Baddeley, A., Hitch, G., & Allen, R. (2020). A Multicomponent Model of Working Memory. Working Memory, 10-43. doi:10.1093/oso/9780198842286.003.0002

Bandura, A. (1986). Social Foundations of thought and action: A social cognitive theory Prentice-Hall. (Spanish Ed.: Pensamiento y Acción, Martínez Roca, 1987).

Bandura, A. (1997). Self-Efficacy: The exercise of control. Freeman.

Başar, E. (2006). The theory of the whole-brain-work. International journal of psychophysiology: Official journal of the International Organization of Psychophysiology, 60(2), 133–138. https://doi.org/10.1016/j.ijpsycho.2005.12.007

Beaty, R. E., Benedek, M., Barry Kaufman, S., & Silvia, P. J. (2015). Default and Executive Network Coupling Supports Creative Idea Production. Scientific Reports, 5(1), 10964. https://doi.org/10.1038/srep10964

Bendall, R. C., Galpin, A., Marrow, L. P., and Cassidy, S. (2016). Cognitive Style: Time to Experiment. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01786

Benziger, K. (2004). Thriving in mind. The art and science of using your whole brain. KBA Publishing.

Betz, N.E. and Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options in college women and men. Journal of Counseling Psychology, 28, 399-410.

Betz,,& Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-345.

Blanco, Á. (2009). El modelo cognitivo social del desarrollo de la carrera: Revisión de más de una década de investigación empírica (The cognitive social model of career development: A review of a decade of empirical investigation). Revista de Educacion, 350, 423–445.

Boer, D., & den Berg, V. (2001). The value of the Herrmann brain dominance instrument (HBDI) in facilitating effective teaching and learning of criminology. Acta Criminologica: Southern African Journal of Criminology, 14, 119–129 doi: https://hdl.handle.net/10520/EJC28661

Buschman, T.J., Miller, E.K., (2007). Top-down versus bottom-up control of attention in the prefrontal and posterior parietal cortices. Science 315 (5820), 1860–1862 https://doi.org/10.1126/science.1138071

Calle, M. G., Remolina de Cleves, N., & Velasquez Burgos, B. M. (2007). Determinación del perfil de dominancia cerebral o formas de pensamiento de los estudiantes de primer semestre del programa de bacteriología y laboratorio clínico de la Universidad Colegio Mayor de Cundinamarca (Determination of the brain dominance pattern or forms of thinking of students in the first year of the bacteriology and clinical laboratory programme at the University Colegio Mayor de Cundinamarca). Nova, 5(7), 48. https://revistas.unicolmayor.edu.co/index.php/nova/article/view/82/162

Central OV (2019). Alto rendimiento vocacional (High career performance). Recovered from: https://encaucetotal.com

Cibertec (2018). Descubre la nueva tecnología que te ayudará identificar tus intereses profesionales (Discover the new technology that will help you to identify areas you could work in). Recovered from: https://www.youtube.com/watch?v=ozqBtY0dXe4&feature=youtu.be

Congreso de la República (2006). Ley 1090 de 2006, por la cual se reglamenta el ejercicio de la profesión de Psicología, se dicta el Código Deontológico y Bioético y otras disposiciones (Law 1090 of 2006 to make provision to regulate the exercise of the profession of Psychologist and to enact the Code of Conduct and Bioethics and other matters). Recovered from http://www.colpsic.org.co/quienes-somos/ley-1090-de-2006/182

Ekman, P. Friesen, W. V. and Hager, J. C. (2002). Facial Action Coding System: The Manual on CD ROM. A Human Face, Salt Lake City.

Gardié, O. (2010). Determinación del perfil de estilos de pensamiento y análisis de sus posibles implicaciones en el desempeño de profesionales universitarios venezolanos (Determination of the thought patterns of university staff in Venezuela and possible implications on their performance), Universidad Valdivia, Chile. http://dx.doi.org/10.4067/S0718-07052000000100002

Gardner, H. (1983). Las Inteligencias Múltiples Estructura de la Mente (Multiple Intelligences in the Structure of the Mind) (2nd Ed.).Fondo de Cultura Económica.

Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-10. https://doi.org/10.2307/1176460

Gazzaniga, M. S. (1995). Principles of human brain organization derived from split-brain studies. Neuron, 14(2), 217-228. https://doi.org/10.1016/0896-6273(95)90280-5

Genovese (2005). Hemispheric Cognitive Style: A Comparison of Three Instruments, The Journal of Genetic Psychology: Research and Theory on Human Development, 166(4), 467-481, https://doi.org/10.3200/GNTP.166.4.467-482

Glass, A., & Riding, R. J. (1999). EEG differences and cognitive style. Biological Psychology, 51(1), 23-41. https://doi.org/10.1016/s0301-0511(99)00014-9

Goldberg E. (2018). Creativity: the human brain in the age of innovation. Editorial Planeta,

Guzmán, C., Durán, D., & Franco, J. (2009). Deserción estudiantil en la Educación Superior Colombiana. Metodología de seguimiento, diagnóstico y elementos para su prevención (Student abandonment in Higher Education in Colombia. Methods for follow-up and diagnosis and measures to prevent abandonment). Bogotá: Ministry for National Education. Recovered from: https://www.mineducacion.gov.co/sistemasdeinformacion/1735/articles-254702_libro_desercion.pdf

Hermann, N. (1991). The Creative Brain. Training and Development Journal (Vol. 25). https://doi.org/10.1002/j.2162-6057.1991.tb01140.x

Hermann, N. (1996). The whole brain business book. New York: McGraw Hill.

Hernández Franco, V. (2003). Hacia un modelo causal de los mediadores cognitivos de los intereses profesionales en los estudiantes de secundaria (Towards a causal model of cognitive mediators for work interests in secondary school students). Miscelánea Comillas: Revista de Ciencias Humanas y Sociales, 61(119), 735–768.

Hervé, P., Zago, L., Petit, L., Mazoyer, B., & Tzourio-Mazoyer, N. (2013). Revisiting human hemispheric specialization with neuroimaging. Trends in Cognitive Sciences, 17(2), 69-80. https://doi.org/10.1016/j.tics.2012.12.004

Hodge, P., Wright, S., Barraket, J., Scott, M., Melville, R., & Richardson, S. (2011). Revisiting ‘how we learn’ in academia: practice‐based learning exchanges in three Australian universities. Studies in Higher Education, 36(2), 167–183. https://doi.org/10.1080/03075070903501895

Holland, J. L. (1992). Making vocational choices: A theory of vocational personalities and work environments, 2er ed. Psychological Assessment Resources.

Hughes, M., Hughes, P., & Hodgkinson, I. R. (2017). In pursuit of a ‘whole-brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model. Studies in Higher Education, 42(12), 2389–2405. https://doi.org/10.1080/03075079.2016.1152463

Jerath, R., Beveridge, C., & Jensen, M. (2019). On the Hierarchical Organization of Oscillatory Assemblies: Layered Superimposition and a Global Bioelectric Framework. Frontiers in human neuroscience, 13, 426. https://doi.org/10.3389/fnhum.2019.00426

Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464-481. https://doi.org/10.1037/0033-2909.133.3.464

Kraemer, D. J. M., Rosenberg, L. M., and Thompson-Schill, S. L. (2009). The neural correlates of visual and verbal cognitive styles. J. Neurosci. 29, 3792-3798. https://doi.org/10.1523/JNEUROSCI.4635-08.2009

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior; 45, 79-122.

Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: a social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49.

Leys, C., Ley, C., Klein, O., Bernard, P., & Licata, L. (2013). Detecting outliers: Do not use standard deviation around the mean, use absolute deviation around the median. Journal of Experimental Social Psychology, 49(4), 764–766. https://doi.org/10.1016/j.jesp.2013.03.013

Lim, Z. Y., Sim, K. S., & Tan, S. C. (2020). An evaluation of left and right brain dominance using electroencephalogram signal. Engineering Letters, 28(4), 1358–1367.

Lim, Z. Y., Sim, K. S., & Tan, S. C. (2021). Metric Learning Based Convolutional Neural Network for Left-Right Brain Dominance Classification. IEEE Access, 9, 120551–120566. https://doi.org/10.1109/ACCESS.2021.3107554

Llinàs-Reglà, J., Vilalta-Franch, J., López-Pousa, S., Calvó-Perxas, L., Torrents Rodas, D., & Garre-Olmo, J. (2017). The Trail Making Test. Assessment, 24(2), 183–196. https://doi.org/10.1177/1073191115602552

Lopez, F. G., Lent, R. W., Brown, S. D. & Gore, P. J. (1997). Role of Social-Cognitive expectations in high school students’ Mathematics-related interest and performance. Journal of Counseling Psychology, 44 (1), 44-52.

Manrique, J. & Martínez Flórez, J. (2021). Autopercepción del estilo cognitivo profesional y dominancia cerebral en estudiantes de último año de secundaria (Self-perception of work-related cognitive style and cerebral dominance in final-year secondary school students). Revista Lumen Gentium, 4(2), 35–46. https://doi.org/10.52525/lg.v4n2a3

Martín, M. Á. C., & Tejedor, E. M. (2004). Autoeficacia y madurez vocacional (Self-efficacy and occupational maturity). Psicothema, 16(2), 229–234.

Martínez-Vicente, J. M. & Santamaría, P. (2013). EXPLORA. Cuestionario para la Orientación Vocacional y Profesional (Questionnaire for Career Guidance). TEA Ediciones.

Martínez-Vicente, J. M. & Valls, F. (2006). La elección vocacional y la planificación de la Carrera (The choice of occupation and career planning). Spanish version of Self-Directed Search (SDS) by Holland, Psicothema, 18(1), 117-122.

Milner, B. (1971). Interhemispheric differences in the localization of psychological processes in man. Br Med Bull, 27, 272–277. https://doi.org/10.1093/oxfordjournals.bmb.a070866

Neuropsicometria (2019). La revolución en gestión del talento y capital humano (The revolution in talent and human capital management). Recovered from: https://nebri.itim.mx

Norzagaray, C., Maytorena, E., & Montaño, A. (2011). Congruencia entre Intereses, Aptitudes y Elección de Carrera (Congruence among Interests, Aptitude and Choice of Degree). Revista Mexicana de Orientación Educativa, 8(21), 32–39.http://ezproxy.eafit.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edssci&AN=edssci.S1665.75272011000200005&lang=es&site=eds-live

Papousek, I., Murhammer, D., & Schulter, G. (2011). Intra- and interindividual differences in lateralized cognitive performance and asymmetrical EEG activity in the frontal cortex. Brain and Cognition, 75(3), 225-231. https://doi.org/10.1016/j.bandc.2010.11.013

Peña Calvo, J. V., De Las Mercedes Inda Caro, M., & Del Carmen Rodriguez Menendez, M. (2015). La teoría cognitivo social de desarrollo de la carrera: evidencias al modelo con una muestra de estudiantes universitarios de la rama científica (Cognitive-social theory or career development: evidence concerning the model with a sample of university science students). Bordon, 67(3), 103–122. https://doi.org/10.13042/Bordon.2015.67306

Petersen, S., Fox, P., Posner, M., Mintun, M & Raichle, M. (1989). Positron emission tomographic studies of the processing of single words. J Cogn Neurosci, 1,153–170 https://doi.org/10.1093/oxfordjournals.bmb.a070866

Phillips, S., & Takeda, Y. (2009). Greater frontal-parietal synchrony at low gamma-band frequencies for inefficient than efficient visual search in human EEG. International journal of psychophysiology : official journal of the International Organization of Psychophysiology, 73(3), 350–354. https://doi.org/10.1016/j.ijpsycho.2009.05.011

Pineda, L. A. (2015). Factores que afectan la elección de carrera: caso Bogotá (Factors that affect the choice of degree: the case of Bogotá). Universitas Económica, 15(3), 1–35. Retrieved from https://cea.javeriana.edu.co/documents/153049/2786252/Vol.+15_N3_Oct_2015.pdf/f47b2452-c9c0-4a60-886e-118076bd9936

Rogers, L. (2001). Sexing the brain. Columbia University Press.

Schkade, L. L., & Potvin, A. R. (1981). Cognitive style, EEG waveforms and brain levels. Human Systems Management, 2(4), 329–331. https://doi.org/10.3233/HSM-1981-2413

Singh, P. (2015). Study of Academic Achievement in Mathematics in Relation to Brain Hemispheric Dominance. International Journal of Science and Research (IJSR) Vol 4; 5. Recuperado de: https://www.ijsr.net/archive/v4i5/04051501.pdf

Shin, G., y Kim, C. (2015).Neural correlates of cognitive style and flexible cognitive control. Neuroimage, 113,78-85. http://dx.doi.org/10.1016/j.neuroimage.2015.03.046

StimulusApp (2020). Tarea de calcular el importe (Amount calculation task). Department of Psychology, University of Jaén, Spain. Recovered from: https://stimuluspro.com/blog/tarea-destacada-calcular-el-importe

Trafton. (Jun. 12, 2014). Synchronized Brain Waves Enable Rapid Learning. MIT News. Accessed: Apr. 28, 2022. [Online]. Available:https://news.mit.edu/2014/synchronized-brain-waves-enable-rapidlearning

Vanderplas, J. M., & Garvin, E. A. (1959). The association value of random shapes. Journal of Experimental Psychology, 3, 147−154. https://doi.org/10.1037/h0048723

Velásquez Burgos, B. M., Remolina de Cleves, N., & Calle Márquez, M. G. (2013). Análisis correlacional del perfil de dominancia cerebral de estudiantes de ciencias de la salud y estudiantes de ciencias sociales de la Universidad Colegio Mayor de Cundinamarca (Correlational analysis of the cerebral dominance profile of health science and social science students at the University Colegio Mayor, Cundinamarca). Nova, 11(20),71-82. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-24702013000200008&lng=en&tlng=es.

Wang, D., Buckner, R. L., & Liu, H. (2014). Functional Specialization in the Human Brain Estimated By Intrinsic Hemispheric Interaction. Journal of Neuroscience, 34(37), 12341-12352. https://doi.org/10.1523/jneurosci.0787-14.2014

World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. (2013). JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053

Wright, R., Thompson, W. L., Ganis, G., Newcombe, N. S., & Kosslyn, S. M. (2008). Training generalized spatial skills. Psychonomic Bulletin & Review, 15(4), 763–771. https://doi.org/10.3758/PBR.15.4.763