参考文献
◆ 一 古典文献与整理本
程颢、程颐：《二程集》，王孝鱼点校，北京：中华书局，1981。
焦循：《孟子正义》，沈文倬点校，北京：中华书局，1987。
李学勤主编：《十三经注疏·礼记正义》，北京：北京大学出版社，1999。
刘宝楠：《论语正义》，高流水点校，北京：中华书局，1990。
孙希旦：《礼记集解》，沈啸寰、王星贤点校，北京：中华书局，1989。
王先谦：《荀子集解》，沈啸寰、王星贤点校，北京：中华书局，1988。
杨伯峻：《论语译注》，北京：中华书局。
杨伯峻：《孟子译注》，北京：中华书局。
朱熹：《四书章句集注》，北京：中华书局，1983。
说明：正文以通行本为阅读底本，涉及“亲民／新民”“生／性”“材／才”等版本与通假问题时，以正式出版所定整理本复核。参考文献列版本不意味着本书接受其全部解释。
◆ 二 因材施教与中国教育思想研究
何菊玲：《因材施教原则的教育正义之意蕴》，《华东师范大学学报（教育科学版）》2018年第2期，第110—116页。
本书对“因材施教”词语形成的使用限于从孔门具体行动到程朱一般概括的结构变化；最早用例、精确原句与近代四字定型仍需依版本学材料核验，不以二手转述代替底本。
◆ 三 SDE Universe 站内专著
王德生：《一的原材料库——〈论语〉的SDE解构》，SDE Universe，德麦国际专著第312号，在线全文：https://sdeuniverses.com/books/m/312/text/ 。
王德生：《一的宪章——〈中庸〉的SDE解构》，SDE Universe，德麦国际专著第313号，在线全文：https://sdeuniverses.com/books/m/313/text/ 。
王德生：《一的总装线——〈大学〉的SDE解构》，SDE Universe，德麦国际专著第314号，在线全文：https://sdeuniverses.com/books/m/314/text/ 。
王德生：《SDE教育发生学导论——教育发生在对象尚未固定的地方》，SDE Universe，德麦国际专著第324号，在线全文：https://sdeuniverses.com/books/m/324/text/ 。
王德生：《一的传心网络——〈孟子〉的SDE解构》，SDE Universe，德麦国际专著第340号，在线全文：https://sdeuniverses.com/books/m/340/text/ 。
王德生：《主体间性的发生学入门——从子宫里的一只手说起，与SDE的发生学》，SDE Universe，德麦国际专著第316号，在线全文：https://sdeuniverses.com/books/m/316/text/ 。
王德生：《SDE 0—3岁婴儿教育发生学——从看护荒漠到人类教育本体的重建》，SDE Universe，德麦国际专著第350号，在线全文：https://sdeuniverses.com/books/m/350/text/ 。
王德生：《普通人都能懂的荀子——一块弯木、一副夹板，与SDE的解构》，德麦国际专著第216号，SDE Universe 站内书目与专属智能体：https://sdeuniverses.com/books/m/216/agent/ 。
说明：上述著作提供“原材料库、宪章、总装线、传心网络”“在E中经D成S”“调参律”、胎内关系来源与零至三岁共同发生等现代结构定位。本书采用时均标明来源；这些定位不是先秦作者原义的替代，也不替代孕期医学、发展神经科学与婴幼儿研究的独立证据。
◆ 四 教师期待、反馈与分流
Cooper, H. M. (1979). Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance Influence. Review of Educational Research, 49(3), 389–410. https://doi.org/10.3102/00346543049003389
Duflo, E., Dupas, P., & Kremer, M. (2011). Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya. American Economic Review, 101(5), 1739–1774. https://doi.org/10.1257/aer.101.5.1739
Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion Effects in the Classroom: Teacher Expectancy Effects on Students’ Math Achievement. Contemporary Educational Psychology, 41, 1–12. https://doi.org/10.1016/j.cedpsych.2014.10.006
Hanushek, E. A., & Woessmann, L. (2006). Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence Across Countries. The Economic Journal, 116(510), C63–C76. https://doi.org/10.1111/j.1468-0297.2006.01076.x
Jussim, L., & Harber, K. D. (2005). Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies. Personality and Social Psychology Review, 9(2), 131–155. https://doi.org/10.1207/s15327957pspr0902_3
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A Teacher Expectation Intervention: Modelling the Practices of High Expectation Teachers. Contemporary Educational Psychology, 40, 72–85. https://doi.org/10.1016/j.cedpsych.2014.03.003
Stanovich, K. E. (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/10.1598/RRQ.21.4.1
◆ 五 发展、行为遗传与交互
Boye, C., Nirmalan, S., Ranjbaran, A., et al. (2024). Genotype × Environment Interactions in Gene Regulation and Complex Traits. Nature Genetics, 56, 1057–1068. https://doi.org/10.1038/s41588-024-01776-w
Herrera-Luis, E., Benke, K., Volk, H., Ladd-Acosta, C., et al. (2024). Gene–Environment Interactions in Human Health. Nature Reviews Genetics, 25, 768–784. https://doi.org/10.1038/s41576-024-00731-z
Rutter, M., Moffitt, T. E., & Caspi, A. (2006). Gene–Environment Interplay and Psychopathology: Multiple Varieties but Real Effects. Journal of Child Psychology and Psychiatry, 47(3–4), 226–261. https://doi.org/10.1111/j.1469-7610.2005.01557.x
Sameroff, A. (Ed.). (2009). The Transactional Model of Development: How Children and Contexts Shape Each Other. Washington, DC: American Psychological Association.
Turkheimer, E. (2000). Three Laws of Behavior Genetics and What They Mean. Current Directions in Psychological Science, 9(5), 160–164. https://doi.org/10.1111/1467-8721.00084
◆ 六 叙事身份、自传记忆与事后偏差
Conway, M. A., & Pleydell-Pearce, C. W. (2000). The Construction of Autobiographical Memories in the Self-Memory System. Psychological Review, 107(2), 261–288. https://doi.org/10.1037/0033-295X.107.2.261
McAdams, D. P. (2001). The Psychology of Life Stories. Review of General Psychology, 5(2), 100–122. https://doi.org/10.1037/1089-2680.5.2.100
McAdams, D. P. (2013). The Psychological Self as Actor, Agent, and Author. Perspectives on Psychological Science, 8(3), 272–295. https://doi.org/10.1177/1745691612464657
McAdams, D. P., & McLean, K. C. (2013). Narrative Identity. Current Directions in Psychological Science, 22(3), 233–238. https://doi.org/10.1177/0963721413475622
Pasupathi, M., Mansour, E., & Brubaker, J. R. (2007). Developing a Life Story: Constructing Relations between Self and Experience in Autobiographical Narratives. Human Development, 50, 85–110.
Roese, N. J., & Vohs, K. D. (2012). Hindsight Bias. Perspectives on Psychological Science, 7(5), 411–426. https://doi.org/10.1177/1745691612454303
◆ 七 学习者模型、推荐系统与算法反馈
Chaney, A. J. B., Stewart, B. M., & Engelhardt, B. E. (2018). How Algorithmic Confounding in Recommendation Systems Increases Homogeneity and Decreases Utility. Proceedings of the 12th ACM Conference on Recommender Systems, 224–232. https://doi.org/10.1145/3240323.3240370
Gong, Y., Beck, J. E., & Heffernan, N. T. (2011). How to Construct More Accurate Student Models: Comparing and Optimizing Knowledge Tracing and Performance Factor Analysis. International Journal of Artificial Intelligence in Education, 21(1–2), 27–46. https://doi.org/10.3233/JAI-2011-016
Minn, S., Vie, J.-J., Takeuchi, K., Kashima, H., & Zhu, F. (2022). Interpretable Knowledge Tracing: Simple and Efficient Student Modeling with Causal Relations. Proceedings of the AAAI Conference on Artificial Intelligence, 36.
Sinha, A., Gleich, D. F., & Ramani, K. (2016). Deconvolving Feedback Loops in Recommender Systems. Advances in Neural Information Processing Systems, 29.
Schnabel, T., Bennett, P. N., & Joachims, T. (2019). Shaping Feedback Data in Recommender Systems with Interventions Based on Information Foraging Theory. Proceedings of the Twelfth ACM International Conference on Web Search and Data Mining. https://doi.org/10.1145/3289600.3290974
Tschiatschek, S., Knobelsdorf, M., & Singla, A. (2022). Equity and Fairness of Bayesian Knowledge Tracing. Proceedings of the 15th International Conference on Educational Data Mining, 578–582. https://doi.org/10.5281/zenodo.6853012
◆ 八 引用纪律
本书正文尽量使用短引，长段均以转述为主。经典文本属于公共文化遗产，仍需尊重版本差异；现代论文与站内专著的原创概念均标明作者。案例若无可核来源，明确标作综合性示例，不作为经验事实。站内网页最后核验日期为2026年10月7日。
◆ 九 补充研究与原稿核验说明
〔新研1〕Argyris, C. (2002). Double-Loop Learning, Teaching, and Research. Academy of Management Learning & Education, 1(2), 206–218. DOI: 10.5465/amle.2002.8509400。核对期刊出版记录与作者摘要；用于承认规则层学习及相关能力培养已有研究，不宣称完整精读其全部论证。
〔新研2〕Gideon, I. (2026). Self-assessment as a heutagogical mechanism for double-loop learning in teacher induction. Frontiers in Education, 11, 1927768. DOI: 10.3389/feduc.2026.1927768。2026年8月7日发表；核对原始研究全文中的方法与证据限定，不将反思报告当作持久实践变化。
〔新研3〕Sameroff, A. (2010). A Unified Theory of Development: A Dialectic Integration of Nature and Nurture. Child Development, 81(1), 6–22. DOI: 10.1111/j.1467-8624.2009.01378.x。核对作者摘要与期刊记录；用于说明发展中的个体—情境联结及整合模型已有明确讨论。
〔新研4〕Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press. DOI: 10.1093/acprof:oso/9780198237907.001.0001。重点核对出版社所载第1章（9–29页）、第6章（129–146页）和第7章（147–175页）摘要；不把摘要核对称为整书逐页精读。
〔新研5〕Freire, P. (2018). Pedagogy of the Oppressed: 50th Anniversary Edition. Translated by Myra Bergman Ramos. Bloomsbury Academic. 原英文版1970年。此次核对出版社目录与版本说明，主要用于确认第2、3章的教育、对话与生成主题范围；不将目录用作具体历史效果的证据。
〔新研6〕Partanen, E., Kujala, T., Näätänen, R., Liitola, A., Sambeth, A., & Huotilainen, M. (2013). Learning-induced neural plasticity of speech processing before birth. Proceedings of the National Academy of Sciences, 110(37), 15145–15150. DOI: 10.1073/pnas.1302159110。核对原始论文可访问全文与摘要；限于产前听觉学习，不承担终身能力定型结论。
〔新研7〕Bernier, A., Carlson, S. M., & Whipple, N. (2010). From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning. Child Development, 81(1), 326–339. DOI: 10.1111/j.1467-8624.2009.01397.x。核对作者摘要与期刊信息；前瞻联系不等于已排除所有混杂的因果效应。
〔新研8〕Perdomo, J., Zrnic, T., Mendler-Dünner, C., & Hardt, M. (2020). Performative Prediction. Proceedings of the 37th International Conference on Machine Learning, PMLR 119, 7599–7609。核对PMLR论文页与作者摘要；用于承认预测影响目标及其技术建模已有研究。
本组补充研究沿用v2.0所载的核验日期：2026年10月8日。原有参考文献仍保留原稿地位；本轮统稿与排版未逐条重新完成版本、页码及全文核验。以上文献属于近邻或有限经验支持，不证明本书的新命题已获得独立验证。