Lev Semionovich Vygotsky - Textos sobre la educación inspirados en Vygotsky
13 de Octubre de 2005
Psicología, Educación
Bibliografía reparada por Dijana Plut
Por orden alfabético de autores
Aidarova, L. Child development and education. Moscú, Progress, 1982
Bain, B. (ed.), The sociogenesis of language and human conduct. Nueva York, Plenum Press, 1983
Bakhurst, D.J. “Pensée, langage et origine de la signification: cinquantième anniversaire de l’ouverage de Vygotsky”, en: Studies in Soviet thought, Dordrecht, Pays-Bas, nº 131, págs. 102-129, 1986.
Blanck, G. La determinación social de la actividad psíquica específicamente humana. Buenos Aires, Stokoe, 1977.
——. (ed.), Vygotsky: Memoria y vigencia. Buenos Aires, Cultura y Cognición, 1984
Blanck, G.; Van der Veer, R. Vigotski: Una introducción crítica. Buenos Aires, Dialéctica, (en prensa).
Bozhovich, L.I. “The concept of the cultural-historical development of the mind and its prospects”, en: Soviet Psychology, Armonk, N.J., vol. 26, nº 1, págs. 5-22, 1977.
Brown, A.L., & French, L.A. “The zone of proximal development: Implications for intelligence testing in the year 2000”. En: Intelligence, Norwood, N.J., nº 3, págs. 255-277, 1978.
Brown, A.L.; Rogoff, B. (eds.), Advances in developmental psychology. Vol. 3. Hillsdale, N.J., Erlbaum, 1984.
Bruner, J.S., & Hickmann, M. “La conscience, la parole et la zone proximale: réflexions sur la théorie de Vygotsky”, en: J.S.Bruner, Savoir faire, savoir dire. París, PUF, 1983.
Brushlinskii, A.V. Psikhologia myshlenia i problenoie obuchenie. Moscú, Pedagogika, 1983.
Cole, M.; Scribner, S. Culture and thought: A psychological introduction. Nueva York, Wiley, 1974.
Cole, M. et al. The cultural context of learning and thinking. Nueva York, Basic, 1971
Davydov, V.V. Vidi obobshchenia v obuchenii. Moscú, Pedagogika, 1972.
——. (ed.), Nauchnoie tvorchestvo L.S.Vygotskogo i sovremennaia psikhologia. Moscú, APN SSSR (IOPP),
1981. (Ponencia presentada en la Conferencia de la Unión. Moscú, 23-25 de junio de 1981).
Davydov, V.V.; Lompscher, J.; Markova, A.K. (eds.), Ausbildung der Lerntätigkeit bei Schülern. Berlín, Volk & Wissen, 1982.
Del Rio, P.; Alvarez, A. “Aprendizaje y desarollo: La teoría de actividad y la zona de desarollo próximo”, en:
C. Coll (ed.), Psicología de la educación, págs. 1-34. Madrid, Alianza, 1988.
Doise, W.;; Mackie, D. “On the social nature of cognition”, en: J.P. Forgas (ed.), Social cognition: Perspectives on everyday understanding. London, Academic Press, 1981.
Doise, W., & Mugny, G. The social development of the intellect. Oxford, Pergamon, 1984.
El'konin, D.B. “Problema obuchenia i rayvitia v trudah L.S.
Vygotskogo”, en: Voprosy psikhologii. Moscú, nº 6, págs. 33-42, 1966.
——. Psikhologia obuchenia mladshego shkol'nika. Moscú, Znannie, 1974.
——. “Problemy psikhologii detskoi igry v rabotah L.S.Vygotskogo, ego sotrudnikov i posledovatelei”, en:
Voprosy psikhologii. Moscú, nº 6, págs. 94-102, 1976.
El'konin, D.B.; Davidov, V.V. (eds.), Vozrastnye vozmozhnosti usvoeniia znanii. Moscú, Prosveshchenye, 1962.
Ellis, S.; Rogoff, B. “Problem solving in children's management of instruction”, en: E. Mueller y C.Cooper (eds.), Process and outcome in peer relationship, págs. 301-325. Nueva York, Academic Press, 1986.
Feinman, S. (ed.). Social referencing and the social construction of reality in infancy. Nuena York, Plenum, 1992.
Forman, E.A.; Kraker, M.J. “The social origins of logic: The contributions of Piaget and Vygotsky”, en:
M.W.Berkowitz (ed.), Peer conflict and cognitive growth, págs. 23-39. San Francisco, Jossey-Bass, 1985.
Gal'perin, P. “Stages in the development of mental acts” en: M.Cole e I. Maltzman (eds.), A handbook of contemporary Soviet psychology págs. 249-273. Nueva York, Basic, 1969.
Gellatly, A.; Rogers, D.; Sloboda, J.A. (eds.), Cognition and social worlds. Oxford, Oxford University Press, 1989.
Hedegaard, M.; Hakkarainen, P.; Engeström, Y. Learning and teaching on a scientific basis. Risskov, Aarhus University, 1984.
Hinde, R.A.; Perret-Clermont, A.N. (eds.), Interindividual relations and cognitive development. Oxford, Oxford University Press,1985.
Hinde, R.A.; Perret-Clermont, A.N.; Stevenson-Hinde, J. (eds.), Social relationships and cognitive development. Oxford, Clarendon Press, 1985.
Ivich, I. (1978). Man as animal symbolicum. Belogrado, Nolit, 1978. (En serbocroata).
——. Theories of mental development and the problem of education outcomes. París, Organización de Cooperación y Desarrollo Económico (OCDE) (91) 8, 1991.
Kaye, K. “Infant's effects upon their mother's teaching strategies”, en: J.D.Glidewell (ed.), The social context of learning and development. Nuena York, Gardner Press, 1977.
Kolominskii, L.; Lisina, M.I. (eds.), Geneticheski problemy sotsial'noi psikhologii. Minsk, Universitetskoie, 1985.
Kozulin, A. “Vygotsky in context”, en: L.S.Vygotsky, Thought and language. págs. xi-lvi) , edición de A.Kozulin. Cambridge, Mass., MIT Press, 1986.
Laboratory of Comparative Human Cognition . “Culture and cognitive development”, en: W. Kessen (ed.), Mussen's handbook of child psychology, 4a ed., vol. 1. Nuena York, Wiley, 1983.
Leontiev, A.N. Activity, consciousness, and personality. Englewood Cliffs, N.J., Prentice-Hall, 1978.
——. Problems in the development of mind. Moscú, Progress, 1981.
——. “The mastery of scientific concepts by students as a problem of educational psychology”, en:
A.N.Leontiev (ed.), Selected psychological works, vol. 2. Moscú, Pedagogika, 1983. (Obra original publicada en 1935).
Levitin, K. One is not born a personality: Profiles of Soviet educational psychologists. Moscú, Progress, 1982.
Light, P.; Sheldon, S.; Woodhead, M. (eds.), Learning to think. Londres; Nueva York, Routledge, 1991.
Liphanova (Shakhlevich), T.M. “Bibliographia trudov L.S. Vygotskogo”, en: M.G. Iarrrosevskii (ed.), Sobranie sochinenii, vol. 6, págs. 360-375. Moscú, Pedagogika 1984.
Lisina, M.I. “Genezis form obshcheniia u detei”, en: L.I. Antsiferova (ed.), Printsip razvitia v psikhologii. Moscú, Nauka, 1978.
——. (ed.), Isledovania po problemam vozrastnoi i pedagogicheskoi psikhologii. Moscú, APN SSSR, 1980.
——. (ed.), Obshchenie i ego vliyanie na razvitie psikhiki doshkol'nika. Moscú, NII Obschei Pedagogiki, 1974.
Lomov, B.F.; Belyaeva, A.V.; Nosulenko, V.N. (eds.), Psikhologicheskie issledovaniya obshcheniya. Moscú, Nauka, sin fecha.
Luria, A.R. Cognitive development: Its cultural and social foundations. Cambridge, Mass., Harvard University Press, 1976.
——. Language and cognition. Nueva York, Wiley, 1982.
——. The making of mind. Cambridge, Mass., Harvard University Press, 1979.
——. Ob istoricheskom izuchenii poznavatel'nyh protsessov. Moscú, 1974.
——. The role of speech in the regulation of normal and abnormal behavior. Nueva York, Irvington, 1961.
McLane, J.B. “Interaction, context, and the zone of proximal development”, en: M. Hickmann (ed.), Social and functional approaches to language and thought. San Diego, Calif., Academic Press, 1987.
Manacorda, M.A. “La pedagogia di Vygotskij”, en: Riforma della Scuola. Roma, nº 26, págs. 31-39, 1979.
Markova, A.K. The teaching and mastery of language. White Plains, Nueva York, Sharpe, 1979.
Mecacci, L. “L.S.Vygotskij: per una psicologia dell'uomo”, en:Riforma della scuola. Roma, nº 27, págs 24-30, 1979.
Mertz, E.; Parmentier, R.J. (eds.). Semiotic mediation: Psychological and sociocultural perspectives. Nueva York, Academic Press, 1985.
Minick, N. “Implications of Vygotsky's theories for dynamic assessment”, en: C.S.Lidz (ed.), Dynamic assessment: an interactional approach to evaluating learning potential, págs. 116-140). Nueva York, Guilford, 1987.
Moll, L.C. (ed.) Vygotsky and education. Cambridge, Cambridge University Press, 1990.
Mugnu, G.; Perret-Clermont, A.N.; Doise, W. “Interpersonal coordinations and social differences in the construction of the intellect”, en: G.M.Stephenson y J.M.Davis (eds.), Progress in applied psychology, vol. 1. Nueva York, Wiley , 1981.
Newman, D.; Griffin, P.; Cole, M. The construction zone: Working for cognitive change in school. Cambridge, Cambridge University Press, 1989.
Olson, D. (ed.) The social foundations of language and thought: Essays in honor of Jerome S.Bruner. Nueva York, Norton, 1980.
Perret-Clermont, A.N. Social interaction and cognitive development in children. London, Academic Press, 1980.
Poddiakov, N.N. The thinking of the preschooler. Moscú, Pedagogika, 1977.
Raphael, T.E. (ed.) The contexts of school-based literacy. Nueva York, Random House, 1986.
Riegel, K.F. Foundations of dialectical psychology. Nueva York, Academic Press, 1979.
Rivière, A. La psicología de Vygotsky. Madrid, Visor, 1984.
Rogoff, B. Apprenticeship in thinking: Cognitive development in social context. Nueva York, Oxford, Oxford University Press, 1990.
——. “Integrating context and cognitive development”, en: M.E.Brown y A.L.Brown (eds.), Advances in developmental psychology, vol. 2, págs. 125-170. Hillsdale, NJ., Erlbaum, 1982.
——. “The joint socialization of development logistics of the methods pupils use to organize joint activity in dealing with a school task”, en: Soviet Psychology. Armonk, Nueva York, vol. 23, nº 2, págs. 65-84, 1984.
——. “Schooling and the development of cognitive skills”, en: H.C.Triandis y A.Heron (eds.), Handbook of cross-cultural psychology, vol. 4. Boston, Allyn & Bacon, 1981.
Rogoff, B.; Lave, J. (eds.). Everyday cognition: Its development in social context. Cambridge, Mass., Harvard University Press, 1984.
Rogoff, B.; Wertsch, J. (eds.) Children's learning in the ‘zone of proximal development’. 1. San Francisco, Calif., Jossey-Bass, 1984.
Saxe, G.B.; Guberman, S.R.; Gearheart, M. (1988). Social processes in early number development. Chicago, Ill., Society for research in Child Development, (Monografías, serie nº 216, vol 52, nº 2), 1988
Schneuwly, B.; Bronckart, J.P. (eds.). Vygotsky aujourd'hui. Neuchâtel; París,: Delachaux et Niestlé, 1985.
Schribner, S.; Cole, M. The psychological consequences of literacy. Cambridge, Mass., Harvard University Press, 1981.
Sharp, D.; Cole, M.; Lave, C. Education and cognitive development: The evidence from experimental research. Chicago, Ill., Society for research in Child Development, (Monografías, serie nº 178, vol 44, nº 1-2), 1979
Siguán, M. (ed.). Actualidad de Lev S. Vygotsky 1. Barcelona, Anthropos, 1987.
Slavin, R.E. Cooperative learning. Nueva York, Longman, 1983.
Sokovnin, V.M. (ed.) Voprosy pedagogiki i psikhologii obshchenia. Frunze, Mektep, 1975.
Talyzina, N. The psychology of learning. Moscú, Progress, 1981.
Tharp, R.; Gallimore, R. Rousing minds to life: Teaching, learning, and schooling in social context.
Cambridge, Cambridge University Press, 1989.
Tudge, J.R.H.; Rogoff, B. “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”, en: M.Bornstein y J.Bruner (eds.), Interaction in human development. Hillsdale, N.J., Erlbaum, 1989.
Valsiner, J. Culture and the development of children's action: A cultural-historical theory of developmental psychology. Nueva York, Wiley, 1987.
——. (ed.). Child development within culturally structured environments, vol 1. Norwood, N.J., Ablex Publishing Corporation, 1988.
Van der Veer, R. Cultuur en cognitie. Groningen, Wolters-Noordhoff, 1984.
Van der Veer, R.; Vanijzendoorn, M.H. “Vygotsky's cultural historical theory-Critique of the distinction between lower and higher psychological processes”, en: Gedrag Tijjdsschrift voor Psychologie. Nimega, n° 114, págs. 155-168, 1983.
Vlasova, T.A.; Pevzner, M.S. (eds.). Deti s vremennoi otstalost'yu razvitia. Moscú, Pedagogika, 1971.
Wertsch, J.V. (ed.). The concept of activity in Soviet psychology. Armonk, NuevaYork, Sharpe, 1981.
——. Culture, communication, and cognition: Vygotskian perspectives. Nueva York, Cambridge University Press, 1985.
——. “From social interaction to higher psychological process: A clarification and application of Vygotsky's theory”, en: Human development. Basilea, vol. 22, págs. 1-22, 1979.
——. “The regulation of human action and the given-new organization of private speech”, en: G. Zivin (ed.). The development of self-regulation trough private speech, págs. 78-98, Nueva York, Wiley, 1979.
——. Vygotsky and the social formation of mind. Cambridge, Mass., Harvard University Press. 1985.
Wertsch, J.V.; Hickman, M. “Problem solving in social interaction: A microgenetic analysis”, en: M. Hickmann (ed.), Social and functional approaches to language and thought. San Diego, Calif, Academic Press, 1987.
Wertsch, J.V.; Youniss, J. “Contextualizing the investigator: The case of developmental psychology”, en:
Human Development. Basilea, vol. 30, págs. 18-31, 1987.
Zaporozhec, A.V., & Lisina, M.I. (eds.). Razvitie obshcheniia u doshkol'nikov. Moscú, Pedagogika, 1974.
Zebroski, J.T. “Soviet psycholinguistics: Implications for teaching of writing”, en: W. Fravley (ed.), Linguistics and literacy. Nueva York, Plenum, 1981.
Por orden alfabético de autores
Aidarova, L. Child development and education. Moscú, Progress, 1982
Bain, B. (ed.), The sociogenesis of language and human conduct. Nueva York, Plenum Press, 1983
Bakhurst, D.J. “Pensée, langage et origine de la signification: cinquantième anniversaire de l’ouverage de Vygotsky”, en: Studies in Soviet thought, Dordrecht, Pays-Bas, nº 131, págs. 102-129, 1986.
Blanck, G. La determinación social de la actividad psíquica específicamente humana. Buenos Aires, Stokoe, 1977.
——. (ed.), Vygotsky: Memoria y vigencia. Buenos Aires, Cultura y Cognición, 1984
Blanck, G.; Van der Veer, R. Vigotski: Una introducción crítica. Buenos Aires, Dialéctica, (en prensa).
Bozhovich, L.I. “The concept of the cultural-historical development of the mind and its prospects”, en: Soviet Psychology, Armonk, N.J., vol. 26, nº 1, págs. 5-22, 1977.
Brown, A.L., & French, L.A. “The zone of proximal development: Implications for intelligence testing in the year 2000”. En: Intelligence, Norwood, N.J., nº 3, págs. 255-277, 1978.
Brown, A.L.; Rogoff, B. (eds.), Advances in developmental psychology. Vol. 3. Hillsdale, N.J., Erlbaum, 1984.
Bruner, J.S., & Hickmann, M. “La conscience, la parole et la zone proximale: réflexions sur la théorie de Vygotsky”, en: J.S.Bruner, Savoir faire, savoir dire. París, PUF, 1983.
Brushlinskii, A.V. Psikhologia myshlenia i problenoie obuchenie. Moscú, Pedagogika, 1983.
Cole, M.; Scribner, S. Culture and thought: A psychological introduction. Nueva York, Wiley, 1974.
Cole, M. et al. The cultural context of learning and thinking. Nueva York, Basic, 1971
Davydov, V.V. Vidi obobshchenia v obuchenii. Moscú, Pedagogika, 1972.
——. (ed.), Nauchnoie tvorchestvo L.S.Vygotskogo i sovremennaia psikhologia. Moscú, APN SSSR (IOPP),
1981. (Ponencia presentada en la Conferencia de la Unión. Moscú, 23-25 de junio de 1981).
Davydov, V.V.; Lompscher, J.; Markova, A.K. (eds.), Ausbildung der Lerntätigkeit bei Schülern. Berlín, Volk & Wissen, 1982.
Del Rio, P.; Alvarez, A. “Aprendizaje y desarollo: La teoría de actividad y la zona de desarollo próximo”, en:
C. Coll (ed.), Psicología de la educación, págs. 1-34. Madrid, Alianza, 1988.
Doise, W.;; Mackie, D. “On the social nature of cognition”, en: J.P. Forgas (ed.), Social cognition: Perspectives on everyday understanding. London, Academic Press, 1981.
Doise, W., & Mugny, G. The social development of the intellect. Oxford, Pergamon, 1984.
El'konin, D.B. “Problema obuchenia i rayvitia v trudah L.S.
Vygotskogo”, en: Voprosy psikhologii. Moscú, nº 6, págs. 33-42, 1966.
——. Psikhologia obuchenia mladshego shkol'nika. Moscú, Znannie, 1974.
——. “Problemy psikhologii detskoi igry v rabotah L.S.Vygotskogo, ego sotrudnikov i posledovatelei”, en:
Voprosy psikhologii. Moscú, nº 6, págs. 94-102, 1976.
El'konin, D.B.; Davidov, V.V. (eds.), Vozrastnye vozmozhnosti usvoeniia znanii. Moscú, Prosveshchenye, 1962.
Ellis, S.; Rogoff, B. “Problem solving in children's management of instruction”, en: E. Mueller y C.Cooper (eds.), Process and outcome in peer relationship, págs. 301-325. Nueva York, Academic Press, 1986.
Feinman, S. (ed.). Social referencing and the social construction of reality in infancy. Nuena York, Plenum, 1992.
Forman, E.A.; Kraker, M.J. “The social origins of logic: The contributions of Piaget and Vygotsky”, en:
M.W.Berkowitz (ed.), Peer conflict and cognitive growth, págs. 23-39. San Francisco, Jossey-Bass, 1985.
Gal'perin, P. “Stages in the development of mental acts” en: M.Cole e I. Maltzman (eds.), A handbook of contemporary Soviet psychology págs. 249-273. Nueva York, Basic, 1969.
Gellatly, A.; Rogers, D.; Sloboda, J.A. (eds.), Cognition and social worlds. Oxford, Oxford University Press, 1989.
Hedegaard, M.; Hakkarainen, P.; Engeström, Y. Learning and teaching on a scientific basis. Risskov, Aarhus University, 1984.
Hinde, R.A.; Perret-Clermont, A.N. (eds.), Interindividual relations and cognitive development. Oxford, Oxford University Press,1985.
Hinde, R.A.; Perret-Clermont, A.N.; Stevenson-Hinde, J. (eds.), Social relationships and cognitive development. Oxford, Clarendon Press, 1985.
Ivich, I. (1978). Man as animal symbolicum. Belogrado, Nolit, 1978. (En serbocroata).
——. Theories of mental development and the problem of education outcomes. París, Organización de Cooperación y Desarrollo Económico (OCDE) (91) 8, 1991.
Kaye, K. “Infant's effects upon their mother's teaching strategies”, en: J.D.Glidewell (ed.), The social context of learning and development. Nuena York, Gardner Press, 1977.
Kolominskii, L.; Lisina, M.I. (eds.), Geneticheski problemy sotsial'noi psikhologii. Minsk, Universitetskoie, 1985.
Kozulin, A. “Vygotsky in context”, en: L.S.Vygotsky, Thought and language. págs. xi-lvi) , edición de A.Kozulin. Cambridge, Mass., MIT Press, 1986.
Laboratory of Comparative Human Cognition . “Culture and cognitive development”, en: W. Kessen (ed.), Mussen's handbook of child psychology, 4a ed., vol. 1. Nuena York, Wiley, 1983.
Leontiev, A.N. Activity, consciousness, and personality. Englewood Cliffs, N.J., Prentice-Hall, 1978.
——. Problems in the development of mind. Moscú, Progress, 1981.
——. “The mastery of scientific concepts by students as a problem of educational psychology”, en:
A.N.Leontiev (ed.), Selected psychological works, vol. 2. Moscú, Pedagogika, 1983. (Obra original publicada en 1935).
Levitin, K. One is not born a personality: Profiles of Soviet educational psychologists. Moscú, Progress, 1982.
Light, P.; Sheldon, S.; Woodhead, M. (eds.), Learning to think. Londres; Nueva York, Routledge, 1991.
Liphanova (Shakhlevich), T.M. “Bibliographia trudov L.S. Vygotskogo”, en: M.G. Iarrrosevskii (ed.), Sobranie sochinenii, vol. 6, págs. 360-375. Moscú, Pedagogika 1984.
Lisina, M.I. “Genezis form obshcheniia u detei”, en: L.I. Antsiferova (ed.), Printsip razvitia v psikhologii. Moscú, Nauka, 1978.
——. (ed.), Isledovania po problemam vozrastnoi i pedagogicheskoi psikhologii. Moscú, APN SSSR, 1980.
——. (ed.), Obshchenie i ego vliyanie na razvitie psikhiki doshkol'nika. Moscú, NII Obschei Pedagogiki, 1974.
Lomov, B.F.; Belyaeva, A.V.; Nosulenko, V.N. (eds.), Psikhologicheskie issledovaniya obshcheniya. Moscú, Nauka, sin fecha.
Luria, A.R. Cognitive development: Its cultural and social foundations. Cambridge, Mass., Harvard University Press, 1976.
——. Language and cognition. Nueva York, Wiley, 1982.
——. The making of mind. Cambridge, Mass., Harvard University Press, 1979.
——. Ob istoricheskom izuchenii poznavatel'nyh protsessov. Moscú, 1974.
——. The role of speech in the regulation of normal and abnormal behavior. Nueva York, Irvington, 1961.
McLane, J.B. “Interaction, context, and the zone of proximal development”, en: M. Hickmann (ed.), Social and functional approaches to language and thought. San Diego, Calif., Academic Press, 1987.
Manacorda, M.A. “La pedagogia di Vygotskij”, en: Riforma della Scuola. Roma, nº 26, págs. 31-39, 1979.
Markova, A.K. The teaching and mastery of language. White Plains, Nueva York, Sharpe, 1979.
Mecacci, L. “L.S.Vygotskij: per una psicologia dell'uomo”, en:Riforma della scuola. Roma, nº 27, págs 24-30, 1979.
Mertz, E.; Parmentier, R.J. (eds.). Semiotic mediation: Psychological and sociocultural perspectives. Nueva York, Academic Press, 1985.
Minick, N. “Implications of Vygotsky's theories for dynamic assessment”, en: C.S.Lidz (ed.), Dynamic assessment: an interactional approach to evaluating learning potential, págs. 116-140). Nueva York, Guilford, 1987.
Moll, L.C. (ed.) Vygotsky and education. Cambridge, Cambridge University Press, 1990.
Mugnu, G.; Perret-Clermont, A.N.; Doise, W. “Interpersonal coordinations and social differences in the construction of the intellect”, en: G.M.Stephenson y J.M.Davis (eds.), Progress in applied psychology, vol. 1. Nueva York, Wiley , 1981.
Newman, D.; Griffin, P.; Cole, M. The construction zone: Working for cognitive change in school. Cambridge, Cambridge University Press, 1989.
Olson, D. (ed.) The social foundations of language and thought: Essays in honor of Jerome S.Bruner. Nueva York, Norton, 1980.
Perret-Clermont, A.N. Social interaction and cognitive development in children. London, Academic Press, 1980.
Poddiakov, N.N. The thinking of the preschooler. Moscú, Pedagogika, 1977.
Raphael, T.E. (ed.) The contexts of school-based literacy. Nueva York, Random House, 1986.
Riegel, K.F. Foundations of dialectical psychology. Nueva York, Academic Press, 1979.
Rivière, A. La psicología de Vygotsky. Madrid, Visor, 1984.
Rogoff, B. Apprenticeship in thinking: Cognitive development in social context. Nueva York, Oxford, Oxford University Press, 1990.
——. “Integrating context and cognitive development”, en: M.E.Brown y A.L.Brown (eds.), Advances in developmental psychology, vol. 2, págs. 125-170. Hillsdale, NJ., Erlbaum, 1982.
——. “The joint socialization of development logistics of the methods pupils use to organize joint activity in dealing with a school task”, en: Soviet Psychology. Armonk, Nueva York, vol. 23, nº 2, págs. 65-84, 1984.
——. “Schooling and the development of cognitive skills”, en: H.C.Triandis y A.Heron (eds.), Handbook of cross-cultural psychology, vol. 4. Boston, Allyn & Bacon, 1981.
Rogoff, B.; Lave, J. (eds.). Everyday cognition: Its development in social context. Cambridge, Mass., Harvard University Press, 1984.
Rogoff, B.; Wertsch, J. (eds.) Children's learning in the ‘zone of proximal development’. 1. San Francisco, Calif., Jossey-Bass, 1984.
Saxe, G.B.; Guberman, S.R.; Gearheart, M. (1988). Social processes in early number development. Chicago, Ill., Society for research in Child Development, (Monografías, serie nº 216, vol 52, nº 2), 1988
Schneuwly, B.; Bronckart, J.P. (eds.). Vygotsky aujourd'hui. Neuchâtel; París,: Delachaux et Niestlé, 1985.
Schribner, S.; Cole, M. The psychological consequences of literacy. Cambridge, Mass., Harvard University Press, 1981.
Sharp, D.; Cole, M.; Lave, C. Education and cognitive development: The evidence from experimental research. Chicago, Ill., Society for research in Child Development, (Monografías, serie nº 178, vol 44, nº 1-2), 1979
Siguán, M. (ed.). Actualidad de Lev S. Vygotsky 1. Barcelona, Anthropos, 1987.
Slavin, R.E. Cooperative learning. Nueva York, Longman, 1983.
Sokovnin, V.M. (ed.) Voprosy pedagogiki i psikhologii obshchenia. Frunze, Mektep, 1975.
Talyzina, N. The psychology of learning. Moscú, Progress, 1981.
Tharp, R.; Gallimore, R. Rousing minds to life: Teaching, learning, and schooling in social context.
Cambridge, Cambridge University Press, 1989.
Tudge, J.R.H.; Rogoff, B. “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”, en: M.Bornstein y J.Bruner (eds.), Interaction in human development. Hillsdale, N.J., Erlbaum, 1989.
Valsiner, J. Culture and the development of children's action: A cultural-historical theory of developmental psychology. Nueva York, Wiley, 1987.
——. (ed.). Child development within culturally structured environments, vol 1. Norwood, N.J., Ablex Publishing Corporation, 1988.
Van der Veer, R. Cultuur en cognitie. Groningen, Wolters-Noordhoff, 1984.
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