Referencias
- Allen, V. L. (1976). Children heping children: psychological process in tutoring. En J. R. Levin y V. L. Allen (Ed.): Cognitive learning in children: theories and strategies. Nueva York: Academic Press.
- Bandura, A. (1977). Self éfficacy: Toward a unifying theory of behavioral. Psychological Review, 84 191–215.
- Beaudichon, J. (1973). Nature and instrumental function of private speech in problem solving situations. Merrill-Palmer Quarterly, 19, 117–135.
- Berck, L. E. (1985). Why children talk to themselves. Young Children, July, 46–52.
- Bowlby, J. (1969). Attachment and Loss. Vol. 1. Attachment. Nueva York: Basic Books.
- Bronfenbrenner, U. (1974). Developmental research, public politicy, and the ecology of childhood. Child Development, 45, 1–5.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by nature and design. Cambridge, Mass.: Harvard University Press.
- Bronfenbrenner, U.; Alvarez, V., y Henderson, C. (1982). Working and watching: maternal employment status and parents perceptions of their three-year-old children. Ithaca, N. Y.: Department of Human Development and Familie Studies, Cornell University.
- Bronfenbrenner, U., y Crouter, A. (1983). The evolution of environmental models in developmental research. En P. H. Mussen (Ed.): Handhook of Child Psychology (4th ed.) History, Theory, and Methods. Vol. 1. Nueva York: Wiley.
- Brown, A. L. (1985). Mental orthopedics, the training of cognitive skills: An interview with Alfred Binet. En S. F. Chipman, J. W. Segal y R. Glaser (Ed.): Thinking and Learning Skills. Research and Open Questions. Vol. 2. Hillsdale, N. J.: LEA.
- Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. En F. E. Weinert y H. Kluwe (Ed.): Metacognition, motivation and understanding. Hillsdale, N.J.: LEA.
- Brown, A. L., y Reeve, R. A. (1987). Bandwidths of competence: The role of supportive context in learning and development. En L. S. Lyben (Ed.): Development & Learning: Conflict or Congruence. Hillsdale, N. J.: LEA.
- Brown, A. L., y French, L. A. (1979). The zone of potential development: implications for intelligence testing in the year 2000. Intelligence, 3, 255–257.
- Charlesworth, W. R. (1978). Ethology: understanding the other half of intelligence. Social Science Information, 7, 231–277.
- Charlesworth, W. R. (1983). An ethological approach to cognitive development. En Ch. J. Brainerd (Ed.): Recent Advances in Cognitive Developmental Theory. Progress in Cognitive Developmental Research. Nueva York: Springer Verlag.
- Cicirelll, V. G. (1976). Sibling teach sibling. En V.L. allen (Ed.): Children as teachers: theory and research on tutoring. Nueva York: Academic Press.
- Cochran, M. M., y Robinson, J. (1982). Day care and sex differences. En S. Kilmer (Ed.): Advances in early education and day care. Vol. 3. Greenwich, Coon.: J. A. I. Press.
- Cole, M. (1975). An etnographic psychology of cognition. In R.W. Brislin; S. Bochner, y W. J. Lonner (Ed.): Cross-Cultural Perspectives on Learning. Nueva York: Halsted Press.
- Cole, M.; Hood, L., y Mcdermott, R. P. (1978). Ecological niche picking: Ecological invalidity as an axiom of experimental cognitive psychology. Umpublished manuscript, University of California, San Diego, y The Rockefeller University.
- Cole, M., y Griffin, P. (1980). Cultural amplifiers reconsidered. En D. Olson (Ed.): Social Foundations of languague and thought. Nueva York: Norton.
- Del Río, F., y Alvarez, A. (1985). La influencia del entorno en la educación. Infancia y aprendizaje, 29, 3–33.
- Deloache, J. S. (1980). Naturalistic studies of memory for object location in very young children. New directions for Child development, 10, 17–32.
- Dickie, J. R. (1973). Private speech: The effect opresence of others, task and intrapersonal variables. Dissertation Abstracts International, 34, 1292.
- Doise, W. (1983). Apprentissage, psychologie génétique et psychologie social, une transformation de paradigmes. Archives de Psychology, 51, 17–22.
- Doise, W. (1985). Psychology sociale et constructivisme cognitif. Archives de psycholotie, 53, 127–140.
- Doise, W., y Mugny, G. (1981). Le développement social de l'intelligence. París: Inter Editions.
- Ellis, S., y Rogoff, B. (1982). The strategies and efficacy of child versus adult teachers. Child Development, 53, 730–735.
- Ellis, S., y Rogoff, B. (1986). Problem solving in children's management of instruction. En E. C. Mueller y C. R. Cooper (Ed.): Process and outcome in peer relationship. Orlando: Academic Press.
- Etienne, A. S. (1984). The meaning of object permanence at different zoological levels. Human Development, 27, 309–320.
- Frauenglas, M. H., y Díaz, R. M. (1985). Self-Regulatory functions of children's private speech: A critical analysis of recent challenges to Vygotsky's theory. Developmental Psychology, 21, 357–364.
- Fuson, K. C. (1985). The development of self-regulating aspects of speech: A review. En G. Zivin (Ed.): The Development of Self-Regulation Through Private Speech. Nueva York: John Wiley & Sons.
- Gadner, W., y Rogoff, B. (1986). The development of flexibility in children's improvisational and advance planning (documento no publicado).
- García Madrugada, J., y Lacasa, P. (1989). Procesos cognitivos básicos. En J. Palacios, A. Marchesi y C. Coli (Ed.): Psicología Evolutiva. Barcelona: Paidós.
- Gaskill, M. M., y Díaz, R. (1987). The relation between prívate speech and cognitive performance (documento no publicado).
- Gauvain, M., y Rogoff, B. (1986). (en prensa). Collaborative problem solving and children's planning skills.
- Gelman, R. (1978). Cognitive development. Annual Review of Psychology, 29, 297–232.
- Goodman, S. H. (1981). The integration of verbal and motor behavior in preschool children. Child Development, 52, 280–289.
- Gunnarson, L. (1978). Children in day care and family care in Sweden: A follow-up. Gothenburg, Sweden: University of Gothenburg.
- Hartup, W. (1985). Relationship and their significance in cognitive development. En R. Hinde y A. Perret Clermont (Ed.): Relationships and cognitive development. Oxford: Oxford University Press.
- Hayes-Roth, B., y Hayes-Roth, F. (1979). A cognitive model of planning. Cognitive Science, 3, 275–310.
- Hichman, M. (Ed.) (1987). Social and Functional Approaches to Language and Thought. Orlando: Academic Press.
- Hunde, R. A. (1983). Ethology and child development. En P. H. Mussen (Ed.): Handbook of Child Psychology (4th ed.) Vol. 2. M. H. Marshall y J.J. campos (Ed.): Infancy and Developmental Psychobiology, Nueva York: Wiley.
- Hoffman, L. W. (1980). The effects of the maternal employment on the academic attitudes and performance of school-aged children. School Psychology Review, 9, 319–335.
- Kingma, J. (1984). The influence of task variations in seriation research: adoling irrelevant cues to stimulus material. The Journal of Genetic Psychology, 144, 241–253.
- Kontos, J. (1983). Adult-Child interaction and the origins of metacognition. Journal of Educational Psychology, 77, 43–54.
- Laboratory of Comparative Human Cognition. (1983). Culture and cognitive development. En P. H. Mussen (Ed.): Handbook of child Psychology. Vol. 1. W. Kessen (Ed.): History, theory, and methods. Nueva York: Wiley.
- Lacasa, P. (1984). Equilibrio y equilibración en la epistemología genética. Estudios de Psicología, 93–115.
- Leontiev, A. (1981). The problem of activity in psychology. En J. Wertsch (Ed.) (1981). The concept of activity in soviet psychology. Nueva York: M. E. Sharpe, Inc. Publisher.
- Leontiev, A. (1983). El desarrollo del psiquismo. Madrid: Akal Universitaria.
- López, F. (1983). Etología. En A. Marchesi, M. Carretero y J. Palacios (Ed.): Psicología evolutiva 1. Teorías y métodos. Madrid: Alianza.
- Lorenz, K. (1981). The Foundations of Ethology. Nueva York: Springer Verlag.
- Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behavior. Oxford: Pergamon Press.
- Luria, A. R. (1982). Language and cognition. Nueva York: John Wiley & Sons.
- Luria, A. R. (1984). Conciencia y lenguaje. Madrid: Visor Libros.
- Mcdermott, R. P., y Roth, D. R. (1978). The social organization of behavior: Interactional approache. Annual Review of Antropology, 7, 321–345.
- Mclane, J. B. (1987). Interaction, context and the zone of proximal development. En M. Hichman (Ed.) (1987). Social and Functional Approaches to Language and Thought. Orlando: Academic Press.
- Murray, F. B. (1983). Learning and development through social interaction and conflict: A challenge to social learning theory. En L. S. Lieben (Ed.): Piaget and the foundations of knowledge. Hillsdale, LEA.
- Perret Clermont, A. N. (1984). La construcción de la inteligencia en la interacción social. Madrid: Aprendizaje Visor.
- Piaget, J. (1967). Biologie et connaissance. París: Gallimard.
- Radziszewska, B., y Rogoff, B. (1988). Influence of adult and peer collaborators on children's planning skills. Developmental Psychology, en prensa.
- Robert, M., y Charbonneau, C. (1977a). Extintion of liquid conservation by observation: Effects of models, age and presence. Child Development, 48, 648–652.
- Robert, M., y Charbonneau, C. (1977b). Extintion of liquid conservation by observation: Three indicators of its artificiality. Child Development, 49, 194–200.
- Robert, M. (1983). Observational learning of conservation. The independence from social influence. British Journal of Psychology, 74, 1–10.
- Rogoff, B. (1981). Adults and peers as agents of socialization: A highland guatemalan profile. Ethos, spring, 18–36.
- Rogoff, B. (1982). Integrating context and cognitive development. En M. E. Lamb y A. L. Brown (Ed.): Advances in Developmental Psychology. Vol. 2. Hillsdale, N.J.: LEA.
- Rogoff, B. (1984). Adult guidance of cognitive development. En B. Rogoff y J. Lave (Ed.): Everyday Cognition: Its Development in Social Context. Cambridge, M.: Harvard University Press.
- Rogoff, B. (1986). Adult assistance of children's learning. En T. E. Raphael (Ed.): The Context of School-based literacy. Nueva York: Random House.
- Rogoff, B. (1987). The joint socialization of development by young children and adults. En M. Lewis y S. Feinman (Ed.): Social influences and behavior. Nueva York: Plenum.
- Rogoff, B.; Ellis, S., y Gadner, M. (1984). Ajustment of adult-child instruction according to child's age and task. Developmental Psychology, 20, 192–199.
- Rogoff, B.; Gauvain, M., y Gardner, W. (1987). Children's adjustment of plans to circumstances. En S. L. Friedman, E. K. Scholnick y R. R. Cocking (Ed.): Blueprints for Thinking. The role of Planning in Cognitive Development. Cambridge: Cambridge University Press.
- Rogoff, B.; Malkin, C., y Gilbridge, K. (1984). Interaction with babies as guidance in development. En B. Rogoff y J. Wertsch (Ed.): Children's learning in the «zone of proximal development». San Francisco: Jossey Bass.
- Russell, J. (1981). Why sociocognitive conflict may be imposible: The status of egocentric errors in the dyadic performance of a spend task. Educational Psychology, 1, 159–160.
- Russell, J. (1982). Cognitive conflicts transmission and justification: Conservation attainment through dyadic interaction. The Journal of genetic Pchology, 140, 283–297.
- Sameroff, A. J. (1982). Development an the dialectic: the need for a systems approach. En W. A. Collins (Ed.): Minnea Symposium on Child Psychology. Vol. 15. Hillsdale, N.J.: LEA.
- Sameroff, A. J. (1983). Developmental systems: contexts and evolution. En P. H. Mussen (Ed.): Handbook of Child Psychology (4th ed.) History, Theory, and Methods. Vol. 1. Nueva York: Wiley.
- Saxe, G. B.; Gearhart, M., y Guberman, S. R. (1984). The social organization of early y number of development. En B. Rogoff y J. Wertsch (Ed.): Children's learning in the «zone of proximal development». San Francisco: Jossey Bass.
- Scholnick, E. K., y Friedman, S. L. (1987). The planning construct in the psychological literature. En S. L. Friedman, E. K. Scholnick y R. R. Cocking (Eds.): Blueprints for thinking. The role of planning cognitive development. Cambridge: Cambridge University Press.
- Sinha, C. (1988). Language and Representation. A Socio-Naturalistic Approach to Human Development. Nueva York: Harvester-Weatsheaf.
- Smith, M. B. (1968). School and home: Focus on achievement. En A. H. Passow (Ed.): Developing programs for the educacional disadvantaged. Nueva York: Teachers College Press.
- Steward, M., y Steward, D. (1974). Parents and siblings as teachers. En J. Mash, L. C. Handy y L. A. Hamerlych (Ed.): Behavior modification approaches to parenting. Nueva York: Brunner/Mazel.
- Tinbergen, N. (1972). The animal and his world. Londres: G. Allen and Unwin.
- Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, M.: Harvard University Press.
- Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.: The MIT Press.
- Waddington, C. H. (1976). Las ideas básicas de la biología. En C. H. Waddington y otros. Hacia una biología teórica. Madrid: Alianza Universidad.
- Wertsch, J. (1978). Adult-Child interaction and the roots of metacognition. Quarterly Newsletter of the Institute for Comparative Human Development, 2, 15–18.
- Wertsch, J. (1979). The regulation of human action and the given new organization of private speech. En G. Zivin (Ed.): The Development of Slef-Regulation Through Private Speech. Nueva York: John Wiley & Sons.
- Wertsch, J. (Ed.) (1981). The concept of activity in soviet psychology. Nueva York: M. E. Sharpe, Inc. Publisher.
- Wertsch, J. (Ed.) (1985). Culture, communication, and cognition: Vygotskian perctives. Cambridge: Cambridge University Press.
- Wertsch, J., y Hickman, M. (1987). Problem solving in social interaction: A micogenetic analysis. En M. Hickman (Ed.): Social and Fuctional Approaches to Language and Thought. Orlando: Academic Press.
- Wilensky, R. (1983). Planning and Understanding. A Computational Approach to Human Reasoning. Massachusetts: Addison-Wesley Publishing Company.
- Yaeger, J. A. (1968). Self directing speech and puzzle-solving in children. Unpublished doctoral dissertation, University of Chicago.
- Zimmerman, B. J. (1983). Social learning theory: A contextualist account of cognitive functioning. En CH. J. Brainerd (Ed.): Recent advances in cognitive-developmental theory. Progress in cognitive development research. Nueva York: John Wiley & Sons.
- Zivin, G. L. (1972). Functions of private speech during problem solving in preschool children. Dissertation Abstracts International, 33, 1834.