sass, S. M., Silton, R. L., Edgar, J. C., Stewart, J. L., Zhou, J., & Heller, W. (2014). “Neural correlates of suspiciousness and interactions with anxiety during emotional and neutral word processing”. Frontiers in Psychology, 5(596), 1-14. doi: 10.3389/fpsyg.2014.00596
Geake, J. (2009). The Brain at school: Educational neuroscience in the classroom. McGraw Hill Education: Open University Press.
Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). “Emotions, learning and achievement from an educational-psychological perspective”. In P. Mayring & C. von Rhoeneck (Eds.), Learning emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt am Main: Peter Lang.
Greenspan, S. I. (1992). Infancy and early childhood: The practice of clinical assessment and intervention with emotional and developmental challenges. Madison, CT: International Universities Press.
Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison Wesley Longman.
Greenspan, S. I., & Shanker, S. (2004). The first idea: How symbols, language and intelligence evolved from our primate ancestors to modern humans. Boston: Da Capo Press, Perseus Books.
Gu, Y. (2003). “Vocabulary learning in second language: Person, task, context and strategies”. Electronic Journal of TESL-EJ, 7(2), 1-26.
Imai, Y. (2010). “Emotions in SLA: New insights from collaborative learning for an EFL classroom”. Modern Language Journal, 94(2), 278–292. http://doi.org/cqwt6x
Kahneman, D. (2011). Thinking, fast and slow. United States: Farrar, Straus and Giroux.
Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S. A., & Hudspeth, A. J. (2013). Principles of neural science. New York: McGraw-Hill.
Karami, M., Pishghadam, R., & Baghaei, P. (2019). “A probe into EFL learners’ emotioncy as a source of test bias: Insights from differential item functioning analysis”. Studies in Educational Evaluation, 60, 170-178. doi: 10.1016/j.stueduc.2019.01.003
Kartal, H., Ozkilic, R., & Ozteke, H. C. (2012). “Lifelong learning and the willingness to read outside of school”. Procedia - Social and Behavioral Sciences, 46, 4215-4220. doi: 10.1016/j.sbspro.2012.06.229
Katai, Z. & Toth, L. (2010). “Technologically and artistically enhanced multi-sensory computer-programming education”. Teaching and Teacher Education, 26, 244-251. doi: 10.1016/j.tate.2009.04.012
Kissler, J., & Herbert, C. (2013). “Emotion, Etmnooi, or Emitoon? – Faster lexical access to emotional than to neutral words during reading”. Biological Psychology, 92, 464-479. doi: 10.1016/j.biopsycho.2012.09.004
Kissler, J., Herbert, C., Winkler, I., & Junghofer, M. (2009). “Emotion and attention in visual word processing—An ERP study”. Biological Psychology, 80, 75-83. doi: 10.1016/j.biopsycho.2008.03.004
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Torrance, CA: Loredo Publishing.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Mauss, I. B., Bunge, S. A., & Gross, J. J. (2007). “Automatic emotion regulation”. Social and Personality Psychology Compass, 1/1, 146-167. doi: 10.1111/j.1751-9004.2007.00005.x
May, M. (2007). Sensation and perception. New York: Chelsea House Publishers.
Mauss, I. B., Cook, C. L., & Gross, J. J. (2007). “Automatic emotion regulation during anger provocation”. Journal of Experimental Social Psychology, 43, 698–711. doi: 10.1016/j.jesp.2006.07.003Nation, I. S. P. (2001). Learning vocabulary in another language. UK, Cambridge: Cambridge University Press.
Méndez Lopez, M. G., & Pea Aguilar, A. P. (2013). “Emotions as learning enhancers of foreign language learning motivation”. Profile, 15(1), 109-124. http://www.scielo.org.co/pdf/prf/v15n1/v15n1a08.pdf
Nation, I. S. P. (2001). Learning vocabulary in another language. UK, Cambridge: Cambridge University Press.
Nemati, A. (2009). “Memory vocabulary learning strategies and long-term retention”. International Journal of Vocational and Technical Education 1(2), 014-024.
Oz, H., Demirezen, M., & Pourfeiz, J. (2015). “Emotional intelligence and attitudes towards foreign language learning: Pursuit of relevance and implications”. Procedia-Social and Behavioral Sciences, 186, 416–423.
Palazova, M. (2014). “Where are emotions in words? Functional localization of valence effects in visual word recognition”. Frontiers in Psychology, 5(1105), 1-3.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). “Positive emotions in education”. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149-174). Oxford, UK: Elsevier.
Pishghadam, R. (2015, October). Emotioncy in language education: From exvolvement to involvement. Paper presented at the 2nd conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad.
Pishghadam, R. (2016). “Emotioncy, extraversion, and anxiety in willingness to communicate in English”. In L. Abd Wahid, F. F. Md Ali, S. Ismail, & M. I. Abdul Wahab (Eds.), 5th International Conference on Language, Education, and Innovation (pp. 1-5).
Pishghadam, R., & Abbasnejad, H. (2016). “Emotioncy: A potential measure of readability”. International Electronic Journal of Elementary Education, 9(1), 109-123.
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). “Emotion-based language instruction (the EBLI) as a new perspective in bilingual education”. Multilingual Education, 3(9), 1-16.
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). “Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism”. International Journal of Society, Culture, and Language (IJSCL), 4(2), 11-21.
Pishghadam, R., & Shayesteh, S. (2016). “Emotioncy: A post-linguistic approach toward vocabulary learning and retention”. Sri Lanka Journal of Social Sciences, 39(1), 27-36.
Pishghadam, R., & Shayesteh, S. (2017). “The consolidation of life issues and language teaching on the life-language model of emotioncy”. Humanizing Language Teaching, 19(2), 1-14.
Pishghadam, R., Shayesteh, S., & Rahmani, S. (2016). “Contextualization-emotionalization interface: A case of teacher effectiveness”. International and Multidisciplinary Journal of Social Sciences, 5(2), 97-127.
Pishghadam, R., Tabatabaeyan, M. S., & Navari, S. (2013). A critical and practical analysis of first language acquisition theories: The origin and development. Iran, Mashhad: Ferdowsi University of Mashhad Publications.
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). “Examining emotions in English language learning classes: A case of EFL emotions”. Issues in Educational Research, 26(3), 508-527.
Pliner, P., & Hobden, K. (1992). “Development of a scale to measure the trait of food Neophobia in humans”. Appetit, 19, 105-120.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). UK: Cambridge University Press.
Shahian, L. (2016). Examining the relationship between flow, emotioncy and reading comprehension: A case of Iranian EFL learners (Unpublished master’s thesis). Ferdowsi University of Mashhad, Iran.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge, Mass.: Harvard University Press.
Washang, S. (2014). “Boosting vocabulary retention through adding a video component to the vocabulary building classes in English for specific purpose situations”. Procedia-Social and Behavioral Sciences, 136, 89-93. doi: 10.1016/j.sbspro.2014.05.294
Wechsler, D. (1981). “The psychometric tradition: Developing the Wechsler Adult Intelligence Scale”. Contemporary Educational Psychology, 6(2), 82-85. doi: 10.1016/0361-476X(81)90035-7
Wentura, D. (2000). “Dissociative affective and associative priming effects in the lexical decision task: Yes versus no responses to word targets reveal evaluative judgment tendencies”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(2), 456–469. doi: 10.1037//0278-7393.26.2.456
West, R. (2003). “Neural correlates of cognitive control and conflict detection in the Stroop and digit-location tasks”. Neuropsychologia 41, 1122–1135. doi: 10.1016/S0028-3932(02)00297-X
Zatorre, R. J., Fields, R. D., & Johansen-Berg, H. (2012). “Plasticity in gray and white: Neuroimaging changes in brain structure during learning”. Nat Neurosci, 15(4), 528–536. doi:10.1038/nn.3045.
Zhang, D., He, W., Wang, T., Luo, W., Zhu, X., Gu, R., Hi, H., & Luo, Y. (2014). “Three stages of emotional word processing: An ERP study with rapid serial visual presentation”. SCAN, 9, 1897-1903. doi: 10.1093/scan/nst188