Barbara Rogoff
UC Santa Cruz Foundation Professor of Psychology
Education
Ph.D., 1977, Harvard University, Cambridge, MA. Developmental Psychology.
Grants
, Learning in Informal and Formal Environments (LIFE) Center (Scientific Review Board), 2005
Spencer Foundation, “Cultural aspects of Tohono O’odham children’s cognitive development and
learning,” (with M. Tsethlikai), 2007-08, $35,000 direct.
National Institutes of Health, "Training in developmental research," 2009-10, for 5 years.
American Educational Research Association, Postdoctoral Fellowship support to mentor Dr. Richard
Henne.
National Science Foundation, "Learning through observing and pitching in to community activities,"
pending.
Awards And Fellowships
UCSC Faculty Research Lecturer for 2004 (2004 campuswide Research Lecture to the UCSC faculty)
AWARDS AND FELLOWSHIPS
continued
University of California Presidential Chair (2003-06)
SRCD Lunch with the Leaders (2005)
William James Book Award, 2005, for The cultural nature of human development
Center for Advanced Study in the Behavioral Sciences, Stanford, Fellow 2006-07
Member, National Academy of Education (2007-)
Award "For her brilliant career and her valuable contribution to the development of the discipline of
psychology," Universidad Nacional Autónoma de México, Sixth National Congress of Graduate
Student Research in Psychology, Mexico City, April 2008.
Books and Monographs
Kagan, J., Klein, R.E., Finley, G.E., Rogoff, B., & Nolan, E. (1979). A cross-cultural study of cognitive
development. Monographs of the Society for Research in Child Development, 44 (5, Serial No. 180).
Rogoff, B., & Lave, J. (1984). (Eds.). Everyday cognition: Its development in social context. Cambridge, MA:
Harvard University Press.
Rogoff, B., & Wertsch, J.V. (1984). (Eds.). Children's learning in the "zone of proximal development." San
Francisco: Jossey-Bass.
Lamb, M.E., Brown, A.L., & Rogoff, B. (1984). (Eds.). Advances in developmental psychology (Vol. 3). Hillsdale,
NJ: Erlbaum.
Lamb, M. E., Brown, A.L., & Rogoff, B. (1986). (Eds.). Advances in developmental psychology (Vol. 4). Hillsdale,
NJ: Erlbaum.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford
University Press.
Also published in Spanish (1993), Aprendices del pensamiento: El desarrollo cognitivo en el contexto social. Madrid:
Ediciones Paidos Ibérico SA.
Being translated into Italian (2004) by Raffaello Cortina Editore.
Being translated into Chinese by the Open University of Hong Kong.
Sections are reprinted in other works [e.g., pp. 137-150, in P. Murphy (Ed.). (1999). Learners, learning, and
assessment. London: Paul Chapman Publishing Ltd.]
Rogoff, B., Mistry, J.J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and
caregivers. Monographs of the Society for Research in Child Development, 58 (7, Serial No. 236).
Committee on Developments in the Science of Learning. (1999). How people learn: A report of the National
Research Council of the National Academy of Science. Washington, DC: National Academy Press.
Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Learning together: Children and adults in a school
community. New York: Oxford University Press.
Finalist for Maccoby Award of Division 7 (Developmental Psychology) of the American Psychological Association.
Rogoff Page 2
Rogoff, B. (2002). (Ed). How can we study cultural aspects of human development? Special issue of Human
Development, 45, 209-321.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Passage reprinted, “The nature of culture,” Journal of Museum Education, 2001, 26, 6.
Translated into Portuguese. Being translated into Japanese, Italian, Chinese.
Winner of the 2005 William James Book Award of APA’s Division 1 (General Psychology). (This award honors a book
that “integrates material across psychology subfields or provides coherence to the diverse subject matter of psychology.”)
Rogoff, B. (in press). Destiny and development: A Mayan midwife and town. NY: Oxford University Press.
Handbook Chapters
Rogoff, B. (1981). Schooling and the development of cognitive skills. In H.C. Triandis & A. Heron (Eds.),
Handbook of cross-cultural psychology (Vol. 4), Rockleigh, NJ: Allyn & Bacon.
Altman, I., & Rogoff, B. (1987). World views in psychology: Trait, interactional, organismic, and transactional
perspectives. In D. Stokols & I. Altman (Eds.), Handbook of Environmental Psychology (Vol. 1, pp. 7-40).
New York: Wiley.
Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and learning: Participation in a community of
learners. In D. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of
learning, teaching, and schooling. London: Basil Blackwell.
Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R.S. Siegler (Eds.), Cognition, perception and
language [Vol. 2, Handbook of Child Psychology (5th ed.), W. Damon (Ed.)] pp. 679-744. New York: Wiley.
Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through
intent participation. Annual Review of Psychology, 54, 175-203.
http://arjournals.annualreviews.org/doi/full/10.1146/annurev.psych.54.101601.145118?cookieSet=1
Reprinted in Análise Psicológica, 2004, 1, 11-31.
Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of
cultural repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hastings
(Eds.), Handbook of socialization. (pp. 490-515). NY: Guilford.
Reprinted in French, in G. Brougère & M. Vandenbroeck (Eds.), Repenser l'éducation des jeunes enfants [Rethinking
the education of young children]. (pp. 103-138). Brussels: Peter Lang.
Journal Articles
Rogoff, B., Newcombe, N., & Kagan, J. (1974). Planfulness and recognition memory. Child Development, 45, 972977.
Rogoff, B., Sellers, M.J., Pirotta, S., Fox, N., & White, S.H. (1975). Age of assignment of roles and responsibilities
to children: A cross-cultural survey. Human Development, 18, 353-369.
Reprinted (1976) in A. Skolnick (Ed.). Rethinking childhood: Perspectives on development and society (pp. 249-268).
Boston: Little, Brown, & Co.
Reprinted (2008) in R.A. LeVine & R. S. New (Eds.). Anthropology and child development. (pp. 251-263). Malden,
MA: Blackwell.
Newcombe, N., Rogoff, B., & Kagan, J. (1977). Developmental changes in recognition memory for pictures of
objects and scenes. Developmental Psychology, 13, 337-341.
Kagan, J., Klein, R.E., Finley, G.E., & Rogoff, B. (1977). A study in cognitive development. Annals of the New
York Academy of Sciences, 285, 374-388.
Rogoff, B. (1978). Spot observation: An introduction and examination. Quarterly Newsletter of the Institute for
Comparative Human Development, 2, 21-26.
Rogoff, B., Newcombe, N., Fox, N., & Ellis, S. (1980). Transitions in children's roles and capabilities.
International Journal of Psychology, 15, 181-200.
Rogoff, B. (1981). Schooling's influence on memory test performance. Child Development, 52, 260-267.
Rogoff, B. (1981). Adults and peers as agents of socialization: A Highland Guatemalan profile. Ethos, 9, 18-36.
Rogoff, B. (1981). The relation of age and sex to experiences during childhood in a Highland Maya community.
Anthropology UCLA, 11, 25-41.
Waddell, K.J., & Rogoff, B. (1981). Effect of contextual organization on spatial memory of middle-aged and older
women. Developmental Psychology, 17, 878-885.
Ellis, S., Rogoff, B., & Cromer, C.C. (1981). Age segregation in children's social interactions. Developmental
Psychology, 17, 399-407.
Ellis, S., & Rogoff, B. (1982). The strategies and efficacy of child versus adult teachers. Child Development, 53,
730-735.
Rogoff Page 3
Rogoff, B. (1982). Mode of instruction and memory test performance. International Journal of Behavioral
Development, 5, 33-48.
Gardner, W.P., & Rogoff, B. (1982). The role of instruction in memory development: Some methodological
choices. Quarterly Newsletter of the Laboratory for Comparative Human Cognition, 4, 6-12.
Rogoff, B., & Waddell, K.J. (1982). Memory for information organized in a scene by children from two cultures.
Child Development, 53, 1224-1228.
Skeen, J., Rogoff, B., & Ellis, S. (1983). Categorization by children and adults in communication contexts.
International Journal of Behavioral Development, 6, 213-220.
Rogoff, B., Ellis, S., & Gardner, W. (1984). The adjustment of adult-child instruction according to child's age and
task. Developmental Psychology, 20, 193-199.
Rogoff, B., & Gauvain, M. (1984). The cognitive consequences of specific experiences: Weaving vs. schooling
among the Navajo. Journal of Cross-Cultural Psychology, 15, 453-475.
Gauvain, M., & Rogoff, B. (1986). Influence of the goal on children's exploration and memory of large-scale space.
Developmental Psychology, 22, 72-77.
Skeen, J., & Rogoff, B. (1987). Children's difficulties in deliberate memory for spatial relationships: Misapplication
of verbal mnemonic strategies? Cognitive Development, 2, 1-19.
Waddell, K.J., & Rogoff, B. (1987). Contextual organization and intentionality in adults' spatial memory.
Developmental Psychology, 23, 514-520.
Radziszewska, B., & Rogoff, B. (1988). Influence of adult and peer collaborators on children's planning skills.
Developmental Psychology, 24, 840-848.
Rogoff, B., & Morelli, G. (1989). Perspectives on children's development from cultural psychology. American
Psychologist, 44, 343-348.
Reprinted (1993) in Reader to accompany The development of children by M. Gauvain & M. Cole (Eds.). NY:
Freeman.
Reprinted (1994) in Handbook of psychological anthropology. P.K. Bock (Ed.). Westport, CT: Greenwood
Publishing Group.
Reprinted (1998) in Developmental psychology: A reader. D. Messer & J. Dockrell (Eds.). London: Arnold.
Rogoff, B., & Morelli, G. (1989). Culture and American children: Section introduction. American Psychologist, 44,
341-342.
Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children's planning skills. Developmental
Psychology, 25, 139-151.
Rogoff, B., Mosier, C., Mistry, J., & Göncü, A. (1989). Toddlers' guided participation in cultural activity. Cultural
Dynamics, 2, 209-237.
Revision (1993). Toddlers' guided participation with their caregivers in cultural activity. In E. Forman, N. Minick, &
A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development. New York: Oxford
University Press.
Gauvain, M., & Rogoff, B. (1989). Ways of speaking about space: The development of children's skill in
communicating spatial knowledge. Cognitive Development, 4, 295-307.
Gardner, W., & Rogoff, B. (1990). Children's deliberateness of planning according to task circumstances.
Developmental Psychology, 26, 480-487.
Radziszewska, B., & Rogoff, B. (1991). Children's guided participation in planning imaginary errands with skilled
adult or peer partners. Developmental Psychology, 27, 381-389.
Morelli, G.A., Rogoff, B., Oppenheim, D., & Goldsmith, D. (1992). Cultural variation in infants' sleeping
arrangements: Questions of independence. Developmental Psychology, 28, 604-613.
Reprinted (1998) in J.S. DeLoache, S. Mangelsdorf, & E. Pomerantz (Eds.), Current readings in child development.
Rogoff, B. (1992). Three ways to relate person and culture: Thoughts sparked by Valsiner’s review of
Apprenticeship in thinking. Human Development, 35, 316-320.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity,
1, 209-229.
Mosier, C., & Rogoff, B. (1994). Infants’ instrumental use of their mothers to achieve their goals. Child
Development, 65, 70-79.
Goldsmith, D.F., & Rogoff, B. (1995). Sensitivity and teaching by dysphoric and nondysphoric women in structured
versus unstructured situations. Developmental Psychology, 31, 388-394.
Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive development?
American Psychologist, 50, 859-877.
Reprinted 2004 [in Spanish], Revista Educación y Pedagogía [Journal of Education and Pedagogy], 39, 121-159.
Goldsmith, D.F., & Rogoff, B. (1997). Mothers’ and toddlers’ coordinated joint focus of attention: Variations with
maternal dysphoric symptoms. Developmental Psychology, 33, 113-119.
Rogoff Page 4
Rogoff, B., & Toma, C. (1997). Shared thinking: Community and institutional variations. Discourse Processes, 23,
471-497.
Göncü, A., & Rogoff, B. (1998). Children's categorization with varying adult support. American Educational
Research Journal, 35, 333-349.
Chavajay, P., & Rogoff, B. (1999). Cultural variation in management of attention by children and their caregivers.
Developmental Psychology, 35, 1079-1090.
Mistry, J., Rogoff, B., & Herman, H. (2001). What is the meaning of meaningful purpose in children’s
remembering? Istomina revisited. Mind, Culture, and Activity, 8, 28-41.
Chavajay, P., & Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by
Mayan mothers and children. Developmental Psychology, 38, 55-66.
Rogoff, B., & Angelillo, C. (2002). Investigating the coordinated functioning of multifaceted cultural practices in
human development. Human Development, 45, 211-225.
Reprinted [in Spanish], in Investigar la diversidad cultural [Investigating cultural diversity], ITESO University, 2006.
Rogoff, B., Topping, K., Baker-Sennett, J., & Lacasa, P. (2002). Mutual contributions of individuals, partners, and
institutions: Planning to remember in Girl Scout cookie sales. Social Development, 11, 266-289.
Matusov, E., & Rogoff, B. (2002). Newcomers and oldtimers: Educational philosophies-in-action of parent
volunteers in a community of learners school. Anthropology & Education Quarterly, 33, 415-440.
Morelli, G., Rogoff, B., & Angelillo, C. (2003). Cultural variation in young children’s access to work or involvement
in specialized child-focused activities. International Journal of Behavioral Development, 27, 264-274.
Mosier, C., & Rogoff, B. (2003). Privileged treatment of toddlers: Cultural aspects of individual choice and
responsibility. Developmental Psychology, 39, 1047-1060.
Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice.
Educational Researcher, 32, 19-25.
Correa-Chávez, M., & Rogoff, B. (2005). Cultural research has transformed our ideas of cognitive development.
International Journal of Behavioral Development, 29 (Suppl. 3), 7-10.
Correa-Chávez, M., Rogoff, B., & Mejía Arauz, R. (2005). Cultural patterns in attending to two events at once.
Child Development, 76, 664-678.
Mejía Arauz, R., Rogoff, B., & Paradise, R. (2005). Cultural variation in children's observation during a
demonstration. International Journal of Behavioral Development, 29, 282-291.
Mejía Arauz, R., Rogoff, B. Dexter, A., & Najafi, B. (2007). Cultural variation in children's social organization.
Child Development, 78, 1001-1014.
Baker-Sennett, J., Matusov, E.L., & Rogoff, B. (in press). Children’s planning of classroom plays with adult or
child direction. Social Development.
Correa-Chávez, M., & Rogoff, B. (in press). Children’s attention to interactions directed to others: Guatemalan
Mayan and European American patterns. Developmental Psychology.
Book Chapters
Zaslow, M., & Rogoff, B. (1981). The cross-cultural study of early interaction: Implications from research in culture
and cognition. In T. Field, A. Sostek, P. Vietze, & H. Leiderman (Eds.), Culture and early interactions.
Hillsdale, NJ: Erlbaum.
Rogoff, B. (1982). Integrating context and cognitive development. In M.E. Lamb & A.L. Brown (Eds.), Advances
in developmental psychology (Vol. 2). Hillsdale, NJ: Erlbaum.
Rogoff, B., & Gardner, W.P. (1984). Adult guidance of cognitive development. In B. Rogoff & J. Lave (Eds.),
Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Rogoff, B., Gauvain, M., & Ellis, S. (1984). Development viewed in its cultural context. In M.H. Bornstein & M.E.
Lamb (Eds.), Developmental psychology. Hillsdale, NJ: Erlbaum.
Reprinted (1991) in P. Light, S. Sheldon, & M. Woodhead (Eds.), Learning to think. London: Routledge.
Rogoff, B. (1984). Thinking and learning in social context: Introduction. In B. Rogoff & J. Lave (Eds.), Everyday
cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Rogoff, B., Malkin, C., & Gilbride, K. (1984). Interaction with babies as guidance in development. In B. Rogoff &
J.V. Wertsch (Eds.), Children's learning in the "zone of proximal development." San Francisco: Jossey-Bass.
Wertsch, J.V., & Rogoff, B. (1984). Editors' note on the zone of proximal development. In B. Rogoff & J.V.
Wertsch (Eds.), Children's learning in the "zone of proximal development." San Francisco: Jossey-Bass.
Rogoff Page 5
Book Chapters
continued
Rogoff, B., & Mistry, J.J. (1985). Memory development in cultural context. In M. Pressley & C. Brainerd (Eds.),
Cognitive learning and memory in children. NY: Springer-Verlag.
Mistry, J.J., & Rogoff, B. (1985). A cultural perspective on the concept of talent. In F.D. Horowitz & M. O'Brien
(Eds.), The gifted and talented: Developmental perspectives. Washington: APA Press.
Ellis, S., & Rogoff, B. (1986). Problem solving in children's management of instruction. In E. Mueller & C. Cooper
(Eds.), Process and outcome in peer relationships. New York: Academic Press.
Rogoff, B. (1986). The development of strategic use of context in spatial memory. In M. Perlmutter (Ed.),
Perspectives on intellectual development. Minnesota Symposia on Child Psychology (vol. 19, pp. 107-123).
Hillsdale, NJ: Erlbaum.
Rogoff, B. (1986). Adult assistance of children's learning. In T.E. Raphael (Ed.), The contexts of school-based
literacy (pp. 27-40). New York: Random House.
Rogoff, B., & Gauvain, M. (1986). A method for the analysis of patterns, illustrated with data on mother-child
instructional interaction. In J. Valsiner (Ed.), The individual subject and scientific psychology (pp. 261-290).
New York: Plenum.
Rogoff, B., Gauvain, M., & Gardner, W.P. (1987). The development of children's skills in adjusting plans to
circumstances. In S. Friedman, A. Skolnick, & R. Cocking (Eds.), Blueprints for thinking: The role of planning
in cognitive development. New York: Cambridge University Press.
Tudge, J., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives.
In M. Bornstein & J. Bruner (Eds.), Interaction in human development. Hillsdale, NJ: Erlbaum.
Translated and reprinted (1995) in A. Brzezinskiej, G. Lutomskiego, & B. Smykowskiego (Eds.), Dziecko wsród
rówiesników: Doroslych. Poznán, Poland: Zysk i s-ka Wydawnictwo.
Rogoff, B. (1989). The joint socialization of development by young children and adults. In A. Gellatly, D. Rogers,
& J.A. Sloboda (Eds.), Cognition and social worlds. Oxford: Clarendon Press.
Also in M. Lewis & S. Feinman (Eds.). (1991). Social influences and behavior. New York: Plenum.
Reprinted (1991) in P. Light, S. Sheldon, & M. Woodhead (Eds.). Learning to think. London: Routledge.
Rogoff, B., & Mistry, J.J. (1990). The social and functional context of children's remembering. In R. Fivush & J.
Hudson (Eds.), Knowing and remembering in young children (pp. 197-222). New York: Cambridge University
Press.
Rogoff, B., Mistry, J.J., Göncü, A., & Mosier, C. (1991). Cultural variation in the role relations of toddlers and their
families. In M. Bornstein (Ed.), Cultural approaches to parenting. Hillsdale, NJ: Erlbaum.
Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guidance and participation in spatial planning.
In L.B. Resnick, J.M. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition. Washington:
APA Press.
Rogoff, B., Mistry, J.J., Radziszewska, B., & Germond, J. (1992). Infants' instrumental social interaction with
adults. In S. Feinman (Ed.), Social referencing, infancy, and social psychological theory (pp. 323-348). New
York: Plenum.
Baker-Sennett, J., Matusov, E., & Rogoff, B. (1992). Sociocultural processes of creative planning in children's
playcrafting. In P. Light & G. Butterworth (Eds.), Context and cognition: Ways of learning and knowing (pp.
93-114). New York: Harvester-Wheatsheaf.
Baker-Sennett, J., Matusov, E., & Rogoff, B. (1993). Planning as developmental process. In H. Reese (Ed.),
Advances in child development (Vol. 24, pp. 253-281). San Diego: Academic Press.
Rogoff, B. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In R.
Wozniak & K. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121153). Hillsdale, NJ: Erlbaum.
Rogoff, B., Baker-Sennett, J., & Matusov, E. (1994). Considering the concept of planning. In M. Haith, J. Benson,
R. Roberts, & B. Pennington (Eds.), The development of future-oriented processes. Chicago: University of
Chicago Press.
Reprinted (1995) in O. Liverta Sempio & A. Marchetti (Eds.), Il pensiero dell'altro. Milan: Raffaello Cortina Editore.
Mistry, J.J., & Rogoff, B. (1994). Remembering in cultural context. In W.J. Lonner & R. Malpass (Eds.),
Psychology and culture. Boston: Allyn & Bacon.
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided
participation, and apprenticeship. In J.V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of
mind (pp. 139-164). Cambridge, UK: Cambridge University Press.
Reprinted (2008) in K. Hall & P. Murphy (Eds.), Pedagogy and practice: Culture and identities. London: Sage.
Rogoff Page 6
Book Chapters
continued
Rogoff, B., Baker-Sennett, J., Lacasa, P., & Goldsmith, D.(1995). Development through participation in
sociocultural activity. In J. Goodnow, P. Miller, & F. Kessel (Eds.), Cultural practices as contexts for
development (pp. 45-65). San Francisco: Jossey-Bass.
Matusov, E., & Rogoff, B. (1995). Evidence of development from people’s participation in communities of learners.
In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda.
American Association of Museums.
Rogoff, B., Radziszewska, B., & Masiello, T. (1995). Analysis of developmental processes in sociocultural activity.
In L. Martin, K. Nelson, & E. Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and
knowing (pp. 125-149). Cambridge, UK: Cambridge University Press.
Rogoff, B. (1996). Developmental transitions in children’s participation in sociocultural activities. In A. Sameroff
& M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 273-294). Chicago:
University of Chicago Press.
Rogoff, B. (1997). Sylvia Scribner: A practical theorist. Foreword to E. Tobach, R.J. Falmagne, M.B. Parlee,
L.M.W. Martin, & A.S. Kapelman (Eds.), Mind and social practice: Selected writings of Sylvia Scribner (pp.
xiii-xvii). New York: Cambridge University Press.
Rogoff, B. (1997). Evaluating development in the process of participation: Theory, methods, and practice building
on each other. In E. Amsel & A. Renninger (Eds.), Change and development: Issues of theory, application, and
method (pp. 265-285). Hillsdale, NJ: Erlbaum.
Rogoff, B., Bartlett, L., & Goodman Turkanis, C. (2001). Lessons about learning as a community. In B. Rogoff, C.
Goodman Turkanis, & L. Bartlett (Eds.), Learning together: Children and adults in a school community. New
York: Oxford University Press.
Bartlett, L., Goodman Turkanis, C., & Rogoff, B. (2001). An orientation to principles-in-action. In B. Rogoff, C.
Goodman Turkanis, & L. Bartlett (Eds.), Learning together: Children and adults in a school community. New
York: Oxford University Press.
Rogoff, B. (2001). Becoming a cooperative parent in a parent cooperative. In B. Rogoff, C. Goodman Turkanis, &
L. Bartlett (Eds.), Learning together: Children and adults in a school community. New York: Oxford
University Press.
Goodman Turkanis, C., Bartlett, L., & Rogoff, B. (2001). Never-ending learning. In B. Rogoff, C. Goodman
Turkanis, & L. Bartlett (Eds.), Learning together: Children and adults in a school community. New York:
Oxford University Press.
Matusov, E.L., Bell, N., & Rogoff, B. (2002). Schooling as cultural process: Working together and guidance by
children from schools differing in collaborative practices. In R.V. Kail & H.W. Reese (Eds.), Advances in Child
Development and Behavior (vol. 29). Academic Press.
Rogoff, B., Correa-Chávez, M., & Navichoc Cotuc, M. (2005). A cultural-historical view of schooling in human
development. In D. Pillemer & S.H. White (Eds.), Developmental psychology and social change (pp. 225-263).
NY: Cambridge University Press.
Angelillo, C., Rogoff, B., & Chavajay, P. (2007). Examining shared endeavors by abstracting video coding schemes
with fidelity to cases. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning
sciences. (pp. 189-206). Mahwah, NJ: Erlbaum.
Rogoff, B., Correa-Chávez, M., & Silva, K.G. (in press). Cultural variation in children’s attention and learning. In
M.A. Gernsbacher, D. Pew, & L. Hough (Eds.), Psychology and the real world: Essays illustrating
fundamental contributions to society.
Invited Commentary, Reviews, and Other Publications
Rogoff, B. (1978). Following the lives of children. A review of E.E. Werner & R.S. Smith, Kauai's children come
of age. Contemporary Psychology, 23, 496-497.
Kagan, J., Klein, R.E., Finley, G.E., Rogoff, B., & Nolan, E. (1979). Estudio transcultural del desarrollo
cognoscitivo: Un resumen. Interamerican Journal of Psychology, 13, 129-130.
Rogoff, B., & Ellis, S. (1979). Review of P.H. Leiderman, S.R. Tulkin, & A. Rosenfeld (Eds.), Culture and infancy.
Journal of Cross-Cultural Psychology, 10, 390-392.
Rogoff, B. (1980). Toward a global understanding of human behavior. Review of M.H. Segall, Cross-cultural
psychology: Human behavior in global perspective. Contemporary Psychology, 25, 834-835.
Invited Commentary, Reviews, and Other Publications
continued
Rogoff Page 7
Rogoff, B. (1982). Literacy, schooling, and cognitive skills. Review of S. Scribner & M. Cole, The psychology of
literacy. Science, 215, 1494-1495.
Rogoff, B., & Gauvain, M. (1982). Review of Munroe, Munroe, & Whiting (Eds.), Handbook of cross-cultural
human development. Journal of Cross-Cultural Psychology, 13, 496-499.
Rogoff, B. (1983). Learning from the Gypsies. Review of J.C. Berland, No five fingers are alike: Cognitive
amplifiers in social context. Contemporary Psychology, 28, 385-386.
Ellis, S., & Rogoff, B. (1983). Review of P.S. Strain (Ed.), The utilization of classroom peers as behavior change
agents. Child Development Abstracts, 57, 127-128.
Rogoff, B. (1984). Review of H. Pick & L. Acredolo (Eds.), Spatial organization: Theory, research, and
application. American Journal of Psychology, 9, 623-624.
Rogoff, B. (1984). What are the interrelations among the three subtheories of Sternberg's triarchic theory of
intelligence? Invited commentary on R.J. Sternberg's "Toward a triarchic theory of human intelligence."
Behavioral and Brain Sciences, 7, 300-301.
Rogoff, B. (1985). Childhood as culturally construed. Review of F.S. Kessel & A.W. Siegel (Eds.), The child and
other cultural inventions. Contemporary Psychology, 30, 444-446.
Rogoff, B., & Göncü, A. (1987). Vygotsky and beyond. Review of J.V. Wertsch, Vygotsky and the social formation
of mind. Contemporary Psychology, 32, 22-23.
Rogoff, B. (1987). Specifying the development of a cognitive skill in its interactional and cultural context. Invited
commentary on Saxe et al. in Monographs of the Society for Research in Child Development, 52(2, Serial no.
216), 153-159.
Rogoff, B. (1987). Review of J.B. Lancaster et al. (Eds.), Parenting across the lifespan: Biosocial dimensions.
Child Development Abstracts and Bibliography, 61, 318-319.
Rogoff, B. (1988). Invited commentary: Thomas Bidell's "Vygotsky, Piaget, and the dialectics of development."
Human Development, 31, 346-348.
Rogoff, B., & Estrada, A. (1989). Ethnic identity in childhood: Where is socialization? Review of J. S. Phinney &
M.J. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development. Contemporary Psychology,
34, 150.
Lacasa, P. (1989). Contexto y desarrollo cognitivo: Entrevista a Barbara Rogoff [Context and cognitive
development: Interview with Barbara Rogoff] Infancia y Aprendizaje [Childhood and Learning journal, Spain],
45, 7-23.
Rogoff, B., & Tudge, J.R.H. (1989). Developmental theory, culture, and spoon-feeding. Review of J. Valsiner,
Culture and the development of children's action: A cultural-historical theory of developmental psychology.
Contemporary Psychology, 34, 573-574.
Rogoff, B., & Morelli, G. (1989). Human nature: Combining ethology and social science. Review of R.A. Hinde,
Individuals, relationships, and culture. Contemporary Psychology, 34, 919-920.
Rogoff, B. (1989). The ethnographic study of literacy acquisition and of education. Review of B.B. Schieffelin & P.
Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives, and G. Spindler & L. Spindler (Eds.),
Interpretive ethnography of education: At home and abroad. Contemporary Psychology, 34, 757-759.
Rogoff, B., & Morelli, G.A. (1990). An advance in understanding development, for students and scholars. Review
of M. Cole & S. Cole, The development of children. Psychological Science, 1, 42-45.
Baker-Sennett, J., Rogoff, B., & Bell, N. (1992). Review of J.V. Wertsch, Voices of the mind. American Journal of
Psychology, 105, 506-510.
Rogoff, B. (1993). Invited commentary on A. Nicolopoulou, “Play, cognitive development, and the social world.”
Human Development, 36, 24-26.
Matusov, E., & Rogoff, B. (1993). Dual approaches to development in context. Review of R. Cohen & A.W. Siegel
(Eds.), Context and development. Contemporary Psychology, 38, 1087-1088.
Rogoff, B., Matusov, E., & Chavajay, P. (1993). Questioning assumptions about culture and individuals. Invited
commentary on M. Tomasello, A. Kruger, & H. Ratner, Cultural learning. Behavioral and Brain Sciences, 16,
553-534.
Matusov, E., Bell, N., & Rogoff, B. (1994). Review of J. Lave & E. Wenger, Situated learning: Legitimate
peripheral participation. American Ethnologist, 21, 918-919.
Rogoff, B., & Chavajay, P. (1994). Review of R.C. Henze, Informal teaching and learning. American Journal of
Psychology, 107, 147-149.
Invited Commentary, Reviews, and Other Publications
continued
Rogoff, B., & von Hofsten, C. (1997). Developing Human Development: Directions for the journal. Human
Development, 39, 1-6.
Rogoff Page 8
Rogoff, B. (1998). Behind the scenes: Observations of the editorial process. Human Development, 41, 1-6.
Rogoff, B. (2000-01). Teaching Statement. UCSC Faculty Focus. http://ic.ucsc.edu/CTE/ts_brogoff.html.
Reprinted in University of Manitoba Teaching Services Handbook, 2004.
Rogoff, B. (Sept. 14, 2001). Student assessment for the information age. Chronicle of Higher Education.
Valle, A., Lee, C., & Rogoff, B. (2002, March). How to simplify writing evaluations using Excel and Mailmerge.
Technical tutorial, UC Santa Cruz.
Rogoff, B. (2002). How can we study cultural aspects of human development? Editor’s introduction. Human
Development, 45, 209-210.
Rogoff, B. (2002). Concluding notes to an editorial term. Human Development, 45, 387-389.
Rogoff, B., & Correa-Chavez, M. (2004). Foreword. Multiple pathways to literacy: Young children learning with
siblings, grandparents, peers, and communities. Routledge/Falmer.
Najafi, B., & Rogoff, B. (2004). “The child” and developmental psychology as historical creations.” Review of W.
Koops and M. Zuckerman (Eds.), Beyond the century of the child. American Journal of Psychology, 117, 473478.
Interviewee for article: Fidalgo, Z. (2004). Psicologia cultural e desenvolvimento humano: Um encontro com
Barbara Rogoff. Análise Psicológica, 1, 7-9.
Interviewee for chapter on Sociocultural-Historical Theory for book on Making literacy real: Theories and practices
for learning and teaching. (J. Larson & J. Marsh, 2005). London: Sage.
Guest Lectures in Developmental Psychology, video library, Houghton Mifflin, 2007.
Rogoff, B. (2007). William James Book Award: The cultural nature of human development. The General
Psychologist, 42, 4-7.