Publication Cover
Studies in Psychology
Estudios de Psicología
Volume 38, 2017 - Issue 1
375
Views
7
CrossRef citations to date
0
Altmetric
Theoretical review papers / Artículos de revisión teórica

Body, culture and cognition: avoiding reductionist temptations / Cuerpo, cultura y cognición: sorteando las tentaciones reduccionistas

Pages 140-168 | Received 01 Apr 2016, Accepted 06 Sep 2016, Published online: 25 Jan 2017

References / Referencias

  • Andersen, C., Scheuer, N., Pérez Echeverría, M. P., & Teubal, E. (Eds.). (2008). Representational systems and practices as learning tolos in different fields of knowledge. Rotterdam: Sense.
  • Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing. The Journal of Mathematical Behavior, 31, 91–104. doi:10.1016/j.jmathb.2011.09.003
  • Bronckart, J.-P. (2012). Contribution of Piagetian constructivism to social interactioinism. In E. Martí & C. Rodríguez (Eds.), After Piaget (pp. 43–58). New Brunswick, NJ: Transactions Publishers.
  • Carey, S. (2008). The origin of concepts. New York: Oxford University Press.
  • Clark, A. (2008). Supersizing the mind: Embodiment, action and cognition extension. Oxford: Oxford Univerity Press.
  • Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58, 7–19. doi:10.1093/analys/58.1.7
  • Donald, M. (1991). Origins of modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
  • Gabucio, F., Martí, E., Enfedaque, J., Gilabert, S., & Konstantinidou, A. (2010). Niveles de comprensión de las tablas en alumnos de primaria y secundaria [Levels of graph comprehension in primary and secondary school students]. Cultura y Educación, 22, 183–197. doi:10.1174/113564010791304528
  • Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Harvard, MA: Harvard University Press.
  • Gottlieb, G., Wahlsten, D., & Lickliter, R. (2006). The significance of biology for human development: A developmental psychobiological system view. In R. M. Lerner (Ed.), Handbook of child psychology. Volume 1. Theoretical models of human development (pp. 210–257). Hoboken, NJ: John Wiley & Sons.
  • Hirschfeld, L. A., & Gelman, S. A. (1994). Mapping the mind. Domain specificity in cognition and culture. Cambridge: Cambridge University Press.
  • Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
  • Kaye, K. (1982). The mental and social life of babies. Chicago: The University of Chicago Press.
  • Kirsh, D. (1992). When is information explicitly represented? The Vancouver studies in cognitive science (pp. 340–365). Oxford: Oxford University Press.
  • Kirsh, D. (2010). Thinking with external representations. AI and Society. Journal of Knowledge, Culture and Communication, 25, 441–454.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
  • Lakoff, G., & Núñez, R. E. (2000). Where mathematics come from. How the embodied mind bring mathematics into being. New York: Basic Books.
  • Martí, E. (1996). Mechanisms of internalization and externalization of knowledge in Piaget’s and Vygotsky’s theories. In A. Tryphon & J. Vonèche (Eds.), Piaget-Vygotsky. The social génesis of thought (pp. 57–83). Hove: Psychology Press.
  • Martí, E. (2003). Representar el mundo externamente. La adquisición infantil de los sistema externos de representación [Representing the world externally. The acquisition of the external systems of representation by children]. Madrid: Antonio Machado.
  • Martí, E. (2012). Thinking with signs: From symbolic actions to external systems of representations. In E. Martí & C. Rodríguez (Eds.), After Piaget (pp. 151–170). New Brunswick, NJ: Transactions Publishers.
  • Martí, E. (in press). The Loss of Piaget as a Symptom: The issue of development in contemporary cognitive psychology. In D. Carré, J. Valsiner, & S. Hampl (Eds.), Representing development: Social construction of models of change. Oxford: Routledge, Psychology Press.
  • Martí, E., Garcia-Mila, M., Gabucio, F., & Konstantinidou, K. (2011). The construction of a double entry table: A study of primary and secondary school students’ difficulties. European Journal of Psychology of Education, 26, 215–234. doi:10.1007/s10212-010-0046-1
  • Martí, E., & Pozo, J. I. (2000). Más allá de las representaciones mentales: La adquisición de los sistemas externos de representación [Beyond mental representations: The acquisition of external systems of representation]. Infancia y Aprendizaje, 23(90), 11–30. doi:10.1174/021037000760087946
  • Martí, E., & Scheuer, N. (2015). Sistemas semióticos, cultura y conocimiento matemático temprano [Semiotic systems, culture and early mathematical knowledge]. Estudios de Psicología, 36, 1–17. doi:10.1080/02109395.2014.1000008
  • Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford: Blackwell.
  • Olson, D. R. (1994). The world on paper. The conceptual and cognitive implications for writing and reading. Cambridge, MA: Cambridge University Press.
  • Overton, W. F. (2006). Developmental psychology: Philosophy, concepts and methodology. In R. M. Lerner (Ed.), Handbook of child psychology. Volume 1. Theoretical models of human development (pp. 18–88). Hoboken, NJ: John Wiley & Sons.
  • Pérez-Echeverría, P., Martí, E., & Pozo, J.-I. (2010). Los sistemas externos de representación como herramientas de la mente [External representation systems as tools of the mind]. Cultura y Educación, 22, 133–147. doi:10.1174/113564010791304519
  • Piaget, J. (1936). La naissance de l’intelligence chez l’enfant [The origins of the intelligence in children]. Neuchâtel: Delachaux et Niestlé.
  • Piaget, J. (1950). Introduction a l’épistémologie génétique [Introduction to the genetic epistemology]. Paris: Presses Universitaires de France.
  • Piaget, J. (1965). Études sociologiques [Sociological studies]. Genève: Droz.
  • Piaget, J. (1967). Biologie et connaissance: Essai sur les relations entre les régulations organiques et les processus cognitifs [Biology and knowledge: An essay on the relations between organic regulations and cognitive processes]. Paris: Gallimard.
  • Piaget, J. (1980). Recent studies in genetic epistemology. Cahiers de la Fondation Archives Jean Piaget, 1, 3–7.
  • Pozo, J. I. (2001). Humana mente. El mundo, la conciencia y la carne [Human mind. The world, the consciousness and the flesh]. Madrid: Morata.
  • Pozo, J. I. (2008). Aprendices y maestros [Apprentices and masters. The cognitive psychology of learning]. La psicología cognitive del aprendizaje. Madrid: Alianza editorial.
  • Rivière, A. (2003). El papel de la educación en el diseño del desarrollo humano [The role of education in the design of human development]. In M. Belinchón, A. Rosa, M. Sotillo, & I. Marichalar (Eds.), Obras escogidas: Metarrepresentación y semiosis [Selected Works: Metarepresentation and semiosis] (Vol. III, pp. 203–243). Madrid: Editorial Panamericana.
  • Robbins, F., & Aydede, M. (2009). A short primer on situaded cognition. In F. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition (pp. 3–10). Cambridge: Cambridge University Press.
  • Rochat, P. (2012). Baby assault on Piaget. In E. Martí & C. Rodríguez (Eds.), After piaget (pp. 71–82). New Brunswick, NJ: Transactions Publishers.
  • Rodríguez, C. (2006). Del ritmo al símbolo. Los signos en el nacimiento de la inteligencia [From rhythm to symbol. The signs in the origins of the intelligence]. Barcelona: Horsori.
  • Rodríguez, & Moro, C. (1999). El mágico número tres. Cuando los niños aún no hablan [The magic number three. When children still do not talk]. Barcelona: Paidós.
  • Rodríguez, C., & Scheuer, N. (2015). La paradoja entre el bebé numéricamente competente y el lento aprendizaje de los niños de dos a cuatro años de edad [The paradox between the numerically competent baby and the slow learning of two- to four-year-old children]. Estudios de Psicología, 36, 18–47. doi:10.1080/02109395.2014.1000009
  • Rogoff, B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social [Apprenticeship in thinking. Cognitive development in social context]. Barcelona: Paidós (1st English edition in 1990).
  • Salomon, G. (Ed.). (1993). Distributed cognitions. Psychological and educational consequences. Cambridge: Cambridge University Press.
  • Scheuer, N., Sinclair, A., Merlo de Rivas, S., & Tièche Christinat, Ch. (2000). Cuando ciento setenta y uno se escribe 10071: Niños de 5 a 8 años produciendo numerales [When a hundred and seventy one is written 10071: Five to eight-year-old’s production of written numbers]. Infancia y Aprendizaje, 23(90), 31–50. doi:10.1174/021037000760087955
  • Sinha, C. (1992). Vygotsky, internalization and evolution. In R. Mayer (Ed.), Internalization: Conceptual issues and methodological problems (pp. 125–146). Utrech: ISOR.
  • Spelke, E. S. (2000). Core knowledge. American Psychologist, 55, 1233–1243. doi:10.1037/0003-066X.55.11.1233
  • Thelen, E. (2000). Grounded in the world: Developmental origins of the embodied mind. Infancy, 1, 3–28. doi:10.1207/S15327078IN0101_02
  • Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Lawrence Erlbaum.
  • Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behaviour. Soviet Psychology, 17, 3–35.
  • Vygotsky, L. S. (1931/1995). Historia del desarrollo de las funciones psíquicas superiors [History of the development of higher mental functions]. In A. Álvarez & P. Del Río (Eds.), L. S. Obras escogidas, volume III [L. S. Vygoyski. Selected Works, volume III] (pp. 11–340). Madrid: Aprendizaje Visor.
  • Wallon, H. (1942). De l’acte à la pensée [From action to thought]. Paris: Flamarion.
  • Wertsch, J. V. (1988). Vygotsky y la formación social de la mente [Vygotsky and the social formation of mind]. Barcelona: Paidós (Original English edition in 1985).
  • Wertsch, J. V. (1991). Voices of mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.