Bibliografía Ostroff

download Bibliografía Ostroff

of 31

Transcript of Bibliografía Ostroff

  • 8/11/2019 Bibliografa Ostroff

    1/31

    1

    Bibliografa

    Abbott, J. S. C., The school-boy or a guide for youth to truth and duty, Crocker and Brewster,Boston, 1839.

    Ackoff, R. L. & Greenberg, D., Turning learning right side up: Putting education back on track,

    Wharton School Publishing, Philadelphia, 2008.

    Acredolo, L. P., The development of spatial cognition,Coordinating perspectives on infant spatialorientation, Hillsdale, Erlbaum, R. Cohen ed., NJ, 1985, pp. 115140.

    Alaimo, K. et al., Pediatrics, vol. 108, Food insufficiency and American schoolaged childrenscognitive, academic, and psychosocial development, 2001,pp.4453.

    Alloway, T. P. et al., British Journal of Developmental Psychology, vol. 33, Working memory andother cognitive skills as predictors of progress towards early learning goals at school entry, 2005,pp. 111.

    Amabile, T. M., & Hennessey, B. A., Achievement and motivation: A social developmental

    perspective,The motivation for creativity in children, Cambridge University Press, T. Pittman & A.Boggiano eds., New York, 1992, pp. 5474.

    Anand, B. K., et al., Electroencephalography Clinical Neurophysiology, vol.13, Some aspects ofelectroencephalographic studies in yogis, 1961, pp. 452456.

    Andre, T., et al., Journal of Educational Psychology, vol. 72, Adjunct questions facilitate laterapplication, or do they?,1980, pp. 533543.

    Armbruster, B. B. et al.,Learning to write, writing to learn:Theory and research in practice, Writingto learn in elementary classrooms, International Reading Association, R. Indrisano & J. R. Paratoreeds., Newark, DE, 2005, pp. 7196.

    Armstrong, T., The myth of the A.D.D. child: 50 ways to improve your childs behavior and attentionspan without drugs, labels, or coercin, Plume, New York, 1997.

    ---, Multiple intelligences in the classroom, 3a. ed., ASCD, Alexandria, VA, 2009.

    Ashley, J., & Tomasello, M., Social Development, vol. 7, Cooperative problem solving and teachingin preschoolers., 1998, pp. 143163.

    Astington, J. W., & Pelletier, J., The handbook of education and humandevelopment,The languageof mind: Its role in teaching and learning, Blackwell, D. R. Olson & N. Torrance eds., Malden, MA,1998, pp. 593620.

    Ayres, J., & Hopf, T. S., CommunicationEducation, vol. 38, Visualization: Is it more than extra-

    attention?, 1990, pp. 15.

    Azmitia, M., Child Development, vol.59, Peer interaction and problem-solving: When are two headsbetter tan one?, 1988, pp. 8796.

    Baddeley, A.D., Working memory,Oxford University Press, Oxford, 1986.

    Bakhtin, M. M., Rabelais and his world (H. Iswolsky, Trans.), Indiana University Press, Bloomington,1965.

  • 8/11/2019 Bibliografa Ostroff

    2/31

    2

    Bakhtin, M. M., Problems of Dostoevskys poetics, University of Minnesota Press C. Emerson, Ed.and Trans, Minneapolis, 1984.

    Baldwin, D. A., & Moses, L. J., Child Development, vol. 67, The ontogeny of social informationgathering, 1996, pp.19151939.

    Barnett, L. A., Journal of Child Psychology and Psychiatry, vol. 25(3), Research note: Youngchildrens resolution of distress through play, 1984, pp. 477483.

    Barnett, L. A., & Storm, B., Leisure Sciences, vol 4 (2), Play, pleasure, and pain: The reduction ofanxiety through play, 1981, pp. 161175.

    Barr, R., Blackwell handbook of child development and the media, Attention and learning frommedia during infancy and early childhood, Oxford, S. L. Calvert & B. J. Wilson eds., Blackwell,2008.

    Barr, R., & Hayne, H., Child Development, vol. 70, Developmental changes in imitation fromtelevision during infancy,1999, pp. 10671081.

    Barr, R., & Hayne, H., Progress in infancy research, vol. 1, Age-related changes in imitation:Implications for memory development, Erlbaum, C. Rovee-Collier, L. Lipsitt, & H. Hayne eds.,Mahwah, NJ, 2000, pp. 2167.

    Barr, R., & Hayne, H., International Journal of Early Years Education,vol. 11(1), Its not what youknow, its who you know: Older siblings facilitate imitation during infancy., 2003, pp. 721.

    Barr, R. et al., Developmental Psychobiology, 49The effect of repetition on imitation from televisionduring infancy., 2007, pp. 196207.

    Barreto, E. D. et al.,EarlyHuman Development, vol.82(11), Do former preterm infants rememberand respond to neonatal intensive care unit noise?, 2006, pp. 703707.

    Barry, Lynda, What It Is, Drawn & Quarterly, Montreal, Canada, 2008.

    Bartzokis, G., et al.,Neurobiology ofAging, vol. 31(9), Lifespan trajectory of myelin integrity andmaximum motor speed, 2010, pp. 15541562.

    Bauer, P. J., The development of memory in childhood,Development of memory in early childhood,Psychology Press, Cowan ed., Hove, UK, 1997, pp. 83-113.

    Beghetto, R.A., Journal of Research in Science Teaching, vol. 46(2), Correlates of intellectual risktaking in elementary school science, 2008, pp. 210223.

    Bell, M. A., & Fox, N. A., Child Development, vol. 63,The relations between frontal brain electricalactivity and cognitive development during infancy, 1992, pp.11421163.

    Bellflower, J. B., Dissertation Abstracts International,vol. 69(3-A), A case study on the perceivedbenefits of multiple intelligence instruction: Examining its impact on student learning, 2008, pp. 878.

    Belt, T., (2008, January 21), Let the students teach. In Tracie Belts Blog. Retrieved October 10,2010, de: http://blog.discoveryeducation.com/traciebelt/2008/01/

    Beran, M. K. (2004). In defense of memorization. City Journal. Retrieved November 20, 2010, from:http://www.city-journal.org/html/14_3_defense_memorization.html

  • 8/11/2019 Bibliografa Ostroff

    3/31

    3

    Bereiter, C., & Scardamalia, M., Knowing, learning, and instruction: Essays in honor of RobertGlaser,Intentional learning as a goal of instruction, Erlbaum, L. B. Resnick ed., Hillsdale, NJ, 1989,pp. 361392.

    Berger, S., Older siblings influence their younger siblings motor development,Paper presented atthe annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako,Kyoto, Japan, 2006, Junio.

    Berlyne, D. E., Conflict, arousal, and curiosity, McGraw-Hill, New York, 1960.

    Berns, G. S. et al., Science, vol. 276, Brain regions responsive to novelty in the absence ofawareness, 276, 1997, pp. 12721275.

    Berry, C. et al., The History Teacher, vol. 41(4), The role of emotion in teaching and learninghistory: A scholarship of teaching exploration, 2008, pp. 437452.

    Bertenthal, B. I., & Longo, M. R., TheCarnegie Symposium on Cognition, vol. 34: Embodiment, egospace, actionMotor knowledge and action understanding: A development perspective, PsychologyPress, R. Klatzky, M. Behrmann, & B. MacWhinney eds., New York, 2008.

    Binnie, L. M., Educational and Child Psychology, vol.22(4), TOM goes to school: Theory of mindunderstanding and its link to schooling., 2005, pp. 8193.

    Birch, S. A. J. et al., The medium is the message: How infants sensitivity to nonverbal cuesinfluences what they learn from others. Paper presented by S. A. J. Birch at the InternationalConference on Infant Studies (ICIS) in Kyoto, Japan, 2006, Junio.

    Bjorklund, D. F., Childrens thinking: Cognitive development and individual differences, 4ta. ed.,Wadsworth, Belmont, CA, 2005.

    ---, Why youth is not wasted on the young: Immaturity in human development, Wiley-Blackwell,Malden, MA, 2007.

    ---, Oxford handbook of developmental psychology,Cognitive development: An overview, Oxford

    University Press, P. D. Zelazo ed., Oxford, in press.

    ---,The development of memory in infancy and childhood,The development of memory strategies,Psychology Press, M. L. Courage & N. Cowan eds., Hove, UK, 2009, pp. 145175.

    ---, Emerging themes in cognitive development, vol. 2, I watch, therefore I can do: Thedevelopment of meta-imitation over the preschool years and the advantage of optimism in onesimitative skills, Springer, M. L. Howe & R. Pasnak eds., New York, 1993, pp. 79102.

    ---, Journal of Experimental Child Psychology, vol. 44 Developmental differences in the mentaleffort requirements for the use of an organizational strategy in free recall, 1987, pp.109125.

    ---,Childrens strategies: Contemporaryviews of cognitive development, The role of knowledge in

    the development of strategies, Erlbaum, D. F. Bjorklund ed., Hillsdale, NJ, 1990.

    ---, ().European Journal of Developmental Psychology,The benefits of youth, vol. 6 (1), 2009, pp..120137.

    Blair, C., & Razza, R. A., ChildDevelopment, vol. 78,Relating effortful control, executive function,and false belief understanding to emerging math and literacy ability in kindergarten, 2007, pp. 647663.

  • 8/11/2019 Bibliografa Ostroff

    4/31

    4

    Blakemore, S. J., & Frith, C. D., The learning brain: Lessons for education, Blackwell Malden, MA,2005.

    Blewitt, P. et al.,Journal of EducationalPsychology, vol. 101(2), Shared book reading: When andhow questions affect young childrens word learning, 2009, pp. 294304.

    Bloom, E., & Heath, N., Journal of Learning Disabilities, vol. 43(2), Recognition, expression, andunderstanding facial expressions of emotion in adolescents with nonverbal and general learningdisabilities., 2010, pp. 180192.

    Blues Classroom, The Blues Teachers Guide: Men, woman and the blues, Vulcan Productions,Inc. Retrieved November 3, 2011, desde http://www.pbs.org/theblues/classroom/intmenwomen.html, 2003

    Bono, M., & Stifter, C., Infancy, vol. 4, Maternal attention-directing strategies and infant focusedattention during problem solving, 2003, pp. 235250.

    Bornstein, M. H. et al., Infancy, vol. 3 (4), Prenatal cardiac function and postnatal cognitivedevelopment: An exploratory study, 2002, pp. 475494.

    Bower, A., & King, W., Psychonomic Science, vol. 8,The effect of number of irrelevant stimulusdimensions, verbalization, and sex on learning biconditional classification rules, 1967, pp. 453454.

    Bower, G. H., Journal of Verbal Learning and Verbal Behavior, vol. 9, Imagery as a relationalorganizer in associative learning, 1970, pp. 529533.

    Boyatzis, C., & Satyaprasad, C., Journal of Nonverbal Behavior, vol. 8, Childrens facial andgestural decoding and encoding: Relations between skills and with popularity, 1994, pp. 3755.

    Brackbill, Y., Child Development, vol. 44,Continuous stimulation reduces arousal level stability ofthe effect over time, 1973, pp. 4346.

    Bradley, M. M., & Lang, P. J., Journal of Behavioral Therapy and Experimental Psychiatry, vol.

    25(1), Measuring emotion: The self-assessment manikin and the semantic differential, 1994, pp.4959.

    Brand, S. et al., Learning and Instruction, vol. 17,How do we learn in a negative mood? Effects of anegative mood on transfer and learning, 2007, pp.116.

    Bransford, J. et al., Preparing teachers for a changing world: What teachers should learn and beable to do,Theories of learning and their roles in teaching. Jossey-Bass, L. Darling-Hammond & J.Bransford eds., San Francisco, 2007.

    ---, The Cambridge handbook of the learning sciences, Foundations and opportunities for aninterdisciplinary science of learning, Cambridge University Press, R. K. Sawyer ed., Cambridge,2006, pp. 1934.

    ---, The IDEAL problem solver, Freeman, New York, 1984.

    Brefczynski-Lewis, J. A. et al., Proceedings of the National Academy of Sciences, vol. 104(27),Neural correlates of attentional expertise in long-term meditation practitioners, 2007, pp. 1148311488.

  • 8/11/2019 Bibliografa Ostroff

    5/31

    5

    Broaders, S. C. et al., Journal of ExperimentalPsychology: General, vol.136(4), Making childrengesture brings out implicit knowledge and leads to learning., 2007, pp. 539550.

    Bronson, M. B., Self-regulation in early childhood, Guilford Press, New York, 2000.

    Brown, J. S. et al., Educational Researcher, vol. 18 (1), Situated cognition and the culture of

    learning, 1989, pp. 3242.

    Bruce, T., Early childhood education,Hodder Education, London, 2005.

    Bryan, T. et al., Learning Disability Quarterly, vol. 19, The impact of positive mood on learning,1996, pp. 153162.

    Buck, S. M. et al., Medicine & Science in Sports &Exercise, vol. 40,The relation of aerobic fitnessto Stroop Task performance in preadolescent children, 2008, pp. 166172.

    Buckner, J. C. et al.,Development andPsychopathology, vol. 15,Characteristics of resilient youthsliving in poverty: The role of self-regulatory processes, 2003, pp. 139162.

    Buddhaghosa, The path of purification (B. Nanamoli, Trans.), Buddhist Publication Society, Kandy,Sri Lanka, 1979.

    Bunge, S. A. et al., Neuron, vol. 33, Immature frontal lobe contributions to cognitive control inchildren: Evidence from fMRI, 2002, pp. 301311.

    Burdette, H. L., & Whitaker, R. C., Archives of Pediatric & Adolescent Medicine, vol. 159,Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation,and affect, 2005, pp. 4650.

    Butler, A. C., & Roediger, H. L., European Journal of Cognitive Psychology, vol. 19, Testingimproves long-term retention in a simulated classroom setting, 2007, pp. 514527.

    Cahill, L. et al., Nature, vol. 377(6547), The amygdala and emotional memory, 1995, pp. 295296.

    Caine, R., & Caine, G., Educational Leadership, vol. 48(2), Understanding a brain-based approachto learning and teaching, 1990, pp. 6670.

    Caine, R., & Caine, G., Making connections: Teaching and the human brain. Addison-Wesley,Menlo Park, CA, 1994.

    California Department of Education, California physical fitness test: A study of the relationshipbetween physical fitness and academic achievement in California using 2004 test results. RetrievedApril 6, 2011, from www.cde.ca.gov/ta/tg/pf/ documents/2004pftresults.doc, 2005, April

    Calkins, S. D., & Johnson, M. C., Infant Behavior and Development,vol. 21,Toddler regulation ofdistress to frustrating events: Temperamental and maternal correlates, 1998, pp. 379395.

    Callanan, M. A., & Oakes, L. M., Cognitive Development, vol. 7, Preschoolers questions andparents explanations: Causal thinking in everyday activity, 1992, pp. 213233.

    Callender A. A., & McDaniel, M. A., Contemporary Educational Psychology, vol. 34 The limitedbenefits of rereading educational texts, 2009, pp. 3041.

    Campos, J. J., Merrill-Palmer Quarterly, vol. 29, The importance of affective communication insocial referencing: A commentary on Feinman, 1983, pp. 8387.

  • 8/11/2019 Bibliografa Ostroff

    6/31

    6

    ---,Infancy, vol. 1(2), Travel broadens the mind, 2000, pp. 149219.

    ---, Emotion and its regulation in early development Socioemotional transformations in the familysystem following infant crawling onset, Jossey-Bass, N. Eisenberg & R. A. Fabes eds., SanFrancisco, 1992. pp. 2540.

    Cardillo, J., Can I have your attention? How to think fast, find your focus, and sharpen yourconcentration,Career Press , Pompton Plains, NJ, 2009.

    Carpenter, M., Imitation and the social mind: Autism andtypical development, Instrumental, social,and shared goals and intentions in imitation, Guilford Press, S. J. Rogers & J. H. G. Williams eds.,New York, 2006, pp. 4870.

    Carpenter, M. et al., Monographs of the Society for Research in Child Development, vol. 63(4),Social cognition, joint attention, and communicative competence from 9 to 15 months of age, 1998,p. 176.

    Carpenter, M., & Nielsen, M., Journal of Experimental Child Psychology, vol. 101Tools, TV, andtrust: Introduction to the special issue on imitation in typically-developing children, 2008, pp. 225227.

    Casler, K., & Kelemen, D., Developmental Science, vol. 8(6), Young childrens rapid learning aboutartifact functions, 2005, pp. 472480.

    Castelli, D. M. et al., Journal of Sport and Exercise Psychology, vol. 29, Physical fitness andacademic achievement in third- and fifth-grade students, 2007, pp. 239252.

    Ceci, S. J., et al.,International Journalof Clinical and Experimental Hypnosis, vol. 42,The possiblerole of source misattribution in the creation of false beliefs among preschoolers, 1994, pp. 304320.

    Centers for Disease Control and Prevention, FastStats: Attention deficit hyperactivity disorder(ADHD), Retrieved December 20, 2010, from http://www.cdc.gov/nchs/fastats/adhd.htm, 2010

    Chao, L., L., & Martin, A., NeuroImage, vol. 12, Representation of manipulable manmade objects inthe dorsal stream, 2000, 478484.

    Cheyne, J. A., & Rubin, K. H., Developmental Psychology, vol. 19(4), Playful precursors of problemsolving in preschoolers, 1983, pp. 577584.

    Chi, M., Bassok, et al., Cognitive Science,vol. 13,Self-explanation: How students study and useexamples in learning to solve problems, 1989, 145182.

    Chi, M. T. H., Childrens thinking: What develops? Knowledge structure and memory development,Erlbaum, R. Siegler ed., Hillsdale, NJ, 1978, pp. 7396.

    Chi, M. T. H., & Koeske, R. D., Developmental Psychology, vol. 19, Network representation of a

    childs dinosaur knowledge, 1983, pp. 2939.

    Chodzko-Zajko, W. J., & Moore, K. A., Exercise and Sport Sciences Reviews, vol. 22, Physicalfitness and cognitive functioning in aging, 1994, pp. 195220.

    Chorzempa, B. F., & Lapidus, L., Teaching Exceptional Children, vol. 41(3), To find yourself, thinkfor yourself, 2009, pp. 5459.

  • 8/11/2019 Bibliografa Ostroff

    7/31

    7

    Choudhury, N., & Gorman K., Infancy and Child Development, vol. 9, The relationship betweenattention and problema solving in 1724 month old children, 2000, pp. 127146.

    Christakis, D. A. et al., Archives of Pediatric & Adolescent Medicine, vol. 161(10), Effect of blockplay on language acquisition and attention in toddlers: A pilot randomized controlled trial, 2007,967971.

    Cimpian, A. et al., Psychological Science, vol. 18(4), Subtle linguistic cues affect childrensmotivation, 2007, pp. 314-316.

    Clement, F., Koenig, M., & Harris, P., Mind & Language, vol. 19(4), The ontogenesis of trust, 2004,pp. 360379.

    Cole, P. M. at al., Monographs of the Society for Research in Child Development, vol. 59, Thedevelopment of emotion regulation and dysregulation: A clinical perspective, The development ofemotion regulation, N. A. Fox ed., 1994, pp. 73100.

    Colombo, J. et al., Intelligence, vol. 13, Longitudinal correlates of infant attention in the pairedcomparison paradigm, 1989, pp. 3342.

    Cooper, R. P., & Aslin, R. N., Child Development, vol. 61,Preference for infant-directed speech inthe first month after birth, 1990, pp. 15841595.

    Cornett, C. E., Learning through laughter: Humor in the classroom , Phi Delta Kappa EducationalFoundation, Bloomington, IN, 1986.

    Corriveau, K. H., et al.,Preschoolers use past accuracy and familiarity in deciding whom to trust asan informant, Presentation at the Annual Meeting of the Association for Psychological Science, NewYork, NY, 2006, May.

    Cosner, R. L., Human Relations, vol. 12(2), Some social functions of laughter: A study of humor in ahospital setting, 1959, pp. 171182.

    Courage, M. L., & Cowan, N. eds., The development of memory in infancy and childhood.

    Psychology Press, Hove, UK, 2009.

    Courchesne, E., & Pierce, K., International Journal of Developmental Neuroscience, vol. 23, Brainovergrowth in autism during a critical time in development: Implications for frontal pyramidal neuronand interneuron development and connectivity, 2005, pp. 153170.

    Cowan, N. ed., The development of memory in childhood, Psychology Press Hove, UK, 1998.

    Csikszentmihalyi, M., Creativity: Flow and the psychology of discovery and invention,HarperPerennial, New York, 1997a.

    Csikszentmihalyi, M., The NAMTA Journal, vol. 22(2), Flow and education, 1997b, pp. 235.

    Csikszentmihalyi, M., & Csikszentmihalyi, I., Optimal experience: Psychological studies of flow inconsciousness, Cambridge University Press, Cambridge, 1992.

    Cycowicz, Y. M., Biological Psychology, vol. 54, Memory development and event-related brainpotentials in children, 2000, pp. 145174.

    Czajka, C. W., Elementary lesson plan 1: Criminal or hero. In Slavery and the making of America,Retrieved February 15, 2010, from http://www.pbs.org/wnet/slavery/teachers/lesson1.html, 2004

  • 8/11/2019 Bibliografa Ostroff

    8/31

    8

    Dalke, D. E., British Journal of Developmental Psychology, vol. 13, Explaining young childrensdifficulty on the false belief task: Representational deficits or context-sensitive knowledge?, 1995,pp. 209222.

    Daloz, L. A., Mentor, Jossey-Bass San Francisco, 1999.

    Daneman, M., & Carpenter, P. A., Journal of Verbal Learning and Verbal Behavior, vol. 19(4),Individual differences in working memory and reading, 1980, pp. 450466.

    Dansky, J. L., & Silverman, I. W., Developmental Psychology, vol. 9(1), Effects of play onassociative fluency in preschoolaged children, 1973, pp. 3843.

    Deci, E., Journal of Personality and Social Psychology, vol. 22(1), Intrinsic motivation, extrinsicreinforcement, and inequity, 1972, pp. 113120.

    Deese, J., Psychological Reports, vol. 5, Influence of interitem associative strength upon immediatefree recall, 1959, pp. 235241.

    DeLoache, J. S., Child Development, vol. 71, Dual representation and young childrens use of scalemodels, 2000, pp. 329338.

    DeLoache, J. S. et al., Child Development, vol. 56(1), Precursors of mnemonic strategies in veryyoung childrens memory, 1985, pp. 125137.

    de Manzano, . et al., Emotion, vol. 10(3), The psychophysiology of flow during piano playing,2010, pp. 301311.

    DeMarie, D. et al., Journal of Cognition andDevelopment, vol. 5,Path analysis tests of theoreticalmodels of childrens memory performance, 2004, pp. 461492.

    Denham, S. A.,Child Development, vol. 57, Social cognition, prosocial behavior, and emotion inpreschoolers: Contextual validation, 1986, pp. 194201.

    Denham, S. A. et al., Child Development, vol. 74, Preschool emotional competence: Pathway tosocial competence, 2003, pp. 238256.

    Deniz, H., Examination of changes in prospective elementary teachers epistemological beliefs inscience and exploration of factors meditating the change. Paperpresented at the Annual Meeting ofAmerican Educational Research Association,San Diego, CA, 2009, April.

    Deocampo, J. A., & Hudson, J. A., Journal of Cognition and Development,vol. 6, When seeing isnot believing: Two-year-olds use of video representations to find a hidden toy, 2005, pp. 229258.

    Derscheid, L. E. et al., Perceptual and Motor Skills, vol. 82, Preschoolers socialization asconsumers of clothing and recognition of symbolism, 1996, pp. 11711181.

    Diamond, A., Journal of Experimental Child Psychology. Special issue: Early Memory, vol. 59(3),Evidence of robust recognition memory early in life even when assessed by reaching behavior,1995, pp. 419456.

    Diaz, R. M., & Berk, L. E., Private speech: From social interaction to self-regulation, Erlbaum,Hillsdale, NJ, 1992.

  • 8/11/2019 Bibliografa Ostroff

    9/31

  • 8/11/2019 Bibliografa Ostroff

    10/31

    10

    Ellis, S., & Gauvain, M., Childrens development within social context, Cultural influences onchildrens collaborative interactions,Erlbaum, L. T. Winegar & J. Valsiner eds., Hillsdale, NJ, 1992.

    Ericsson, K. A. et al., Psychological Review, 100, The role of deliberate practice in the acquisition ofexpert performance, 1993, pp. 363406.

    Erlaur, L., The brain compatible classroom: Using what we know about learning to improveteaching, ASCD, Alexandria, VA, 2003.

    Etnier, J. L. et al.,BrainResearch Reviews, vol. 52, A meta-regression to examine the relationshipbetween aerobic fitness and cognitive performance, 2006, 119130.

    Evans, R.L., Every good boy deserves fudge: The book of mnemonic devices , Penguin, New York,2007.

    Fagan, J. F., & Knevel, C., The prediction of above-average intelligence from infancy, Paperpresented at the meeting of the Society for Research on Child Development, Kansas City, MO,1989, April.

    Falck-Ytter, T. et al.,Nature Neuroscience, vol. 9, Infants predict other peoples action goals, 2006,878879.

    Fecteau, S. et al.,NeuroReport, vol. 15, A motor resonance mechanism in children? Evidence fromsubdural electrodes in a 36-month-old child, 2004, pp. 26252627.

    Feito, J., International Journal for the Scholarship of Teaching and Learning, vol. 1(1), Allowing notknowing in a dialogic discussion, Retrieved August 8, 2009, fromhttp://academics.georgiasouthern.edu/ijsotl/v1n1/feito/ij_feito.htm, 2007

    Feldman, R.,Advances in Psychology Research, vol. 27, Mother-infant skin-to-skin contact and thedevelopment of emotion regulation, 2004, pp. 113131.

    Feldman, R., & Eidelman, A. I., DevelopmentalMedicine Child Neurology, vol. 45(4), Skin-to-skin

    contact (Kangaroo Care) accelerates autonomic and neurobehavioural maturation in preterminfants, 2003, pp. 274281.

    Feldman, R. et al., Pediatrics, vol. 110(1), Comparison of skin-to-skin (kangaroo) and traditionalcare: parenting outcomes and preterm infant development, 2002, p. 16.

    Fernald, A., Child Development, vol. 60, Intonation and communicative intent in mothers speech toinfants: Is the melody the message?, 1989, pp. 14971510.

    Fernald, A., & Kuhl, P., Infant Behavior and Development, vol. 10, Acoustic determinants of infantpreference for motherese speech, 1987, pp. 279293.

    Fiese, B. H., Child Development, vol. 61(5), Playful relationships: A contextual analysis of mother-

    toddler interaction and symbolic play, 1990, pp. 16481656.

    Fifer, W. P., & Moon, C. M., Fetal development: Apsychobiological perspective,The effects of fetalexperience with sound, Erlbaum, J. P Lecanuet, W. P. Fifer, N. A. Krasnegor, & W. P. Smothermaneds.,Hillsdale, NJ, 1995, pp. 351366.

    Finkel, D. L., Teaching with your mouth shut. Boynton/Cook, Portsmouth, NH, 2000.

  • 8/11/2019 Bibliografa Ostroff

    11/31

    11

    Fivush, R., The remembering self: Construction and accuracy in the self-narrative, Constructingnarrative, emotion and self in parent-child conversations about the past, Cambridge University,Press, U. Neisser & R. Fivush eds., New York, 1994, pp. 136157.

    Fivush, R., Towards a feminist developmental psychology, Accuracy, authorship and voice:Feminist approaches to autobiographical memory, Cambridge University Press, P. Miller & E.Scholnick, eds., New York, 2000, pp. 85106.

    Fivush, R. et al.,Discourse Processes, vol. 14, Content and consistency in early autobiographicalrecall, 1991, pp. 373388.

    Fivush, R., & Shukat, J., Memory and testimony in the child witness Content, consistency, andcoherence of early autobiographical recall. Sage, M. S. Zaragoza, J. R. Graham, G. C. N. Hall, R.Hirschman, & Y. S. Ben-Porath eds., Thousand Oaks, CA, 1995, pp. 523.

    Flavell, J. H.,Annual Review of Psychology, vol. 50,Cognitive development: Childrens knowledgeabout the mind, 1999, pp.2145.

    Flavell, J. H. et al.,Child Development, vol. 37, Spontaneous verbal rehearsal in a memory task asa function of age, 1966, pp. 283299.

    Flavell, J. H. et al., Monographs of the Society for Research in Child Development, vol. 60(1, SeriesNo. 243),Young childrens knowledge about thinking, 1995.

    Foley, M. A. et al.,Cognitive Development, vol. 8, Appropriating the actions of another: Implicationsfor childrens learning and memory, 1993, pp. 373401.

    Foley, M. A., & Ratner, H. H., Cognitive Development, vol. 13, Childrens recoding in memory forcollaboration: A way of learning from others, 1998, pp. 91108.

    Foley, M. A. et al., Journal of Cognition and Development, 3, Anticipation and source-monitoringerrors: Childrens memory for collaborative activity, 2002, pp. 385414.

    Freeman, W. J., Scientific American, vol. 264(2), The physiology of perception, 1991, pp. 7885.

    Freire, P., Pedagogy of the oppressed (M. B. Ramos, Trans.), Continuum, New York, 1970.

    Freund, L. S., Child Development, 61, Maternal regulation of childrens problem-solving behaviorand its impact on childrens performance,1990, pp. 113126.

    Frye, D., & Wang, Z.,Applied cognitive research in K3classrooms,Theory of mind, understandingteaching and early childhood education, Routledge, S. K. Thurman & C. A. Fiorello eds., New York,2008, pp. 4183.

    Gagnon, R. et al., American Journal of Obstetrics and Gynecology, vol. 157, Human fetalresponses to vibratory acoustic stimulation from 26 weeks to term, 1987, pp. 13751381.

    Gardner, F., Reflective Practice, vol. 2(1), Social work students and self-awareness: How does ithappen?, 2001, pp. 2740.

    Gardner, H., Multiple intelligences: The theory in practice, Basic Books, New York, 1993.

    Garth, M., Starbright: A book of meditations for children, HarperOne, New York, 1991.

  • 8/11/2019 Bibliografa Ostroff

    12/31

    12

    Gathercole, S. E., & Alloway, T. P.,Applied cognitive research in K3 classrooms,Working memoryand classroom learning, Routledge, S. K. Thurman & C. A. Fiorello eds., New York, 2008a, pp. 1740.

    Gathercole, S. E., & Alloway, T. P., Working memory and learning: A practical guide,Sage, London,2008b.

    Gathercole, S. E. et al.,Applied Cognitive Psychology, vol. 22, Working memory abilities andchildrens performance in laboratory analogues of classroom activities, 2008, 10191037.

    Gathercole, S. E. et al., Working memory and education, Working memory in the classroom.Elsevier Press, S. Pickering ed., Atlanta, 2006, pp. 219240.

    Gathercole, S. M. et al.,Educational and Child Psychology, vol. 20, Working memory assessmentsat school entry as longitudinal predictors of National Curriculum attainment levels, 2003, pp. 109122.

    Gathercole, S. M., & Pickering, S. J., British Journal of EducationalPsychology, vol. 70, Workingmemory deficits in children with low achievements in the National Curriculum at 7 years of age,2000, pp. 177194.

    Gathercole, S. M. et al.,Applied Cognitive Psychology 17, Working memory skills and educationalattainment: Evidence from National Curriculum assessments at 7 and 14 years of age, 2003, pp. 116.

    Geary, D. C. et al.,Journal of Experimental ChildPsychology, vol. 88, Strategy choices in simpleand complex addition: Contributions of working memory and counting knowledge for children withmathematical disability, 2004, pp. 121151.

    Gellevij, M. et al., Journal of Experimental Education, vol. 70(3), Multimodal versus unimodalinstruction in a complex learning context, 2002, pp. 215239.

    George, J., & Greenfield, D. B., Applied Developmental Psychology, vol. 26(1), Examination of astructured problem-solving flexibility task for assessing approaches to learning in young children:Relation to teacher ratings and childrens achievement,2005, pp. 6984.

    Gergely, G. et al.,Nature, 415, Rational imitation of goal-directed actions, 2002, p. 755.

    Gergely, G. et al.,Developmental Science, vol. 10, On pedagogy, 2007, pp. 139146.

    Gerner, M., Psychological Reports, vol. 49, The brain and behavior: Casting light into the black-box., 1981, pp. 511518.

    Gibbs, J. et al., Reaching all by creating tribes learning communities, CenterSource SystemsWindsor, CA, 2006.

    Ginsburg, K. R., & The Committee on Communications and The Committee on Psychosocial

    Aspects of Child and Family Health Guidance for the Clinician in Rendering Pediatric Care,American Academy of Pediatrics clinical report: The importanceof play in promoting healthy childdevelopment and maintaining strong parent-child bonds. Retrieved February 21, 2012, fromhttp://www2.aap.org/pressroom/playfinal.pdf, 2007.

    Glenberg, A. M., Behavioral and Brain Sciences, vol. 20, What memory is for, 1997, pp. 155.

  • 8/11/2019 Bibliografa Ostroff

    13/31

    13

    Godden, D. R., & Baddeley, A. D., British Journal of Psychology, vol. 66(3), Context-dependentmemory in two natural environments: On land and under wter, 1975, pp. 325331.

    Goldberg, E., The executive brain: Frontal lobes and the civilized mind, Oxford University PressNew York, 2002.

    Goldish, M., Memory-boosting mnemonic songs for content area learning, New York, Scholastic,2006.

    Gopnik, A., & Astington, J. W., Child Development, vol. 59, Childrens understanding ofrepresentational change and its relation to the understanding of false belief and theappearancereality distinction, 1988, pp. 2637.

    Gopnik, A. et al., The scientist in the crib: What early learning tells us about the mind, Harper, NewYork, 1999.

    Gordon, P. R. et al.,Educational Horizons, vol. 79(4), A taste of problem-based learning increasesachievement of urban minority middle school students, 2001, pp. 171175.

    Goswami, U., Blackwell handbook of childhood cognitive development, Blackwell, Oxford, 2004.

    Grafton, S. T. et al.,Experimental BrainResearch, vol. 112, Localization of grasp representations inhumans by positron emission tomography, 1996, pp. 103111.

    Gray, P., Freedom to learn: The roles of play and curiosity as foundations for learning, The value ofplay IV: Play is naturesway of teaching us new skills, Psychology Today Blog, Retrieved May 30,2009, from http://www.psychologytoday.com/blog/ freedom-learn/200901/the-value-play-iv-play-is-nature-s-way-teaching-us-new-skills, 2009, January 1.

    Gredlein, J. M., & Bjorklund, D. F., Human Nature, vol. 16, Sex differences in young childrens useof tools in a problem-solving task: The role of object-oriented play, 2005, pp. 97118.

    Grezes, J., & Decety, J., Human Brain Mapping,vol. 12, Functional anatomy of execution, mentalsimulation, observation, and verb generation of actions: A meta-analysis, 2001, pp. 119.

    Griss, S., Educational Leadership, vol. 51, Creative movement: A physical language for learning,1994, 7880.

    Grolnick, W. et al., Infant Mental Health Journal, vol. 5, Maternal control style and the masterymotivation of 1-year-olds, 1984, pp. 7282.

    Gross, J. et al.,Amount of crawling and walking experience has varying effects on cognitivedevelopment during infancy, Paper presented at the annual meeting of the XVth BiennialInternational Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Retrieved March 14,2011, from http://www.allacademic.com/meta/p94676_index.html, 2006

    Haden, C. A. et al., ChildDevelopment, vol. 72, Mother-child conversational interactions as events

    unfold: Linkages to subsequent remembering, 2001, pp.10161031.

    Hamilton, R. J., Review of Educational Research, vol. 55, A framework for the evaluation of theeffectiveness of adjunct questions and objectives, 1985, pp. 4785.

    Hamzei, F. et al., NeuroImage, vol.19, The human action recognition system and its relationship toBrocas area: An fMRI study, 2003, pp. 637644.

  • 8/11/2019 Bibliografa Ostroff

    14/31

  • 8/11/2019 Bibliografa Ostroff

    15/31

    15

    Hickling, A. K., & Wellman, H. M., Developmental Psychology, 37, The emergence of childrenscausal explanations and theories: Evidence from everyday conversation, 2001, pp. 668683.

    Higbee, K. L., Applied Cognitive Psychology, vol. 11, Novices, apprentices, and mnemonists:Acquiring expertise with the phonetic mnemonic, 1997, pp. 147161.

    Hillman, C. H. et al., Developmental Psychology, vol. 45(1), Aerobic fitness and cognitivedevelopment: Event-related brain potential and task performance indices of executive control inpreadolescent children, 2009, pp. 114129.

    Hillman, C. H. et al., Nature Reviews Neuroscience, vol. 9, Be smart, exercise your heart: Exerciseeffects on brain and cognition, 2008, pp. 5864.

    Hinton, C. et al., European Journal of Education,vol. 43(1), Brain research, learning and emotions:Implications for education research, policy and practice, 2008, pp. 87103.

    Hirsh-Pasek, K., & Golinkoff, R. M., Einstein never used flash cards: How our children really learnand why they need to play more and memorize less , Rodale, New York, 2003.

    Hoff, E., Developmental Review, vol. 26, How social contexts support and shape languagedevelopment, 2006, pp. 5588.

    Hoffmann, H., Struwwelpeter in English translation, Dover, Mineola, NY, 1995. (Original workpublished 1845)

    Hollander, J., Committed to memory: 100 best poems to memorize , Turtle Point Press, New York,1996.

    Holler, K. A., & Greene, S. M., A clinicians guide to normal cognitive development in childhood,Developmental changes in childrens executive functioning, Routledge, E. Hollister Sandberg & B.L. Spritz eds., New York, 2010, pp. 215238.

    Holmes, R. M. et al., Early Child Development andCare, vol. 176(7), The effects of different recesstiming regimens on preschoolers classroom attention,2006, pp. 735743.

    Hong, L., Acta Psychologica Sinica, vol. 26, Experimental study on the affection of fetal music onthe fetus, 1994, pp. 5158.

    Howse, R. B. et al.,Journalof Experimental Education, vol. 71, Motivation and self-regulation aspredictors of achievement in economically disadvantaged young children, 2003, pp. 151174.

    Hruska, B., & Clancy, M. E., Strategies: A Journal for Physical and Sport Educators, vol. 21(5),Integrating movement and learning in elementary and middle school, 2008, pp. 1320.

    Hudson, J. A., Journal of Experimental Child Psychology, 46, Childrens memory for atypical actionsin script-based stories: Evidence for a disruption effect, 1988, pp. 159173.

    Hudson, J. A., & Nelson, K., Cognitive Development, vol. 1, Repeated encounters of a similar kind:Effects of familiarity on childrens autobiographic memory,1986, pp. 253271.

    Huizinga, J., Homo ludens. Beacon Press, Boston, 1971. (Original work published 1938)

    Hyson, M. C. et al., Academic environments in early childhood: Challenge or pressure? Summaryreport to The Spencer Foundation, Chicago, 1989.

  • 8/11/2019 Bibliografa Ostroff

    16/31

    16

    Imus, D., Growing up green: Baby and child care,Simon & Schuster, New York, 2008. Istomina, Z. M., Soviet Psychology, vol. 13, The development of voluntary memory in preschool-age

    children, 1975, pp. 564.

    James, W., The principles of psychology, Holt, Boston, 1983. (Original work published 1890)

    Jaswal, V. K., & Neely, L. A., Psychological Science, vol. 17(9), Adults dont always know best:Preschoolers use past reliability over age when learning new words, 2006, pp. 757758.

    Jha, A. P. et al., Cognitive Affective and Behavioral Neuroscience, vol. 7, Mindfulness trainingmodifies subsystems of attention, 2007, pp. 109119.

    Johnson, M., The body in the mind: The bodily basis of meaning, imagination, and reason, TheUniversity of Chicago Press, Chicago, 1987.

    Kaiser Family Foundation, Generation M: Media in the lives of 8 to 18 year olds, Retrieved August23, 2009, from http://www.kff.org/entmedia/entmedia030905pkg.cfm, 2005, March

    Kamins, M. L., & Dweck, C. S., Developmental Psychology, vol. 35(3), Person versus process

    praise and criticism: Implications for contingent self-worth and coping, 1999, pp. 835837.

    Kang, S. H. K. et al., European Journal ofCognitive Psychology, vol. 19, Test format and correctivefeedback modulate the effect of testing on memory retention, 2007, pp. 528558.

    Kaniel, S., & Aram, D., International Journal of Cognitive Education and Mediated Learning, vol.3(2), Developmental impacts of meta-attention instructions, 1993, pp. 110121.

    Karzon, R. G., Journal of Experimental Child Psychology, vol. 39(2), Discrimination of polysyllabicsequences by one- to four-month-old infants, 1985, pp. 32642.

    Katz Rothman, B., Recreating motherhood, Rutgers University Press, New Brunswick, NJ, 2000.

    Kaufman, M., Washington Post, Meditation gives brain a charge, study finds, Retrieved August 9,2010, from, http://www.washingtonpost.com/wp-dyn/articles/A430062005Jan2.html, 2005, January3

    Keys, C.W., Science Education, 83(2), Revitalizing instruction in scientific genres: Connectingknowledge production with writing to learn in science, 1993, pp. 115130.

    Kierkegaard, S., Either/or: A fragment of life, Penguin Classics, New York, 1985. (Original workpublished 1843)

    King, N.R., Elementary School Journal, vol. 80(2), Play: The kindergartners perspective,1979, pp.8087.

    Kitamura, C. et al.,Infant Behavior and Development, vol. 24, Universality and specificity in infant-directed speech: Pitch modifications as a function of infant age and sex in a tonal and non-tonallanguage, 2002, pp. 372392.

    Klein, P., Educational Psychology Review, vol. 11(3), Reopening inquiry into cognitive processes inwriting-to-learn, 1999, pp. 203270.

    Klingberg, T. et al., Journal of Clinical and Experimental Neuropsychology, vol. 24(6), Training ofworking memory in children with ADHD, 2002, pp. 781791.

  • 8/11/2019 Bibliografa Ostroff

    17/31

    17

    Kobiella, A. et al., Cognition and Emotion, vol. 22, The discrimination of angry and fearful facialexpressions in 7-month-old infants: An event-related potential study, 2008, pp. 134146.

    Koenig, M. A. et al., Psychological Science, vo. 15(10), Trust in testimony: Childrens use of trueand false statements, 2004, pp. 694698.

    Koenig, M. A., & Harris, P. L., Child Development, vol. 76, Preschoolers mistrust ignorant andinaccurate speakers. 2005a, pp. 12611277.

    Koenig, M. A., & Harris, P. L., Trends in Cognitive Sciences, vol. 9(10), The role of social cognitionin early trust, 2005b, pp. 457459.

    Korner, A. F., & Grobstein, R., Child Development, vol. 37, Visual alertness as related to soothing inneonates: implications for maternal stimulation and early deprivation, 1966, pp. 867876.

    Kreiser, B., & Hairston, R., Bioscene, 33(1), Dance of the chromosomes: A kinetic learningapproach to mitosis and meiosis, 2007, pp. 610.

    Kremar, M. et al., Media Psychology, vol. 10, Can toddlers learn vocabulary from television? Anexperimental approach, 2007, pp. 4163.

    Kuenz, J. et al., Inside the mouse: Work and play at Disney World, The project on Disney, DukeUniversity Press, Durham, NC, 1995.

    Kunzinger, E. L., & Witryol, S. L., Journal of Genetic Psychology: Research and Theoryon HumanDevelopment, vol. 144(1), The effects of differential incentives on secondgrade rehearsal and freerecall, 1984, pp. 1930.

    Lalonde, C. E., & Chandler, M. J., Cognition & Emotion, vol. 9, False belief understanding goes toschool: On the social-emotional consequences of coming early or late to a first theory of mind,1995, pp. 167185.

    Landry, S. H. et al., Developmental Neuropsychology, vol. 21(1), The role of early parenting inchildrens development of executive processes, 2002, pp. 1521.

    Lawrence, J. A., & Valsiner, J., Human Development, vol. 36, Conceptual roots of internalization:From transmission to transformation. 1993, pp. 150167.

    Lawson, K. R., & Ruff, H. A., International Journal of Behavioral Development, vol. 28, Earlyattention and negative emotionality predict later cognitive and behavioral function, 2004, pp. 157165.

    LeDoux, J. E., Scientific American, vol. 270, Emotion, memory, and the brain, 1994, pp. 5057.

    ---, ed., The emotional brain,Simon & Schuster, New York, 1996.

    Lee, H., To kill a mockingbird, Harper, New York, 1960.

    Lee, J., Dissertation Abstracts International Section A: Humanities and Social Sciences, 60(6-A),The effects of 5-year-old preschoolers use of private speech on performance and attention for twokinds of problems-solving tasks, 1999, p. 1899.

    Liben, L. S., Development of mental representation: Theories and applications, Developing anunderstanding of external spatial representations, Erlbaum, I. E. Sigel ed., Mahwah, NJ, 1999, pp.297321.

  • 8/11/2019 Bibliografa Ostroff

    18/31

    18

    Lidstone, J. S. M. et al.,Journal of Experimental Child Psychology, vol. 107, The roles of privatespeech and inner speech in planning during middle childhood: Evidence from a dual task paradigm,2010, pp. 438451.

    Light, P., & Glachan, M., Educational Psychology, Special issue: Developmental psychology andeducation, vol. 5(34), Facilitation of individual problem solving through peer interaction, 1985, pp.217225.

    Light, R., The Harvard assessment seminars, Harvard Graduate School of Education Cambridge,MA, 1990.

    Lillemyr, O. F. et al.,European Early Childhood Education Research Journal,vol. 18(2), Indigenousand non-indigenous primary school students attitudes on play, humour, learning and self-concept:A comparative perspective, 2010, pp. 243267.

    Linden, W., Journal of Consulting and Clinical Psychology, vol. 41, Practicing of meditation byschool children and their levels of field dependence-independence, test anxiety, and readingachievement, 1973, pp. 139143.

    Lindsay, D., Education Week, 13, The games children play, 1994, July 13, pp. 3738.

    Linenbrink, E. A., & Pintrich, P. R., Reading Writing Quarterly, vol. 19, The role of self-efficacybeliefs in student engagement and learning in the classroom, 2003, pp. 119137.

    Lipton, J. S., & Spelke, E. S., Psychological Science, vol. 14(5), Origins of number sense: Large-number discrimination in human infants, 2003, pp. 396401.

    Locke, J. L., The childs path to spoken language, Harvard University Press, Cambridge, MA, 1995.

    Loewen, J. W., Lies my teacher told me: Everything your American history textbook got wrong, 2da.ed., Simon & Schuster, New York, 2007.

    Longo, M. R., & Bertenthal, B. I., Infancy, vol. 10, Common coding of observation and execution of

    action in 9-month-old infants, 2006, pp. 4359.

    Luria, A. R., The role of speech in the regulation of normal and abnormal behavior, Liveright, NewYork, 1961.

    Lutz, A. et al., Trends in Cognitive Sciences, vol. 12(4), Attention regulation and monitoring inmeditation, 2008, pp. 163169.

    Mack-Kirschner, A., Powerful classroom stories from accomplished teachers, Corwin Press,Thousand Oaks, CA, 2004.

    MacLean, K. A. et al., Psychological Science, vol. 21(6), Intensive meditation training improvesperceptual discrimination and sustained attention, 2010. pp. 829839.

    Malone, J. C., Theories of learning: A historical approach, Wadsworth, Belmont, CA, 1991.

    Mampe, B. et al., Current Biology, vol. 19, Newborns cry melody is shaped by their nativelanguage, 2009, pp. 14.

    Marcovitch, S., & Zelazo, P. D., Child Development, vol. 70, The A-not-B error: Results from alogistic metaanalysis, 1999, pp. 12971313.

  • 8/11/2019 Bibliografa Ostroff

    19/31

  • 8/11/2019 Bibliografa Ostroff

    20/31

    20

    Meltzoff, A. N., & Moore, M. K., Science, vol. 198, Imitation of facial and manual gestures by humanneonates, 1977, pp. 7578.

    Miller, G. A., The Psychological Review, vol. 63, The magical number seven, plus or minus two:Some limits on our capacity for processing information, 1956, pp. 8197.

    Miller, G. A., & Gildea, P. M., Scientific American, vol. 257(3), How children learn words, 1987, pp.9499.

    Miller, S. A. et al., Journal of Cognition and Development,vol. 4, Young childrens understanding ofthe conditions for knowledge acquisition, 2003, pp. 325356.

    Minick, N., Understandingpractice: Perspectives on activity and context,Teachers directives: Thesocial construction of literal meanings and real words in classroom discourse, CambridgeUniversity Press, S. Chaiklin & J. Lave eds., Cambridge, 1993, pp. 343374.

    Moely, B. E. et al.,Child Development, vol. 63, The teachers role in facilitating memory and studystrategy development in the elementary school classroom, 1992, pp. 653672.

    Moore, C. et al., Child Development, vol. 60(1), Mental terms and the development of certainty,1989, pp. 167171.

    Moshman, D., & Geil, M., Thinking and Reasoning, vol. 4(3), Collaborative reasoning: Evidence forcollective rationality, 1998, pp. 231248.

    Moyles, J., The excellence of play, 2da ed., Open University Press, New York, 2005.

    Muller, U. et al., Applied cognitive research in K3 classrooms, Executive function, schoolreadiness, and school achievement, Routledge S. K. Thurman & C. A. Fiorello eds., New York,2008, pp. 4183.

    Mulrine, A., U.S. News & World Report, vol. 128(17), Whats your favorite class?, 2000, pp. 5053.

    Nadler, R. T. et al., Psychological Science, vol. 21(12), Better mood and better performance:Learning rule-described categories is enhanced by positive mood, 2010, pp. 17701776.

    Nagy, W., Teaching vocabulary to improve reading comprehension , International ReadingAssociation, Urbana, IL, 1988.

    Neisser, U., Memory observed: Remembering in natural contexts, Freeman, San Francisco, 1982.

    Nelson, C. A. et al., In Neuroscience of cognitive development, Why should developmentalpsychologists be interested in the brain? Historical background,Wiley, Hoboken, NJ, 2006, pp. 13.

    Nelson, J. R., & Frederick, L., Educational Leadership, vol. 51, Can children design curriculum?,1994, 7174.

    Nelson, K., Theories ofmemoryExplaining the emergence of an autobiographical memory in earlychildhood, Erlbaum, A. Collins, M. Conway, S. Gathercole, & P. Morris eds., Hillsdale, NJ, 1993.

    Nelson, K., Language in cognitive development: Emergence of the mediated mind, CambridgeUniversity Press, New York, 1996.

    Nielsen, M., Developmental Psychology, vol. 42, Copying actions and copying outcomes: Sociallearning through the second year, 2006, pp. 555565.

  • 8/11/2019 Bibliografa Ostroff

    21/31

    21

    Norman, D., Things that make us smartAddison-Wesley, Reading, MA, 1993.

    Ogle, D. M., The Reading Teacher, vol. 39, K-W-L: A teaching model that develops active readingof expository text, 1986, pp. 564570.

    Oliver, J. A. et al.,Awareness, attitudes, and beliefs concerning childrens private speech, Regularand special education teachers beliefs regarding the role of private speech in childrens learning ,Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa,FL, 2003, April.

    Orlick, T., Second cooperative sports and games book, Pantheon, New York, 1982.

    Ornstein, P. A. et al., In F. J. Morrison (Chair), The socialization of cognition: Environmentalinfluences on developmental change, Linking teachers memoryrelevant language and childrensmemory performance, Symposium conducted at the biennial meeting of the Society for Research inChild Development, Atlanta, GA, 2005, April.

    OSullivan, J. T., Journal of Experimental Child Psychology, vol. 55(3), Preschoolers beliefs abouteffort, incentives, and recall, 1993, pp. 396414.

    Oudejans, R. et al.,Journal of ExperimentalPsychology: Human Perception and Performance, vol.22, The relevance of action in perceiving affordances: Perception of catchableness of fly balls,1996, pp. 879891.

    Palincsar, A. S., Educational Researcher, vol. 18(4), Less charted waters, 1989, pp. 57.

    Palincsar, A., & Brown, A., Cognition and Instruction, vol. 1, Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities, 1984, pp. 117175.

    Panksepp, J., Current Directions inPsychological Science, vol. 7(3), Attention deficit hyperactivitydisorders, psychostimulants, and intolerance of childhood playfulness: A tragedy in the making?,1998, pp. 9198.

    Panksepp, J., Journal of the Canadian Academy of Child and Adolescent Psychiatry, vol. 16, Canplay diminish ADHD and facilitate the construction of the social brain?, 2007, pp. 5766.

    Panksepp, J., American Journal of Play, vol. 1, Play, ADHD, and the construction of the socialbrain: Should the first class each day be recess?, 2008, pp. 5579.

    Papousek, H., Intelligence, learning, and learning disabilities The development of learning ability ininfancy. Springer-Co, G. Nissen ed., Berlin, 1977, pp. 7593.

    Pascual-Leone, A. et al., Journal of Neurophysiology, vol. 74(3), Modulation of muscle responsesevoked by transcranial magnetic stimulation during the acquisition of new fine motor skills, 1995,pp. 10371045.

    Pashler, H. et al., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.31(1), When does feedback facilitate learning of words?, 2005, pp. 38.

    Pasquini, E. S. et al., Developmental Psychology, vol. 43(5), Preschoolers monitor the relativeaccuracy of informants, 2007, pp. 12161226.

    Pavlov, I. P., Conditioned reflexes: An investigation of the physiological activity of the cerebralcortex (G. V. Anrep, ed., & trans.), Oxford University Press London, 1927.

  • 8/11/2019 Bibliografa Ostroff

    22/31

    22

    Pellegrini, A. D., International Journal of Behavioral Development, vol. 7, The social cognitiveecology of preschool classrooms, 1984, pp. 321332.

    ---, Play, language and story: The development of childrens literate behavior, Relations betweenpreschool childrens play and literate behavior, Ablex, L. Galda & A. Pellegrini eds., Norwood, NJ,1985.

    Pellegrini, A. D., & Davis, P. L., British Journal of Educational Psychology, vol. 63(1), Relationsbetween childrens playground and classroom behaviour, 1993, pp. 8895.

    Pellegrini, A. D., & Galda, L., Reading Research Quarterly, vol. 28, Ten years after: A re-examination of the relations between symbolic play and literacy, 1993, pp.162175.

    Pellegrini, A. D. et al., American Educational Research Journal, vol. 32(4), The effects of recesstiming on childrens playground and classroom behaviors, 1995, pp. 845864.

    Pellegrini, A. D., & Smith, P. K., Review of Educational Research, vol. 63(1), School recess:Implications for education and development, 1993, pp. 5167.

    Pellis, S. M., & Pellis, V. C., Current Directions in Psychological Science, vol. 16(2), Rough-and-tumble play and the development of the social brain, 2007, pp. 9598.

    Perlmutter, M. et al., Developmental Psychology, vol. 25, Social influences on childrens problemsolving, 1989, pp. 744754.

    Perner, J. et al., British Journal of Developmental Psychology, vol. 5, Three-year-olds difficulty withfalse belief: The case for a conceptual dficit, 1987, pp. 125137.

    Piaget, J., The construction of reality in the child. Basic Books, M. Cook, Trans., New York, 1954.(Original work published 1937)

    ---, Play, dreams and imitation in childhood, Norton, C. Gattegno & F. M. Hodgson, Trans., NewYork, 1962.

    Piaget, J., & Inhelder, B., Memory and intelligence, Basic Books, New York, 1973.

    Pitt, A. J., & Rose, C. B., International Journal of Leadership in Education, vol. 10(4), Thesignificance of emotions in teaching and learning: On making emotional significance, 2007, pp.327337.

    Plato, Phaedrus, Forgotten Books, Benjamin Jowett, Trans., Charleston, SC, 2008. (Original workpublished 360 BC).

    Pogrow, S., Teaching content outrageously: How to captivate all students and accelerate learning,grades 412, Jossey-Bass, San Francisco, 2009.

    Porges, S., The polyvagal theory: Phylogenetic contributions to social behavior, Elsevier Science,Oxford, 2003.

    Posner, M. I., & Rothbart, M. K., Foundations in social neuroscience: Social neuroscience series, Attention, self-regulation, and consciousness, MIT Press, J. T. Cacioppo, G. G. Berntson, R.Adolphs, C. S. Carter, R. J. Davidson, M. K. McClintock, B. S. McEwen, M. J. Meaney, D. L.Schacter, E. M. Sternberg, S. S. Suomi, & S. E. Taylor eds., Cambridge, MA, 2002, pp. 189243.

  • 8/11/2019 Bibliografa Ostroff

    23/31

    23

    Povinelli, D. J. et al.,ChildDevelopment, vol. 67, Self-recognition in young children using delayedversus live feedback: Evidence of a developmental asynchrony, 1996, pp. 15401554.

    Pramling, I. The handbook of education and human development, Understanding and empoweringthe child as a learner, Blackwell, D. R. Olson & N. Torrance eds., Malden, MA, 1998, pp. 565592.

    PreschoolPlanner101, Preschool lesson plans: Memory game, Retrieved August 31, 2011, fromhttp://preschoolplanner101.blogspot.com/2007/02/preschool-lessonplans-memory-game.html, 2007

    Pressley, M., & Hilden, K., Handbook of child psychology: Vol. 2. Cognition, perception, andlanguage, 6ta. ed., Cognitive strategies, Wiley, D. Kuhn, R. S. Siegler, W. Damon, & R. M. Lernereds., Hoboken, NJ, 2006, pp. 511556.

    Pressley, M., & Levin, J. R., Journal of Experimental Child Psychology, vol. 24, Developmentaldifferences in subjects associative learning strategies and performance: Assessing a hypothesis,1977, pp. 431439.

    Pressley, M. et al., Journal of Educational Psychology, vol. 72, The mnemonic keyword strategy attwo age levels, 1982, pp. 575582.

    Pressley, M. et al., Scientific Studies of Reading, vol. 2, The nature of literacy instruction in 10grade 4/5 classrooms in upstate New York, 1998, pp. 159194.

    Quinn, P. C., & Eimas, P. D., Advances in infancy research, vol. 10, Perceptual organization andcategorization in Young infants, Ablex, C. Rovee-Collier & L. P. Lipsett eds., Westport, CT, 1996,pp. 136.

    Quitadamo I. J., & Kurtz, M. J., CBE Life Sciences Education,vol. 6(2), Learning to improve: Usingwriting to increase critical thinking performance in general education biology, 2007, pp. 140154.

    Rakoczy, H., Developmental Psychology, vol. 44(4), Taking action seriously: Young childrenunderstand the normative structure of joint pretend games, 2008, pp. 11951201.

    Rakoczy, H. et al., Cognitive Development, vol. 24, Young childrens selective learning of rule

    games from reliable and unreliable models, 2009, pp. 6169.

    Ramachandran, V. S., The neurons that shaped civilization. TED India [video file], RetrievedDecember 20, 2010, fromhttp://www.ted.com/talks/vs_ramachandran_the_neurons_that_shaped_civilization.html, 2009,November.

    Ranganathan, V. K. et al., Neuropsychologia, vol. 42, From mental power to muscle powergaining strength by using the mind, 2003, pp. 944956.

    Ratner, H. H., Development, vol. 55, Memory demands and the development of young childrensmemory, Child 1984, pp. 21732191.

    Ratner, H. H. et al.,Childrens source monitoring,Person perspectives on childrens memory andlearning: What do source-monitoring failures reveal?, Erlbaum, K. P. Roberts & M. Blades eds.,Mahwah, NJ, 2000, pp. 85114.

    Ratner, H. H. et al., Journal of Experimental Child Psychology, vol. 81, The role of collaborativeplanning in childrens source-monitoring errors and learning, 2002, pp. 4473.

  • 8/11/2019 Bibliografa Ostroff

    24/31

    24

    Redding, R. E. et al., Infant Behavior and Development, vol. 13, Relationships between maternaldepression and infants mastery behaviors,1990, pp. 391395.

    Reeder, J. A. et al.,Applied cognitive research in K3 classrooms, Memory development inchildhood, Routledge, S. K. Thurman & C. A. Fiorello eds., New York, 2008, pp. 123138.

    Reese, E. et al., Cognitive Development, vol. 8, Mother-child conversations about the past:Relationships of style and memory over time, 1993, pp. 403430

    Renninger, K. A. et al., The role of interest in learning and development, Erlbaum, Hillsdale, NJ,1992.

    Richards, J., Child Development, vol. 58, Infant visual sustained attention and respiratory sinusarrhythmia, 1987, pp. 488496.

    Ridderinkhof, K. R., & van der Molen, M. W., Child Development, vol. 66, A psychophysiologicalanalysis of developmental differences in the ability to resist interference, 1995, pp. 10401056.

    Ridgway, A. et al., School Psychology Quarterly, vol. 18(3), Effects of recess on the classroombehavior of children with and without attention-deficit hyperactivity disorder, 2003, pp. 253268.

    Rimm-Kaufman, S. E. et al.,Developmental Psychology, vol. 45(4), The contribution of childrensself-regulation and classroom quality to childrens adaptive behaviors in the kindergartenclassroom, 2009, pp. 958972.

    Ringel, B. A., & Springer, C. J., Journal of Experimental Child Psychology,vol. 29, On knowing howwell one is remembering: The persistence of strategy use during transfer, 1980, pp. 322333.

    Rivard L. P., Journal of Research in Science Teaching, vol. 31(9), A review of writing to learn inscience: Implications for practice and research, 1994, pp. 969983.

    Robinson, K., Changing education paradigms. Royal Society for the Encouragement of Arts,Manufactures and Commerce [video file], Retrieved fromhttp://www.youtube.com/watch?v=zDZFcDGpL4U, 2010, October 14

    Roediger, H. L., & Karpicke, J. D., Psychological Science, vol. 17, Test-enhanced learning: Takingmemory tests improves long-term retention, 2006, pp. 249255.

    Roediger, H. L., & McDermott, K. B., Journal of Experimental Psychology: Learning, Memory, andCognition, vol. 21, Creating false memories: Remembering words not presented in lists, 1995, pp.803814.

    Rogoff, B., Apprenticeships in thinking: Cognitive development in social context, Oxford UniversityPress Oxford, 1990.

    Rosaen, C. L., Elementary School Journal, vol. 90, Improving writing opportunities in elementaryclassrooms, 1990, pp. 418434.

    Rose, S. A., & Feldman, J. F., Developmental Psychology, vol. 31(4), Prediction of IQ and specificcognitive abilities at 11 years from infancy measures, 1995, pp. 685696.

    Rose, S. A., & Wallace, I. F., Child Development, vol. 56, Visual recognition memory: A predictor oflater cognitive functioning in preterms, 1985, pp. 843852.

  • 8/11/2019 Bibliografa Ostroff

    25/31

    25

    Rosenthal, R., & Jacobson, L., Psychological Reports, vol. 19, Teachers expectancies:Determinants of pupils IQ gains, 1966, pp. 115118.

    Rovee-Collier C., DevelopmentalReview, vol. 16, Measuring infant memory: A critical commentary,1996, pp. 301310.

    Rubenstein, G., Kids feel the power of poetry in performance: Through slam poetry, students reachnew heights in literacy and in life, Retrieved May 31, 2011, from http://www.edutopia.org/poetry-slam-global-writes, 2009, May 5

    Rueda, M. R. et al., Proceedings of the National Academy of Sciences of the USA, vol. 102,Training, maturation, and genetic influences on the development of executive attention, 2005, pp.1493114936.

    Rumelhart, D. E., Memories, thoughts, and emotions: Essays in honor of George Mandler,Understanding understanding, Erlbaum, W. Kessen, A. Ortony, & F. Craig eds., Hillsdale, NJ, 1991.

    Sabbagh, M. A., & Baldwin, D. A., Child Development, vol. 72(4), Learning words fromknowledgeable versus ignorant speakers: Links between preschoolers theory ofmind and semanticdevelopment, 2001, pp. 10541070.

    Saffran, J. R., Current Directions in Psychological Science, vol. 12(4), Statistical language learning:Mechanisms and constraints, 2003, pp. 110114.

    Saffran, J. R. et al.,Science, vol. 274, Statistical learning by 8month-old infants, 1996, pp. 19261928.

    Salatas, H., & Flavell, J. H., Child Development, vol. 47, Perspective taking: The development oftwo components of knowledge, 1976, pp. 103109.

    Samaha, N. V., & De Lisi, R., Journal of Experimental Education, vol. 69(1), Peer collaboration on anonverbal reasoning task by urban, minority students, 2000, pp. 521.

    Sattelmair, J., & Ratey, J. J., American Journal of Play, vol. 1(3), Physically active play and

    cognition: An academic matter?, 2009, pp. 365374.

    Sawyer, R. K., The Cambridge handbook of the learning sciences Introduction: The new cience oflearning, Cambridge University Press, R. K. Sawyer ed., Cambridge, 2006, pp. 116.

    Schmidt, M. E. et al.,Child Development, vol. 79, The effects of background television on the toyplay behavior of very young children, 2008, pp. 11371151.

    Schmitt, K., & Anderson, D. R., Media Psychology, vol. 4, Television and reality: Toddlers use ofvisual information from video to guide behavior, 2002, pp. 5176.

    Schneider, W., High Ability Studies, vol. 8(1), The impact of expertise on performance: Illustrationsfrom developmental research on memory and sports, 1997, pp. 718

    Schneider, W. et al.,European Journal of Developmental Psychology, vol. 6(1), The developmentof young childrens memory strategies: Evidence from the Wurzburg Longitudinal Memory Study,2009, pp. 7099.

    Schneider, W., & Lockl, K.,Applied metacognitionThe development of metacognitive knowledge inchildren and adolescents, Cambridge University Press, T. J. Perfect & B. L. Schwartz eds.,Cambridge, 2002, pp. 224257.

  • 8/11/2019 Bibliografa Ostroff

    26/31

    26

    Schneider, W., & Pressley, M., Memory development between 2 and 20. Erlbaum, Mahwah, NJ,1997.

    Schneps, M. H.,A private universe: Misconceptions that block learning (Video), 1989. Santa

    Schuh, K. L., & Rea, J., Mid-Western Educational Researcher, vol. 14(2), Emotion and meaning-making: Affordances in the classroom, 2001, pp. 210.

    Schurgin OKeeffe, G., Clarke-Pearson, K., et al., Pediatrics, 127, The impact of social media onchildren, adolescents, and families, 2011, pp. 800804.

    Schweinhart, L. J., & Weikart, D. P., Monographs of the HighScope Educational ResearchFoundation, 12, Lasting differences: The HighScope preschool curriculum comparison studythrough age 23, HighScope Press, Ypsilanti, MI, 1997.

    Schwenck, C. et al., Developmental Psychology, vol. 45(4), Developmental and individualdifferences in young childrens use and maintenance of a selective memory strategy, 2009, pp.10341050.

    Sharon, T., & DeLoache, J. S., Developmental Science, vol. 6, The role of perseveration inchildrens symbolic understanding and skill, 2003, pp. 289297.

    Shepherd, G. M., Neuron, 46(2), Perception without a thalamus, 2005, pp. 166168.

    Shernoff, D. J. et al.,SchoolPsychology Quarterly, vol. 18(2), Student engagement in high schoolclassrooms from the perspective of flow theory, 2003, pp. 158176.

    Shin, H. E. et al.,Cognitive Development, vol. 22, The adaptive nature of childrens overestimationin a strategic memory task, 2007, pp. 197212.

    Sibley, B. A., & Etnier, J. L., Pediatric Exercise Science, vol. 15, The relationship between physicalactivity and cognition in children: A meta-analysis, 2003, pp. 243256.

    Siegler, R. S., Cognitive Development, vol. 28, How does change occur: A microgenetic study ofnumber conservation, 1995, pp. 225273.

    Sigman, M. et al., Journal of Infant Behavior & Development, vol. 20, Why does infant attentionpredict adolescent intelligence?, 1997, pp. 133140.

    Signorella, M. L. et al., Developmental Review, vol. 13, Developmental differences in childrensgender schemata about others: A meta-analytic review, 1993, pp. 147183

    Sigman, M. et al., Developmental Psychology, vol. 22, Infant attention in relation to intellectualabilities in childhood, 1986, pp. 788792.

    Skouteris, H. et al., Developmental Science, vol. 9, Young childrens use of a delayed videorepresentation to solve a retrieve problem pertaining to self, 2006, pp. 505517.

    Smith, F., The book of learning and forgetting, Teachers College Press, New York, 1998.

    Smith, L., Infant Behavior and Development, vol. 11, One-year follow-up of small preterm infants,1988, p.320.

  • 8/11/2019 Bibliografa Ostroff

    27/31

    27

    Smith, S. M., & Vela, E., Psychonomic Bulletin & Review, vol. 8, Environmental context-dependentmemory: A review and a meta-analysis, 2001, pp. 203220.

    Smith, S., Willms, D., & Johnson, N. eds., Nurtured by knowledge: Learning to do participatoryaction-research, Apex Press, New York, 1997.

    Smith-Donald, R. et al.,Early Childhood Research Quarterly, vol. 22(2), Preliminary construct andconcurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based research,2007, pp. 173187.

    Smotherman, W. P., & Robinson, S. R., Handbook of behavioral neurobiology, vol. 9,Developmental psychobiology and behavioral ecologyThe uterus as environment: The ecology offetal behavior, Plenum Press, E. M. Blass ed., New York, 1988.

    Sobel, D. M., & Sommerville, J. A., Cognitive Development, vol. 24, Rationales in childrens causallearning from others actions,2009, pp. 7079.

    Soini, H., & Flynn, M., Interchange, vol. 36(12), Emotion and rhythm in critical learning incidents,2005, pp. 7383.

    Sommerville, J. A., & Hammond, A. J., Developmental Psychology, vol. 43, Treating anothersactions as ones own: Childrens memory of and learning from joint activity, 2007, pp. 10031018.

    Sommerville, J. A., Cognition, vol. 96, Action experience alters 3-month-old infants perception ofothers actions,2005, B1B11.

    Spence, M. J., Developmental Psychobiology, vol. 29, Young infants long-term auditory memory:Evidence for changes in preference as a function of delay, 1996, pp. 685695.

    Squire, L. R., & Kandel, E. R., Memory: From mind to molecules, Holt, New York, 2000.

    Srivastava, N. D., Meta modern era, Ritana Books, New Delhi, 1997.

    St. Clair-Thompson, H. L. et al., Educational Psychology, vol. 30, Improving childrens workingmemory and classroom performance, 2010, pp. 203220.

    Steidl, S. et al., Emotion, vol. 11(1), Emotion enhanced retention of cognitive skill learning, 2011,pp. 1219.

    Steiner, R., The spirit of the Waldorf School,Lathe & N. Whittaker, Trans., SteinerBooks Herndon,VA, 1919.

    Stevanoni, E., & Salmon, K., Journal of Nonverbal Behavior, vol. 29(4), Giving memory a hand:Instructing children to gesture enhances their event recall, 2005, pp. 217233.

    Stipek, D., Recchia, S., & McClintic, S., Monographs of the Society for Research in ChildDevelopment, vol. 57(1, Serial No. 226), Self-evaluation in young children. 1992.

    Straub, W. F., The Sport Psychologist, vol. 3, The effect of three different methods of mentaltraining on dart throwing performance, 1989, pp. 133141.

    Strauss, S., Developmentalpsychology and social change: Research, history, and policyTeachingas a natural cognitive ability: Implications for classroom practice and teacher education, CambridgeUniversity Press, D. B. Pillemer & W. Sheldon eds., New York, 2005, pp. 368388.

  • 8/11/2019 Bibliografa Ostroff

    28/31

    28

    Strauss, S. et al.,Cognitive Development, vol. 17, Teaching as a natural cognition and its relationsto preschoolers developing theory of mind,2002, pp. 14731787.

    Suddendorf, T., Journal of ExperimentalChild Psychology, vol. 72, Childrens understanding of therelation between delayed video representation and current reality: A test for self-awareness, 1999,pp. 157176.

    Suddendorf, T. et al., Cognitive Development, vol. 22, Visual self-recognition in mirrors and livevideos: Evidence for a developmental asynchrony, 2007, pp. 185196.

    Sullivan, M. W. et al., Child Development, vol. 50, A conditioning analysis of infant long-termmemory, 1979, pp. 152162.

    Sun, R., Merrill, E., & Peterson, T., Cognitive Science, vol. 25, From implicit skills to explicitknowledge: A bottom-up model of skill learning, 2001, pp. 203244.

    Sun, R., Slusarz, P., & Terry, C., Psychological Review, vol. 112(1), The interaction of the explicitand the implicit in skill learning: A dual-process approach, 2005, pp. 159192.

    Swanson, H .L. et al.,Journal of Experimental Child Psychology,vol. 61, Learning disabled readersworking memory as a function of processing demands, 1996, pp. 242275.

    Swing, S. R. et al.,Cognition and Instruction, vol. 5(2), Thinking skills versus learning time: Effectsof alternative classroom-based interventions on students mathematics problemasolving, 1988, pp.123191.

    Symons, D. et al., Journal of Experimental Child Psychology, vol. 67, Integrating relationshipconstructs and emotional experience into false belief tasks in preschool children, 1997, pp. 423447.

    Tamis-LeMonda, C. S., & Bornstein, M. H., Child Development, vol. 60, Habituation and maternalencouragement of attention in infancy as predictors of toddler language, play, and representationalcompetence, 1989, pp. 738751.

    Tang, Y. Y. et al., National Academy of Sciences, vol. 104(43), Short-term meditation trainingimproves attention and selfregulation, Proceedings of the 2007, 1715217156.

    Taras, H., Journal of School Health, vol. 75, Physical activity and student performance at school2005, pp. 214218.

    Taylor, J. S., Academic Medicine, vol. 85(7), Learning with emotion: A powerful and effectivepedagogical technique, 2010, p. 1110.

    Taylor, K. et al.,Developing adult learners: Strategies for teachers and trainers , Jossey-Bass SanFrancisco, 2000.

    Taylor, M. et al., Child Development, vol. 65, Childrens understanding of knowledge acquisition:

    The tendency for children to report that they have always known what they have just learned, 1994,pp. 15811604.

    Thelen, E., & Smith, L. B., A dynamic systems approach to the development of cognition andaction, MIT Press, Cambridge, MA, 1996.

    Thomas, L. A., & LaBar, K. S., Learning & Memory, vol. 15, Fear-relevancy, strategy use, andprobabilistic learning of cue-outcome associations, 2008, pp. 777784.

  • 8/11/2019 Bibliografa Ostroff

    29/31

    29

    Thompson, C. P., Encyclopedia of psychology, vol. 5, American Psychological AssociationMnemonists, A. E. Kazdin ed., Washington, DC, 2000, pp. 288289.

    Thompson, L. A. et al., Child Development, vol. 62, Longitudinal prediction of specific cognitiveabilities from infant novelty preference, 1991, pp. 530538.

    Thompson, M. (Director), Raising Cain, [Motion picture], PBS, Portland, OR, 2006.

    Tobin, J. et al.,Preschool in three cultures revisited, University of Chicago Press Chicago, 2009.

    Tomasello, M., The cultural origins of human cognition, Harvard University Press Cambridge, MA,1999.

    Tomasello, M. et al., Behavioral and Brain Science, vol. 16, Cultural learning, 1993, pp. 495552.

    Trabasso, T., & Suh, S., Discourse Processes, vol. 16, Understanding text, 1993, pp. 334.

    Troseth, G. L., & DeLoache, J. S., Child Development, vol. 69, The medium can obscure the

    message: Young childrens understanding of video,1998, pp. 950965.

    Tulving, E., & Thomson, D. M., Psychological Review, vol. 80, Encoding specificity and retrievalprocesses in episodic memory, 1973, pp. 352373.

    Turner, S. L. et al.,Adolescence, vol. 32(127), The influence of fashion magazines on the bodyimage satisfaction of college women: An exploratory analysis, 1997, pp. 603614.

    Twain, M., Mark Twain speaking, Speech at the 145th annual dinner of St. Andrews Society, NewYork, University of Iowa Press, P. Fatout ed., (1976), Iowa City, 1901, November, p. 424.

    Underwood, J. et al., Learning and Instruction, vol. 10, When does gender matter? Interactionsduring computer-based problem solving, 2000, pp. 447462.

    Unestahl, L. E., Inner mental training: A systematical self-instructional program for self-hypnosis ,Veje, Orebro, Sweden, 1983.

    Vail, P., Emotion: The off/on switch, Modern Learning Press Rosemont, NJ, 1994.

    van Heteren, C. F. et al.,The Lancet, vol. 356(9236), Fetal learning and memory, 2000, p. 1169.

    Viadero, D., Education Week, vol. 27, Exercise seen as priming the pump for students academicsuccess, 2008, pp. 1415.

    Vygotsky, L. S., Psychological research in the USSR, vol. 1, Development of the higher mentalfunctions, Progressive Publishers, A. N. Leontiev, A. R. Luria, & A. Smirnol eds., Moscow, 1966, pp.1145. (Original work published 1930)

    ---, Mind in society: The development of higher psychological processes, HarvardUniversity Press,M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, eds., Cambridge, MA, 1978. (Original workpublished 1930)

    ---, Thought and language (rev. ed.), MIT Press, A. Kozulin ed., Cambridge, MA, 1986. (Originalwork published 1934)

  • 8/11/2019 Bibliografa Ostroff

    30/31

    30

    ---, The collected works of L. S. Vygotsky, vol. 1, Plenum, New York, 1987. (Original work published1934)

    Walker-Andrews, A. S., & Grolnick, W., Infant Behavior and Development, vol. 6, Discrimination ofvocal expressions by young infants, 1983, pp. 479486.

    Wallace, B. A., Journal of Consciousness Studies, vol. 6, The Buddhist tradition of Samatha:Methods for refining and examining consciousness, 1999, pp. 175187.

    Watson, A. et al.,Developmental Psychology, vol. 35, Social interaction skills and theory of mind inyoung children, 1999, pp. 386391.

    Weinger, H. B., & Anisfeld, M., Infant Behavior and Development, vol. 21, Infant social referencing:A meta-analytic review [abstract], 1998, p. 751.

    Wellman, H. M., Handbook of childhood cognitive development, Understanding the psychologicalworld: Developing a theory of mind, Blackwell, U. Goswami ed., Oxford, 2002, pp. 167187.

    Wellman, H. M., & Lagattuta, K. H., Cognitive Development, vol. 19, Theory of mind for learning andteaching: The nature and role of explanation, 2004, pp. 479497.

    Wellman, H. M. et al., Developmental Psychology, vol. 11, Deliberate memory behavior in thedelayed reactions of very young children, 1975, pp. 780787.

    Welsh, M. C., & Pennington, B. F., Developmental Neuropsychology, vol. 4, Assessing frontal lobefunctioning in children: Views from developmental psychology, 1988, pp. 199230.

    Whalen, S. P., & Csikszentmihalyi, M., Report to the Benton Center for Curriculumand Instruction,Putting flow theory into educational practice: The Key schools flow activities room,In University ofChicago Press, Chicago, 1991.

    What helps us learn?, Educational Leadership, vol. 67(5), 2010, pp. 6869.

    White, E. B., Charlottes web, HarperCollins, New York, 1952.

    White, R. W., Psychological Review, vol. 66, Motivation reconsidered: The concept of competence,1969, pp. 297333.

    Whitehead, A. N., The aims of education and other essays , Williams & Norgate, London, 1932.

    Willingham, D. et al.,Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.15, On the development of procedural knowledge, 1989, pp. 10471060.

    Willis, J., Research-based strategies to ignite student learning: Insights from a neurologist andclassroom teache,ASCD, Alexandria, VA, 2006.

    Winsler, A., Diaz, R. M., & Montero, I., Early ChildhoodResearch Quarterly, vol. 12, The role ofprivate speech in the transition from collaborative to independent task performance in youngchildren, 1997, pp. 5573.

    Wolfe, P., Brain matters: Translating research into classroom practice, ASCD, Alexandria, VA,2001.

    Wolfe, P., The neuroscience of adult learning, The role of meaning and emotion in learning, Jossey-Bass, S. Johnson & K. Taylor eds., San Francisco, 2006, pp. 3541.

  • 8/11/2019 Bibliografa Ostroff

    31/31

    Wolk, E. S. B., Getting the green light: The transformative power of participatory action-researchwith students as researchers, Retrieved September 5, 2009, fromhttp://gallery.carnegiefoundation.org/collections/castl_k12/ewolk/, 2008

    Wood, K.,APMC, vol. 13(1), Mathematics through movement: An investigation of the links betweenkinesthetic and conceptual learning, 2008, pp. 1822.

    Wood, M., Shakespeare, Basic Books, New York, 2003.

    Wurm, J., Working in the Reggio way: A beginners guide for American teachers, Minneapolis,Redleaf Press, MN, 2005.

    Yerkes, R. M., & Dodson, J. D., Journal of Comparative Neurology and Psychology, vol. 18, Therelation of strength of stimulus to rapidity of habit-formation, 1908, pp. 459482.

    Zajonc, R. B.,American Psychologist, vol. 39, On the primacy of affect, 1984, pp. 117123.

    Zambo, D., & Brem, S. K., Reading Psychology, vol. 25, Emotion and cognition in students whostruggle to read: New insights and ideas, 2004, pp. 189204.

    Zelazo, P. D., & Muller, U., Handbook of childhood cognitive development, Executive function intypical and atypical development, Blackwell, U. Goswami ed., Oxford, 2002.

    Zelazo, P. D. et al., Developmental Psychology, vol. 35, Age-related changes in childrens use ofexternal representations, 1999, pp. 10591071.

    Zimbardo, P. G. et al., Journal of Experimental Education, vol. 71, Cooperative CollegeExaminations: More gain, less pain when students share information and grades, 2003, pp. 101125.

    Zimmerman, F. J. et al., Journal of Pediatrics,vol. 151, Associations between media viewing andlanguage development in children under age 2 years, 2007, pp. 364368.

    Zukow-Goldring, P., & Arbib, M. A., Neurocomputing, vol. 70, Affordances, effectivities, andassisted imitation: Caregivers and the directing of attention, 2007, pp. 21812193.