REFERENCIAS BIBLIOGRÁFICAS VOLUMEN I Referencias bibliográficas volumen I – 903 – AARP (2000). ARRP survey on lifelong learning. Disponible http://research.arrp.org/general/lifelong.pdf [Fecha de acceso: 04/04/2003] en Adam, J. (1978) Sequential strategies and the separation of age, cohort and time-ofmeasurement contributions to developmental data. Psychological Bulletin, 85, 1309-1316. Aguirre, M. y Villar, F. (2000). COVI: pauta d'anàlisi de comunitats virtuals. Aplicació a comunitats de nens i nens i persones grans. Trípodos, Maig 2000, 509-515. AIMC (2001). Datos generales de usuarios de Internet en España. Disponible en http://www.aui.es/estadi/egm/iegm.htm [Fecha de acceso: 04/04/2003] Ainsworth, M. D.S. (1963). Privación de los cuidados maternos: revisión de sus consecuencias. Ginebra: Organización Mundial de la Salud. Ainsworth, M. D.S. (1989). Attachments beyond infancy. American Psychologist, 44, 709716. Ainsworth, M.D.S. (1979). Attachment as related to mother-infant interaction. En J.S. Rosenblatt, R.A. Hinde; C. Beer y M. Busnel (Eds.), Advances in the study of behavior. Nueva York: Academic Press. Ainsworth, M.D.S. y Bell, S.M. (1970). Attachment, exploration and separation: Illustred by the behaviour of one-year-olds in a strange situation. Child Development, 41, 49-67. Ainsworth, M.D.S. y Bowlby, J. (1991). An ethological development. American Psychologist, 46, 331-341. approach to personality Albert, M.S. y Killiany, R.J. (2001). Age-related cognitive change and brain-behavior relationships. En J.E. Birren y K.W. Schaie (Eds.), The psychology of aging 5th ed. (pp. 161-185). San Diego: Academic Press. Alonso, J. y Montero, I. (1999). Orientación motivacional y estrategias de motivadoras en el aprendizaje escolar. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 259-283). Madrid: Alianza. Álvarez, A. y del Río, P. (1990). Educación y desarrollo: La teoría de Vigotsky y la zona de desarrollo próximo. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación, II (pp. 93-119). Madrid: Alianza. American Association of University Women, (AAUW) (2000). Tech-savvy: Education girls in the new computer age. Disponible en http://www.aauw.org/2000/techsavvy.html [Fecha de acceso: 28/02/02] Anastasi, A. (1975). Psicología diferencial. Madrid: Aguilar. Anderson, J.R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261-295. Anderson, J.R. (1983). The architecture of cognition. Cambridge: Harvard University Press. Anderson, J.R. (2000). Cognitive psychology and its implications. 5th Edition. Nueva York: Worth Publishers. Anderson, N.D.; Craik, F.I.M. y Naveh-Benjamin, M. (1998). The attentional demands of encoding and retrieval in younger and older adults: 1. Evidence from divided attention costs. Psychology and Aging, 13, 405-423. Anguera, M.T. (1991). Metodología observacional en la investigación psicológica. Vol 1: Fundamentación. Barcelona: PPU. Arbukle, T.Y. y Gold, D.P. (1993). Aging, inhibition, and verbosity. Journal of Gerontology: Psychological Sciences, 48, P225-P232. Archer, J. (1992). Ethology and human development. London: Harvester Wheatsheaf and Barnes & Noble. – 904 – Referencias bibliográficas volumen I Arlin, P.K. (1975) Cognitive development in adulthood: A fifth stage? Developmental Psychology, 11, 602-606. Arlin, P.K. (1975). Cognitive development in adulthood: A fifth stage? Developmental Psychology, 11, 602-606. Arlin, P.K. (1984) Adolescent and adult thought: A structural interpretation. En M.L. Commons; F.A. Richards y C. Armon (Eds.) Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Arlin, P.K. (1984). Adolescent and adult thought: A structural interpretation. En M.L Commons, F.A. Richards y C. Armon, (Eds.) Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Arnau, J. (1989). Metodología de la investigación y diseño. En J. Mayor y J.L. Pinillos y J. Arnau (Eds.), Tratado de psicología general. Historia, teoría y método (pp. 581-615). Madrid: Alambra. Arnau, J. (1995). Metodología de la investigación psicológica. México: Limusa. Ashcraft, M.H. (1990). Strategic processing in children’s mental arithmetic: A review and proposal. En D.F. Bjorklund (Ed.), Children’s strategies: Contemporary views of cognitive development. Hillsdale: Lawrence Erlbaum. Atchley, R.C. (1971). Retirement and leisure participation: Continuity or crisis? The Gerontologist, 11, 13-17. Atchley, R.C. (1989). A continuity theory of normal aging. The Gerontologist, 29, 193-190. Atchley, R.C. (1993). Continuity theory and the evolution of activity in later adulthood. En J.R. Kelly (Ed.), Activity and aging: Staying involved in later life (pp. 5-16). Newbury Park: Sage. Atkinson, R.C. y Shiffrin, R.M. (1971). Human memory: A proposed system and its control processes. En K.W. Spence y J.T. Spence (Eds.), The psychology of learning and motivation: Advances in theory and research, vol 2. Nueva York: Academic Press. Augoustinos, M. y Walker, Y. (1995). Social Cognition: An integrated introduction. Londres: Sage. Austin, J. (1962). How to do things with words. Londres: Oxford University Press. [Cómo hacer cosas con palabras: palabras y acciones. Barcelona: Paidós, 1971] Babcock, T.L. y Salthouse, T.A. (1990). Effects of increased processing demands on age differences in working memory. Psychology and Aging, 5, 421-428. Backman, L.; Small, B.J. y Wahlin, A. (2001). Aging and memory. Cognitive and biological processes. En J.E. Birren y K.W. Schaie (Eds.), Handbook of the psychology of aging, 5th Ed. (pp. 349-377). San Diego: Academic Press. Backman, L.; Mäntylä, T. y Herlitz, A. (1990). The optimisation of episodic remembering in old age. En P.B. Baltes, y M.M. Baltes (Eds.), Successful aging. Perspectives from the behavioral sciences (pp. 119-163). Cambridge: Cambridge University Press. Baddeley, A. (1986). Working memory. Oxford: Clarendon Press. Baillargeon, R. (1986). Representing the existence and the location of hidden objects: Object permanence in 6 and 8-mont-old infants. Cognition, 23, 21-41. Baillargeon, R. (1987). Object permanence Developmental Psychology, 23, 655-664. in 3½ and 4½-month-old infants. Baillargeon, R. (1993). The object permanence revisited: New directions in the investigation of infants’ physical knowledge. En H.W. Reese (Ed.), Advances in child development and behavior (vol.23). Nueva York: Academic Press. Referencias bibliográficas volumen I – 905 – Baillargeon, R. (2002). The adquisition of physical knowledge in infancy: A summary in eight lessons. En U. Goswami (Ed.), Childhood cognitive development (pp. 47-83). Oxford: Blackwell. Baillargeon, R. y De Vos, J. (1991). Object permanence in young infants: further evidence. Child Development, 62, 1227-1246. Baillargeon, R.; Spelke, E.S. y Wasserman, S. (1985). Object permanence in 5-monthsolds. Cognition, 20, 191-208. Baker-Ward, L.; Ornstein, P.A. y Holden, D.J. (1984). The expression of memorization in early childhood. Journal of Experimental Child Psychology, 37, 555-575. Bakhurst, D. (1995). Problems of the social self. En D. Bakhurst y C. Sypnowich (Eds.), The social Self (pp. 1-17). Londres: Sage. Baldi, R.A. (1997) Training older adults to use the computer: issues related to the workplace, attitudes and training. Educational Gerontology, 23, 453-465. Baltes, M.M.; Kühl, K-P; Gutzmann, H. y Sowarka, D. (1995). Potencial of cognitive plasticity as a diagnostic instrument: A cross validation and extension. Psycholoy and Aging, 10, 167-172. Baltes, P.B. (1979). Life-Span Developmental Psychology: Some converging observations on history and theory. En P.B. Baltes y O.G. Brim (Eds.) Life-span development and behavior. Vol. 2 (pp. 255-279). Nueva York: Academic Press. Baltes, P.B. (1983). Life-span developmental psychology: Observations on history and theory revisited. En R.M. Lerner (Ed.), Developmental psychology: Historical and philosophical perspectives (pp. 79-111). Hillsdale: Lawrence Erlbaum. Baltes, P.B. (1987). Theorical propositions of Life-Span Developmental Psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611-626. Baltes, P.B. (1993). The aging mind: Potential and limits. The Gerontologist, 33, 580-594. Baltes, P.B. (1997). On the incomplete architecture of human ontogeny. American Psychologist, 52, 366-380. Baltes, P.B. (2000). Autobiographical reflections: From developmental methodology and Lifespan Psychology to Gerontology. En J.E. Birren y J.J.F. Schroots (Eds.). A history of geropsychology in autobiography (pp. 7-26). Washington: American Psychological Association. Baltes, P.B. y Baltes, M.M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. En P.B. Baltes y M.M. Baltes (Eds.) Successful aging. Perspectives from the behavioral sciences(pp. 1-34). Cambridge: Cambridge University Press. Baltes, P.B.; Dittmann-Kohli, F. y Dixon, R. (1984). New perspectives on the development in adulthood: toward a dual-process conception and a model of selective optimization with compensation. En P.B. Baltes y O.G. Brim (Eds.) Life-span development and behavior. Vol. 6 (pp. 33-76). Londres: Academic Press. Baltes, P.B.; Dittmann-Kohli, F. y Dixon, R.A. (1986). Multidisciplinary propositions on the development of intelligence during adulthood and old age. En A.B. Sorensen; F.E. Weinert y L.R. Sherrod (Eds.) Human development and the life course: Multidisciplinary perspectives. Hillsdale: Lawrence Earlbaum. Baltes, P.B. y Goulet, L.R. (1970) Status and issues of a life-span developmental psychology. En L.R. Goulet y P.B. Baltes (Eds.), Life-span developmental psychology: Research and theory. Nueva York: Academic Press. Baltes, P.B. y Lindenberger, U. (1997). Emergence of a powerful connection between sensory and cognitive functions across the adult life span: a new window to the study of cognitive aging? Psychology and Aging, 12, 12-21. – 906 – Referencias bibliográficas volumen I Baltes, P.B.; Lindenberger, U. y Staudinger U.M. (1998). Life-span theory in developmental psychology. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 1029-1143). Nueva York: Wiley. Baltes, P.B.; Mayer, K.U.; Helmchen, H. y Steinhagen-Thiessen, E. (1993). The Berlin Aging Study (BASE): Overview and design. Ageing and Society, 13, 483-515. Baltes, P.B.; Reese, H.W. y Lipsitt, L.P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65-110. Baltes, P.B.; Reese, H.W. y Nesselroade, J.R. (1977). Life-span developmental psychology: Introduction to research methods. Monterey; Brooks/Cole [Métodos de investigación evolutiva: Enfoque del ciclo vital. Madrid: Morata, 1981] Baltes, P.B. y Smith, J. (1999). Mutilevel and systemic analyses of old age: Theoretical and empirical evidence for a fourth age. En V.L. Bengtson y K.W. Schaie (Eds.), Handbook of theories of aging (pp. 153-173). Nueva York: Springer. Baltes, P.B. y Staudinger, U.M. (2000). Wisdom. A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psycologist, 55, 122-136. Baltes, P.B.; Staudinger U.M. y Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology, 50, 471-507. Bandlamudi, L. (1999). Developmental discourse as an author/hero relationship. Culture and Psychology, 5, 41-65. Bandura, A. (1986). Social fundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice Hall [Pensamiento y acción. Barcelona: Martínez Roca, 1987]. Bandura, A. (1989). Social cognitive theory. Annals of Child Development, 6, 1-60. Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: Freeman. [Autoeficacia: como afrontamos los cambios en la sociedad actual. Bilbao: Desclée de Brouwer, 1999] Bandura, A. (1998). Exploration of fortuitous determinants of life paths. Psychological Inquiry, 9, 95-99. Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52, 1-26. Bandura, A. y Walters, R.H. (1963). Social learning and personality development. Nueva York: Rinehart and Winston. [Aprendizaje social y desarrollo de la personalidad. Madrid: Alianza, 1974]. Bang, V. (1981). La psicología de Piaget y su importancia en la educación. En C. Coll (1981). Psicología genética y educación (pp. 73-83). Barcelona: Oikos-Tau. Barak, B. (1987). Cognitive age: A new multidimensional approach to measuring age identity. International Journal of Aging and Human Development, 25, 109-128. Barak, B. y Stern, B. (1986). Subjective age correlates: A research note. The Gerontologist, 26, 571-578. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: The MIT Press. Baron-Cohen, S. (1998). ¿Son los niños autistas mejores físicos que psicólogos? Infancia y Aprendizaje, 84, 33-44. Baron-Cohen, S. (Ed.) (1993) Understanding other minds: Perspectives from autism. Oxford: Oxford University Press. Barrera, M.E. y Maurer, D. (1981). Recognition of mother’s photographed face by the three-month-old infant. Child Development, 52, 714-716. Referencias bibliográficas volumen I – 907 – Bartsch, J. y Wellman, H.M. (1989). Young children’s attribution of action to beliefs and desires. Child Development, 60, 946-964. Bartsch, J. y Wellman, H.M. (1995). Children talk about the mind. Nueva York: Oxford University Press. Basil, C. y Coll, C. (1990). La construcción de un modelo prescriptivo de la instrucción: la teoría del aprendizaje acumulativo. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación II: Psicología de la educación (pp. 55-67). Madrid: Alianza. Bates, J.E.; Malin, L.A. y Frankel, K.A. (1985). Attachment security, mother-child interaction, and temperament as predictors of behavior problem rating at age three years. En I. Bretherton y E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development (serial 209), 50, 167-193. Bechtel, W. y Abrahamsen, A. (1991). Connectionism and the mind: An introduction to parallel processing in networks. Cambridge: Blackwell. Bedart, J. y Chi, M.T.H. (1992). Expertise. Current Directions in Psychological Science, 1, 135-139. Behrend, D.A.; Rosengren, K.S. y Perlmutter, M. (1992). The relation between private speech and parental interactive style. En R.M. Díaz y L.E. Berk (Eds.), Private speech: From social interaction to self-regulation. Hillsdale: Erlbaum. Bell, M.A. (1992a). Electrophysiological correlates of object search performance during infancy. Infant Behavior and Development, 15, 3. Bell, M.A. (1992b). A not B task performance is related to frontal EEG asymmetry regardless of locomotor experience. Infant Behavior and Development, 15, 307. Bell, M.A. y Fox, N.A. (1992). The relations between frontal brain electrical activity and cognitive development during infancy. Child Development, 63, 1142-1163. Bell, R.Q. (1965). Developmental Psychology. Annual Review of Psychology, 16, 1-38. Belsky, J. (1999). The psychology of aging. Nueva York: Brooks/Cole. [Psicología del envejecimiento. Madrid: Paraninfo, 2001] Bengtson, V.L.; Burgess, E.O. y Parrott, T.M. (1997). Theory, explanation, and a third generation of theoretical development in social gerontology. Journal of Gerontology: Social Sciences, 52B, S72-S88. Bereczkei, T. (2000). Evolutionary Psychology: A new perspective in the behavioural sciences. European Psychologist, 5, 175-190. Berg, C.A. (1996). Practical intelligence and problem solving: Searching for perspectives. En F. Blanchard-Fields y T. M. Hess (Eds.), Perspectives on cognitive change in adulthood and aging (pp. 323-357). Nueva York: McGraw Hill. Berk, L.E. (1992). Children’s private speech: An overview of theory and the status of research. En R.M. Díaz y L.E. Berk (Eds.), Private speech: From social interaction to selfregulation. Hillsdale: Erlbaum. Berk, L.E. (1994). Why children talk to themselves. Scientific American, 271, 78-83. Berk, L.E. y Spuhl, S.T. (1995). Maternal interaction, private speech, and task performance in preschool children. Early Childhood Research Quarterly, 10, 145-169. Berlin, L.J.; Cassidy, J. y Belsky, J. (1995). Loneliness in young children and infant-mother attachment: A longitudinal study. Merril-Palmer Quarterly, 41, 91-103. Bermejo, V. y Lago, M.O. (1994). Conceptualización del desarrollo. En V. Bermejo (Ed.), Desarrollo cognitivo (pp. 34-62). Madrid: Síntesis. – 908 – Referencias bibliográficas volumen I Bidell, T. (1992). Beyond interactionism in contextualist models of development. Human Development, 35, 306-315. Bidell, T.R. y Fisher, K.W. (1992). Beyond the stage debate: Action, structure, and variability in Piagetian theory and research. En R.J. Sternberg y C.A. Berg (Eds.), Intellectual development (pp. 100-140). Nueva York: Cambridge University Press. Bijou, S.W. (1978). Ages, stages, and the naturalization of human development. American Psychologist, 23, 419-427. Bijou, S.W. (1984). Actualización del análisis de conducta del desarrollo infantil. Revista de Psicología General y Aplicada, 39, 21-45. Bijou, S.W. (1989). Behavior analysis. Annals of Child Development, 6, 61-83. Bijou, S.W. y Baer, D.M. (1961). Child development: A systematic and empirical theory. Englewood Cliffs: Prentice Hall [Psicología del desarrollo infantil. México: Trillas, 1982]. Bijou, S.W. y Baer, D.M. (1965). Child development: Universal stage of infancy. Englewood Cliffs: Prentice Hall. Bijou, S.W. y Baer, D.M. (1978). Behavior analysis of child development. Englewood Cliffs: Prentice Hall. Billig, M. (1987). Arguing and thinking. Cambridge: Cambridge University Press. Billig, M. (1993). Studying the thinking society: social representations, rethoric and attitudes. En G.M. Breakwell y D.V. Canter (Eds.) Empirical approaches to social representations (pp. 39-62). Oxford: Oxford University Press. Birren, J.E. (1964). The psychology of aging. Englewood Cliffs: Prentice-Hall. Birren, J.E. (2001) (Eds.), Handbook of the Psychology of Aging. Nueva York: Academic Press. Birren, J.E. y Birren, B.A. (1990). The concepts, models and history of the Psychology of Aging. En J.E.Birren y K.W. Schaie, (Eds.) Handbook of the Psychology of Aging 3rd Ed. (pp. 3-20). San Diego: Academic Press. Birren, J.E.; Cunningham, W.R. y Yamamoto, K. (1983). Psychology of adult development and aging. Annual Review of Psychology, 34, 543-575. Birren, J.E. y Fisher, L.M. (1995). Aging and speed of behavior: Possible consequences for psychological functioning. Annual Review of Psychology, 46, 329-353. Birren, J.E.; Keynon, G.M.; Ruth, J.E.; Schroots, J.F. y Svensson, T. (Eds.)(1996). Aging and biography: Explorations in adult development. Nueva York: Springer. Birren, J.E. y Schroots, J.J.F. (2001). The history of geropsychology. En J.E.Birren y K.W. Schaie, (Eds.) Handbook of the Psychology of Aging 5th Ed. (pp. 3-28). San Diego: Academic Press. Bivens, J.A. y Berk, L.E. (1990). A longitudinal study of the development of elementary school children’s private speech. Merrill-Palmer Quarterly, 36, 443-463. Bjorklund, D.F. (1997a). The role of immaturity in human development. Psychological Bulletin, 122, 153-169. Bjorklund, D.F. (1997b). In search of a metatheory for cogitive development (or, Piaget is dead and I don’t feel so good myself). Child development, 68, 144-148. Bjorklund, D.F. (Ed.) (1990). Children’s strategies: Contemporary views of cognitive development. Hillsdale: Erlbaum. Bjorklund, D.F. (2000). Children’s thinking (3rd edition). Belmont: Wadsworth. Bjorklund, D.F. y Harnishfeger, K.K. (1990). The resources construct in cognitive development: Diverse sources of evidence and a theory of inefficient inhibition. Developmental Review, 10, 48-71. Referencias bibliográficas volumen I – 909 – Bjorklund, D.F. y Miller, P.H. (1997). New themes in strategy development. Developmental Review, 17, 407-410. Bjorklund, D.F. y Miller, P.H. (1998). Contemplating fuzzy-trace theory: The gist of it. Journal of Experimental Child Psychology, 71, 184-193. Bjorklund, D.F.; Miller, P.H.; Coyle, T.R. y Slawinski, J.L. (1997). Instructing children to use memory strategies: evidence of utilization deficiencies in memory training studies. Developmental Review, 1997, 17, 411-441. Bjorklund, D.F.; Muir-Broaddus, J.E. y Schneider, W. (1990). The role of knowledge in the development of strategies. En D.F. Bjorklund (Ed.), Children’s strategies: Contemporary views of cognitive development. Hillsdale: Lawrence Erlbaum. Bjorklund, D.F. y Pellegrini, A.D. (2000). Child development and Evolutionary Psychology. Child Development, 71, 1687-1708. Bjorklund, D.F. y Rosenblum, K.E. (2001). Children’s uses of multiple and variable addition strategies in a game context. Developmental Science, 4, 184-194. Bjorklund, D.F. y Schenider, W. (1996). The intreraction of knowledge, aptitude, and strategies in children’s memory performance. En H.W. Reese (Ed.), Advances in child development and behavior (vol 26). San Diego: Academic Press. Blackburn, J.A. y Papalia, D.E. (1992) The study of adult cognition from a piagetian perspective. En R.J. Sternberg y C.A. Berg (Eds.), Intellectual development (pp. 141160). Nueva York: Cambridge University Press. Blanchard-Fields, F. (1989). Post-formal reasoning in socio-emotional context. En M. L. Commons, J. Sinnott, F. Richards, y C. Armon (Eds.),Adult development: Vol. 1. Comparisons and applications of developmental models (pp. 73-93). Nueva York: Praeger. Boada, M. y Tárraga, L. (2000). La enfermedad de Alzheimer y su tratamiento integral. En R. Fernández-Ballesteros (Ed.), Gerontología Social (pp. 547-579). Madrid: Pirámide. Boom, J. (1991). Collective development and the learning paradox. Human development, 34, 273-287. Borstelmann, L.J. (1983). Children before psychology: ideas about children from antiquity to the late 1800s. En En P.H. Mussen y W. Kessen (Eds.), Handbook of child psychology: Vol. 1. History, theory and methods (pp. 1-40). Nueva York: Wiley. Botwinick, J. (1970). Geropsychology. Annual Review of Psychology, 21, 239-272. Bowlby, J. (1969). Attachment and loss volume I: Attachment. Londres: Hogarth Press [El vínculo afectivo. Barcelona: Paidós, 1993]. Bowlby, J. (1973). Attachment and loss volume II: Separation, anxiety, and anger. Londres: Hogarth Press [La separación afectiva. Barcelona: Paidós, 1993]. Bowlby, J. (1980a). A secure base. Clinical applications of attachment theory. Londres: Routledge [Una base segura. Aplicaciones clínicas de la teoría del apego. Barcelona: Paidós, 1989]. Bowlby, J. (1980b). Attachment and loss volume III: Loss, sadness, and depression. Londres: Hogarth Press [La pérdida afectiva. Barcelona: Paidós, 1993]. Boyd, R. y Richerson, P.J. (1985). Culture and the evolutionary process. Chicago: University of Chicago Press. Brainerd, C.J. y Gordon, L.L. (1994). Development of verbatim and gist memory for numbers. Developmental Psychology, 30, 163-177. Brainerd, C.J. y Mojardin, A.H. (1998). Children's and adults' spontaneous false memories: Long-term persistence and mere-testing effects. Child Development, 69, 1361-1377 – 910 – Referencias bibliográficas volumen I Brainerd, C.J. y Reyna, V.F. (1990). Gist is the grist: Fuzzy-trace theory and the new intuitionism. Developmental Review, 10, 3-47. Brainerd, C.J. y Reyna, V.F. (1998). Fuzzy-trace theory and children’s false memories. Journal of Experimental Child Psychology, 71, 81-129. Brandtstädter, J. (1997). Action, culture and development: Points of convergence. Culture and Psychology, 3, 335-353. Brandtstädter, J. (1997). Action, culture and development: Points of convergence. Culture and Psychology, 3, 335-353. Brandtstädter, J. (1998). Action perspectives on human development. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 107-188). Nueva York: Wiley. Brandtstädter, J. (1999a). The self in action and development. En J. Brandtstädter y R.M. Lerner.(Eds.), Action and self-development (pp. 37-64). Thousand Oaks: Sage. Brandtstädter, J. (1999b). Sources of resilience in the aging self. Toward integrating perspectives. En T. Hess y F. Blanchard-Felds (Eds.), Social cognition and aging (123141). Nueva York: Academic Press. Brandtstädter, J. y Baltes-Götz, B. (1990). Personal control over development and quality of life perspectives in adulthood. En P.B. Baltes y M.M. Baltes (Eds.) Successful aging: Perspectives from the behavioral sciences (pp. 197-224). Nueva York: Cambridge University Press. Brandtstädter, J. y Greve, W. (1994a). The aging self: Stabilizing and protective processes. Developmental Review, 14, 52-80. Brandtstädter, J. y Greve, W. (1994b). Explaining the resilience of the aging self: Reply to Carstensen and Freund. Developmental Review, 14, 93-102. Brandtstädter, J. y Lerner, R.M. (1999). Introduction. Development, action and intentionality. En J. Brandtstädter y R.M. Lerner.(Eds.), Action and self-development (pp. ix-xx). Thousand Oaks: Sage. Brandtstädter, J. y Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accomodative strategies of coping. Psychology and Aging, 5, 58-67. Brandtstädter, J. y Rothermund, K. (1994). Self-percepts of control in middle and later adulthood: Buffering losses by rescaling goals. Psychology and Aging, 9, 265-273. Brandtstädter, J. y Rothermund, K. (2002). The life course dynamics of goal pursuit and goal adjustment: A two process framework. Developmental Review, 22, 117-150. Brandtstädter, J.; Rothermund, K. y Schmitz, U. (1998). Maintaining self-integrity and efficacy through adulthood and later life: The adaptive functions of assimilative persistence and accommodative flexibility. En J. Heckhausen y C.S. Dweck (Eds.), Motivation and self-regulation across the life-span (pp. 365-388). Nueva York: Cambridge University Press. Brandtstädter, J. y Wentura, D. (1995). Adjustment to shifting possibility frontiers in later life: complementary adaptive modes. En R.A. Dixon y L. Bäckman (Eds.), Compensation for psychological deficits and declines: Managing losses and promoting gains (pp. 83106). Hillsdale: Lawrence Erlbaum. Brandtstädter, J.; Wentura, D. y Greve, W. (1993). Adaptive resources of the aging self: Outlines of an emergent perspective. International Journal of Behavioral Development, 16, 323-349. Brandtstädter, J.; Wentura, D. y Rothermund, K. (1999). Intentional self-development through adulthood and later life. En J. Brandtstädter y R.M. Lerner.(Eds.), Action and self-development (pp. 373-400). Thousand Oaks: Sage. Referencias bibliográficas volumen I – 911 – Brébion, G.; Ehrlich, M.F. y Tardieu, H. (1995). Working memory in older subjects: Dealing with ongoing and stored information in language comprehension. Psychological Research, 58, 225-232. Bretherton, I. (1985).Attachment theory: retrospect and prospect. En I. Bretherton y E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development (serial 209), 50, 3-35. Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28, 759-775. Bretherton, I.; Ridgeway, D. y Cassidy, J. (1990). Assessing internal working models in the attachment relationship: An attachment story completion task for 3-years-olds. En M.T. Greenberg, D. Cicchetti y E.M. Cummings (Eds.) Attachment during the preschool years. Chicago: University of Chicago Press. Bronfenbrenner, U. (1979a). The ecology of human development. Cambridge: Cambridge University Press. [La ecología del desarrollo humano. Barcelona: Paidós, 1987] Bronfenbrenner, U. (1979b). Contexts of child rearing. American Psychologist, 34, 844858. Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249 Bronfenbrenner, U. (1993). The ecology of cognitive development: Research models and fugitive findings. En R.H. Wozniak and K.W. Fisher (Eds.). Development in context. Action and thinking in specific environments (pp. 3-44). Hillsdale: Lawrence Erlbaum. Bronfenbrenner, U. y Crouter, A.C. (1983). The evolution of environmental models in developmental research. En W. Kessen (Editor de la serie) y P.H. Mussen (Editor del volumen), Handbook of child psychology 4th edition. Vol. 1: History, theory and methods (pp. 357-414). Nueva York: Wiley. Bronfenbrenner, U. y Morris, P.A. (1998). The ecology of developmental processes. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 993-1028). Nueva York: Wiley. Broughton, J. (1981). Piaget’s structual developmental psychology: 4. Knowledge without a self and without history. Human Development, 24, 320-346. Broughton, J.M. (1987). An introduction to critical developmental psychology. En J. M. Broughton (Ed.), Critical theories of psychological development (pp. 1-30). Nueva York: Plenum Press. Brown, A. (1987). Metacognition, executive control, self-regulation and other mysterious mechanisms. En F.W. Weinert y R.H. Kluwe (Eds.), Metacognition, motivation and understanding (65-116). Hillsdale: Lawrence Erlbaum. Brown, A.L. y Ferrara, R.A. (1985). Diagnosing zones of proximal development. En J.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press. Brown, A.L. y Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge adquisition. En L.B. Resnick (Ed.), Knowing, learning and instruction (pp. 393-452). Hillsdale: Lawrence Earlbaum. Brown, J.R. y Dunn, J. (1991). ‘You can cry, mum’: The social and developmental implications of talk about internal states. British Journal of Developmental Psychology, 9, 237-256. Browning, C.J. (1995). Late-life education and learning: The role of cognitive factors. Educational Gerontologist, 21, 401-413. Bruner, J. (1972). The nature and uses of immaturity. American Psychologist, 27, 687-708. – 912 – Referencias bibliográficas volumen I Bruner, J. (1981). Vygotski: una perspectiva histórica y conceptual. Infancia y Aprendizaje, 14, 3-17. Bruner, J. (1982). The formats of language adquisition. American Journal of Semiotics, 1, 1-16. [Los formatos de la adquisición del lenguaje. En J. Bruner y J.L. Linaza (Ed.), Acción, pensamiento y lenguaje. Madrid: Alianza, 1984] Bruner, J. (1983). Child’s talk: Learning to use language. Nueva York: Norton.[El habla del niño. Barcelona: Paidós, 1986] Bruner, J. (1988). La inspiración de Vigotski. En J. Bruner (Ed.). Realidad mental y mundos posibles. Barcelona: Gedisa. Bruner, J. (1990a). Acts of meaning. Cambridge: Harvard University Press. [Actos de significado. Madrid: Alianza, 1992] Bruner, J. (1990b). Culture and human development: A new look. Human Development, 33, 344-355. Bruner, J. (1993). Do we ‘adquire’ culture or viceversa. Behavioral and Brain Sciences, 163, 515-516. Bruner, J. (1996). The culture of education. Nueva York: Oxford University Press [La educación, puerta de la cultura. Madrir: Visor, 1997] Bruner, J. (1997a). Celebrating divergence: Piaget and Vigotsky. Human Development, 40, 63-73. Bruner, J. (1997b). A narrative model of self-construction. En J.G. Snodgrass y R.L. Thomson (Eds.), The self across psychology: Self-recognition, self-awareness, and the self concept (pp. 145-161). Nueva York: New York Academy of Sciences Bruner, J. (1999). Narratives of aging. Journal of Aging Studies, 13, 7-9. Bucur, A. Renold, C. y Henke, M. (1999) How do older netcitizens compare with their younger counterparts? Cyberpsychology and behavior, 6, 505-513. Bühler, C. (1946). El curso de la vida humana como problema psicológico. Madrid: Espasa Calpe. Buller, D.J. y Hardcastle, V.G. (2000). Evolutionary Psychology, meet Developmental Neurobiology: Against promiscuous modularity. Brain and Mind, 1, 307-325. Burke, D.M. (1997). Language, aging, and inhibitory deficits: Evaluation of a theory. Journal of Gerontology: Psychological Sciences, 52B, P254-P264. Burke, D.M. y Harrold, R.M. (1988). Automatic and effortful semantic processes in old age. Experimental and naturalistic approaches. En L.L. Light y D.M. Burke, (Eds.), Language, memory and aging. Nueva York: Cambridge University Press. Burke, D.M. y Light, L.L. (1981). Memory and aging: The role of retrieval processes. Psychological Bulletin, 90, 513-546. Burke, D.M.; MacKay, D.G. y James, L.E. (2000). Theoretical approaches to language and aging. En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 204-237). Philadelphia: Psychology Press. Burke, K.G.; MacKay, D.G.; Worthley, J.S. y Wade, E. (1991). On the tip of the tongue: What causes word findings failures in young and older adults? Journal of Memory and Language, 30, 542-579. Burman, E. (1994). Deconstructing developmental psychology. Londres: Routledge [La deconstrucción de la Psicología Evolutiva. Madrid: Aprendizaje Visor, 1997] Burman, E. (1997). Developmental psychology and its discontents. En D. Fox e I. Prilleltensky (Eds.), Critical Psychology: An introduction (pp. 134-149). Londres: Sage. Referencias bibliográficas volumen I – 913 – Burr, V. (1995). A introduction to social constructionism. Londres: Routledge. [Introducció al construccionisme social. Barcelona: Ediouc/Proa, 1996] Buss, D.M. (1995). Evolutionary Psychology: A new paradigm for psychological science. Psychological Inquiry, 6, 1-30. Buss, D.M.; Haselton, M.G.; Shackelford, T.K.; Bleske, A.L. y Wakefield, J.C. (1998). Adaptations, exaptations, and spandrels. American Psychologist, 533-548. Butler, R.N. (1963). The life review: An interpretation of reminiscence in the aged. Psychiatry, 26, 65-76. Byrnes, J. (1999). The nature and development of representation. Forging a syntesis of competing approaches. En I. Sigel (Ed.), Development of mental representation. Theories and applications (pp. 273-294). Mahwah: Lawrence Erlbaum. Cairns, R.B. (1983). The emergence of developmental psychology. En P.H. Mussen y W. Kessen (Eds.), Handbook of child psychology: Vol. 1. History, theory and methods (pp. 41-102). Nueva York: Wiley. Cairns, R.B. (1992). The making if a developmental science: The contributions and intellectual heritage of J.M. Baldwin. Developmental Psychology, 28, 17-24. Cairns, R.B. (1998). The making of developmental psychology. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 25-105). Nueva York: Wiley. Cairns, R.B. y Ornstein, P.A. (1983). Psicología del desarrollo: una perspectiva histórica. En A. Marchesi, M. Carretero y J. Palacios (Eds.), Psicología evolutiva 1: teorías y métodos (pp. 19-49). Madrid: Alianza. Canfield, R.L., Smith, E.G.; Brezsnyak, M.P. y Snow, K.L. (1997). Information processing through the first year of life. Monographs of the Society for Research in Child Development, 62 (nº serie 250). Caparrós, A. (1985). Los paradigmas en psicología. Barcelona: Horsori. Caporael, L.B. (2001). Evolutionary Psychology: Toward a unifying theory and a Hybrid Science. Annual Review of Psychology, 52, 607-528. Carelli, M.G. (1998). Internalization, Development, 41, 355-359. participation, and ethnocentrism. Human Carey, S. (1985). Conceptual change in childhood. Cambridge: The MIT Press. Carey, S. y Gelman, R. (1991) (Eds.) The epigenesis of mind: essays on biology and cognition. Hillsdale: Lawrence Erlbaum. Carey, S. y Spelke, E.S. (1994), Domain-specific knowledge and conceptual change. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture (pp. . Cambridge: Cambridge University Press. Carpendale, J.I.M. (2000). Kohlberg and Developmental Review, 20, 181-205. Piaget on stages and moral reasoning. Carretero, M. (1985). El desarrollo cognitivo en la adolescencia y la juventud: Las operaciones formales. En M. Carretero, J. Palacios y A. Marchesi (1985). Psicología evolutiva 3. Adolescencia, madurez y senectud (pp. 37-93). Madrid: Alianza. Carretero, M. (1996). Constructivismo y problemas educativos: una relación compleja. Anuario de Psicología, 69, 184-187. Carstensen. L. L. (1987). Age related changes in social activity. En Carstensen, L.L. y Edelstein, B.A. (Eds.). (1987). Handbook of Clinical Gerontology. Nueva York: Pergamon Press. [Gerontología clínica: Intervención psicológica y social. Barcelona: Martínez Roca, 1989]. – 914 – Referencias bibliográficas volumen I Carstensen, L.L. (1990). Social and emotional patters in adulthood: Support for socioemotial selectivity theory. Psychology and Aging, 7, 331-338. Carstensen, L.L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology and Aging, 7, 331-338. Carstensen, L.L. (1998). A life-span approach to social motivation. En J. Heckhausen y C.S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 341-364). Nueva York: Cambridge University Press. Carstensen, L.L. y Friedickson, B.F. (1998). Socioemotional theory in healthy older people and younger people living with the human immunodeficiency virus (HIV): The centrality of emotion when the future is constrained. Health Psychology, 17, 494-503. Carstensen, L.L.; Gottman, J.M. y Levenson, R.W. (1995). Emotional behavior in long-term marriage. Psychology and Aging, 10, 140-149. Carstensen, L. L.; Isaacowitz, D. M. y Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. American Psychologist, 54, 165-181 Carstensen, L.L.; Pasupathi, M.; Mayr, U. y Nesselroade, J.R. (2000). Emotional experience in everyday life across the adult life span. Journal of Personality and social Psychology, 79, 644-655. Carstensen, L.L. y Turk-Charles, S. (1994). The salience of emotion across the life course. Psychology and Aging, 9, 259-264. Carugati, F. y Mugny, G. (1988). La teoría del conflicto sociocognitivo. En G. Mugny y J. Pérez (Eds.), Psicología social del desarrollo cognitivo. Barcelona: Anthopos. Case, R. (1985). Intellectual development: from birth to adulthood. Nueva York: Academic Press [El desarrollo intelectual: del nacimiento a la edad madura. Barcelona: Paidós, 1992]. Case, R. (1988). The structure and process of intellectual development. En Demetriou, A. (Ed.) The Neo-Piagetian theories of cognitive development: toward an integration. Amsterdam: North-Holland. Case, R. (1992a). Neo-Piagetian theories of intellectual development. En H. Beilin y P.B. Pufall (Eds.), Piaget’s theory: Prospects and possibilities (pp. 61-104). Hillsdale: Erlbaum. Case, R. (1992b). Neo-Piagetian theories of child development. R.J. Sternberg y C.A. Berg (Eds.), Intellectual development (pp. 161-196). Nueva York: Cambridge University Press. Case, R. (1998). The development of conceptual structures. En D. Kuhn; R.S. Siegler (Ed. del volumen) y W. Damon (Ed. de la serie), Handbook of Child Psychology vol. 2: Cognition, perception, and language. Nueva York: Wiley. Case, R. y Okamoto, Y. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (nº serie 246). Castells, M. (2001a). La galaxia Internet. Madrid: Areté. Castells, M. (2001b). Internet y la sociedad red. Lección inaugural del programa de doctorado sobre la sociedad de la información y el conocimiento. UOC. Disponible en [Fecha de acceso: http://www.uoc.es/web/esp/articles/castells/castellsmain.html 04/04/2003] Cavanough, J.C. (1985). Cognitive developmental psychology before Preyer: Biographical and educational records. En G. Eckardt, W.G. Bringmann y L. Sprung (Eds.), Contibutions to a history of developmental psychology (pp. 187-207). Berlin: Mouton Publishers. Referencias bibliográficas volumen I – 915 – Cazden, C.B. (1988). Classroom discourse. The language of teaching and learning. Portsmouth: Heineman. [El discurso en el aula. El lenguaje de la enseñanza y del aprendizaje. Madrid: Paidós y Ministerio de Educación y Ciencia] Cazden, C.B. (1993). Vygotsky, Hymes, and Bakhtin: From word to utterance and voice. En E.A. Forman, N. Minick y C.A. Stone (Eds.), Contexts for learning. Sociocultural dynamics in children’s development (pp. 197-212). Nueva York: Oxford University Press. Chaiklin, S. y Lave, J. (1996) (Eds.). Understanding practice. Perspectives on activity and context. Nueva York: Cambridge University Press. Chao, L.L. y Knight, R.T. (1997). Prefrontal deficits in attention and inhibitory control with aging. Cerebral Cortex, 7, 63-69. Charles, D.C. (1970) Historical antecedents of life-span developmental psychology. En L.R. Goulet y P.B. Baltes (Eds.), Life-span developmental psychology: Research and theory (pp. 23-52). Nueva York: Academic Press. Charlesworth, W.R. (1992). Charles Darwin and developmental psychology: Past and present. Developmental Psychology, 28, 5-16. Charness, N. y Bosman, E.A. (1990). Expertise and aging: life in the lab. En T.M. Hess (Ed.), Aging and cognition: Knowledge organization and utilization (pp. 343-386). Nueva York: Elsevier. Cheyne, J.A. y Tarulli, D. (1999). Dialogue, difference, and the ‘third voice’ in zone of proximal development. Theory and Psychology, 9, 5-28. Chi, M.T.H. (1978) Knowledge structures and memory development. En R. Siegler (Ed.) Children’s thinking. What develops?. Hillsdale: Earlbaum. Chi, M.T.H. y Koeske, R.D. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29-39. Chiang, W.C. y Wynn, K. (2000). Infants' tracking of objects and collections. Cognition, 77, 169-195. Chomsky, N. (1957). Syntactic structures. The Hague: Mouton. [Estructuras sintácticas. México: Siglo XXI]. Chomsky, N. (1959). A review of Skinner’s Verbal Behavior. Language, 35, 26-58. Chomsky, N. (1980). Rules and representations. Nueva York: Columbia University Press. [Reglas y representaciones. México: Fondo de Cultura Económica, 1983] Chomsky, N. (1985). Knowledge of language: Its nature, origins and use. Nueva York: Praeger. [El conocimiento del lenguaje. Su naturaleza, origen y uso. Madrid: Alianza, 1989]. Chown, S.M. y Heron, A. (1965). Psychological aspects of ageing in man. Annual Review of Psychology, 16, 417-150. Cicirelli, V.G. (1989). Feelings of attachment to siblings and well-being in later life. Psychology and Aging, 4, 211-216. Cicirelli, V.G. (1991). Attachment theory in old age: Protection of the attached figure. In K. Pillemer y K. McCartney (Eds.) Parent-child relations across the life-course. Hillsdale: Erlbaum. Clancy, S.M. y Hoyer, W.J. (1994). Age and skill in visual search. Developmental Psychology, 30, 545-552. Clark, A. (1998). What’s knowledge anyway? Mind and Language, 13, 571-575. Clarke, V.A. (1990). Sex differences in computing participation: Concerns, extent, reasons and strategy. Australian Journal of Education, 34, 52-66. – 916 – Referencias bibliográficas volumen I Cohen, M. (1996). Preescholer’s practical thinking and problem solving: The adquisition of an optimal solution. Cognitive Development, 11, 357-373. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. En J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Nueva York: Cambridge University Press. Cole, M. (1988). Cross-cultural development, 31, 137-151. research in the sociohistorical tradition. Human Cole, M. (1990). Cognitive development and formal schooling: The evidence from crosscultural research. En L.C. Moll (Ed.), Vygotsky and education (pp. 89-110). Nueva York: Cambridge University Press. Cole, M. (1992). Culture in development. En M.H. Bornstein y M.E. Lamb (Eds.) Developmental psychology. An advanced textbook, 4th Edition. Mahwah: Laurence Erlbaum. Cole, M. (1995). Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of cultural-genetic methodology. En J.V. Wertsch, P. del Río y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 187-214). Cambridge: Cambridge University Press. Cole, M. (1996). Cultural Psychology. A once and future discipline. Cambridge: Harvard University Press. [Psicología cultural. Madrid: Morata, 1999]. Cole, M. (2000). Struggling with complexity: The Handbook of Child Psychology at the milenium. Human Development, 43, 369-375. Cole, M. y Cole, S.R. (1996). The development of children (3 rd edition). Nueva York: Scientific American Books. Cole, M. y Scribner, S. (1977). Crosscultural studies of memory and cognition. En R.V. Kail y J.W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 239-271). Hillsdale: Lawrence Erlbaum. Coleman, P. y Watson, A. (2000). Infant attachment as a dynamic system. Human Development, 43, 295-313. Coll, C. (1979). El concepto de desarrollo en epistemológicos. Infancia y Aprendizaje, 7, 60-72. Psicología Evolutiva: aspectos Coll, C. (1984). Estructura grupal, interacción entre alumnos y aprendizaje escolar. Infancia y Aprendizaje, 27/28, 119-138. Coll, C. (1989). Conocimiento psicológico y práctica educativa. Barcelona: Barcanova. Coll, C. (1990). Un marco de referencia psicológico para la educación escolar: la concepción constructivista del aprendizaje y de la enseñanza. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación. II Psicología de la Educación (pp. 435-453). Madrid: Alianza. Coll, C. (1993b). Constructivismo e intervención educativa: ¿cómo enseñar lo que se ha construir? En J. Beltrán Llera; V. Bermejo; M.D. Prieto y Vence, D. (Ed.), Intervención psicopedagógica (pp. 230-247). Madrid: Pirámide. Coll, C. (1996a). Piaget, el constructivismo y la educación escolar: ¿dónde está el hilo conductor? Substratum, 8-9, 153-174. Coll, C. (1996b). Constructivismo y educación escolar: ni hablamos siempre de lo mismo ni lo hacemos siempre desde la misma perspectiva epistemológica. Anuario de Psicología, 69, 153-178. Coll, C. (1997). La psicologia de l’educación: una disciplina aplicada. En C.Coll; M. Miras; J. Onrubia e I. Solé (Eds.), Psicologia de l’educació. Barcelona: EDIUOC. Referencias bibliográficas volumen I – 917 – Coll, C. (1999). Constructivismo y educación: la concepción constructivista de la enseñanza y del aprendizaje. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación, 2: Psicología de la educación escolar (pp. 157-186). Madrid: Alianza. Coll, C. (2000). La teoría genética y los procesos de construcción de conocimiento en el aula. En S. Aznar, y E. Serrat, (Eds.), Piaget y Vigotski ante el siglo XXI: referentes de actualidad (pp. 43-68). Barcelona: Horsori. Coll, C. (2001a). Constructivismo y educación: la concepción constructivista de la enseñanza y el aprendizaje. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar. Madrid: Alianza. Coll, C. (2001b). Lenguaje, actividad y discurso en el aula. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 387-413). Madrid: Alianza. Coll, C.; Colomina, R.; Onrubia, J. y Rochera, M.J. (1992). Actividad conjunta y habla: una aproximación a los mecanismos de influencia educativa. Infancia y Aprendizaje, 59/60, 189-232. Coll, C. y cols. (Eds.)(1993a). El constructivismo en el aula. Barcelona: Graó. Coll, C. y Guilleron, Ch. (1981). Jean Piaget y la Escuela de Ginebra: itinerario y tendencias actuales. Infancia y Aprendizaje, monográfico 2, 56-95. Coll, C. y Guilleron, Ch. (1983). Jean Piaget: el desarrollo de la inteligencia y la construcción del pensamiento racional. En A. Marchesi; M. Carretero y J. Palacios (Eds.), Psicología evolutiva 1. Teorías y métodos. Madrid: Alianza. Coll, C. y Martí, E. (1990). Aprendizaje y desarrollo: la concepción genético-cognitiva del aprendizaje. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación, II: Psicología de la educación (pp. 121-139). Madrid: Alianza. Coll, C. y Martí, E. (2001). Aprendizaje y desarrollo: la concepción genético-cognitiva del aprendizaje. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 67-88). Madrid: Alianza. Coll, C. y Onrubia, J. (1996). La construcción de significados compartidos en el aula: actividad conjunta y dispositivos semióticos en el control y seguimiento mutuo entre profesor y alumnos. En C. Coll y D. Edwards (Eds.), Enseñanza, aprendizaje y discurso en el aula (pp. 53-73). Madrid: Fundación Infancia y Aprendizaje. Coll, C. y Onrubia, J. (1997). The construction of shared meanings in the classroom: Joint activity and semiotic devices in the mutual teacher/students control and tracking. En Coll, C. y Edwards, D. (Eds.), Teaching, learning and classroom discourse: Approaches to the study of educational discourse. Madrid: Fundación Infancia y Aprendizaje. Coll, C.; Miras, M.; Onrubia, J. y Solé, I. (Eds.) (1997), Psicologia de l’educació. Barcelona: EDIUOC. Collins, A.M. y Loftus, M.F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407-428. Collins, A.M. y Quillian, M.R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8, 240-247. Collins, L.M. (1994). Comment on ‘How many causes are there of aging-related decrements in cognitive functioning?’. Developmental Review, 14, 438-443. Colomina, R. y Onrubia, J. (2001). Interacción educativa y aprendizaje escolar: la interacción entre alumnos. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 415-435). Madrid: Alianza. Colomina, R.; Onrubia, J. y Rochera, M.J. (2001). Interactividad, mecanismos de influencia educativa y construcción del conocimiento en el aula. En C. Coll; J. Palacios y A. – 918 – Referencias bibliográficas volumen I Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 437-458). Madrid: Alianza. Commons, M.L; Richards, F.A. y Armon, C. (Eds.) (1984). Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Commons, M.L; Trudeau, E.J.; Stein, S.A.; Richards, F.A. y Krause, S.R. (1998). Hierarchical complexity of tasks shows the existence of developmental stages. Developmental Review, 18, 237-278. Conde, J.L. (1993). Tertulias para personas mayores. Revista de Gerontología, 3, 173-174. Connelly, S.L. y Hasher, L. (1993). Aging and the inhibition of spatial location. Journal of Experimental Psychology: Human Perception and Performance, 19, 1238-1250. Connelly, S.L.; Hasher, L. y Zacks, R.T. (1991). Age and reading: The impact of distraction. Psychology and Aging, 6, 533-541. Coob, P. y Bauersfeld, H. (1995). Introduction: The coordination of psychological and sociological perspectives in mathematics education. En P. Coob y H. Bauersfeld (Eds.), Emergence of mathematical meaning: Interaction in classroom cultures (pp. 1-16). Hillsdale: Lawrence Erlbaum. Coob, P. y Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190. Cosmides, L. y Tooby, J. (1987). From evolution to behavior: Evolutionary psychology as the missing link. En J. Dupré (Ed.), The latest and the best essays on psychology and the generation of culture. Cambridge: The MIT Press. Cosmides, L. y Tooby, J. (1994). Origins of domain specificity: The evolution of functional organization. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture. Cambridge: Cambridge University Press. Cosmides, L. y Tooby, J. (1997). The modular nature of human intelligence. En A.B. Scheibel y J.W. Schopf (Eds.), The origin and evolution of intelligence (pp. 71-101). Sudbury: Jones and Bartlett. Cosmides, L.; Tooby, J. y Barkow, J.H. (1992). Introduction: Evolutionary psychology and conceptual integration. En J. Barkow, L. Cosmides y J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture. Nueva York: Oxford University Press. Costa, P.B.; Somerfield, M.R. y McCrae, R.R. (1996). Personality and coping: A reconceptualization. En M. Zeidner y N.S. Endler (Eds.), Handbook of coping: Theory, research, applications (pp. 44-61). Nueva York: Wiley. Costa, P.T. y McCrae, R.R. (1988). From catalog to classification: Murray’s needs and the five-factor model. Journal of Personality and Social Psychology, 55, 258-265. Costa, P.T. y McCrae, R.R. (1993). Psychological stress and coping in old age. En L. Goldberger y S. Breznitz (Eds.) Handbook of stress: Theoretical and clinical aspects 2nd. Ed. (pp. 403-412).. Nueva York: The Free Press. Costa, P.T. y McCrae, R.R. y Arenberg, D. (1983). Recent longitudinal research on personality and aging. En K.W. Schaie (Ed.), Longitudinal studies of adult psychological development (pp. 222-225). Nueva York: Guilford. Coupland, J. y Coupland, N. (1994). “Old age doesn’t come alone”: Discursive representations of health-in-aging in geriatric medecine. International Journal of Aging and Human Development, 39, 81-95. Coupland, N. y Coupland, J. (1993). Discourses of ageism and anti-ageism. Journal of Aging Studies, 7, 279-301. Referencias bibliográficas volumen I – 919 – Coupland, N. y Coupland, J. (1995). Discourse, identity and aging. En J.F. Nussbaum y J. Coupland (Eds.) Handbook of communication and aging research (79-103). Hillsdale, N.J.: Lawrence Erlbaum Associates. Coupland, N.; Coupland, J. y Giles, H. (1991). Language, society and the elderly: Discourse and ageing. Oxford: Basil Blackwell. Coupland, N. y Nussbaum, J.F. (1993). Introduction: Discourse, selfhood, and the lifespan. En N. Coupland, y J.F. Nussbaum (Eds.), Discourse and lifespan identity (pp. X-XXVIII). Newbury Park: Sage. Craik, F.I.M. (1977) Age differences in human memory, En J.E Birren. y K.W. Scahie (Eds.), Handbook of the psychology of aging. Nueva York: Van Nostrand Reinhold. Craik, F.I.M. (2000). Age-related changes in human memory. En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 75-92). Philadelphia: Psychology Press. Craik, F.I.M. y Byrd, M. (1982). Aging and cognitive deficits: the role of attentional resources. En F.I.M. Craik y S. Trehub (Eds.), Aging and cognitive processes. Nueva York: Plenum Press. Craik, F.I.M. y Jennings, J.M. (1992). Human memory. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 1st Ed. (pp. 51-110). Hillsdale: Lawrence Erlbaum. Craik, F.I.M. y Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. Craik, F.I.M. y McDowd, J.M. (1987). Age differences in recall and recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 474-479. Craik, F.I.M. y Tulving, E. (1975) Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294. Craik, F.I.M.; Govoni, R.; Naveh-Benjamin, M. y Anderson, N.D. (1996). The Effects of Divided Attention on Encoding and Retrieval Processes in Human Memory. Journal of Experimental Psychology: General, 125, 159-180 Crain, W. (2000). Theories of development (4th edition). Upper Saddle River: Prentice Hall. Cristofalo, V.J. (1991). Overview of biological mechanism of aging. En V.J. Cristofalo y M.P. Lawton (Eds.) Annual Review of Gerontology and Geriatrics. Vol. 10. Nueva York: Springer. Cristofalo, V.J.; Tresini, M.; Francis, M.K. y Volker, C. (1999) Biological theories of senescence. En V.L. Bengtson y K.W. Schaie (Eds.), Handbook of theories of aging (pp. 98-112). Nueva York: Springer. Crook, T.H. y West, R.L. (1990). Name recall performance across the adult life span. British Journal of Psychology, 81, 335-349. Crooper, D.A.; Meck, D.S. y Ash, M.J. (1977). The relation between formal operations and a possible fifth stage of cognitive development. Developmental Psychology, 5, 517-518. Cross, S. y Markus, H. (1991) Possible selves across life span. Human Development, 34, 230-255. Cumming, E. (1963). Further thoughts on the Theory of Disengagement. International Social Science Journal, 15, 377-393. Cumming, M.E. y Henry, W.E. (1961). Growing old: The process of disengagement. Nueva York: Basic Books. Cusack, S.A. (1998). Leadership in senior’s centers: power and empowerment in relations between seniors and staff. Education and Ageing, 13, 21-37. – 920 – Referencias bibliográficas volumen I Cusack, S.A. (1999). Critical educational gerontology and the imperative of empower. Education and Ageing, 14, 21-37. D’Ydewalle, G.; Bouckaert, D. y Brunfaut, E. (2001). Age-related differences and complexity of ongoing activities in time- and event-based prospective memory. American Journal of Psychology, 114, 411-423. Damon, W. (1997). The handbook’s back pages – and ours. Human Development, 40, 7486. Damon, W. (1998). Preface to the Handbook of Child Psychology, fifth edition. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. xi-xvii). Nueva York: Wiley. Daneman, M. y Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466. Dannemiller, J.L. y Stephens, B.R. (1988). A critical test of infant patter preference models. Child Development, 59, 210-216. Dannerfer, D. (1996). The social organization of diversity and the normative organization of age. The Gerontologist, 36, 174-177. Darling, N. y Steinberg, L. (1993). Parenting style context: An integrative model. Psychological Bulletin, 113, 487-496. Dasen, P.R. (1977). Piagetian Psychology: cross-cultural contributions. Nueva York: Gardner Press. Datan, N.; Rodeheaver, D. y Hughes, F. (1987). Adult development and aging. Annual Review of Psychology, 38, 153-180. Dawkins, R. (1989). The selfish gene, 2nd Edition. Nueva York: Oxford University Press. [El gen egoísta: las bases biológicas de nuestra conducta. Barcelona: Salvat, 1997] De Abreu, G.; Bishop, A.J. y Pompeu, G. (1997). What children and teachers count as matematics. En T. Nunes y P. Bryant (Eds.), Learning and teaching mathematics (pp. 233-264). East Sussex: Psychology Press. De Lisi, R. y Staudt, J. (1980). Individual differences in college students’ perception on formal operations tasks. Journal of Applied Developmental Psychology, 1, 163-174. De Wolf, M.S. y van Ijzendoorn, M.H. (1997). Sensitivity and attachment: A meta-analysis on parental antecedents of infant attachment. Child Development, 68, 571-591. Deaton, J.E. y Parasuraman, R. (1993). Sensory and cognitive vigilance: Effects of age on performance and subjective overload. Human Performance, 6, 71-97. Del Río, M.J. (1990). Comportamiento y aprendizaje: Teorías y aplicaciones escolares. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación II: Psicología de la educación (pp. 33-53). Madrid: Alianza. Del Río, P. y Álvarez, A. (1994). Ulises vuelve a casa: Retornando al espacio del problema en el estudio del desarrollo. Infancia y Aprendizaje, 66, 21-45. Delbecq-Derouesné, J. y Beauvois, M.F. (1989). Memory processes and aging: A defect of automatic rather than controlled processes? Archives of Gerontology and Geriatrics, Supl. 1, 121-150. Dellmann-Jenkins, M., Fowler, L., Lambert, D., Fruit, D. y Richardson, R. (1994). Intergenerational sharing seminars: Their impact on young adult college students and senior guest students. Educational Gerontology, 20, 579- 588. DeLoache, J.S.; Cassidy, D.J. y Brown, A.L. (1985). Precursors of mnemonic strategies in very young children’s memory for the location of hidden objects. Child Development, 56, 125-137. Referencias bibliográficas volumen I – 921 – Delval, J. (1988). La construcción espontánea de las nociones sociales y su enseñanza. En F. Huarte (Ed.), Temas actuales sobre psicopedagogía didáctica. Madrid: Narcea. Delval, J. (1989). La representación social del mundo infantil. En E. Turiel; I Enesco y J. Linaza (Ed.), El mundo social en la mente infantil. Madrid: Alianza. Delval, J. (1989). Sobre la historia del estudio del niño. Infancia y Aprendizaje, 44, 59-108. Delval, J. (1996). La fecundidad de la epistemología de Piaget. Substratum, 8-9, 89-125. Delval, J. (2000). Las aportaciones de Jean Piaget a la psicología del desasorrollo. En S. Aznar, y E. Serrat, (Eds.), Piaget y Vigotski ante el siglo XXI: referentes de actualidad (pp. 69-99). Barcelona: Horsori. Delval, J. y Gómez, J.C. (1988). Dietrich Tiedemann: la psicología del niño hace 200 años. Infancia y Aprendizaje, 41, 9-30. Demetriou, A. (Ed.)(1988). The Neo-Piagetian theories of cognitive development: toward an integration. Amsterdam: North-Holland. Dempster, F.N. (1981). Memory span: Sources of individual and developmental differences. Psychological Bulletin, 89, 63-100. Dempster, F.N. (1991). Inhibitory processes: A neglected dimension of intelligence. Intelligence, 15, 157-173. Dempster, F.N. (1992). The rise and fall of the inhibitory mechanisms: Toward a unified theory of cognitive development and aging. Developmental Review, 12, 45-75. Dempster, F.N. (1995). Interference and inhibition in cognition: An historical perspective. En F.N. Dempster y C.J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego: Academic Press. Dempster, F.N. y Brainerd, C.J. (1995) (Eds.) Interference and inhibition in cognition. San Diego: Academic Press. Denney, N.W. (1979) Problem solving in later adulthood: Intervention research. En P.B. Baltes y O.G. Brim (Eds.), Life span development and behavior. Nueva York: Academic Press. Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants’ performance on AB. Child Development, 56, 868-883. Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development. En S. Carey y R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale: Lawrence Erlbaum. Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development. En S. Carey y R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale: Lawrence Erlbaum. Diamond, A. (1998). Understanding the A-not-B error: Working memory versus reinforced response, or active trace versos latent trace. Developmental Science, 1, 185-189. Diamond, A. (2000). Inability of five-month-old infants to retrieve a contiguous object: A failure of conceptual understanding or of control of action? Child Development, 71, 1477-1494. Diamond, A. (2001). Looking closely at infants’ performance and experimental procedures in the A-not-B task. Behavioral and Brain Sciences, 24, 38-41. Diamond, A. y Goldman-Rakic, P.S. (1989). Comparision of human infants and infant rhesus monkeys on Piaget’s AB task: Evidence for dependence of dorsolateral prefrontal cortex. Experimental Brain Research, 74, 24-40. – 922 – Referencias bibliográficas volumen I Diamond, A.; Prevor M.B.; Callender, G. y Druin, D.P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the Society for Research on Child Development, 62, 1–208. Dietz, B.E. (1996). The relationship of aging to self-esteem: The relative effects of maduration and role accumulation. International Journal of Aging and Human Development, 43, 248-266. Dittmann-Kohli, F. (1991). Meaning and personality change from early to late adulthood. European Journal of Gerontology, 2, 98-103. Dittmann-Kohli, F. (1994). Psychogerontology and the meaning of life. Nimega: Universitair Publikatiebureau KUN. Dittmann-Kohli, F. y Baltes, P.B. (1990) Toward a neofunctionalism conception of adult intellectual development: Wisdom as a prototypical case of intellectual growth, en C. N. Alexander y E.J. Anger (Eds.) Higher stages of human development (54-78). New York: Oxford Press. Dixon y Lerner (1999). History and systems in developmental psychology En M.H. Bornstein y M.E. Lamb (Eds.) Developmental psychology. An advanced textbook, 4th Edition (pp. 3-45). Mahwah: Laurence Erlbaum. Dixon, R.A. y Lerner, R.M. (1999). History and systems in developmental psychology. En M.H. Bornstein y M.E. Lamb (Eds.) Developmental Psychology: And advanced textbook (4th Edition). Mahwah: Lawrence Earlbaum. Dixon, R.A.; Kramer, D.A. y Baltes, P.B. (1985) Intelligence: A life-span developmental perspective. En B.B. Wolman (Ed.), Handbook of intelligence (301-350). New York: Wiley. Doise, W. (1998). El desarrollo social de la inteligencia: compendio histórico. En G. Mugny y J. Pérez (Eds.), Psicología social del desarrollo cognitivo. Barcelona: Anthopos. Dopplett, J.E. y Wallace, W.L. (1955). Standarization of the Wechsler Adult Intelligence Scale for older adults. Journal of Abnormal and Social Psychology, 51, 312-330. Downes, S.M. (2001). Some recent developments in evolutionary approaches to the study of human cognition and behavior. Biology and Philosophy, 16, 575-595. Duckworth, E. (1981). O se lo enseñamos demasiado pronto y no pueden aprenderlo o demasiado tarde y ya lo conocer: el dilema de ‘aplicar a Piaget’. Infancia y Aprendizaje, Monográfico 2, 163-176. Dunn, J. y Brown, J. (1993). Early conversations about causality: Content, pragmatics and developmental change. British Journal of Developmental Psychology, 11, 107-123. Durham, W. H. (1991). Coevolution: Genes, culture and human diversity. Nueva York: Stanford University Press. Dywan, J. y Jacoby, L. (1990). Effects of aging on source monitoring: differences in susceptibility to false fame. Psychology and Aging, 5, 379-387. Earles, J.L; Connor, L.T.; Frieske, D.; Park, D.C.; Smith, A.D. y Zwahr, M. (1997). Age differences in inhibition: Possible causes and consequences. Aging, Neuropsychology, and Cognition, 20, 470-484. Edwards, D. (1993). But what do children really think?: Discourse analysis and conceptual content in children’s talk. Cognition and Instruction, 11, 207-225. Edwards, D. (1996). Hacia una psicología discursiva de la educación en el aula. En C. Coll y D. Edwards (Eds.), Enseñanza, aprendizaje y discurso en el aula (pp. 35-52). Madrid: Fundación Infancia y Aprendizaje. Referencias bibliográficas volumen I – 923 – Edwards, D. (1997). Toward a discursive psychology of classroom education. En Coll, C. y Edwards, D. (Eds.), Teaching, learning and classroom discourse: Approaches to the study of educational discourse. Madrid: Fundación Infancia y Aprendizaje. Edwards, D. y Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. Londres: Meuthen. [El conocimiento compartido: el desarrollo de la comprensión en el aula. Barcelona: Paidós, 1987] Edwards, D. y Mercer, N. (1988). El conocimiento compartido. El desarrollo de la comprensión en el aula. Barcelona: Paidós. Edwards, D. y Potter, J. (1992). Discursive Psychology. Londres: Sage. Eibl-Eibesfeldt, I (1989). Human ethology. Hawthorne: Aldine de Gruyter. Einstein, G. O. y McDaniel, M. A. (1990). Normal aging and prospective memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 717-726. Einstein, G. O.; Holland, L.J.; McDaniel, M. A. y Guynn, M.J. (1992). Age-Related deficits in prospective memory: The influence of task complexity. Psychology and Aging, 7, 471478. Einstein, G. O.; McDaniel, M. A.; Manzi, M.; Cochran, B. y Baker, M. (2000). Prospective memory and aging: Forgetting intentions over short delays. Psychology and Aging, 15, 671-683. Einstein, G. O.; Smith, R.E.; McDaniel M. A. y Shaw, P. (1997). Aging and prospective memory: The of increased task demands at encoding and retrieval. Psychology and Aging, 12, 479-488. Eisen, M-J. (1998). Current practice and innovative programs in older adult learning. New Directions for Adult and Continuing Education, 77, 41-53. Elder, G.H. (1974). Children of the Great Depression: Social change in life experience. Chicago: University of Chicago Press. Elder, G.H. (1998a). The life course and human development. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 939-991). Nueva York: Wiley. Elder. G.H. (1998b). The life course as developmental theory. Child Development, 69, 112. Elder, G.H.; Sanan, M.J. y Clipp, E.C. (1994). When war comes to men’s lives: life-course patterns in family, work and health. Psychology and Aging, 9, 5-16. Elkind, D. y Sameroff, A. (1970). Developmental Psychology. Annual Review of Psychology, 21, 191-238. Ellis, S. (1997). Strategy choice in sociocultural context. Developmental Review, 17, 490524. Elman, J.L.; Bates, E.A.; Johnson, M.H.; Karmiloff-Smith, A.; Parisi, D. y Plunket, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge: The MIT Press. Engeström, Y. (1996). Developmental studies of work as a tesbench of activity theory: The case of primary care medical practice. En S. Chaiklin y J. Lave (1996). Understanding practice. Perspectives on activity and context (pp. 64-103). Nueva York: Cambridge University Press. Ericsson, K.A. y Charness, N. (1994). Expert performance. American Psychologist, 49, 725747. Ericsson, K.A. y Lehman, A.C. (1996). Expert and exceptional performance: Evidence to maximal adaptation to tasks constraints. Annual Review of Psychology, 47, 273-305. – 924 – Referencias bibliográficas volumen I Erikson, E.H. (1950). Childhood and society. Nueva York: Norton. Erikson, E.H. (1982). The life cicle completed. Nueva York: Norton. Estes. D.; Wellman, H.M. y Woolley, J.D. (1989). Children’s understanding of mental phenomena. En H. Reese (Ed.), Advances in child development and behavior. Nueva York: Academic Press. Eysenck, H.J. y Kamin, L. (1981). The intelligence controversy. Nueva York: Wiley. [La confrontación sobre la inteligencia. Madrid: Pirámide, 1989] Eysenck, M.W. (1974). Age differences in incidental learning. Developmental Psychology, 10, 936-941. Fagot, B.I. (1997). Attachment, parenting, and peer interactions of toddler children. Developmental Psychology, 33, 489-499. Fausett, L. (1994). Fundamentals of neural networks. Englewood Cliffs: Prentice-Hall. Featherman, D.L. (1983). The life-span perspective in social science research. En P.B. Baltes y O.G. Brim (Eds.), Life-span development and behavior (vol. 5; pp. 1-59). Nueva York: Academic Press. Featherman, P.L.; Smith, J. y Peterson, J.G. (1990). Successful aging in a post-retired society. En P.B. Baltes, y M.M. Baltes (Eds.), Successful aging. Perspectives from the behavioral sciences. Cambridge: Cambridge University Press. Featherstone, M. y Hepworth, M. (1990). Images of ageing. En J. Bond y P. Coleman (Eds.) Aging in society. Londres: Sage. Feldman, C.F. (1997). Self-making as cultural cognition. En J.G. Snodgrass y R.L. Thomson (Eds.), The self across psychology: Self-recognition, self-awareness, and the self concept (pp. 293-300). Nueva York: New York Academy of Sciences Feldman, M.E. y Laland, K. N. (1996). Gene-culture coevolutionary theory. Trends in Ecology and Evolution, 11, 453-457. Ferguson, S. A.; Hashtroudi, S. y Johnson, M. K. (1992). Aging differences in using sourcerelevant cues. Psychology and Aging, 7, 443-452. Fernández Lópiz, E. (2000). Explicaciones sobre el desarrollo humano. Madrid: Alianza. Ferrari, M.; Pinard, A. y Runions, K. (2001). Piaget’s framework for a scientific study of conciousness. Human Development, 44, 195-213. Ferraro, K.F. y Farmer, M.M. (1995). Social compensation in adulthood and later life. En R.A. Dixon y L. Bäckman (Eds.), Compensation for psychological deficits and declines: Managing losses and promoting gains (pp. 127-145). Hillsdale: Lawrence Erlbaum. Filipp, S.H. y Olbrich (1986). Human development across the life-span: Overview and highlights of the psychological perspective. En A.B. Sorensen; N.J. Weinert y L.R. Sherrod (Eds.) Human development and the life course. Hillsdale: Lawrence Erlbaum. Fisher, J.C. (1998). Major streams of research probing older adults. New Directions for Adult and Continuing Education, 77, 27-39. Fisher, K.W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531. Fisher, K.W. y Bidell, T.R. (1998). Dynamic development of psychological structures in action and thought. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development. Nueva York: Wiley. Fisher, K.W. y Farrar, M.J. (1987). Generalizations about generalization: How a theory of skill development explains both generality and specificity. International Journal of Psychology, 22, 643-677. Referencias bibliográficas volumen I – 925 – Fivush, R. (1994). Constructing narrative, emotion, and self in parent-child conversations about the past. En U. Neisser y R. Fivush (Eds.), The remembering self: Construction and accuracy in the self-narrative. Nueva York: Cambridge University Press Fivush, R.; Gray, J.T. y Fromhoff, F.A. (1987). Two years-olds talk about the past. Cognitive Development, 2, 393-410. Flavell, J.H. (1963). The developmental psychology of Jean Piaget. Princeton: Van Nostrand. Flavell, J.H. (1970). Cognitive changes in adulthood. En L.R. Goulet y P.B. Baltes (Eds.) Life-span developmental psychology: Research and theory (pp. 247-253). Nueva York: Academic Press. Flavell, J.H. (1977). Cognitive development. Englewoods Cliffs: Prentice Hall. [El desarollo cognitivo. Madrid: Aprendizaje Visor, 1984] Flavell, J.H. (1992). Perspectives on perspective taking. En H. Beilin y P.B. Pufall (Eds.), Piaget’s theory: Prospects and possibilities. Hillsdale: Erlbaum. Flavell, J.H.; Green, F.L. y Flavell, E.R. (1995). Young children’s knowledge about thinking. Monographs for Research in Child Development, 60, 1-96. Flavell, J.H.; Miller, P.H. y Miller, S.A. (1993). Cognitive development 3rd Edition. Englewood Cliffs: Prentice Hall Flavell, J.H.; Miller, P.H. y Miller, S.A. (2001). Cognitive development, 4th Edition. Upper Saddle River: Prentice Hall. Flavell, J.H. y Wellman, H.M. (1977). Metamemory. En R.V. Kail y J.W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale: Lawrence Erlbaum. Flecha, R. (1997). Compensación, aceleración, inteligencia cultural. En J. García Carrasco (Ed.), Educación de adultos. Barcelona: Ariel. Fleischman, D.A. y Gabrieli, J.D.E. (1998). Repetition priming in normal aging and Alzheimer’s disease: A review of findings and theories. Psychology and Aging, 13, 88119. Flesson, W. y Heckhausen, J. (1996). More o less ‘me’ in past, present and future: Perceived lifetime personality during adulthood. Psychology and Aging, 12, 125-136. Fodor, J.A. (1983). The modularity of mind. Cambridge: The MIT Press. [La modularidad de la mente. Madrid: Morata, 1986]. Fodor, J.A. (1987). Modules, Frames, fridgeons, sleeping dogs, and the music of the spheres. En J.L. Garfield (Ed.), Modularity in knowledge representation and naturallanguage understanding. Cambridge: Bradford / The MIT Press. Folkman, S. (1984). Personal control and stress and coping processes: A theoretical analysis. Journal of Personality and Social Psychology, 46, 839-852. Folkman, S. y Lazarus, R.S. (1980). An analysis of coping in middle-aged community sample. Journal of Health and Social Behavior, 21, 219-239. Folkman, S.; Lazarus, R.S.; Gruen, R.J. y DeLongis, A. (1986). Appraisal, coping, health status and psychological symptoms. Journal of Personality and Social Psychology, 50, 571-579. Fonagy, P.; Steele, M. y Steele, H. (1991). Intergenerational patterns of attachment: maternal representations during pregnancy and subsequent infant-mother attachments. Child Development, 62, 891-905. Forman, E.A. y McPhail, J. (1993). Vygotskian perspective on children’s collaborative problem-solving activities. En E.A. Forman; N. Minick y C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 213-229). Nueva York: Oxford University Press. – 926 – Referencias bibliográficas volumen I Fox, S.A., y Giles, H. (1993). Accommodating intergenerational contact: A critique and theoretical model. Journal of Aging Studies, 7, 423-451. Frankel, K.A. y Bates, J.E. (1990). Mother-toddler problem solving: Antecedents in attachment, hom behavior, and temperament. Child Development, 61, 810-819. Frauenglass, M.H. y Díaz, R.M. (1987). La función autorreguladora del habla privada infantil: Un análisis crítico de las recientes discusiones de la teoría de Vygotsky. Infancia y Aprendizaje, 37, 103-115. Frawley, W. (1997). Vygotsky and cognitive science. Cambidge: Harvard University Press. [Vygotsky y la ciencia cognitiva. Barcelona: Paidós, 1999] Freire, P. (1976). La educación como práctica de la libertad. Madrid: Siglo XXI. Freud, S. (1923). Das Ich und das Es. Leipzig: Internationaler Psychoanalytischer. [El Yo y el Ello. Obras completas (vol. 7 pags. 2701-2728). Madrid: Biblioteca Nueva, 1975] Freund, A.M. y Baltes, P.B. (1998). Selection, optimisation and compensation as strategies of life management: Correlations with subjective indicators of successful aging. Psychology and Aging, 13, 531-543. Freund, L.S. (1990). Maternal regulation of children’s problem-solving behavior and its impact on children’s performance. Child development, 61, 113-126. Friedickson, B.L. y Carstensen, L.L. (1990). Choosing social partners: How old age and anticipated endings make people more selective. Psychology and Aging, 5, 335-347. Fung, H.H.; Carstensen, L.L. y Lutz, A.M. (1999). Influence of time on social preferences: Implications for life-span development. Psychology and Aging, 14, 595-604. Furth, H. y Wachs (1974). Thinking goes to school: Piaget’s theory in practice. Nueva York: Oxford University Press. Gagné, R.M. (1965). The conditions of learning. Nueva York: Holt aprendizaje. Madrid: Aguilar, 1971]. [Las condiciones del Gagné, R.M. (1968). Learning hierarchies. Educational Psychology, 6, 1-9. Gagné, R.M. (1975). Principios básicos del aprendizaje para la instrucción. México: Diana. Gagné, R.M. y Briggs, L.J. (1974). Principles of instructional design. Nueva York: Holt [La planificación de la enseñanza. México: Trillas, 1980] Gagné, R.M. y Dick, W. (1983). Instructional Psychology. Annual Review of Psychology, 34, 261-295. Gallistel, C.R. y Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74. Gamboz, N.; Russo, R. y Fox, E. (2000). Target selection difficulty, negative priming and aging. Psychology and Aging, 15, 542-550. García Carrasco, J. y García del Dujo, J. (1997). Planteamiento sociopolítico de la educación de adultos en sociedades desarrolladas. En J. García Carrasco (Ed.), Educación de adultos. Barcelona: Ariel. García-Borés, J. (2000). Paisajes de la Psicología Cultural. Anuario de Psicología, 31, 9-25. García-Madruga, J.A. (1991). Desarrollo y conocimiento. Madrid: Siglo XXI. García-Madruga, J.A. y Santamaría, C. (2001). Platón, Wittgenstein y el marco ¿Puede resolver Vygotski alguno de estos problemas? Anuario de Psicología, 32, 100-105. Gardner, H. (1985). The mind’s new science. A history of the cognitive revolution. Nueva York: Basic Books [La nueva ciencia de la mente. Historia de la revolución cognitiva. Barcelona: Paidós, 1987] Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs: Prentice-Hall. Referencias bibliográficas volumen I – 927 – Gaskell, T. (1999). Motivation, process and participation: The effect of context. Education and Ageing, 14, 261-275. Gaskins, I. y Elliot, T. (1999). Cómo enseñar estrategias cognitivas en la escuela. Barcelona: Paidós. Gauvain, M. (1992). Social influences on the development of planning in advance and during action. International Journal of Behavioral Development, 15, 377-398. Gauvain, M. (1995). Thinking in niches: Sociocultural influences on cognitive development. Human Development, 38, 25-45. Gauvain, M. (1998). Culture, development, and theory of mind: Comment on Lillard. Psychological Bulletin, 123, 37-42. Gauvain, M. (2001). The social context of cognitive development. Nueva York: Guilford Press. Geary, D.C. y Bjorklund, D.F. (2000). Evolutionary developmental psychology. Child Development, 71, 57-65. Gellatly, A.R.H. (1987). Adquisition of a concept of logical necessity. Human Development, 30, 32-47. Gelman, R. (1990). First principles organize attention to and learning about relevant data; Number and the animate-inanimate distinction as examples. Cognitive Science, 14, 79196. Gelman, R. (2000). Domain specifitity and variability in cognitive development. Child Development, 71, 854-856. Gelman, R. y Baillargeon (1983). A review of some Piagetian concepts. En P.H. Mussen (serie Ed.) y J. Flavell y E. Markman (vol. eds.), Handbook of child psychology: Vol 3. Cognitive development (pp. 167-120). Nueva York: Wiley. Gelman, R. y Brown, A.L. (1986). Changing views of cognitive competence in the young. En N.J. Smelser y D.R. Gerstein (Eds.), Behavioral and social sciences: Fifty years of discovery. Washington: National Academy Press. Gelman, R. y Gallistel, C.R. (1978). The child’s understanding of number. Cambridge: Harvard University Press. Gelman, R. y Williams, E.M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (575-630). Nueva York: Wiley. Gelman, S.A. (2002). Folk Biology as a Window onto Cognitive Development. Human Development, 45,61-68 Gergen, K.J. (1985). The social constructionism movement in modern psychology. American Psychologist, 40, 226-275. Gergen, K.J. (1989). La psicología posmoderna y la retórica de la realidad. En T. Ibáñez (Ed.), El conocimiento de la realidad social. L’Hospitalet de Llobregat: Sendai. Gergen, K.J. (1992). The saturated self: Dilemmas of identity in contemporary life. Nueva York: Basic Books [El yo saturado. Barcelona: Paidós, 1992]. Gergen, K.J. (1994). Realities and relationships. Soundings in social constructionism. Cambridge: Harvard University Press [Realidades y relaciones. Aproximaciones a la construcción social. Barcelona: Paidós, 1996] Gergen, K.J. y Gergen, M.M. (2000). The new aging: Self construction and social values. En K.W. Schaie y J. Hendricks (Eds.), The evolution of the aging self (pp. 281-306) . Nueva York: Springer. – 928 – Referencias bibliográficas volumen I Gergen, M.M. y Gergen, K.J. (1993). Autobiographies and the shaping of gendered lives. En N. Coupland, y J.F. Nussbaum (Eds.), Discourse and lifespan identity (pp. 28-54). Newbury Park: Sage. Gesell, A. (1940). The child from five to ten. Nueva York: Harper and Brothers [El niño de 5 a 10 años. Buenos Aires: Paidós, 1971]. Gesell, A. (1940). The first five years of life. Nueva York: Harper and Brothers [El niño de 1 a 5 años. Buenos Aires: Paidós, 1973]. Giambra, L.M. (1993). Sustained attention in older adults: Performance and processes. En J. Cerella; J.W. Hoyer; J. Rybash y M.L. Commons (Eds.), Adult information processing: Limits on loss (pp. 259-272). San Diego: Academic Press. Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin. Giles, H. y Coupland, N. (1989). Discourse: Realignment o revolution. Language & Social Psychology, 8, 63-68. Gilinsky, A.S. y Judd, B.B. (1994). Working memory and bias in reasoning across the adult life span. Psychology and Aging, 9, 356-371. Gillèron, C. (1980a). Réflexions sur le problème des décalages: À propos de l’article de Montangero. Archives de Psychologie, 48, 282-302. Gillèron, C. (1980b). Gerontología, psicología del niño y estudio del desarrollo. Anuario de Psicología, 23, 59-83. Glandenning, F. (1985). Educational gerontology: International Perspectives. Nueva York: St. Martin Press. Glandenning, F. y Battersby, D. (1990). Why do we need educational gerontology and education for older adults? A statement of first principles. En F. Glandenning y K. Percy (Eds.), Ageing, education and society. Reading in educational gerontology (pp. 219233). Keele: Association for Educational Gerontology. Glanz, D. (1997) Seniors and Cyberspace: some critical reflections on computers and older persons. Education and Ageing, 12, 69-81. Glass, J.C. (1996) Factors affecting learning in older adults. Educational Gerontology, 22, 359-372. Gold, D.P. y Arbukle, T.Y. (1995). A longitudinal analysis of off-target verbosity. Journal of Gerontology: Psychological Sciences, 50B, P307-P315. Goldhaber, D.E. (2000). Theories of human development. Integrative perspectives. Mountain View: Mayfield. Goldsmith, H.H. y Harman, C. (1994). Temperament and attachment: Individuals and relationships. Current Directions in Psychological Science, 3, 53-57. Goldsmith, R.E. y Heiens, R.A. (1992). Subjective age: A test of five hipothesis. The Gerontologist, 32, 312-317. Göncü, A. (1993). Development of Intersubjectivity in social pretend play. Human Development, 36, 185-198. Gone, J.P.; Miller, P.J. y Rappaport, J. (1999). Conceptual self as normatively oriented: The suitability of past personal narrative for the study of cultural identity. Culture and Psychology, 5, 371-398. González, M.M. y Palacios, J. (1990). La zona de desarrollo próximo como tarea de construcción. Infancia y aprendizaje, 51/52, 99-122. Good, T.L. y Levin, J.R. (2001). Educational Psychology yesterday, today, and tomorrow: Debate and direction in an evolving field. Educational Psychologist, 36, 69-72. Referencias bibliográficas volumen I – 929 – Goodnow, J. (1990). The socialization of cognition: What’s involved? En J.W. Stigler; R.A. Shweder y G. Herdt (Eds.), Cultural Psychology: Theory and practice of doing and knowing (pp. 357-392). Nueva York: Cambridge University Press. Goodnow, J. (1997). Change within limits. Human Development, 40, 91-95. Goodnow, J.J. (2002). Adding culture to studies of development: Toward changes in procedure and theory. Human Development, 45, 237-245. Gopnik, A. (1996). Theories and modules: Creation myths, developmental realities, and Neurath’s boat. En P. Carruthers y P. Smith (Eds.), Theories of theories of mind. Cambidge: Cambridge University Press. Gopnik, A. y Meltzoff, A.N. (1997). Words, thoughts, and theories. Cambridge: The MIT Press [Palabras, pensamientos, teorías. Madrid: Aprendizaje Visor, 1999] Gopnik, A. y Wellman, H.M. (1994). The theory theory. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture (pp. 257-293). Cambridge: Cambridge University Press. Gottlieb, G. (1991a). Experiential canalization of behavioral development: Theory. Developmental Psychology, 27, 4-13. Gottlieb, G. (1991b). Experiential canalization of behavioral development: Results. Developmental Psychology, 27, 39-42. Gottlieb, G. (1996). Developmental psychobiological theory. En R.B. Cairns, G.H. Elder y E.J. Costello (Eds.), Developmental science. Nueva York: Cambridge University Press. Gottlieb, G.; Wahlsten, D. y Lickliter, R. (1998). The significance of biology for human development: A developmental psychobiological systems view. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 233-274). Nueva York: Wiley. Greaver, M.C. (1988). Girls into computing won’t go. Computer Education, June, 4-7. Greenfield, P.M. (1984). A theory of the teacher in the learning activities of everyday life. En B. Rogoff y J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 117-138). Cambridge: Harvard University Press. Greeno, J.G. (1989). A perspective on thinking. American Psychologist, 44, 134-141. Groffman, K.J. (1970). Life-span developmental psychology in Europe: past and present. En L.R. Goulet y P.B. Baltes (Eds.), Life-span developmental psychology: Research and theory (pp. 54-68). Nueva York: Academic Press. Grossman, K.E. y Grossman, K. (1990) The wider concept of attachment in cross-cultural research. Human Development, 13, 31-47. Grossman, K.E. y Grossman, K. (1991). Attachment quality as an organizer of emotional and behavioral responses in a longitudinal perspective. En c. Murray Parles, J. Stevenson-Hinde y P. Marris (Eds.), Attachment across the life cycle. Londres: Routledge and Kegan Paul. Grusec, J.E. (1992). Social Learning Thery and Developmental Psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28, 776-786. Gubrium, J.F. y Holstein, J.A. (1999). Constructionist perspectives on aging. En V.L. Bengtson y K.W. Schaie (Eds.), Handbook of theories of aging (pp. 287-305). Nueva York: Springer Haden, C.A.; Haine, R.A. y Fivush, R. (1997). Developing narrative structure in parent-child reminiscing across the preschool years. Developmental Psychology, 33, 295-307. Hagestad, G.O. (1990). Social perspectives on the life course. En R.H. Binstock y L.K. George (Eds.) Handbook of Aging and the Social Sciences. San Diego: Academic Press. – 930 – Referencias bibliográficas volumen I Haight, B.K. y Webster, J.D. (Eds.)(1995). The art and science of reminiscing: Theory, research, methods, and applications. Washington: Taylor and Francis. Haith, M.M. y Banson, J.B. (1998). Infant cognition. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language. Nueva York: Wiley. Haldford, G.S. (2002). Information-processing models of cognitive development. En U. Goswami (Ed.). Childhood cognitive development (pp. 555-574). Oxford: Blackwell. Halford, G.S. (1988). A structure-mapping approach to cognitive development. En Demetriou, A. (Ed.) The Neo-Piagetian theories of cognitive development: toward an integration. Amsterdam: North-Holland. Halford, G.S. (1989). Reflections on 25 years of Piagetian cognitive developmental psychology, 1963-1988. Human Development, 32, 325-387. Han, J.J.; Leichtman, M.D. y Wang, Q. (1998). Autobiographical memory in Korean, Chinese, and American children. Developmental Psychology, 34, 701-713. Harnishfeger, K.K. (1995). The development of cognitive inhibition. Theories, definitions, and research evidence. En F.N. Dempster y C.J. Brainerd (Eds.), Interference and inhibition in cognition. San Diego: Academic Press. Harnishfeger, K.K. y Bjorklund, D.F. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. En M.L. Howe y R. Pasnak (Eds.), Emerging themes in cognitive development. Vol. I: Foundations. Nueva York: SpringerVerlag. Harré, R. (1998). The singular self. An introduction to the psychology of personhood. Londres: Sage. Harris, A.E. (1987). The racionalization of infancy. En J. M. Broughton (Ed.), Critical theories of psychological development (pp. 31-59). Nueva York: Plenum Press. Harris, J.E. y Bodden, J.L. (1978). An activity group experience for disengaged elderly persons. Journal of counseling Psychology, 25, 325-330. Harris, M. (1998). Can connectionism model developmental change? Mind and Language, 13, 576-581. Harris, P.L.; Brown, E; Marriot, C.; Withall, S. y Harmer, S. (1991). Monsters, ghosts and witches: Testing the limits of the fantasy-reality disctinction in young children. British Journal of Developmental Psychology, 9, 105-123. Hartley, A.A. (1992). Attention. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 1st Ed. (pp. 3-49). Hillsdale: Lawrence Erlbaum. Harwood, J.; Giles, H. y Ryan, E.B. (1995). Aging, communication, and intergroup theory: social identity and intergenerational communication. En J.F. Nussbaum y J. Coupland (Eds.) Handbook of communication and aging research. Hillsdale, N.J.: Lawrence Erlbaum Associates. Harwood, J.; Giles, H. y Ryan, E.B. (1995). Aging, communication, and intergroup theory: social identity and intergenerational communication. En J.F. Nussbaum y J. Coupland (Eds.) Handbook of communication and aging research (133-160) Hillsdale, N.J.: Lawrence Erlbaum Associates. Hasher, L. y Zacks, R.T. (1979). Automatic and effortful processes in memory. Journal of Experimental Psychology: General, 108, 356-388. Hasher, L. y Zacks, R.T. (1988). Working memory, comprehension, and aging: A review and a new view. En G. Bower (Ed.), The psychology of learning and motivation (vol. 22, pp. 193-225). Nueva York: Academic Press. Referencias bibliográficas volumen I – 931 – Hasher, L. y Zacks, R.T. (1988). Working memory, comprehension, and aging: A review and a new view. En G. Bower (Ed.), The psychology of learning and motivation (vol. 22, pp. 193-225). Nueva York: Academic Press. Hashtroudi, S., Johnson, M. K. & Chrosniak, L. D. (1989). Aging and source monitoring. Psychology and Aging, 4, 106-112. Hashtroudi, S., Johnson, M. K. & Chrosniak, L. D. (1990). Aging and qualitative characteristics of memories for perceived and imagined complex events. Psychology and Aging, 5, 119-126. Hatano, G. (1982). Cognitive consequences of practice in culture specific procedural skills. Quarterly Newsletter of the Institute for Comparative Human Development, 4, 15-17. Hatano, G. (1982). Cognitive consequences of practice in culture specific procedural skills. Quarterly Newsletter of the Institute for Comparative Human Development, 4, 15-17. Hatano, G. (1995). The psychology of japanese literacy: Expanding ‘the practice account’. En Martin, L.; K. Nelson y E. Tobach (Eds.), Sociocultural Psychology. Theory and practice of doing and knowing (pp. 250-275). Nueva York: Cambridge University Press. Hatano, G. (1997). Learning arithmetic with an abacus. En T. Nunes y P. Bryant (Eds.), Learning and teaching mathematics (pp. 209-231). East Sussex: Psychology Press. Hatano, G. (1999). Is cultural psychology on the middle ground or farther? Human Development, 42, 83-86. Hatano, G. y Wetsch, J.V. (2001). Sociocultural approaches to cognitive development: The constitutions of culture in mind. Human Development, 44, 77-83. Havighurst, R.J. (1972). Developmental tasks and education (3rd Ed.). Nueva York: Mckay. Havighurst, R.J.; Neugarten, B.L. y Tobin, S.S. (1968). Disengagement and patterns of aging. En B.L. Neugarten (Ed.) Middle age and aging. Chicago: University of Chicago Press. Hay, J.F. y Jacoby, L.L. (1999). Separating habit and recollection in young and older adults: Effects of elaborative processing and distinctiveness. Psychology and Aging, 14, 122-134. Hazan, H. (1994). Old age: Contructions and deconstructions. Cambridge: Cambridge University Press. Heckhausen, J. (1999). Developmental regulation in adulthood. Nueva York: Cambridge University Press. Heckhausen, J.; Dixon, R.A. y Baltes, P.B. (1989). Gains and losses in development throughout adulthood as perceived by different age groups. Developmental Psychology, 25, 109-121. Heckhausen, J. y Krueger, J. (1993). Developmental expectations for the self and most other people: Age grading in three functions of social comparison. Developmental Psychology, 29, 539-548. Heckhausen, J. y Schultz, R. (1995). A life span theory of control. Psychological Review, 102, 284-304. Heckhausen, J. y Schultz, R. (1998). Developmental regulation in adulthood: Selection and compensation via primary and secondary control. En J. Heckhausen y C.S. Dweck (Eds.), Motivation and self-regulation across the life span (50-77). Cambridge: Cambridge University Press. Heidrich, S.M. y Ryff, C.D. (1993). The role of social comparisons processes in the psychological adaptation of elderly adults. Journal of Gerontology: Psychological sciences, 48, 127-136. – 932 – Referencias bibliográficas volumen I Heidrich, S.M. y Ryff, C.D. (1995). Health, social comparisons, and psychological wellbeing: Their cross-time relationships. Journal of Adult Development, 2, 173-186. Heikkinen, R-L. (1993). Patterns of experienced aging with a finnish cohort. International Journal of Aging and Human Development, 36, 269-277. Held, T. (1986). Institutionalization and desinstitutionalization of the life course. Human Development, 29, 157-162. Hendricks, J. (1995). The meaning of reminiscing and life review. Amityville: Baywood. Hendricks, J. (Eds.)(1995). The meaning of reminiscence and life review. Amityville: Baywood. Henke, M. (1999). Promoting independence in older persons through the Internet. Cyberpsychology and Behavior, 6, 521-527. Henkel, L.A.; Johnson, L.K.; De Leonardis, D.M. (1998). Aging and source monitoring: Cognitive processes and neuropsychological correlates. Journal of Experimental Psychology: General, 127, 251-268. Hepworth, M. (1991). Positive aging and the mask of age. Journal of Educational Gerontology, 6, 93-101. Hepworth, M. (1995) Images of old age. En J.F. Nussbaum y J. Coupland (Eds.) Handbook of communication and aging research (pp. 5-37). Hillsdale, N.J.: Lawrence Erlbaum Associates. Hermans, H.J.M. (1999). Dialogical thinking and self-innovation. Culture and Psychology, 5, 67-87. Hernández, F. (1993). Para aprender del desacuerdo. Cuadernos de Pedagogía, 219, 7377. Hernández, G. (1998). Paradigmas en Psicología de la Educación. Barcelona: Paidós. Hess, T.M. y Pullen, S.M. (1996). Memory in context. En F. Blanchard-Fields y T. M. Hess (Eds.), Perspectives on cognitive change in adulthood and aging (pp. 387-427). Hesse, E. (1999). The adult attachment interview: Historical and current perspectives. En J. Cassidy and P.R. Shaver (Eds.). Handbook of attachment (pp. 395-433). Nueva York: The Guilford Press. Hiemstra, R. (1998). From whence have we come? The first twenty-five years of educationa gerontology. New Directions for Adult and Continuing Education, 77, 5-14. Hinde, R.A. (1983). Ethology and child development. En P.H. Mussen (serie Ed.) y J. Flavell y E. Markman (vol. eds.), Handbook of child psychology: Vol 2. Infancy and developmental psychology(pp. 27-93). Nueva York: Wiley. Hinde, R.A. (1989). Ethological and relationships approaches. Annals of Child Development, 6, 251-285. Hirschfeld, L.A. y Gelman, S.A. (1994). Toward a topography of mind: An introduction to domain specificity. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture (pp. 3-34). Cambridge: Cambridge University Press. Hockey, J. y James, A. (1993). Growing up and growing old: Aging and dependency in the life course. Londres: Sage. Holahan, Ch. y Moos, R.H. (1987). Personal and contextual determinants of coping strategies. Journal of Personality and Social Psychology, 52, 946-955. Holliday, R.E.; Reyna, V.F. y Hayes, B.K. (2002). Memory processes underlying misinformation effects in child witnesses. Developmental Review, 22, 37-77. Hooker, K. (1999). Possible selves in adulthood. En T. Hess y F. Blanchard-Felds (Eds.), Social cognition and aging (pp. 97-122). Nueva York: Academic Press. Referencias bibliográficas volumen I – 933 – Hooper, F.H. (1988). The history of child psychology as seen through handbook analysis. Human Development, 31, 176-184. Horn, J.L. (1978). Human Ability systems. En P.B. Baltes (Ed.) Life-span development and behavior. Nueva York: Academic Press. Horn, J.L. (1982). Aging of fluid and cristallized intelligence. En F.I.M. Craik y S. Trehub (Eds.) Aging and cognitive processes. Nueva York: Plenum Press. Horn, J.L. y Catell, R.B. (1966). Refinement and test of the theory of fluid and cristallized intelligence. Journal of Educational Psychology, 57, 253-270. Horn, J.L. y Catell, R.B. (1966). Refinement and test of the theory of fluid and cristallized intelligence. Journal of Educational Psychology, 57, 253-270. Horn, J.L. y Donaldson, G. (1976) On the myth of intellectual decline in adulthood. American Psychologist, 31, 701-717. Horn, J.L. y Hofer, S.M. (1992). Major abilities and development in the adult period. En R.J. Sternberg y C.A. Berg (Eds.) Intellectual development (pp. 44-99). Nueva York: Cambridge University Press. Horn, J.L. y Masunaga, H. (2000). New directions for research into aging and intelligence: the development of expertise. En T.J. Perfect y E.A. Maylor (Eds.), Models of cognitive aging (pp. 125-159). Nueva York: Oxford University Press. Houdé, O. (1995). Rationalité, développement et inhibition. Paris: PUF. Houdé, O. (1999). Executive performance/competence, development. Developmental Science, 2, 273-275. and inhibition in cognitive Houdé, O. (2000). Inhibition and cognitive development: Object, number, categorization and reasoning. Cognitive Development, 15, 63-73. Howes, C.; Matheson, C.C. y Hamilton, C.E. (1994). Maternal, teacher, and child care correlates of children’s relationships with peers. Child Development, 65, 264-273. Hudson, J.A. (1990). The emergence of autobiographical memory in mother-child conversation. En R. Fivush y J.A. Hudson (Eds.). Knowing and remembering in young children (pp. 197-222). Nueva York: Cambridge University Press. Hummert, M.L.; Garstka, T.A. y Shaner, J.L. (1997). Stereotyping of older adults: The role of target facial cues and perceiver characteristics. Psychology and Aging, 12, 107-114. Humprey, D.G. y Kramer, A.F. (1997). Age-related differences in visual search for feature, conjunction, and triple conjunction. Psychology and Aging, 12, 704-717. Hutchins, E. (1996). Learning to navigate. En S. Chaiklin y J. Lave (1996). Understanding practice. Perspectives on activity and context (pp. 35-63). Nueva York: Cambridge University Press. Inhelder, B. y Piaget, J. (1955). De la logique de l’enfant à la logique de l’adolescence. Paris: PUF. (De la lógica del niño a la lógica del adolescente. Buenos Aires: Paidós, 1972). Inhelder, B.; Sinclair, H.; Bovet, M. (1975). Aprendizaje y estructuras de conocimiento. Madrid: Morata. Isabella, R.A. (1995). The origins of infant-mother attachment.: Maternal vehavior and infant development. En R. Vasta (Ed.), Annals of Child Development (vol. 10). Londres: Jessica Kingsley. Jacoby, L.L. (1999). Ironic effects of repetition: Measuring age-related differences in memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 322. – 934 – Referencias bibliográficas volumen I Jahoda, G. (1988). Critical notes and reflections on ‘social representations’. European Journal of Social Psychology, 18, 195-209. Jakubowicz, C. (1992). Principios y parámetros del modelo de gramática universal. Substratum, 1, 45-78. James, L.E.; Burke, D.M.; Austin, A. y Hulme, E. (1998). Production and perception of verbosity in young and older adults. Psychology and Aging, 13, 366-367. James, W. (1890). The principles of psychology. Cambridge: Harvard University Press. Jamieson, A.; Miller, A. y Stafford, J. (1998). Education in a life course perspective: continuities and discontinuities. Education and Ageing, 13, 213-228. Jennings, J.M. y Jacoby, L.L. (1993). Automatic versus intentional uses of memory: Aging, attention, and control. Psychology and Aging, 8, 283-293. Jennings, J.M. y Jacoby, L.L. (1997). An opposition procedure for detecting age-related deficits in recollection: Telling effects of repetition. Psychology and Aging, 12, 352-361. Jensen, A.R. (1969) How much ca we boost IQ and scholastic achievement? Harvard Educational Review, 39, 1-123. Jodelet, D. (1985). La representación social: fenómenos, concepto y teoría. En S. Moscovici, (Ed.) Psicología Social II (pp. 469-494). Barcelona: Paidós. Johnson, M. K.; De Leonardis, D.M.; Hashtroudi, S. y Ferguson, S. A. (1995). Aging and single versus multiple cues in source monitoring. Psychology and Aging, 10, 507-517. Johnson, M. K.; Hashtroudi, S. & Lindsay, D. S. (1993). Source monitoring. Psychological Bulletin, 114, 3-28. Johnson, M.H. (1998). The neural basis of cognitive development. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (pp. 1-49). Nueva York: Wiley. Johnson, M.H. (1999). Developmental cognitive neuroscience. En M. Bennett (Ed.), Developmental Psychology. Achievements and prospects (pp. 147-164). Ann Arbor: Psychology Press. Johnson, M.H.; Dziurawiec, S.; Ellis, H.D. y Morton, J. (1991). Newborns’ preferential tracking of faces and its subsequent decline. Cognition, 40, 1-19. Johnson, M.H. y Morton, J. (1991). Biology and cognitive development: The case of face recognition. Oxford: Blackwell. Jonassen, D. (1996) (Ed.). Handbook of Research for Educational Communications and Technology. Nueva York: Simon & Schuster Macmillan. Jones, B.D.y Bayen, U.J. (1999). Teaching older adults to use computers: recommendations based on cognitive aging research. Educational Gerontology, 24, 675689. Jones, D. (1999). Evolutionary Psychology. Annual Review of Anthropology, 28, 553-575. Jovchelovitch, S. (1996). In defence of social representations. Journal for the theory of Social Behaviour, 26, 121-135. Kail, R. (1991). Developmental change in speed of processing during childhood and adolescence. Psychological Bulletin, 109, 490-501. Kail, R. (1995). Processing speed, memory, and cognition. En F.E. Weinert y W. Schenider (Eds.), Memory performance and competencies: Issues in growth and development. Mahwah: Laurence Erlbaum. Kail, R. (1997). Processing time, imagery, and spatial memory. Journal of Experimental Child Psychology, 64, 67-78. Referencias bibliográficas volumen I – 935 – Kail, R. y Bisanz, J. (1992). The information-processing perspective on cognitive development in childhood and adolescence. En R.J. Sternberg y C.A. Berg (Eds.), Intellectual development. Nueva York: Cambridge University Press. Kail, R. y Salthouse, T.A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199-225. Kamii, C. (1982). La autonomía como objetivo de la educación: implicaciones de la teoría de Piaget. Infancia y Aprendizaje, 18, 3-32. Kamii, C. y DeVries, R. (1977). Piaget for early education. En M.C. Day y R. Parker (Eds). The preschool in action 2nd Ed. Boston: Allyn Bacon. [La teoría de Jean Piaget en la educación preescolar. Madrid: Visor] Kamin, L. (1974). The Science and Politics of IQ. Nueva York: Wiley [Ciencia y política del cociente intelectual. Madrid: Siglo XXI, 1983] Kanagawa, C.; Cross, S.E. y Markus, H.R. (2001). “Who am I?” The cultural psychology of the conceptual self. Personality and Social Psychology Bulletin, 27, 90-103. Kantor, J.R. (1959). Interbehavioral Psychology. Bloomington: Principia Press. [Psicología interconductual. México: Trillas, 1978]. Kanwisher, N.; Tong, F. y Nakayama, K. (1998),The effect of inversion on the human fusiform face area. Cognition, 68, B1-B11. Karmiloff-Smith, A. (1988). The child is a scientist, not an inductivist. Mind and Language, 3, 183-195. Karmiloff-Smith, A. (1991). Beyond modularity: Innate constraints and developmental change. En S. Carey y R. Gelman (1991). The epigenesis of mind. Essays on biology and cognition (pp. 171-197). Hillsdale: Lawrence Erlbaum. Karmiloff-Smith, A. (1992a). Beyond modularity: A developmental perspective on cognitive science. Cambridge: The MIT Press. [Más allá de la modularidad. Madrid: Alianza, 1994]. Karmiloff-Smith, A. (1992b). Auto-organización y cambio cognitivo. Substratum, 1, 19-43. Karmiloff-Smith, A. (1996). The connectionist infant: Would Piaget turn in his grave? Society for the Research in Child Development Newsletter, Fall 1996, 1-10. Karmiloff-Smith, A. (1998). Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences, 2, 389-398. Karmiloff-Smith, A. e Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3, 195-212. [Si quieres avanzar hazte una teoría. Infancia y Aprendizaje, 13, 69-88). Kaufman, S. R. (1986). The ageless self. Sources of meaning in late life. Madison: Universitiy of Wisconsin Press. Kaye, K. (1982). The mental and social life of babies. Londres: Methuen. [La vida mental y social del bebé. Barcelona: Paidós, 1986]. Keil, F.C. (1990). Constraints on constraints: Surveying the epigenetic landscape. Cognition, 14, 135-168. Keil, F.C. (1998). Cognitive Science and the origins of thought and knowledge. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 341-413). Nueva York: Wiley. Keller, C. y Keller, J.D. (1996). Thinking and acting with iron. En S. Chaiklin y J. Lave (1996). Understanding practice. Perspectives on activity and context (pp. 125-143). Nueva York: Cambridge University Press. – 936 – Referencias bibliográficas volumen I Kelley, C.L. y Charness, N. (1995). Issues in training older adults to use computers. Behaviour and Information Technology, 14, 107-120. Kessen, W. (1965). The child. Nueva York: Wiley. Keynon, G.M.; Ruth, J-E. y Mader, W. (1999). Elements of a narrative gerontology. En V.L. Bengtson y K.W. Schaie (Eds.), Handbook of theories of aging (pp. 40-58). Nueva York: Springer. Kiegl, R. Smith, R. y Baltes, P.B. (1990). On the locus and process of magnification of age differences during mnemonic training. Developmental Psychology, 26, 894-904. Kiegl, R.; Smith, J. y Baltes, P.B. (1989). Testing the limits and the study of adult age differences in cognitive plasticity of a mnemonic skill. Developmental Psychology, 25, 247-256. Kieley, J.M. y Hartley, A.A. (1997). Age-related equivalence of identity suppression in the Stroop color-word task. Psychology and Aging, 12, 22-29. Kim, A.J. (2000). Community building on the web. Berkeley: Peachpit Press. Klahr, D. (1989). Information-processing approaches. Annals of Child Development, 6, 6183. Klahr, D. (1992). Information-processing approaches to cognitive development. En M.H. Bornstein y M.E. Lamb (Eds.), Developmental Psychology: And advanced textbook, 3rd Edition (pp. 273-355). Mahwah: Lawrence Earlbaum. Klahr, D. y MacWinney (1998). Information processing. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (pp. 631-678). Nueva York: Wiley. Klima, E. y Belligi, U. (1979), The signs of language. Cambridge: Harvard University Press. Kluwe, R.H. (1987). Executive decisions and regulation of problem solving behavior. En F.W. Weinert y R.H. Kluwe (Eds.), Metacognition, motivation and understanding (31-64). Hillsdale: Lawrence Erlbaum. Koechlin, E.; Dahaene, S. y Mehler, J. (1998). Numerical transformations in five-month-old human infants. Mathematical Cognition, 3, 89-104. Kohlberg, L. (1969) Stage and sequence: The cognitive-developmental approach to socialization. En D.A. Goslin (Ed.) Handbook of socialization: Theory and research. Chicago: Randy McNally. Kohlberg, L. (1976) Moral stages and moralization. En T. Lickona (Ed.) Moral development and behavior. Nueva York: Holt, Rinehard and Winston. (Etapas de desarrollo moral y moralización. En E. Turiel; I. Enesco y J. Linaza (Eds.) El mundo social en la mente infantil (pp. 71-100). Madrid: Alianza, 1989]. Köhler, U. (1985). The concept of development and the genetic method of C.G. Carus. En G. Eckardt, W.G. Bringmann y L. Sprung (Eds.) Contibutions to a history of developmental psychology (pp. 117-126). Berlin: Mouton Publishers. Kohli, M. y Meyer, J.W. (1986). Social structure and social construction of life stages. Human Development, 29, 145-180. Koplowitz, H. (1984). A projection beyond Piaget's formal operations stage: A general system stage and a unitary stage, en COMMONS, M.L; RICHARDS, F.A. y ARMON, C. (Eds.) Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Kosslyn, S.M. (1980). Image and mind. Cambridge: Harvard University Press. Kozulin, A. (1990). Vygotsky's psychology : a biography of ideas [ La psicología de Vygotsky. Madrid: Alianza, 1994]. Referencias bibliográficas volumen I – 937 – Kozulin, A. (1993). Apes, primitives, children and translators. Human Development, 36, 368-372. Kozulin, A. (1998). Psychological tools. Cambidge: Harvard University Press. [Instrumentos psicológicos. Barcelona: Paidós, 2000]. Kozulin, A. (1999). Sociocultural contexts of cognitive theory. Human Development, 42, 78-82. Kramer, A.F; Hahn, S. y Gopher, D. (1999). Task coordination and aging: Explorations of executive control processes in the task switching paradigm. Acta Psychologica, 101, 339-378. Kramer, A.F.; Larish, J.F. y Strayer, D.L. (1995). Training for attentional control in dual task settings: A comparision of young and old adults. Journal of Experimental Psychology: Applied, 1, 50-76. Kramer, D.A. (1983) Post-formal operations? A need for further conceptualization. Human Development, 26, 91-105. Kramer, D.A. y Woodruff, D.S. (1986) Relativistic and dialectical thought in three adult age grups. Human Development, 29, 280-290. Krampe, R.T. y Ericsson, K.A. (1996). Maintaining excellence: deliberate practice and elite performance in young and older pianists. Journal of Experimental Psychology: General, 125, 331-359. Kreutzer, M.A.; Leonard, C. y Flavell, J.H. (1975). An interview study of children’s knowledge about memory. Monographs of the Society of Research in Child Development, 40 (serial no. 159). Krueger, J. y Heckhausen, J. (1993). Personality development across the adult life span: subjective conceptions vs cross-sectional contrasts. Journal of Gerontology, 48, 100108. Kruger, A.C. y Tomasello, M. (1996). Cultural learning and learning culture. En D.R. Olson y N. Torrance (Eds.), Handbook of Education and Human Development (pp. 369-387). Londres: Blackwell. Kubeck, J.E.; Miller-Albrecht, S.A. y Murphy, M.D. (1999). Finding information on the World Wide Web: exploring older adults exploration. Educational Gerontology, 25, 167-184. Kuhn, D. (1981). La aplicación de la teoría de Piaget sobre desarrollo cognitivo a la educación. Infancia y Aprendizaje, Monográfico 2, 144-161. Kuhn, D. (1982). Commentary. Human Development, 25, 79-84. Kuhn, D. (1992). Cognitive development. M.H. Bornstein y M.E. Lamb (Eds.) Developmental Psychology: And advanced textbook (3rd Edition). Mahwah: Lawrence Earlbaum. Kuhn, D. (1992a). Cognitive development. En M.H. Bornstein y M.E. Lamb (Eds.) Developmental Psychology: And advanced textbook, 3rd Edition (pp. 211-272). Mahwah: Lawrence Earlbaum. Kuhn, D. (1992b). Piaget’s child as a scientist. En H. Beilin y P.B. Pufall (Eds.), Piaget’s theory: Prospects and possibilities (pp. 185-208). Hillsdale: Erlbaum. Kuhn, T.S. (1962). The structure of scientific revolutions. [La estructura de las revoluciones científicas. México: Trillas, 1971]. La Voie, D. y Light, L.L. (1994). Adult age differences in repetition priming: A metaanalysis. Psychology and Aging, 9, 539-553. Lavouvie-Vief, G. (1982). Development, 25, 65-79. Growth and aging in a life-span perspective. Human – 938 – Referencias bibliográficas volumen I Labouvie-Vief, G. (1990). Models of cognitive functioning in the older adult: research needs in educational gerontology. En R.H. Sherron y D.B. Lumsden (Eds.), Introduction to educational gerontology, 3rd Ed (pp 243-268). Nueva York: Hemisphere. Labouvie-Vief, G. (1992). Neo-Piagetian perspective on adult cognitive development. En R.J. Sternberg y C.A. Berg (Eds.), Intellectual development (p. 197-228). Cambridge: Cambridge University Press. Labouvie-Vief, G. (1998). Cognitive-emotional integration in adulthood. Annual Review of Gerontology and Geriatrics, 17, 206-237. Labouvie-Vief, G.; Chiodo, L.M.; Goguen, L.A.; Diehl, M. y Orwoll, L. (1995). Representations of self across the life span. Psychology and Aging, 10, 404-415. Labuvie-Vief, G. y Diehl, M. (2000). Cognitive complexity and cognitive-affective integration: related or separate domains of adult development? Psychology and Aging, 15, 490-504. Labouvie- Vief, G.; DeVoe, M. y Bulka, D. (1989). Speaking about emotions: Conceptions of emotion across the life span. Psychology and Aging, 4, 425-437. Labouvie- Vief, G.; Diehl, M.; Chiodo, L.M. y Coyle, N. (1995). Representations of self and parents across the life span. Journal of Adult Development, 2, 207-222. Labouvie- Vief, G.; Hakim-Larson, J.; DeVoe, M. y Schoeberlein, S. (1989). Emotions and self-regulation: A life span view. Human Development, 32, 279-299. Labouvie- Vief, G.; Orwoll, L. y Manion, M. (1995). Narratives of mind, gender, and the life course. Human Development, 38, 239-257. Lacasa, P. (1994). Aprender en la escuela, aprender en la calle. Madrid: Aprendizaje Visor. Lakoff, G. (1987). Women, fire and dangerous things. Chicago: University of Chicago Press. Laland, K.N.; Odling-Smee, J. y Feldman, M.W. (2000). Niche construction, biological evolution, and cultural change. Brain and Behavioral Sciences, 23, 131-175. Lamb, M.E.; Hwang, C.P.; Katterlinus, R.D. y Fracasso, M.P. (1999). Parent-child relationships: Development in the context of the family. En M.H. Bornstein y M.E. Lamb (1999). Developmental Psychology. An Advanced textbook 4th Edition. Mahwah: Lawrence Erlbaum. Landau, B. y Gleitman, L. (1985). Language and experience. Cambridge: Harvard University Press. Lang, F.R. y Carstensen, L.L. (1994). Close emotional relationships in late life: Further support for proactive aging in the social domain, Psychology and Aging, 9, 315-324. Lang, F.R. y Carstensen, L.L. (2002). Time counts: Future time perspective, goals, and social relationships. Psychology and Aging, 17, 125-139. Lave, J. (1983). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press. [La cognición en la práctica. Barcelona: Paidós, 1988]. Lave, J. (1991). Situating learning in communities of practice. En L.B. Resnick; J.M. Levine y S.D. Teasley (Eds.), Socially shared cognition (pp. 63-82). Washington: APA Books. Lave, J. (1996). The practice of learning. En S. Chaiklin y J. Lave (1996). Understanding practice. Perspectives on activity and context (pp. 3-32). Nueva York: Cambridge University Press. Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lawrence, J.A. y Valsiner, J. (1993). Conceptual roots of internalization: From transmission to transformation. Human Development, 36, 150-167. Referencias bibliográficas volumen I – 939 – Lawton, M.P. (1993). Meanings of activity. En J.R. Kelly (Ed.), Activity and Aging (pp. 2541). Newbury Park: Sage. LCLH, Laboratory of Comparative Human Cognition (1983). Culture and cognitive development. En P.H. Mussen (Ed. de la serie) y W. Kessen (Ed. del volumen). Handbook of child psychology, vol. 1 History, theory and methods (págs. 295-356). Nueva York: Wiley. Lemarie, P. y Siegler, R.S. (1995). Four aspects of strategic change: Contributions to children’s learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97. Lemieux, A. y Sánchez, M. (2000). Gerontagogy beyond words: A reality. Educational Gerontology, 26, 475-499. Lemke, J.L. (1997). Cognition, context, and learning: a social semiotic perspective. En D. Kishner (Ed.), Situated cognition theory: Social, neurological, and semiotic pespectives. Nueva York: Lawrence Erlbaum. Leontiev, A. N. (1981). The concept of activity in psychology. En J.V. Wertsch (Ed.), The concept of activity in Soviet Psychology. Armonk: M.E. Sharpe. Leontiev, A.N. y Luria, A.R. (1968). The psychological ideas of L.S. Vygotsky. En B. B. Wollman (Ed.), Historial roots of contemporary Psychology. Nueva York: Harper and Row. Lerh, U. (1980). Psicología de la senectud. Barcelona: Herder . Lerner, D. (1996). La enseñanza y el aprendizaje escolar. Alegato contra una falsa oposición. En J.A. Castorina (Ed.), Piaget-Vigotski: contribuciones para replantear el debate. Buenos Aires: Paidós. Lerner, R.M. (1986). Concepts and theories of human development (2nd Ed.) Nueva York: Random House. Lerner, R.M. (2002). Concepts and theories of human development, 3rd Edition. Mahwah: Lawrence Erlbaum. Lerner, R.M.; Freund, A.M.; De Stefanis, I. y Habermas, T. (2001). Understanding developmental refulation in adolescence: The use of the selection, optimization, and compensation model. Human Development, 44, 29-50. Leslie, A.M. (1987). Pretense and representation: The origins of ‘theory of mind’. Psychological Review, 94, 412-426. Leslie, A.M. (1994a). Pretending and believing: issues in the theory of ToMM. En J. Mehler y S. Frank (Eds.). Cognition on cognition (pp. 193-220). Cambridge: The MIT Press. Leslie, A.M. (1994b) ToMM, ToBy, and agency: core architecture and domain specificity. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture (pp. 119-148). Cambridge: Cambridge University Press. Leslie, A.M. (2000). “Theory of mind” as a mechanisms of selective attention. En S. Gazzaniga (Ed.), The new cognitive neurosciences (pp. 1235-1247). Cambridge: The MIT Press. Leslie, A.M. y Polizzi, P. (1998). Inhibitory processing in the false belief task: Two conjectures. Developmental Science, 1, 247-254. Leslie, A.M. y Thaiss, L. (1992). Domain specificity in conceptual Neuropsychological evidence from autism. Cognition, 43, 225-251. development: Levenson, R.W.; Carstensen, L.L. y Gottman, J.M. (1993). Long-term marriage: Age, gender, and satisfaction. Psychology and Aging, 8, 301-313. Lewis, M.D. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71, 36-43. – 940 – Referencias bibliográficas volumen I Lewis, M.D.; Lamey, A.V. y Douglas, L. (1999). A new dynamic systems method for the analysis of early socio-emotional development. Developmental Science, 2, 457-475. Lewontin, R.C.; Rose, S. y Kamin, L.J. (1984). Not In Our Genes. Biology, ideology and human nature. Nueva York: Random House. [No está en los genes. Barcelona: Crítica, 1987] Leyendecker, B.; Lamb, M.E.; Fracasso, M.P.; Schölmerich, A. y Larson, C. (1997). Playful interaction and the antecenets of attachment: A longitudinal study of Central American and Euro-American mothers and infants. Merrill-Palmer Quarterly, 43, 24-47. Lidz, C.S. (1992). Dynamic assessment: some thoughts on the model, the medium and the message. Learning and Individual Differences, 4, 125-136. Light, L.L. (1991). Memory and aging: Four hypothesis in search of data. Annual Review of Psychology, 42, 333-376. Light, L.L. (1992). The organization of memory in old age. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 1st Ed. (pp. 111-165). Hillsdale: Lawrence Erlbaum. Light, L.L. y Singh, A. (1987) Implicit and explicit memory in young and older adults. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 231-541. Linaza, J. (1981). Bruner y Piaget: un diálogo largo y difícil. Infancia y Aprendizaje, monográfico 2, 237-249. Linaza, J.L. (2000). Entrevista a Jerome Bruner: sobre Psicología Cultural y educación. Anuario de Psicología, 31, 185-190. Lindenberger, U. y Baltes, P.B. (1994). Sensory Functioning and Intelligence in Old Age: A Strong Connection. Psychology and Aging, 9, 339-355. Lindenberger, U. y Baltes, P.B. (1995). Testing-the-limits and experimental simulation: Two methods to explicate the role of learning in development. Human development, 38, 349-360. Lindenberger, U.; Kiegl, R. y Baltes, P.B. (1992). Professional expertise does not eliminate age differences in imagery-based memory performance during adulthood. Psychology and Aging, 7, 585-593. Lindenberger, U.; Scherer, H. y Baltes, P.B. (2001). The strong connection between sensory and cognitive performance in old age: Not due to sensory acuity reductions operating during cognitive assessment. Psychology and Aging, 16, 196-205. Linn, M.C. y Siegel, H. (1984). Postformal reasoning: a philosofical model. En M.L. Commons; F.A. Richards y C. Armon (Eds.). Beyond formal operations. Late adolescence and adult cognitive development. Nueva York: Praeger. Little, D.M. y Hartley, A.A. (2000). Further evidence that negative priming in the Stroop color-word task is equivalent in older and younger adults. Psychology and Aging, 15, 917. Locke, J.L. (1993). The child’s path to spoken language. Cambridge: Harvard University Press. Loevinger, J. (1976). Ego development: Conceptions and theories. San Francisco: JosseyBass. Loevinger, J. (1976). Ego development: Conceptions and theories. San Francisco: JosseyBass. López, F. (1978). Henri Wallon. Infancia y Aprendizaje, 3, 73-78. López, F. (1983). Etología y Psicología Evolutiva. En A. Marchesi; M. Carretero y J. Palacios (Eds.), Psicología evolutiva vol. 1: Teorías y métodos (pp. 83-113). Madrid: Alianza. Referencias bibliográficas volumen I – 941 – Lorenz, K. (1952). King’s Solomon ring. Londres: Meuthen. Lorenz, K. (1965). Uber tierisches und menschliches verhalten. Munich: Piper y Co Verlag [El comportamiento animal y humano. Barcelona: Plaza y Janés] Lourenço, O. y Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, 103, 143-164. Luborsky, M.R. y Sankar, A. (1993). Extending the critical gerontology perspective: Cultural dimensions. The Gerontologist, 33, 440-444. Luria, A.R. (1974). Cognitive development: Its cultural and social foundations. Cambridge: Harvard University Press. [Los procesos cognitivos. Análisis sociohistórico. Barcelona: Fontanella. 1980] Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge: Harvard University Press. [Los procesos cognitivos. Análisis sociohistórico. Barcelona: Fontanella, 1980]. Luria, A.R. (1995). Conciencia y lenguaje. Madrid: Aprendizaje Visor. Luszcz, M. y Bryan, J. (1999). Toward understanding age-related memory loss in late adulthood. Gerontology, 45, 2-9. Lutz, D.J. y Sternberg, R.J. (1999). Cognitive development. En M.H. Bornstein y M.E. Lamb (Eds.) Developmental psychology. An advanced textbook, 4th Edition. Mahwah: Laurence Erlbaum. Maccoby, E.E. (1994). The role of parents in socialization of children: An historical overview. En R.D. Parke; P.A. Ornstein; J.J. Rieser y C. Zahn-Waxler (Eds.), A century of developmental psychology (pp. 589-615). Washington: American Psychological Association. MacKay, D.G. y James, L.E. (2001). Is cognitive aging all downhill? Current theory versus reality. Human Development, 44, 288-295. MacWhinney, B. (1996). Lexical connectionism. En P. Broeder y J.M.J. Murre (Eds.), Models of language adquisition. Cambridge: MIT Press. MacWhinney, B.; Leinbach, J.; Taraban, R. y McDonald, J.L. (1989). Language learning: Cues or rules? Journal of Memory and Language, 28, 255-277. Madden, D.J. (1992). Selective attention and visual search: Revision of an allocation model and application to age differences. Journal of Experimental Psychology: Human Perception and Performance, 18, 821-836. Madden, D.J. (2001). Speed and timing of behavioral processes. En J.E. Birren y K.W. Schaie (Eds.), Handbook of the psychology of aging 5th ed. (pp. 288-312). San Diego: Academic Press. Madden, D.J.; Pierce, T.W. y Allen, P.A. (1996). Adult age differences in the use of distractor homogeneity during visual search. Psychology and Aging, 11, 454-474. Maddox, (1963). Activity and morale: A longitudinal study of selected elderly subjects. Social Forces, 42, 195- 204. Main, M.; Kaplan, N. y Cassidy, J. (1985). Security in infancy, childhood, and adulthood: A move to the level of representation. En I. Bretherton y E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development (serial 209), 50, 66-104. Mandler, J.M. (1984). Stories, scripts, and scenes: Aspects of schema theory. Hillsdale: Lawrence Erlbaum. Mandler, J.M. (1988). How to build a baby: On the development of an accesible representational system. Cognitive Development, 3, 113-136. – 942 – Referencias bibliográficas volumen I Mandler, J.M. (1992). How to build a baby: 2. Conceptual primitives. Psychological Review, 99, 587-604. Mandler, J.M. (1993). On concepts. Cognitive Development, 9, 141-148. Mandler, J.M. (1998). Representation. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (pp. 255-308). Nueva York: Wiley. Manheimer, R.J. (2002). Promesas y políticas de la educación de personas mayores. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores (pp. 41-62). Málaga: Aljibe. Manheimer, R.J.; Snodgrass, D.D.; Moskow-Mckenzie, D. (2002). Generaciones aprendiendo colaborativamente. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores (pp. 157-170). Málaga: Aljibe. Mannell, R.C. (1993). High-investment activity and life satisfaction among older adults: Committed, serious leisure, and flow activities. En J.R. Kelly (Ed.), Activity and Aging (pp. 125-145). Newbury Park: Sage. Manners, J. y Durkin, K. (2000). Process involved in adult ego development: A conceptual framework. Developmental Review, 20, 475-513. Mäntylä, T. 81994). Remembering to remember: Adult age differences in prospective memory. Journal of Gerontology: Psychological Sciences, 49B, P276-P282. Marcus, G,F. (1998). Can connectionism save constructivism? Cognition, 66, 153-182. Mark, J. (1992). Beyond equal access: Gender equity in learning with computers. Newton: Education Development Center. Marková, I. (2000). Amédée or How to get rid of it: Social representations from a dialogical perspective. Culture and Psychology, 6, 419-460. Markus, H.; Kitayama, S. y Heiman R. (1998). Culture and ‘basic’ psychological principles. En E.T. Higgins y A.W. Kruglanski (Eds.), Social Psychology: Handbook of Basic Principles. Nueva York: Guilford Press. Markus, H.R. y Kitayama, S. (1991). Culture and self: implications for cognition, emotion and motivation. Psychological Review, 98, 224-253. Markus, H.R.; Mullally, P.R. y Kitayama, S. (1997). Selfways: Diversity in modes of cultural participation. En U. Neisser y D. Jopling (Eds.), The conceptual self in context (p. 1361). Nueva York: Cambridge University Press. Markus, H. y Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. Markus, H. y Wurf, E. (1987). The dynamic self-concept: a social psychological perspective. Annual Review of Psychology, 38, 299-337. Maroto, M.A. (2000). Taller de memoria. Madrid: TEA. Marro, F. (1982). Repercusiones de la teoría de Piaget en los diseños curriculares. Infancia y Aprendizaje, 19-20, 21-38. Marro, F. (1983). Aplicabilidad y repercusiones de la obra de Piaget en la práctica educativa. Infancia y Aprendizaje, 23, 1-21. Marshall, H.H. (1996). Implications of differentiating and understanding constructivist approaches. Educational Psychologist, 31, 235-240. Marsiske, M.; Lang, F.R.; Baltes, M.M. y Baltes, P.B. (1995). Selective optimization with compensation: Life-span perspectives on successful human development. En R.A. Dixon y L. Bäckman (Eds.), Compensation for psychological deficits and declines: Managing losses and promoting gains (pp. 35-79). Hillsdale: Lawrence Erlbaum. Referencias bibliográficas volumen I – 943 – Martí, E. (1990). La perspectiva piagetiana de los años 70 y 80: de las estructuras al funcionamiento. Anuario de Psicología, 44, 19-45. Martí, E. (1991). Psicología evolutiva. Teorías y ámbitos de investigación. Barcelona: Anthopos. Martí, E. (1992). Aprender con ordenadores en la escuela. ICE/Horsori. Martí, E. (1995). Metacognición: entre la fascinación y el desencanto. Infancia y Aprendizaje, 72, 9-32. Martí, E. (1996). Los mecanismos de internalización y externalización del conocimiento en las teorías de Piaget y Vygotsky. En A. Tryphon y J. Vonèche (eds.). Piaget- Vygotsky. The social genesis of thought. Londres: Pyschology Press [Piaget-Vygotsky: La genesis social del pensamiento (pp. 81-113)..Buenos Aires: Paidós, 2000] Martí, E. (1999). Metacognición y estrategias de aprendizaje. En J.I. Pozo y C. Monereo (Eds.), El aprendizaje estratégico. Madrid: Aula XXI/Santillana. Martí, E. (2000). El alumno de Piaget y el alumno de Vigotski. En S. Aznar, y E. Serrat, (Eds.), Piaget y Vigotski ante el siglo XXI: referentes de actualidad (pp. 101-108). Barcelona: Horsori. Martí, E. y Onrubia, X. (1997). Les teories de l’aprenentatge escolar. En Coll, C. (Ed.), Psicología de la instrucció (pp. 261-349). Barcelona: EDIUOC. Martín, A. (1995). Objeto y ámbitos de investigación en gerontología educativa. Pedagogía Social, 12, 7-21. Martín, E. (1996). Constructivismo y enfoque multidisciplinar: un camino necesario y fructífero. Anuario de Psicología, 69, 179-182. Martín, E. y Solé, I. (1999). El aprendizaje significativo y la teoría de la asimilación. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 157-186). Madrid: Alianza. Masten, A.S. (1999) (Ed.). Cultural processes in child development. The Minnesota Symposia on Child Development, vol. 29. Mahwaw: Lawrence Erlbaum. Mata, M.L. de la; Ramírez, J.D. (1989). Cultura y procesos cognitivos: hacia una psicología cultura. Infancia y Aprendizaje, 46, 49-69. Matarazzo, J.D. (1976). Wechsler: medida y valoración de la inteligencia del adulto. Barcelona: Salvat. Matusov, E. (1998). When solo activity is not privileged: Participation and internalization models of development. Human Development, 41, 326-249. Mayer, R.E. (2001). What good is Educational Psychologist? The case of cognition and instruction. Educational Psychologist, 36, 83-88. Maylor, E.A. (1990). Age, blocking, and the tip on the tongue state. British Journal of Psychology, 81, 123-134. McAdams, D.P. (2001). The psychology of life stories. Review of General Psychology, 5, 100-122. McClusky, H.Y. (1976). What research says about adult learning potential and teaching older adults. En R.M. Smith (Ed.), Adult learning: Issues and innovations. DeKalb: ERIC. McCrae, R.R. (1984). Situational determinants of coping responses: Loss, threat, and challenge. Journal of Personality and Social Psychology, 46, 919-928. McCrae, R.R. (1989). Age differences and changes in the use of coping mechanisms. Journal of Gerontology: Psychological Sciences, 44, P161-169. McDonough, L. y Mandler, J.M. (1994). Very long-term memory in infancy: Infantile amnesia reconsidered. Memory, 2, 339-352. – 944 – Referencias bibliográficas volumen I McDowd, J.M. (1997). Inhibition in attention and aging. Journal of Gerontology: Psychological Sciences, 52B, P265-273. McDowd, J.M. y Craik, F.I.M. (1988). Effects of aging and task difficulty on divided attention performance. Journal of Experimental Psychology: Human Perception and Performance, 14, 267-280. McDowd, J.M. y Oseas-Kreger, D.M. (1991). Aging, inhibitory processes, and negative priming. Journal of Gerontology: Psychological Sciences, 46, P340-P345. McDowd, J.M., Oseas-Kreger, D.M. y Filion, D.L. (1995). Inhibitory processes in cognition and aging. En F.N. Dempster y C.J. Brainerd (Eds.), Interference and inhibition in cognition (pp. 363-400). San Diego: Academic Press. McDowd, J.M. y Shaw, R.J. (2000). Attention and aging: A functional perspective. En F.I.M. Craik, y T.A. Salthouse (Eds.), Handbook of aging and cognition, 2nd Ed (pp. 221-292). Hillsdale: Lawrence Erlbaum. McGowan, T.G. y Blankenship, S. (1994). Intergenerational experience and ontological change. Educational Gerontology, 20, 589-604. McKinlay, A.; Potter, J. y Wetherell, M. (1993). Discourse analysis and social representations. En G.M. Breakwell y D.V. Canter (Eds.) Empirical approaches to social representations. Oxford: Oxford University Press. McKinlay, A.; Potter, J. y Wetherell, M. (1993). Discourse analysis and social representations. En G.M. Breakwell y D.V. Canter (Eds.), Empirical approaches to social representations (134-156). Oxford: Oxford University Press. McLoyd, V.C. (1999). Cultural influences in a multicultural society: conceptual and methological issues. En A.S. Masten (Ed.), Cultural processes in child development. The Minnesota Symposia on Child Development, vol. 29 (pp. 137-148). Mahwaw: Lawrence Erlbaum. McPherson, S.L. y Thoman, J.R. (1989). Relation of knowledge and performance in boys’ tennis: Age and expertise. Journal of Experimental Child Psychology, 48, 190-211. Mead, G.H. (1934). Mind, self and society. Chicago: University of Chicago Press. Mehler, J. y Dupoux, E. (1992). Nacer sabiendo. Introducción al desarrollo cognitivo. Madrid: Alianza [original en francés Naître humain. Odile Jacob, 1990] Meltzoff, A.N. (1988a). Infant imitation after 1-week delay: Long-term memory for novel acts and multiple stimuli. Developmental Psychology, 24, 470-476. Meltzoff, A.N. (1988b). Infant imitation and memory: Nine-months-olds in immediate and deferred tests. Child Development, 59, 217-225. Meltzoff, A.N. (2002). Imitation as a mechanism of social cognition: Origins of empathy, theory of mind, and the representation of action. En U. Goswami (Ed.), Childhood cognitive development (pp. 6-25). Oxford: Blackwell. Meltzoff, A.N. y Moore, M.K. (1992). Early imitation within a functional framework: The importance of personal identity, movement and development. Infant Behavior and Development, 15, 479-505. Meltzoff, A.N. y Moore, M.K. (1998). Object representation, identity, and the paradox of early permanence. Infant Behavior and Development, 21, 201-235. Mercer (1995). The guided construction of knowledge. Talk amongst teachers and learners. Clevedon: Multilingual matters. [La construcción guiada del conocimiento. El habla de profesores y alumnos. Barcelona: Paidós, 1997]. Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters. Referencias bibliográficas volumen I – 945 – Mercer, N. (1996). Las perspectivas socioculturales y el estudio del discurso en el aula. En C. Coll y D. Edwards (Eds.), Enseñanza, aprendizaje y discurso en el aula (pp. 11-21). Madrid: Fundación Infancia y Aprendizaje. Mercer, N. (1997). Socio-cultural perspectives and the study of classroom discourse. En Coll, C. y Edwards, D. (Eds.), Teaching, learning and classroom discourse: Approaches to the study of educational discourse. Madrid: Fundación Infancia y Aprendizaje. Merriam, S.B. (1990). Reminiscence and life review: The potential for educational intervention. En R.H. Sherron y D.B. Lumsden (Eds.), Introduction to educational gerontology, 3rd Ed (pp 41-58). Nueva York: Hemisphere. Miller, J.G. (1997). Culture and the self: uncovering the cultural grounding of psychological theory. En J.G. Snodgrass y R.L. Thomson (Eds.), The self across psychology: Selfrecognition, self-awareness, and the self concept (pp. 217-231). Nueva York: New York Academy of Sciences Miller, L.T. y Vernon, P.A. (1997). Developmental changes in speed of information processing in young children. Developmental Psychology, 23, 549-554. Miller, P.H. (1990). The development of strategies of selective attention. En D.F. Bjorklund (Ed.), Children’s strategies: Contemporary views of cognitive development. Hillsdale: Lawrence Erlbaum. Miller, P.H. y Seier, Q.L. (1994). Strategy utilization deficiencies in children: When, where, and why. En H.W. Reese (Ed.), Advances in child development and behabior (vol. 25). Nueva York: Academic Press. Miller, P.H. y Zalenski, R. (1982). Preeschoolers’ Developmental Psychology, 18, 871-875. knowledge about attention. Miller, P.J.; Fung, H. y Mintz, J. (1996). Self-construction through narrative practices: A Chinese and American comparison of early socialization. Ethos, 24, 237-279. Miras, M. (1991). Educación y desarrollo. Infancia y Aprendizaje, 54, 3-17. Mistry, J. (1995). The development of remembering in cultural context. En En N. Cowan (Ed.), The development of memory in childhood (pp. 343-368). Sussex: Psychology Press. Mitzenheim, P. (1985). The importance of Rousseau’s developmental thinking for Child Psychology. En G. Eckardt, W.G. Bringmann y L. Sprung (Eds.) Contibutions to a history of developmental psychology. Berlin: Mouton Publishers. Miyake, K.; Chen, S. y Campos, J. (1985). Infants’ temperament, mothers’ mode of interaction and attachment in Japan: an interim report. En I. Bretherton y E. Waters (Eds.). Growing points of attachment theory and research. Monographs of the Society for Research in Child Development (serial 209), 50, 276-297. Moen, P.; Elder, G.H. y Luscher, K. (1995) (Eds.), Examining lives in context: Perspectives on the ecology of human development. Washington: American Psychological Association. Moll, L.C. (1990a). Introduction. En L.C. Moll (Ed.), Vygotsky and education (pp. 1-27). Nueva York: Cambridge University Press. Moll, L.C. (1990b). La ZDP de Vugotski: Una reconsideración de sus implicaciones para la enseñanza. Infancia y Aprendizaje, 49, 247-254. Monereo, C. (1995). Ser o no ser constructivista, ésta no es la cuestión. Substratum, 7, 35-54. Monereo, C. y Solé, I. (Eds.)(1996). El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Madrid: Alianza. – 946 – Referencias bibliográficas volumen I Monereo, C.; Pozo, J.I. y Castelló, M. (1999). La enseñanza de estrategias de aprendizaje en el contexto escolar. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 235-258). Madrid: Alianza. Montangero, J. (1980). The various aspects of horizontal décalages. Archives de Psychologie, 48, 259-282. Montangero, J. (1991). A constructivist framework for understanding early and late developing psychological competences. En M. Chandler y M. Chapman (Eds.). Criteria for competence. Hillsdale: Erlbaum. Montepare, J. (1995). An assessment of adults’ perceptions of their psychological, physical, and social ages. Journal of Clinical Geropsychology.... Montepare, J. y Lachman, M.E. (1989). ‘You’re only as old as you feel’: Self-perceptions of age, fears of aging and life satisfaction from adolescence to old age. Psychology and Aging, 4, 73-78. Montoya, J.M. (2002). Estudios universitarios europeos para personas mayores. En J.M. Montoya y M. Fernández Escribano (Eds.), Educación de las personas mayores (pp. 179211). Madrid: UNED. Moody, H.R. (1985). Philosophy of education for older adults. En D.B. Lumsden (Ed.), The older adult as a learner (pp. 29-45). Nueva York: Hemisphere. Moody, H.R. (1988). Towards a critical gerontology. En J.E. Birren y V.L. Bengtson (Eds.), Emergent theories on aging. Nueva York: Springer. Moragas, R. (2000). Preparación para la jubilación. En R. Fernández-Ballesteros (Ed.), Gerontología Social (pp. 453-471). Madrid: Pirámide. Morell, R.W.; Park, D.C.; Mayhorn, C.B. y Kelley, C.L. (2000). Efects of age and instructions on teaching older adults to use Eldercomm, an electronic bulletin board system. Educational Gerontology, 26, 221-235. Moreno, A. y Del Barrio, C. (1996). Las ciencias naturales y las matemáticas. Cuadernos de Pedagogía, 244, 65-68. Morganti, J.B.; Nehrke, M.F.; Hulicka, I.M y Cataldo, J.F. (1988). Life-span differences in life satisfaction, self-concept, and locus of control. International Journal of Aging and Human Development, 26, 45-56. Morris, J.M. (1994). Computer training needs of older adults. Educational Gerontology, 20, 541-555. Morton, J. y Johnson, M.H. (1991). CONSPEC and COLERN: A two-process theory of infant face recognition. Psychological Review, 98, 164-181. Moscovici, S. (1976). La psychanalyse, son image et son public. París: PUF. [original de 1961]. Moscovici, S. (1981). On social representations. En J.P. Forgas (Ed.), Social cognition (pp. 181-209). Londres: Academic Press. Moscovici, S. (1985). Comment on Potter & Litton. British Journal of Social Psychology, 24, 91-92. Moscovici, S. (1988). Notes towards a description of social representations. European Journal of Social Psychology, 18, 211-250. Moscovici, S. y Hewstone, M. (1983). Social representations and social explanations: From the ‘naive’ to the ‘amateur’ scientist. En M. Hewstone (Ed.) Attribution theory: Social and functional extensions. Oxford: Blackwell. Moscovitch, M. y Winocur, G. (1992). The neuropsychology of memory and aging. En F.I.M. Craik, y T.A. Salthouse (Eds.), Handbook of aging and cognition. Hillsdale: Lawrence Erlbaum. Referencias bibliográficas volumen I – 947 – Mosham, D. (1982). Exogenus, endogenus and dialectical constructivism. Developmental Review, 2, 371-384. Moshman, D. (1998). Cognitive development beyond childhood. En W. Damon (Ed. de la serie) y D. Kuhn y R. Siegler (Eds. del volumen), Handbook of child psychology 5th Edition: Vol 2. Cognition, perception, and language. Nueva York: Wiley. Mouloua, M. y Parasuraman, R. (1995). Aging and cognitive vigilance: Effects of spatial uncertainty and event rate. Experimental Aging Research, 21, 17-32. Mugny, G. y Pérez, J.A. (1988). Psicología social del desarrollo cognitivo. Barcelona: Anthropos. Mullen, M.K. y Yi, S. (1995). The cultural context of talk about the past: Implications for the development of autobiographical memory. Cognitive Development, 10, 407-419. Müller-Brettel, M. y Dixon, R.A. (1990). Johann Nikolas Tetens: A forgotten father of developmental psychology? International Journal of Behavioral Development, 13, 215230. Munakata, Y. (1998). Infant perseveration and implications for object permanence theories: A PDP model of the A-not-B task. Developmental Science, 1, 161-184. Munakata, Y.; McClelland, J.L.; Johnson, M.H. y Siegler, R. (1997). Rethinking infant knowledge: Toward an adaptative process account of successes and failures in object permanence tasks. Psychological Review, 104, 686-713. Munakata, Y.; Sahni, S.D. y Yerys, B.E. (2001). An embodied theory in search of a body: Challenges for a dynamic systems model of infant perseveration. Behavioral and Brain Sciences, 24, 56-57. Nebes, R.D. (1992). Cognitive dysfunction in Alzheimer's disease. En F.I.M. Craik, y T.A. Salthouse (Eds.), Handbook of aging and cognition. Hillsdale: Lawrence Erlbaum. Neimark, E.D. (1975). Longitudinal development of formal operations thought. Genetic Psychology monographs, 91,171-225. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale: Lawrence Erlbaum. Nelson, K. (1996). Language in cognitive development. The emergence of the mediated mind. Nueva York: Cambridge University Press. Nelson, K. (1997). Finding oneself in time. En J.G. Snodgrass y R.L. Thompson (Eds.), Annals of the New York Academy of Sciences (pp. 103-116). Nueva York; New York Academy of Sciences. Nelson, K. (2000). The emergence of the encultured self. Culture and Psychology, 6, 183196. Nelson, K. (2001). Language and the self: From the "Experiencing I" to the "Continuing Me". En C. Moore y K. Lemmon (Eds), The self in time: Developmental perspectives. (pp. 15-33). Mahwah: Lawrence Erlbaum. Nelson, K.A. y Bloom, F.E. Development, 68, 970-987. (1997). Child development and neuroscience. Child Nelson, K.A.; Langenecker, S.A. y Garavan, H. (2002). Differences in the functional neuroanatomy of inhibitory control across the adult life span. Psychology and Aging, 17, 56-71. Neugarten, B.L. (1968). Middle age and aging. Chicago: University of Chicago Press. Neugarten, B.L. y Datan, N. (1973). Sociological perspectives on the life cicle. En P.B. Baltes y K.W. Schaie (Eds.) Life-span Developmental Psychology: Personality and socialization. Nueva York: Academic Press [Perspectivas sociológicas del ciclo vital. En – 948 – Referencias bibliográficas volumen I Neugarten, B.L. (1999) (Ed.) Los significados de la edad (p. 107-130). Barcelona: Herder]. Newell, A. y Simon, H. (1972). Human problem solving. Englewood Cliffs: Prentice-Hall. Newman, D.; Cole, M. y Griffin, P. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press. Newport, E.L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28. Newport, E.L. (1991). Contrasting concepts of the critical period for language. En S. Carey y R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale: Erlbaum. Newport, E.L. y Meier, R.P. (1985), Acquisition of American Sign Language. En D.I. Slobin (Ed.), The cross-linguistic study of language acquisition, vol. 1. Hillsdale: Lawrence Erlbaum. Nisbet, J. y Shucksmith, J. (1986). Learning strategies. Londres: Routledge. [Estrategias de aprendizaje. Madrid: Aula XXI/Santillana, 1987]. Nouri, M. y Helterline, M. (1998). Narrative accrual and the life course. Research on Aging, 20, 36-64. Novak, J.D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative tools in Schools and Corporations. Mawah: Lawrence Erlbaum [Conocimiento y aprendizaje. Los mapas conceptuales como herramientas facilitadoras. Madrid: Alianza, 1998]. NTIA (2000). Falling through the net: toward digital inclusion. Disponible http://search.ntia.doc.gov/pdf/fttn00.pdf [Fecha de acceso: 04/04/2003] en Nunes, T. (1997). Systems of signs and mathematical reasoning. En T. Nunes y P. Bryant (Eds.), Learning and teaching mathematics (pp. 29-44). East Sussex: Psychology Press. Nunes, T. (1999). Mathematics learning as the socialization of the mind. Mind, Culture and Activity, 6, 32-52. Nunes, T. y Bryant, P. (1996). Children doing mathematics. Oxford: Blackwell. Nunes, T.; Schieliemann, A.-L y Carraher, D. (1993). Street mathematics and school mathematics. Nueva York: Cambridge University Press. Oakes, L.M. y Cohen, L.B. (1995). Infant causal perception. En C.K. Roove-Collier y L.P. Lipsitt (Eds.), Advances in infant research (vol. 9). Norwood: Ablex. Öberg, P. (1996). The absent body – A social gerontologial paradox. Ageing and Society, 16, 701-719. Oerter, R; Oerter, R; Asostiani, H.; Kim, H. y Wibowo, S. (1996). The concept of human nature in East Asia: Etic and emic characteristics. Culture and Psychology, 2, 9-51. Okun, M.A. y Stock, W.A. (1987). Correlates and components of subjective well-being among the elderly. Journal of Applied Gerontology, 6, 95-112. Oliver, A.; Johnson, M.H.; Karmiloff-Smith, A. y Pennington, B. (2000). Deviations in the emergence of representations. A neuroconstructivist framework for analyzing developmental disorders. Developmental Science, 3, 1-23. Olson, D.R. (1994). The world on paper. Nueva York: Cambridge University Press. [el mundo sobre el papel. Barcelona: Gedisa, 1998]. Olson, D.R. (1995). Writing and the mind. En J.V. Wertsch; P. del Río, y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 95-123). Cambridge: Cambridge University Press. Olson, D.R. (1996). Towards a psychology of literacy: On the relations between speech and writing. Cognition, 60, 83-104. Referencias bibliográficas volumen I – 949 – Onrubia, J. (1993). Enseñar: crear zonas de desarrollo próximo e intervenir en ellas. En C. Coll; E. Martín; T. Mauri; M. Miras; J. Onrubia; I. Solé y A. Zabala (Eds.), El constructivismo en el aula (pp. 101-124). Barcelona: Graó. Overton, W.F. (1997). Marching toward the millennium. Human Development, 40, 102108. Overton, W.F. (1998). Developmental Psychology: Philosophy, concepts, and methology. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 107-188). Nueva York: Wiley. Páez, D. y Ayestarán, S. (1987). Representaciones sociales y estereotipos grupales. En D. Páez (1987). Pensamiento, individuo y sociedad. Cognición y representación social (pp. 221-262). Madrid: Fundamentos. Paivio, A. (1971). Imagery and verbal processes. Nueva York: Holt, Rinehart y Winston. Palacios, J. (1980). Introducción a la psicología del niño. Una comprensión dialéctica del desarrollo infantil, vol I. Madrid: Aprendizaje Visor. Palacios, J. (1981). J. Piaget-Henri Wallon: dos pespectivas distintas, un solo niño verdadero. Infancia y Aprendizaje, Monográfico 2, 200-205. Palacios, J. (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vigotski. En M. Siguán (Ed.), Actualidad de Lev S. Vigotski (pp. 176-188). Barcelona: Anthropos. Papalia, D.E. y Olds, S.W. (1985) Desarrollo humano. México: McGraw-Hill. Parasuraman, R. y Giambra, L. (1991). Skill development in vigilance: Effects of event rate and age. Psychology and Aging, 6, 155-169. Park D.C.; Hertzog, C.; Kidder, D.P.; Morrell, R.W. y Mayhorn, C.P. (1997). Effect of age on event-based and time-based prospective memory. Psychology and Aging, 12, 314-327. Park, D.C. (2000). The basic mechanisms accounting for age-related decline in cognitive function. En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 3-21). Philadelphia: Psychology Press. Park, D.C.; Smith, A.D.; Lautenschlager, G.; Earles, J.L.; Frieske, D.; Zwahr, M.; Gaines, C.L. (1996). Mediators of long-term memory performance across the life span. Psychology and Aging, 11, 621-637. Parke, D.P.; Ornstein, P.A.; Rieser, J.J. y Zahn-Waxler, C. (Eds.) (1994). A century of developmental psychology. Washington: American Psychological Association. Parker, I. (1992). Discourse dynamics: Critical análisis for social and individual psychology. Londres: Routledge. Pascual-Leone, J. (1978). La teoría de los operadores constructivos. En J. Delval (Ed.). Lecturas de psicología del niño. Madrid: Alianza Pascual-Leone, J. (1988). Organismic processes of neo-Piagetian theories: a dialectical causal account of cognitive development. En Demetriou, A. (Ed.) The Neo-Piagetian theories of cognitive development: toward an integration. Amsterdam: North-Holland. Pascual-Leone, J. y Johnson, J. (1999). A dialectical constructivist view of representation: Role of mental attention, executives, and symbols. En I.E. Sigel (Rd.), Development of mental representation (pp. 169-200). Mahwah: Lawrence Erlbaum. Pearlin, L.I. y Skaff, M.M. (1996). Stress and the life course: a paradigmatic alliance. The Gerontologist, 36, 239-247. Pederson, D.R. y Moran, G. (1995). A categorical description of infant-mother relationships in the home and its relation to Q-sort measures of infant-mother interaction. En E. Waters; B.E. Vaughn; G. Posada y K. Kondo-Ikemura (1995) (Eds.) Caregiving, cultural, – 950 – Referencias bibliográficas volumen I and cognitive perspectives in secure-base behavior and working models. Monographs of the Society for Research in Child Development (serial 244), 60. Pederson, D.R. y Moran, G. (1996). Expressions of the attachment relationship outside of the Strange Situation. Child Development, 67, 915-927. Peña-Casanova, J. (1999). Programa ‘Activemos la mente’ (5 volúmenes). Barcelona: Fundación ‘la Caixa’. Pepper, S.C. (1942). World hypotheses: A study in evidence. Barkeley: University of California Press. Pérez Pereira, M. (1995). Nuevas perspectivas en psicología del desarrollo. Madrid: Alianza. Pérez Pereira, M. y Dosil, A. (1994). El problema de los estadios de desarrollo. En Bermejo (Ed.), Desarrollo cognitivo (pp. 49-62). Madrid: Síntesis. V. Perfect, T.J. y Maylor, E.A. (2000). Rejecting the dull hypothesis: the relation between meted and theory in cognitive aging research. En T.J. Perfect, y E.A. Maylor (Eds.), Models of cognitive aging (pp. 1-18). Nueva York: Oxford University Press. Perlmutter, M. y Mitchell, D.B. (1982). The appearence and disappearence of age differences in adult memory. En F.I.M. Craik y S. Trehub (Eds.), Aging and cognitive processes. Nueva York: Plenum Press. Perner, J. (1991). Understanding the representational mind. Cambidge: The MIT Press. [Comprender la mente representacional. Barcelona: Paidós, 1994]. Perner, J.; Leekam, S. y Wimmer, H. (1987). Three-year-olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125137. Perret-Clermont, A. N. (1984). La construcción de la inteligencia en la interacción social. Madrid: Aprendizaje Visor. Persad, C.C.; Abeles, N.; Zacks, N.T. y Denburg, N.L. (2002). Inhibitory changes after age 60 and their relationship to measures of attention and memory. Journal of Gerontology: Psychological Sciences, 57B, P223-P232. Persad, C.C.; Abeles, N.; Zacks, R.T. y Denburg, N.L. (2002). Inhibitory changes after age 60 and their relationship to measures of attention and memory. Journal of Gerontology: Psychological Sciences, 57B, P223-P232. Peterson, C.C. y Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474. Peterson, D. (1976). Educational Gerontology: The state of Gerontology, 1, 61-73. the art. Educational Piaget, J. (1923). La langage et la pensée chez l’enfant. Neuchâtel: Delachaux et Niestlé [El lenguaje y el pensamiento en el niño. Buenos Aires: Guadalupe, 1972]. Piaget, J. (1926). La répresentation du munde chez l’enfant. París: PUF [La representación del mundo en el niño. Madrid: Morata, 1975] Piaget, J. (1952). The origins of intelligence in children. Nueva York: Basic Books. Piaget, J. (1954). The construction of reality in the child. Nueva York: Basic Books. Piaget, J. (1960). The general problems of the psychobiological development of the child. En J. Tanner y B. Inhelder (Eds.), Discussions on child development. Londres: Tavistock. Piaget, J. (1967a). Tratado de lógica y conocimiento científico, 1: Naturaleza y métodos de la epistemología. Buenos Aires: Paidós. Piaget, J. (1967b). La psychologie de l’intelligence. París: Armand Colin. [La psicología de la inteligencia. Barcelona: Crítica, 1983] Referencias bibliográficas volumen I – 951 – Piaget, J. (1968). Le point de vue de Piaget. International Journal of Psychology, 3, 281299 [El punto de vista de Piaget. En Delval, J. Lecturas de psicología del niño (pp. 166185). Madrid: Alianza, 1978]. Piaget, J. (1969). Biologie et connaissance. Paris: Gallimard [Biología y conocimiento. México: Siglo XXI, 1969] Piaget, J. (1970). L’epistemologie genetique. Paris: PUF [La epistemología genética. Madrid: Debate, 1986]. Piaget, J. (1971). Los estadios del desarrollo intelectual del niño y el adolescente. En P.A. Osterrieth (Ed.), Los estadios en la psicología del niño. Buenos Aires: Nueva Visión. Piaget, J. (1972). Intellectual development from adolescence to adulthood. Human Development, 15, 1-12. Piaget, J. (1975). L’equilibration des structures cognitives. Problème central du développement. Paris: PUF [La equilibración de las estructuras cognitivas. Problema central del desarrollo. Madrid: Siglo XXI, 1978] Piaget, J. (1980). Recent studies in genetic epistemology. Cahiers de la Fondation Archives Jean Piaget, 1, 3-7. Piaget, J. (1983) Piaget’s theory. En P. H. Mussen (Ed.), Carmichael’s manual of child psychology. Nueva York: John Wiley and Sons. Piaget, J. e Inhelder, B. (1941). Le développement des quantités physiques chez l’enfant. Neuchâtel: Delachaux et Niestlé [El desarrollo de las cantidades físicas en el niño. Barcelona: Nova Terra, 1965]. Piaget, J. e Inhelder, B. (1966). La psychologie de l’enfant. Paris: PUF. [Psicología del niño. Madrid: Morata, 1979] Pinker, S. (1994). The language instinct: How the mind creates language. Nueva York: Morrow [El instinto del lenguaje: cómo crea el lenguaje la mente. Madrid: Alianza, 1999] Pinker, S. (1997). How the mind works. Londres. Norton [Cómo funciona la mente. Madrid: Destino, 2001] Plaut, D.C.; McClelland, J.L.; Seindenberg, M.S. y Patterson, K (1995). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115. Plude, D.J. y Doussard-Rooselvelt, J.A. (1989). Aging, selective attention, and feature integration. Psychology and Aging, 4, 98-105. Plummert, J.M. y Nichols-Whitehead, P. (1996). Parental scaffolding of young children’s spatial communication. Developmental Psychology, 32, 523-532. Plunkett, K. (1993). Lexical segmentation and vocabulary growth in early language adquisition. Journal of Child Language, 20, 43-60. Plunkett, K. (1996). Connectionism and development: Neural networks and the study of change. Nueva York: Oxford University Press. Plunkett, K. y Sinha, C. (1992). Connectionism and developmental theory. British Journal of Development Psychology, 10, 209-254. Pontecorvo, C. y Fasulo, A. (1999). Planning a typical italian meal: A family reflection on culture. Culture and Psychology, 5, 313-335. Potter, J. y Edwards, D. (1999). Social representation and discursive psychology: From cognition to action. Culture and Psychology, 5, 447-458. Potter, J. y Litton, I. (1985). Some problems underlying representations. British Journal of Social Psychology, 24, 81-90. the theory of social – 952 – Referencias bibliográficas volumen I Potter, J. y Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. Londres: Sage. Pozo, J.I. (1989). Teorías cognitivas del aprendizaje. Madrid: Morata. Pozo, J.I. (1990). Estrategias de aprendizaje. En C. Coll; J. Palacios y A. Marchesi. Desarrollo psicológico y educación, II: Psicología de la educación (pp. 199-221). Madrid: Alianza. Pozo, J.I. (1996). No es oro todo lo que reluce ni se construye (igual) todo lo que se aprende: contra el reduccionismo constructivista. Anuario de Psicología, 69, 127-139. Pozo, J.I. (2001). Humana mente. El mundo, la conciencia y la carne. Madrid: Morata. Pozo, J.I. y Scheuer, N. (1999). Las concepciones sobre el aprendizaje como teorías implícitas. En J.I. Pozo y C. Monereo (Eds.), El aprendizaje estratégico. Enseñar a aprender desde el currículum (pp. 87-108). Madrid: Santillana. Pozo, J.I.; Monereo, C. y Castelló, M. (1999). El uso estratégico del conocimiento. En C. Coll; J. Palacios y A. Marchesi. Desarrollo psicológico y educación, II: Psicología de la educación (pp. 211-333). Madrid: Alianza. Prawat, R.S. (1996). Constructivisms, modern and postmodern. Educational Psychologist, 31, 215-225. Prawat, R.S. (1999). Cognitive theory at the crossroads: Head fitting, head splitting, or somewhere in between? Human Development, 42, 59-77. Puig, A. (2001). Programa de psicoestimulación preventiva. Madrid: CSS. Quartz, S.R. (1993). Neural networks, nativism, and the plausibility of constructivism. Cognition, 48, 223-242. Quinn, P.C. y Eimas, P.D. (1996). Perceptual cues that permit categorial differentiation of animal species by infants. Journal of Experimental Child Psychology, 63, 189-211. Rabinowitz, J.C. y Ackerman, B.P. (1982). General encoding of episodic events by elderly adults. En F.I.M. Craik y S. Trehub (Eds.), Aging and cognitive processes. Nueva York: Plenum Press. Radziszewska, B. y Rogoff, B. (1988). Influence of adult and peer collaborators on children’s planning skills. Developmental Psychology, 24, 840-848. Ramírez, J.D. y Palacios, J. (1981). Glosario de términos piagetianos. Infancia y Aprendizaje, monográfico 2, 123-142. Ramírez, J.D. (1991). Entrevista a James V. Wertsch. Infancia y Aprendizaje, 53, 5-16. Rastle, K.G. y Burke, D.M. (1996). Priming and the tip of the tongue: effects of prior processing on word retrieval in young and older adults. Journal of Memory and Language, 35, 586-505. Ratner, C. (1999). Three approaches to cultural psychology: A critique. Cultural Dynamics, 11, 7-31. Recht, D.R. y Leslie, L. (1988). Effects of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, 16-20. Reese, E. y Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29, 596-606. Reese, E.; Haden, C.A. y Fivush, R. (1993). Mother-child conversations about the past: Relationships of style and memory over time. Cognitive Development, 8, 403-430. Reese, H.Y. y Overton, W.F. (1970). Models of development and theories of development. En L.R. Goulet y P.B. Baltes (Eds.) Life-span developmental psychology: research and theory. Nueva York: Academic Press. Referencias bibliográficas volumen I – 953 – Rendell, P.G. y Thomson, D.M. Aging and prospective memory: Differences between naturalistic and laboratory tasks. Journal of Gerontology: Psychological Sciences, 54B, P256-P269 Reyna, V.F. y Brainerd, C.J. (1995). Fuzzy-trace theory: An interim analysis. Learning and Individual Differences, 7, 1-75. Richards, F.A. y Commons, M.L. (1984) Systematic, metasystematic and crossparadigmatic reasoning: A case of reasoning beyond formal operations. En M.L. Commons; F.A. Richards y C. Armon (Eds.) Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Richardson, K. (1998). Models of cognitive development. Londres: Psychological Press. [Modelos de desarrollo cognitivo. Madrid: Alianza, 2001] Riegel, K.F. (1975). Toward Development, 18, 50-64. a dialectical theory of human development. Human Riegel, K.F. (1976). The dialectics of human development. American Psychologist, 31, 689700. Riegel, K.F. (1977). History of psychological gerontology. En J.E. Birren y K.W. Schaie (Eds.), Handbook of the psychology of aging (pp. 70-127). Nueva York: Van Nostrand Reinhold. Rivière, A. (1984). La psicología de Vigotski: sobre la larga proyección de una corta biografía. Infancia y Aprendizaje, 27/28, 7-86. Rivière, A. (1985). La psicología de Vigotski. Madrid: Aprendizaje Visor. Robinson, E.J. y Mitchell, P. (1995). Making children’s early understanding of the representational mind: Backwards explanation versus prediction. Child Development, 66, 1022-1039. Rockwell, E. (2001). Engaging signs from the perspective of culture and time. Human Development, 44, 90-102. Rodrigo, M.J. (1997). Del escenario sociocultural al constructivismo episódico: un paseo de la mano de las teorías implícitas. En M.J. Rodrigo y J. Arnay (Eds.), La construcción del conocimiento escolar (pp. 177-191). Barcelona: Paidós. Rodrigo, M.J. y Correa, M. (1999). Representación y procesos cognitivos: esquemas y modelos mentales. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación 2: Psicología de la educación escolar (pp. 117-135). Madrid: Alianza. Rodrigo, M.J.; Rodríguez, A. y Marrero, J. (1993). Las teorías implícitas. Una aproximación al conocimiento cotidiano. Madrid: Aprendizaje Visor. Rodríguez, A.; Rodrigo, M.J. y Marrero, J. (1993). El proceso de construcción de conocimiento. Teorías implícitas o teorías científicas. En M.J. Rodrigo; A. Rodriguez, y J. Marrero (Eds.) Las teorías implícitas. Madrid: Visor. Rogers, W.A. (2000). Attention and aging. En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 57-73). Philadelphia: Psychology Press. Rogers, W.A. y Fisk, A.D. (2001). Understanding the role of attention in cognitive aging research. En J.E. Birren y K.W. Schaie (Eds.), Handbook of the Psychology of Aging, 5th Ed. (pp. 267-287). San Diego: Academic Press. Rogers, W.A.; Bertus, E.L. y Gilbert, D.K. (1994). A dual-task assessment of age differences in automatic process development. Psychology and Aging, 9, 398-413. Rogoff, B. (1982). Integrating context and cognitive development. En M.E. Lamb y A.L. Borwn (Eds.), Advances in developmental psychology (vol. 2). Hillsdale: Lawrence Erlbaum. – 954 – Referencias bibliográficas volumen I Rogoff, B. (1993). Chindren’s guided participation and participatory appropiation in sociocultural theory. En R.H. Wozniak and K.W. Fisher (Eds.). Development in context. Action and thinking in specific environments (121-153). Hillsdale: Lawrence Erlbaum. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropiation, guided participation, and apprenticeship. En J.V. Wertsch; P. del Río y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge: Cambridge University Press. Rogoff, B. (1998). Cognition as a collaborative process. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (pp. 679-744). Nueva York: Wiley. Rogoff, B. (2003). The cultural nature of human development. Nueva York: Oxford University Press. Rogoff, B. y Angelillo, C. (2002). Investigation the coordinated functioning of multifaceted cultural practices in human development. Human Development, 45, 211-225. Rogoff, B. y Chavajay, P. (1995). What’s become of research on the cultural basis of cognitive development? American Psychologist, 50, 859-877. Rogoff, B. y Mistry, J. (1985). Memory development in cultural context. En M. Pressley y C. Brainerd (Eds.), Cognitive learning and memory in children (pp. 117-142). Nueva York: Springer. Rogoff, B. y Mistry, J. (1990). The social and functional context of children’s remembering. En R. Fivush y J.A. Hudson (Eds.). Knowing and remembering in young children (pp. 197-222). Nueva York: Cambridge University Press. Rogoff, B.; Mistry, J.; Göncü, A. y Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58 (8) (nº serie 236). Rogoff, B.; Radziszewska, B. y Masiello, T. (1995). Analysis of developmental processes in sociocultural activity. En Martin, L.; K. Nelson y E. Tobach (Eds.), Sociocultural Psychology. Theory and practice of doing and knowing (pp. 125-149). Nueva York: Cambridge University Press. Rogoff, B; Paradise, R.; Mejía, R.; Correa-Chávez, M. y Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203. Rogoff, B. y Wadell, K.J. (1982). Memory for information organized in scene by children from two cultures. Child Development, 53, 1224-1228. Rommetveit, R. (1979). On the architecture of intersubjectivity. En R. Rommetveit y R.M. Blaker (Eds.), Studies of language, thought, and verbal communication. Nueva York: Academic Press. Rommetveit, R. (1985). Language adquisition as increasing linguistic structuring of experience and symbolic behavior control. En J.V. Wertsch (Ed.), Culture, communication, and cognition. Nueva York: Cambridge University Press. Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge: Cambridge University Press. Rosch, E. (1975). Cognitive representation of semantic categories. Journal of Experimental Psychology: General, 104, 192-233. Rosch, E. (1978). Principles of categorization. En E. Rosch y B. LLoyd (Eds.) Cognition and organization. Hillsdale: Erlbaum. Rosenwald, G.C. (1992). Conclusion: Reflections on narrative self-understanding. En G.C. Rosenwald y R.L. Ochberg (Eds.), Storied lives: The cultural politics of selfunderstanding (pp. 265-289). New Haven: Yale University Press. Referencias bibliográficas volumen I – 955 – Roth, D. y Leslie, A.M. (1998). Solving belief problems: Toward a task analysis. Cognition, 66, 1-31. Rothbart, M.K. y Bates, J.E. (1998). Temperament. En En W. Damon y N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development. 5th Edition. Nueva York: Wiley. Rowe, S.M. y Wertsch, J.V. (2002). Vygotsky’s model of cognitive development. En U. Goswami (Ed.), Childhood cognitive development (pp. 538-554). Oxford: Blackwell. Rubin, K.H. (1974) The relationship between spatial and communicative egocentrism in children and young and old adults. Journal of Genetic Psychology, 125, 295-301. Rubin, K.H. (1976) Extinction of conservation: a life span investigation. Developmental Psychology, 12, 51-56. Rybash, J.M.; Hoyer, W.J. y Roodin, P.A. (1986) Adult cognition and aging. Developmental changes in processing, knowing and thinking. New York: Pergamon Books. Ryff, C.D. (1989). In the eye of the beholder: Views of psychological well-being among middle-aged and older adults. Psychology and Aging, 4, 195-210. Ryff, C.D. (1991). Possible selves in adulthood and old age: A tale of shifting horizonts. Psychology and Aging, 2, 286-295. Sáez, J. (2002). Hacia la educación intergeneracional. Concepto y posibilidades. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores. Málaga: Aljibe. Sáez, J. (2002). La educación de personas mayores en tiempos de desvertebración social: de la pedagogía social a la educación intergeneracional. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores (pp. 17-40). Málaga: Aljibe. Sakamoto, A. (1994). Videogame use and development of socio-cognitive abilities in children: Three surveys of elementary school students. Journal of Applied social Psychology, 24, 21-24. Salthouse, T.A. (1984). Effects of age and skill in typing. Journal of Experimental Psychology: General, 113, 345-371. Salthouse, T.A. (1988). Effects of aging on verbal abilities: Examination of the psychometric literature. En L.L. Light y D.M. Burke, (Eds.), Language, memory and aging. Nueva York: Cambridge University Press. Salthouse, T.A. (1990). Working memory as a processing resource in cognitive aging. Developmental Review, 10, 101-124. Salthouse, T.A. (1990). Working memory as a processing resource in cognitive aging. Developmental Review, 10, 101-124. Salthouse, T.A. (1992a). Shifting levels of analysis in the investigation of cognitive aging. Human Development, 35, 321-342. Salthouse, T.A. (1992b). Reasoning and spatial abilities. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 1st Ed. (pp. 167-211). Hillsdale: Lawrence Erlbaum. Salthouse, T.A. (1992c). Influence of processing speed on adult age differences in working memory. Acta Psychologica, 79, 155-170. Salthouse, T.A. (1994a). The aging of working memory. Neuropsychology, 8, 535-543. Salthouse, T.A. (1994b). Reply to commentary by Collins: Distinguishing proximal and distal levels of explanation. Developmental Review, 14, 444-446. – 956 – Referencias bibliográficas volumen I Salthouse, T.A. (1995). Redefining the concept of psychological compensation. En R.A. Dixon y L. Bäckman (Eds.), Compensation for psychological defects and declines: Managing losses and promoting gains (pp. 21-34). Hillsdale: Lawrence Erlbaum. Salthouse, T.A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103, 403-428. Salthouse, T.A. (1996a). General and specific speed mediation of adult age differences in memory. Journal of Gerontology: Psychological Sciences, 51B, P30-P42. Salthouse, T.A. (1996b). The processing-speed theory of adult age differences in cognition. Psychological Review, 103, 403-428. Salthouse, T.A. (1999). From the present to the future. Commentay on Luszcz and Bryan. Gerontology, 45, 345-347. Salthouse, T.A. (2000a). Steps toward the explanation of adult age differences in cognition. En T.J. Perfect, y E.A. Maylor (Eds.), Models of cognitive aging (pp. 19-49). Nueva York: Oxford University Press. Salthouse, T.A. (2000b). Pressing issues in cognitive aging. En En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 43-54). Philadelphia: Psychology Press. Salthouse, T.A. y Babcock, R.L. (1991). Decomposing adult age differences in working memory. Developmental Psychology, 27, 763-776. Salthouse, T.A. y Craik, F.I.M. (2000). Closing comments. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 2st Ed. (pp. 689-703). Mahwah: Lawrence Erlbaum. Salthouse, T.A. y Czaja, S.J. (2000). Structural constraints on process explanations in cognitive aging. Psychology and Aging, 15, 44-55. Salthouse, T.A.; Fristoe, N.M.; Lineweaver, T.T. y Coon, V.E. (1995). Aging of attention: Does the ability to divide decline? Memory and Cognition, 23, 59-71. Samuels, R. (1998). What brains won’t tell us about the mind: A critique of the neurological argument against representational nativism. Mind and Language, 13, 548-570. Sánchez, M. (2002). Los programas universitarios para mayores: propósitos, razones y motivos. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores (pp. 113-125). Málaga: Aljibe. Saxe, G.B. (1996). Studing cognitive development in sociocultural context: development of a practice-based approach. Mind, Culture and Activity, 1, 135-157. The Scala, M. A. (1996). Going back to school: participation motives and experiences of older adults in an undergraduate classroom. Educational Gerontology, 22, 747-773. Scardamalia, M. (1977). Information processing capacity and the problem of horizontal décalage: a demostration using reasoning tasks. Child Development, 48, 28-37. Scarr, S. (1992). Developmental theories for the 1990s: Developmental and individual differences. Child Development, 63, 1-19. Scarr, S. y McCartney, K. (1983). How people make their own environments.: A theory of genotype-environment effects. Child Development, 54, 424-435. Schacter, D. L., Kaszniak, A. W., Kihlstrom, J. F. & Valdiserri, M. (1991). The relation between source memory and aging. Psychology and Aging, 6, 559-568. Schacter, D. L.; Osowiecki, D.; Kaszniak, A. W.; Kihlstrom, J. F. y Valdiserri, M. (1994). Source memory: Extending the boundaries of age-related deficits. Psychology and Aging, 9, 81-89. Referencias bibliográficas volumen I – 957 – Schaie, K.W. (1979). The Primary Mental Abilities in adulthood: an exploration in de development of pychometric intelligence. En P.B. Baltes y O.G. Brim (Eds.) Life-span development and behavior, vol 2. Nueva York: Academic Press. Schaie, K.W. (1983a) What con we learn from the longitudinal study of adult intelligence? En K.W. Schaie (Ed.), Longitudinal studies of adult psychological development. New York: Gilford Press. Schaie, K.W. (1983b). The Seattle Longitudinal Study : a 21 year exploration of psychometric intelligence in adulthood. En K.W. Schaie (Ed.) Longitudinal studies of adult psychological development. Nueva York: Gilford Press. Schaie, K.W. (1984) Historical and cohort effects. En K.A. McKluskey y M.W. Reese, (Eds.) Life span developmental psychology: historical and generational effects. New York: Academic Press. Schaie, K.W. (1989). The hazards of cognitive aging. The Gerontologist, 29, 484-493. Schaie, K.W. (1990). The optimization of cognitive functioning in old age: Predictions based on cohort-sequential and longitudinal data. En P.B. Baltes y M.M. Baltes (Eds.) Successful aging. Perspectives from the behavioral sciences(pp. 94-117). Cambridge: Cambridge University Press. Schaie, K.W. (1994). The course of adult intellectual development. American Psychologist, 49, 304-313. Schaie, K.W. (1996). Intellectual development in adulthood: The Seattle Longitudinal Study. Nueva York: Cambridge University Press. Schaie, K.W. (2000). The impact of longitudinal studies on understanding development from young adulthood to old age. International Journal of Behavioral Development, 24, 257-266. Schaie, K.W. y Gribbin, K. (1975). Adult development and aging. Annual Review of Psychology, 26, 65-96. Schaie, K.W. y Willis, S.L. (1986). Can decline in adult intelligence functioning be reversed? Developmental Psychology, 22, 223-232. Schaie, K.W. y Willis, S.L. (1991). Adult development and aging 3rd Ed. Nueva York: Harper Collins. Scheneider, W.; Bruber, H.; Gold, A y Opwis, K. (1993). Chess expertise and memory for chess positions in children and adults. Journal of Experimental Child Psychology, 56, 328-349. Schneider, W. y Pressley, M. (1989). Memory development between 2 and 20. Nueva York: Springer. Scholl, B.J. y Leslie, A.M. (1999). Modularity, development and ‘Theory of mind’. Mind and Language, 14, 131-153. Scholl, B.J. y Leslie, A.M. (2001). Minds, modules, and meta-analysis. Child Development, 72, 696-701. Schultz, R. y Heckhausen, J. (1996). A life span model of successful aging. American Psychologist, 51, 702-714. Schwanenflugel, P.J.; Fabricius, W.V. y Alexander, J. (1994). Developing theories of mind: Understanding concepts and relations between mental activities. Child Development, 65, 1546-1563. Scribner, S. (1985). Vygotsky’s uses of history. En J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press. – 958 – Referencias bibliográficas volumen I Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. En R.J. Sternberg y R.K. Wagner (Eds.), Practical intelligence (pp. 13-30). Cambridge: Cambridge University Press. Scribner, S. y Cole, M. (1981). The psychology of literacy. Cambridge: Harvard University Press. Sears, R.R.; Maccoby, E.E. y Levin, H. (1957). Patterns of child rearing. Evanston: Row Peterson. Segal, G. (1996). The modularity of theory of mind. En P. Carruthers y P. Smith (Eds.), Theories of theories of mind. Cambidge: Cambridge University Press. Seifer, R. y Schiller, M. (1995). The role of parenting sensitivity, infant temperament, and dyadic interaction in attachment theory and assessment. En E. Waters; B.E. Vaughn; G. Posada y K. Kondo-Ikemura (1995) (Eds.) Caregiving, cultural, and cognitive perspectives in secure-base behavior and working models. Monographs of the Society for Research in Child Development (serial 244), 60. Selman, R.L. (1980) The growth of interpersonal understanding. Nueva York: Academic Press. Selman, R.L. y Byrne, D.F. (1974) A structural-developmental analysis of levels of role taking in middle childhood. Child Development, 45, 803-806. Serrano, J. (1996). La Psicología Cultural como psicología crítico-interpretativa. En A. Gordo y J.L. Linaza (Eds.), Psicologías, discursos y poder: metodologías cualitativas y perspectivas críticas (pp. 93-106). Madrid: Visor. Settersen, R.A. Jr. (1997). The salience of age in the life course. Human Development, 40, 257-281. Settersen, R.A. Jr.; Hagestad, G.O. (1996a). What’s the latest? Cultural age deadlines for family transitions. The Gerontologist, 36, 178-188. Settersen, R.A. Jr.; Hagestad, G.O. (1996a). What’s the latest? Cultural age deadlines for family transitions. The Gerontologist, 36, 178-188. Settersen, R.A. Jr.; Hagestad, G.O. (1996b). What’s the latest? II. Cultural age deadlines for educational and work transitions. The Gerontologist, 36, 602-613. Shanas, E. (1979). The family as a social support system. The Gerontologist, 19, 169-174. Shank, R.C. y Abelson, R. (1977). Scripts, plans, goals and understanding. Hillsdale: Lawrence Erlbaum. [Guiones, planes, metas y entendimiento. Barcelona: Paidós, 1987] Shayer, M. y Adley, P. (1984). La ciencia de enseñar ciencias. Madrid: Narcea. Shepard, R.N. (1978). The mental image. American Psychologist, 33, 125-137. Shiffrin. R.M. y Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190. Shock, N. (1977). Biological theories of aging. En J.E Birren y K.W. Schaie (Eds.) Handbook of the Psychology of Aging. Nueva York: Van Nostrand Earlbaum. Shock, N.W. (1951). Gerontology (later maturity). Annual Review of Psychology, 2, 353370. Shrager, J. y Siegler, R.S. (1998). SCADS: A model of children’s strategy choices and strategy discoveries. Psychological Science, 9, 405-410. Shultz, T.R. (1998). A computational analysis of conservation. Developmental Science, 1, 103-126. Referencias bibliográficas volumen I – 959 – Shweder, R.A. (1999). Culture and development in our poststructural age. En A.S. Masten (Ed.), Cultural processes in child development. The Minnesota Symposia on Child Development, vol. 29 (pp. 137-148). Mahwaw: Lawrence Erlbaum. Shweder, R.A. y Sullivan, M. (1993). Cultural psychology: Who needs it? Annual Review of Psychology, 44, 497-523. Shweder, R.A.; Belle-Jansen, L. y Goldstein, W. (1995). Who sleeps by whom revisited: A method for extracting the moral goods implicit in praxis. En J.J. Goodnow; P.J. Miller y F. Kessell (Eds.), Cultural practices as contexts for development: New directions for child development. San Francisco: Jossey-Bass. Shweder, R.A.; Goodnow, J.; Hatano, G.; Lévine, R.A.; Markus, H. y Miller, P. (1998). The cultural psychology of development: One mind, many mentalities. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (pp. 865-937). Nueva York: Wiley. Siegler, I.C. (1983) Psychological aspects of the Duke Longitudinal Studies, en K.W. Schaie (Ed.) Longitudinal studies of adult psychological development. New York: Gilford Press. Siegler, R.S. (1978). The origins of scientific reasoning. En R.S. Siegler (Ed.), Children’s thinking: what develops? Hillsdale: Lawrence Erlbaum. Siegler, R.S. (1987). The perils of averaging data over strategies: An example from children’s addition. Journal of Experimental Psychology: General, 116, 250-264. Siegler, R.S. (1992). The other Alfred Binet. Developmental Psychology, 28, 179-190. Siegler, R.S. (1996). Emerging minds: The process of change in children’s thinking. Nueva York: Oxford University Press. Siegler, R.S. (1998). Children’s thinking (3rd Edition). Upper Saddle River: Prentice-Hall. Siegler, R.S. (2001). Children’s discoveries and brain-damaged patients’ rediscoveries. En L.L. McClelland y R.S. Siegler (Eds.), Mechaninsms of cognitive change. Behavioral and neural perspectives (pp. 33-63). Mahwah: Lawrence Erlbaum. Siegler, R.S. y Crowley, K. (1991). The microgenetic methodd. A direct means for studying cognitive development. American Psychologist, 46, 606-620. Siegler, R.S. y Crowley, K. (1994). Constraints on learning in non-proviledged domains. Cognitive Psychology, 27, 194-227. Siegler, R.S. y Lemarie, P. (1997). Older and younger adults’strategy choices in multiplication: Testing predictions of ASCM via the coide/no choice method. Journal of Experimental Psychology: General, 126, 71-92. Siegler, R.S. y Shipley, C. (1995). Variation, selection and cognitive change. En T. Simon y G. Halford (Eds.), Developing cognitive competence: New approaches to process modeling. Hillsdale: Lawrence Erlbaum. Siegler, R.S. y Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? En C. Sophian (Ed.), Origins of cognitive skills. Hillsdale: Lawrence Erlbaum. Sierra, B. y Carretero, M. (1990). Aprendizaje, memoria y procesamiento de la información: la psicología cognitiva de la instrucción. En C. Coll; J. Palacios y A. Marchesi (Eds.), Desarrollo psicológico y educación, II: Psicología de la educación (pp. 141-157). Madrid: Alianza. Siguán, M. (1979). La actualidad de Wallon. Infancia y Aprendizaje, 8, 85-92 Siguan, M. (1984). El lenguaje en Piaget y la escuela de Ginebra. En M. Siguán (Eds.), Estudios sobre psicología del lenguaje infantil. Madrid: Pirámide. Siguan, M. (Ed.)(1987). Actualidad de Lev S. Vigotski. Barcelona: Anthropos. – 960 – Referencias bibliográficas volumen I Siguan, M. (2001). En las raíces de la subjetividad. Anuario de Psicología, 32, 93-96. Simmons, R.G. y Blyth, D.A. (1987). Moving into adolescence. The impact of puberal change and school context. Nueva York: De Gruyter. Simon, E. (1979) Depth and ellaboration of processing in relation to age. Journal of Experimental Psychology: Human Learning and Memory, 5, 115-124. Simon, E. (1979). Depth and ellaboration of processing in relation to age. Journal of Experimental Psychology: Human Learning and Memory, 5, 115-124. Simon, T. y Klahr, D. (1995). A theory of children’s learning about number conservation. En T. Simon y G. Haldford (Eds.), Developing cognitive competence: New approaches to process modeling. Hillsdale: Lawrence Erlbaum. Simon, T.J.; Hespos, S.J. y Rochat, P. (1995). Do infants understand simple arithmetic? A replication of Wynn (1992). Cognitive Development, 10, 253-269. Sinclair, H. (1978). Adquisición del lenguaje y desarrollo de la mente. Barcelona: OikosTau. Sinha, C. (2000). Culture, language and the emergence of subjectivity. Culture and Psychology, 6, 197-207. Sinnott, J.D. (1981). The theory of relativity: A metatheory for development? Human Development, 24(5), 293-311. Sinnott, J.D. (1984) Postformal reasoning: The relativistic stage. En M.L. Commons; F.A. Richards y C. Armon (Eds.) Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger. Sinnott, J.D. (1994). The relationship of postformal thought, adult learning, and lifespan development. En J. Sinnott (Ed.), Interdisciplinary handbook of adult lifespan learning (105-119). Westport: Greenwood Press. Sinnott, J.D. (1995). The development of complex reasoning: Postformal thought. En F. Blanchard-Fields y T. Hess (Eds.), Pespectives on cognitive change in adulthood and aging. Nueva York: McGraw-Hill. Sinnott, J.D. (1996). The developmental approach: postformal thought as adaptative intelligence. En F. Blanchard-Fields y T. Hess (Eds), Perspectives on cognitive change in adulthood and aging (pp. 358-383). Nueva York: McGraw-Hill. Skinner, B.F. (1953). Science and human behavior. Nueva York: Macmillan. [Ciencia y conducta humana. Barcelona: Martínez Roca, 1986]. Skinner, B.F. (1957b). The experimental analysis of behavior. American Scientist, 45, 343371 [En Delval, J. Lecturas de psicología del niño (pp. 143-165). Madrid: Alianza, 1978] Skinner, B.F. (1957a). Verbal behavior. Nueva York: Appleton-Century-Crofts. [Conducta verbal. México: Trillas, 1981]. Skinner, B.F. (1974). About behaviorism. Psychological Review, 20, 158-177. Skinner, D.; Valsiner, J. y Holland, D. (2001). Discerning the dialogical self: A theoretical and methological explanation of a nepali adolescent’s narrative. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [revista on-line], 2. Disponible en http://www.qualitative-research.net/fqs/fqs-eng.htm [Fecha de acceso: 24/02/02] Sliwinski, M. y Hofer, S. (1999). How strong is the evidence for mediational hypotheses of age-related memory loss? Gerontology, 45, 351-354. Slobin, D. (1985) (Ed.). The crosslinguistic study of language acquisition. Hillsdale: Lawrence Erlbaum. Slough, N. y Geenberg, M. (1991). 5-years-old representations of separation from parents: Responses for self and a hypotetical child. En W. Damon (Ed. de la serie) y I. Bretherton Referencias bibliográficas volumen I – 961 – y M. Watson (Eds. del volumen). Children’s perspectives on the family (pp 67-84). San Francisco: Jossey-Bass. Smith, L. (2002). Piaget’s model. En U. Goswami (Ed.). Childhood cognitive development (pp. 513-537). Oxford: Blackwell. Smith, L.B. (1995). Self-organizing processes in learning to learn words: Development is not induction. Minnesota Sysposia on Child Psychology, vol. 28. Basic and applied perspectives on learning, cognition, and development (pp. 1-32). Mahwah: Lawrence Erlbaum. Smith, L.B.; Jones, S. y Landau, B. (1996). Naming in young children: A dumb attentional mechanism? Cognition, 60, 143-171. Smith, L.B.; Thelen, E.; Titzer, R. y McLin, D. (1999). Knowing in the context of action: The task dynamics of the A-not-B error. Psychological Review, 106, 235-260. Smolak, K.L.; Levine, M.P. y Gralen, S. (1993). The impact of puberty and dating on eating problems among middle school girls. Journal of Youth and Adolescence, 22, 355-368. Somberg, B.L. y Salthouse, T.A. (1982). Divided attention abilities in young and old adults. Journal of Experimental Psychology: Human Perception and Performance, 8, 651-663. Spelke, E.S. (1995). Initial knowledge: six suggestions. En J. Mehler y S. Franck (Eds.). Cognition on cognition (pp. 433-447). Cambridge: The MIT Press. Spelke, E.S. (1998). Nativism, empiricism, and the origins of knowledge. Infant behavior and development, 21, 181-200. Spelke, E.S. (1999). Unity and diversity in knowledge. En E. Winograd; R. Fivush y W. Hirst (Eds.), Ecological approaches to cognition: Essays in honor of Ulric Neisser. Mahwaw: Lawrence Erlbaum. Spelke, E.S. (2000). Core knowledge. American Psychologist, 55, 1233-1243. Spelke, E.S.; Breilinger, K.; Macomber, J. y Jakobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-622. Spelke, E.S. y Newport, E.L. (1998). Nativism, empiricism, and the development of knowledge. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 275340). Nueva York: Wiley. Spelke, E.S.; Philips, A.T. y Woodward, A.L. (1995). Infants’ knowledge of object motion and human action. En D. Sperber,; D. Premack y A. Premack (Eds.), Causal cognition: A multidisciplinary debate. London: Oxford University Press. Spelke, E.S. y Van de Walle, G. (1993). Perceiving and reasoning about objects. En N. Elian; W. Brewer y R. McCarthy (Eds.), Spatial representation. Nueva York: Blackwell. Spencer, J.P.; Smith, L.B. y Thelen, E. (2001). Test of a dynamic systems account of the A-not-B error: The influence of prior experience on the spatial memory abilities of twoyear-olds. Child Development, 72, 1327-1346. Spencer, W.D. y Raz, N. (1994). Memory for facts, source , and context: Can frontal lobe dysfunction explain age-related differences? Psychology and Aging, 9, 149-159. Sperber, D. (1994). The modularity of thought and the epidemiology of representations. En L.A. Hirschfeld y S.A. Gelman (Eds.), Mapping the mind. Domain specificity in cognition and culture (pp. 39-67). Cambridge: Cambridge University Press. Spigner-Littles, D. y Anderson, C.E. (1999). Constructivism: A new paradigm for older learners. Educational Gerontology, 25, 203-210. Sprung, H. y Sprung, L. (1985). Preyer as a pragmatic methologist. En G. Eckardt, W.G. Bringmann y L. Sprung (Eds.) Contibutions to a history of developmental psychology (pp. 219-230). Berlin: Mouton Publishers. – 962 – Referencias bibliográficas volumen I Staats, S.; Heaphey, K.; Miller, D.; Partlo, C.; Romine, N. y Stubbs, K. (1993). Subjective age perceptions and health perceptions of older persons: Maintaining the youthful bias in sickness and in health. International Journal of Aging and Human Development, 37, 191-203. Stanovich, K. E. (Ed.)(1993). The development of rationality and critical thinking. MerrillPalmer Quarterly (special issue), 39. Staudinger, U.M. (1996). Wisdom and the social-interactive foundation of the mind. En P.B. Baltes y U. Staudinger (Eds.), Interactive minds (pp. 276-315). Nueva York: Cambridge University Press. Staudinger, U.M. y Baltes, P.B. (1996). Interactive minds: A facilitative setting for wisdomrelated performance? Journal of Personality and Social Psychology, 71, 746-762. Staudinger, U.M.; Lopez, D.F. y Baltes, P.B. (1997). The psychometric location of wisdomrelated performance: Intelligence, personality, and more? Personality and Social Psychology Bulletin, 23, 1200-1214. Staudinger, U.M.; Maciel, A.G.; Smith, J. y Baltes, P.B. (1998). What predicts wisdomrelated performance? A first look at personality, intelligence, and facilitative experiential contexts. European Journal of Personality, 12, 1-17. Staudinger, U.M.; Smith, J. y Baltes, P.B. (1992). Wisdom-related knowledge in a life review task: Age differences and the role of professional specialization. Psychology and Aging, 7, 271-281. Sterelny, K., y Griffiths, P.E. (1999). Sex and death: An introduction to philosophy of biology. Chicago: University of Chicago Press. Sternberg, R.S. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press. [Más allá del cociente intelectual. Bilbao: Desclée de Brouwer, 1990] Sternberg, R.S. (1990). ¿Cómo es el enfoque del procesamiento de la información en las capacidades humanas?. En R.S. Sternberg (Ed.), Las capacidades humanas (pp. 1-37) . Barcelona: Labor [Human abilities. Nueva York: Freeman, 1985]. Stone, A.A. y Neale, J.M. (1984). New measure of daily coping: Development and preliminary results. Journal of Personality and Social Psychology, 46, 892-906. Stone, C.A. (1993). What is missing in the metaphor of scaffolding? En E.A. Forman, N. Minick y C.A. Stone (Eds.), Contexts for learning. Sociocultural dynamics in children’s development (pp. 169-196). Nueva York: Oxford University Press. Stone, C.A. y Werstch, J.V. (1984). A social interactional analysis of learning disabilities remediation. Journal of Learning Disabilities, 17, 194-199. Suchman, L.A. y Trigg, R.H. (1996). Artificial intelligence as craftwork. En S. Chaiklin y J. Lave (1996). Understanding practice. Perspectives on activity and context (pp. 144178). Nueva York: Cambridge University Press. Sullivan, K. y Winner, E. (1993). Three-year-old’s understanding of mental states: The influence of trickery. Journal of Experimental Child Psychology, 56, 135-148. Tárraga, L. (1998). Terapias blandas: Programa de Psicoestimulación Integral. Alternativa terapéutica para las personas con enfermedad de Alzheimer. Revista de Neurología, 27, suplemento 1, 51-62. Teberosky, A. (2001). Proyecto docente e investigador. Barcelona. Teti, D.M. y McGourty, S. (1996). Using mothers vs. observers of children’s secure base behavior: Theoretical and methodological considerations. Child Development, 67, 597605. Referencias bibliográficas volumen I – 963 – Thelen, E. (1995). Time-scale dynamics and the development of an embodied cognition. En R.F. Port y T. van Gelder (Eds.), Minds as motion: Explorations in the dynamics of cognition (pp. 69-100). Cambridge: MIT Press. Thelen, E. (2001). Dynamic mechanisms of change in early perceptual-motor development. En McClelland, J.L. y Siegler, R.S. (Eds.), Mechanisms of cognitive change. Behavioral and neural perspectives (pp. 161-183). Mahwah: Lawrence Erlbaum. Thelen, E. y Smith, L.B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge: Bradford Books/MIT. Thelen, E. y Smith, L.B. (1998). Dynamic systems theories. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 563-634). Nueva York: Wiley. Thelen, E.; Schöner, G.; Scheier, C. y Smith, L.B. (2001). The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral and Brain Sciences, 24, 1-34. Thomae, H. (1959). Entwicklungsbegriff und entwicklungstheorie. En H. Thomae (ed.), Entwicklungspsychologie. Göttingen: Hogrefe. Thomae, H. (1979). The concept of development and Life-span Developmental Psychology. En P.B. Baltes y O.G. Brim (Eds.) Life-span development and behavior. Vol. 2 (pp. 281312). Nueva York: Academic Press. Thomas, M.S.C. y Karmiloff-Smith, A. (2002). Modeling typical and atypical cognitive development: Computational constraints on mechanisms of change. En U. Goswami (Ed.). Childhood cognitive development (pp. 575-599). Oxford: Blackwell. Thompson, R.A. (1998). Early sociopersonality development. En W. Damon y N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development. 5 th Edition. Nueva York: Wiley. Thompson, R.A. y Lamb, M.E. (1983). Security of attachment and stranger sociability in infancy. Developmental Psychology, 19, 184-191. Thomson, P. (1993). Comment ‘I don’t feel old’: The significance of the search for meaning in later life. International Journal of Geriatric Psychiatry, 8, 685-692. Thorne, A. (2000). Personal memory telling and personality development. Personality and Social Psychology Review, 4, 45-56. Tinbergen, N. (1951). The study of instinct. Oxford: Clarendon Press. Tinbergen, N. (1972). Estudios de etología, 1. Madrid: Alianza. Tinbergen, N. (1973). Estudios de etología, 2. Madrid: Alianza. Tipper, S.P. (1991). Less attentional selectivity as a result of declining inhibition in older adults. Bulletin of the Psychonomic Society, 29, 45-47. Tomasello, M (1995). Joint attention as social cognition. En C. Moore y P.J. Dumham (Eds.), Joint attention. Its origins and role in development (pp. 103-130). Hillsdale: Lawrence Erlbaum. Tomasello, M. (1995). Comentary on Gauvain’s ‘Thinking in niches: Sociocultural influences on cognitive development’. Human Development, 38, 46-52. Tomasello, M. (1998). Introduction: A cognitive-functional perspective on language structure. En M. Tomasello (Ed.), The new psychology of language (vii-xxiii). Mawhaw: Lawrence Erlbaum. Tomasello, M. (1999). The cultural origins of human cognition. Nueva York: Harvard University Press. – 964 – Referencias bibliográficas volumen I Tomasello, M. (1999b). The cultural ecology of young children’s interactions with objects and artifacts. En E. Winograd; R. Fivush y W. Hirst (Eds.), Ecological approaches to cognition (pp. 153-170). Mahwaw: Lawrence Erlbaum. Tomasello, M. (2000). Culture and Psychological Science, 9, 37-40. cognitive development. Current Directions in Tomasello, M.; Savage-Rumbaugh, S. y Kruger, A.C. (1993). Imitative learning of actions on objects by children, chimpanzees, and encultured chimpanzees. Child development, 64, 1688-1705. Tooby, J. y Cosmides, L. (1995). Foreword. En S. Baron-Cohen, Mindblindness: An Essay on Autism and theory of mind (pp. xi-xviii). Cambridge: MIT Press. Torrance, N. y Olson, D.R. (1994). El papel de la alfabetización en la comprensión de la interpretación. Substratum, 4, 23-45. Toussant, O. (1993). La biología del envejecimiento celular I. Convergencia de las teorías de envejecimiento celular hacia el concepto de umbral crítico de acumulación de errores. Revista de Gerontología, 3, 143-152. Trevarthen, C. (1983). Interpersonal abilities of children as generators for transmission of language and culture. En A. Oliverio y M. Zappella (Eds.), The behavior of human infants, vol. 2. Nueva York: Plenum Press. Trevarthen, C. (1988). Universal cooperative motives: How infants begin to know the language and culture of their parents. En G. Jahoda y I.M. Lewis (Eds.), Adquiring culture: Cross-cultural studies in child development. Londres: Croom Helm. Triadó, C. y Villar, F. (2000). El rol de abuelo: cómo perciben los abuelos las relaciones con sus nietos. Revista Española de Geriatría y Gerontología, 35, 30-36. Troll, L.E. y Skaff, M.M. (1997). Perceived continuity of self in vey old age. Psychology and Aging, 12, 162-169. Troyer, A.K.; Winocur, G.; Craik, F.I.M. y Moscovitch, M. (1999). Source memory and divided attention: Reciprocal costs to primary and secondary tasks. Neuropsychology, 13, 467-474. Tryphon, A. y Vonèche, J. (1996). Piaget-Vygotsky: The social origins of thought. Londres: Psychology Press [Piaget-Vygotsky: la génesis social del pensamiento. Buenos Aires: Paidós]. Tsai, J.L.; Levenson, R.W. y Carstensen, L.L. (2000). Autonomic, subjective and, expressive responses to emotional films in Chinese Americans and European Americans. Psychology and Aging, 15, 684-693. Tsang, P.S. y Shaner, T.L. (1998). Age, attention, performance. Psychology and Aging, 13, 323-347. expertise, and time-sharing Tudge, J. (1990). Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice. En L.C. Moll (Ed.), Vygotsky and education (pp. 155172). Nueva York: Cambridge University Press. Tudge, J.R.H. (1992). Process and consequences of peer collaboration: A vigotskian analysis. Child Development, 63, 1364-1379. Tudge, J.R.H. (1996). The cognitive consequences of collaborative problem solving with and without feedback. Child Development, 67, 2892-2909. Tudge, J.R.H.; Putnam, S. y Valsiner, J. (1996). Culture and cognition in developmental perspective. En R.B. Cairns, G.H. Elder y E.J. Costello (Eds.), Developmental science. Cambridge: Cambridge University Press. Referencias bibliográficas volumen I – 965 – Tudge, J.R.H. y Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. En M.H. Bornstein y J. Bruner (Eds.), Interaction in human development. Hillsdale: Lawrence Erlbaum. Tudge, J.R.H. y Winterhoff, P.A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36, 61-81. Twitchell, S.; Cherry, C.E. y Trott, J.W. (1996) Educational strategies for older learners: suggestions from cognitive aging research. Educational Gerontology, 22, 169-181. Tyack, D.; Hansot. E. (1990). Larning together: A history of co-education in American schools. New Haven: Yale University Press. Uttal, D.H. y Perlmutter, M. (1989). Toward a broader conceptualization of development: The role of gains and losses across the life span. Developmental Review, 9, 101-132. Valsiner, J. (1991), Building theoretical bridges over a lagoon of everyday events. A review of Apprenticeship in thinking: Cognitive development in social context by Barbara Rogoff. Human Development, 34, 307-315. Valsiner, J. (1992). Social organization of cognitive development. En A. Demetriou; M. Shayer y A. Efklides (Ed.), Neo-piagetian theories of cognitive development (pp. 65-78). Londres: Routledge. Valsiner, J. (1996). Co-constructionism and development: A socio-historic tradition. Anuario de Psicología, 69, 63-82. Valsiner, J. (1997). Culture and the development of children’s action. Nueva York: Wiley. Valsiner, J. (1998). Dualisms displaced: From crusades to analytic distinctions. Human Development, 41, 350-254. Valsiner, J. (1998). The development of the concept of development: Historical and epistemological pespectives. En W. Damon (Ed. de la serie); R.M. Lerner (Ed. del volumen), Handbook of child psychology 5th edition: Vol. 1. Theoretical models of human development (pp. 189-232). Nueva York: Wiley. Valsiner, J. (2001). Process structure of semiotic mediation in human development. Human Development, 44, 84-97. Valsiner, J. (2001). The first six years: Culture’s adventures in Psychology. Culture and Psychology, 7, 5-48. Valsiner, J. y van der Veer, R. (1993). The encoding of distance: The concept of the zone of proximal development and its interpretations. En R.R. Cocking y K.A. Renninger (Eds.), The development and meaning of psychological distance. Hillsdale: Lawrence Erlbaum. Van Dick, T.A. (1990). Social cognition and discourse. En H. Giles y W.P. Robinson (Eds.), Handbook of language and social psychology. Chichester: Wiley. Van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105, 634-677. Van Gerven, P.W.M.; Paas, F.G.; Van Morriënboer, J.J.G y Schmidt, H.G. (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards and integrative framework. Educational Gerontology, 26, 503-521. Van Ijzendoorn, M.H. (1995). The association between adult attachment representations and infant attachment, parental responsiveness, and clinical status: A meta-analysis on the predictive validity of the Adult Attachment Interview. Psychological Bulletin, 113, 404-410. Van Ijzendoorn, M.H. y Kroonenberg, P.M. (1988). Crosscultural patterns of attachment: A meta-analyis of the Strange Situation. Child Development, 59, 147-156. – 966 – Referencias bibliográficas volumen I Van Ijzendoorn, M.H. y Kroonenberg, P.M. (1990). Crosscultural consistency of coding the Strange Situation. Infant Behavior and Development, 13, 469-485. Van Loosbroek, E. y Smitsman, A.W. (1990). Visual perception of numerosity in infancy. Developmental Psychology, 26, 916-922. Vasta, R.; Haith. M.M. y Miller, S.A. (1999). Child Psychology: The modern science. Nueva York: Wiley [Psicología infantil. Barcelona: Ariel, 2001]. Veelken, L. (2002). La socialización terciaria. En J. Sáez (Ed.), Pedagogía Social y programas intergeneracionales: educación de personas mayores (pp. 63-73). Málaga: Aljibe. Vega, J.L. y Bueno, B. (1996). Pensando en el futuro: curso de preparación para la jubilación. Madrid: Síntesis. Verhaeghen, P. (2000). The parallels in beauty’s brow: Time accuracy functions and their implications for cognitive aging theories. En T.J. Perfect, y E.A. Maylor (Eds.), Models of cognitive aging (pp. 50-86). Nueva York: Oxford University Press. Verhaeghen, P. y De Meersman, L. (1998). Aging and the negative priming effect: A metaanalysis. Psychology and Aging, 13, 435-444. Verhaeghen, P.; Marcoen, A. y Gossens, L. (1993). Facts and fiction about memory aging: A quantitative integration of research findings. Journal of Gerontology: Psychological Sciences, 48, 157-171. Vigotski, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica. [original de 1931] Vigotski, L.S. (1981). Pensamiento y lenguaje. Buenos Aires: La Pléyade. [original de 1934] Vigotski, L.S. (1984). Aprendizaje y desarrollo intelectual en la edad escolar. Infancia y Aprendizaje, 27/28, 105-116. [original de 1934] Vigotski, L.S. y Luria, A.R. (1993). Studies on the history of behavior. Hillsdale: Lawrence Erlbaum. Vila, I. (1984). Del gesto a la palabra: una explicación funcional. En J. Palacios, A. Marchesi y M. Carretero (Eds.), Psicología Evolutiva II. Madrid: Alianza. Vila, I. (1986). Introducción a la obra de Henri Wallon. Barcelona: Antropos. Villar, F. (1998). Representación social del envejecimiento a lo largo del ciclo vital. Tesis Doctoral no publicada. Universitat de Barcelona. Villar, F. (2001). ¿Tiene sentido la formación en la vejez? Las nuevas tecnologías como ejemplo paradigmático. Comunicación y Pedagogía, 173, 57-62. Villar, F. (2003). Personas mayores y ordenadores: valoración de una experiencia de formación. Revista Española de Geriatría y Gerontología, 38. Villar, F.; Triadó, C. y Osuna, M.J. (2003). Rutinas cotidianas en la vejez: patrones de actividad e influencia del sexo y la edad. Revista Multidisciplinar de Gerontología, 13. Villar, F. y Vilar, J. (1999) Diseño y evaluación del curso ‘Informática y comunicación a su alcance’. Revista Multidisciplinar de Gerontología, 9, 177-182. Vonèche, J. (1996). Acerca de cómo Piaget revolucionó las ideas en psicología de manera perdurable. Substratum, 8-9, 31-51. Wagner, W.; Elejabarrieta, F. y Lahnsteiner, I. (1995). How the sperm dominates the ovum - Objectification by metaphor in the social representation of conception. European Journal of Social Psychology, 25, 671-688. Referencias bibliográficas volumen I – 967 – Wallon, H. (1963). L’evolution dialectique de la personalité. Enfance, 1-2, 43-50 [En Palacios, J. Introducción a la psicología del niño. Una comprensión dialéctica del desarrollo infantil, vol I. Madrid: Aprendizaje Visor, 1980: pp. 103-110]. Wallon, H. (1968). L’evolution psychologique de l’enfant. Paris: Armand Colin [La evolución psicológica del niño. Barcelona: Crítica, 1976]. Walton, G.E.; Bower, N.J.A. y Bower, T.G.R. (1992). Recognition of familiar faces by newborns. Infant Behavior and Development, 15, 265-269. Waters, E. (1995). The attachment Q-Set (versión 3.0). En E. Waters; B.E. Vaughn; G. Posada y K. Kondo-Ikemura (1995) (Eds.) Caregiving, cultural, and cognitive perspectives in secure-base behavior and working models. Monographs of the Society for Research in Child Development (serial 244), 60. Waters, E. y Deane, K.E. (1985). Defining and assessing individual differences in attachment relationships: Q-methodology and the organization of behavior in infancy and early childhood. En I. Bretherton y E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development (serial 209), 50, 41-65. Waters, E.; Vaughn, B.E.; Posada, G. y Kondo-Ikemura, K. (1995) (Eds.) Caregiving, cultural, and cognitive perspectives in secure-base behavior and working models. Monographs of the Society for Research in Child Development (serial 244), 60. Watzlawick, P.; Bavelas, J.B. y Jackson, D.D. (1967). Pragmatics of human communication. Nueva York: Norton [Teoría de la comunicación humana. Barcelona: Herder, 1981]. Wellman, H.M. (1988). The early development of memory strategies. En F.E. Weinert y M. Perlmutter (Eds.), Memory development: Universal changes and individual differences. Hillsdale: Lawrence Erlbaum. Wellman, H.M. (1990). The child’s theory of mind. Cambridge: The MIT Press [Desarrollo de la teoría del pensamiento en los niños. Bilbao: Desclée de Brouwer, 1995] Wellman, H.M. y Banerjee, M. (1991). Mind and emotion: Children’s understanding of the emotional consequences of beliefs and desires. British Journal of Developmental Psychology, 9, 191-124. Wellman, H.M. y Bartsch, K. (1988). Young children’s reasoning about beliefs. Cognition, 30, 239-277. Wellman, H.M. y Estes, D. (1986). Early understanding of mental entities: A reexamination of childhood realism. Child Development, 57, 910-923. Wellman, H.M. y Gelman, S.A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375. Wellman, H.M. y Gelman, S.A. (1998). Knowledge adquisition in foundational domains. En W. Damon (Ed. de la serie); D. Kuhn y R.S. Siegler (Eds. del volumen), Handbook of child psychology 5th edition: Vol. 2. Cognition, perception, and language (p. 523-573). Nueva York: Wiley. Wells, G. (1996). De la adivinación a la predicción: discurso progresivo en la enseñanza y el aprendizaje de la ciencia. En C. Coll y D. Edwards (Eds.), Enseñanza, aprendizaje y discurso en el aula (pp. 75-97). Madrid: Fundación Infancia y Aprendizaje. Wertsch, J.V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22. Wertsch, J.V. (1985). Vigotski and the social formation of mind. Cambridge: Harvard University Press. [Vigotski y la formación social de la mente. Barcelona: Paidós, 1988]. Wertsch, J.V. (1991). Voices of the mind. Cambridge: Harvard University Press. [Voces de la mente. Barcelona: Paidós, 1993]. – 968 – Referencias bibliográficas volumen I Wertsch, J.V. (1993) Comentary on Lawrence, J.A. y Valsiner, J. (1993). Conceptual roots of internalization: From transmission to transformation. Human Development, 36, 168171. Wertsch, J.V. (1995). The need for action in sociocultural research. En J.V. Wertsch; P. del Río, y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 56-74). Cambridge: Cambridge University Press. Wertsch, J.V. (1998). Mind as action. Nueva York: Oxford University Press. Wertsch, J.V. (1999). Cognitive development. En M. Bennett (Ed.), Developmental Psychology (pp. 309-322). Ann Arbor: Psychology Press. Wertsch, J.V.; del Río, P.y Álvarez, A. (1995). Sociocultural studies: history, action, and mediation. En J.V. Wertsch; P. del Río, y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 1-34). Cambridge: Cambridge University Press. Wertsch, J.V.; Hangstrom, F. y Kikas, E. (1995). Voices of thinking and speaking. En Martin, L.; Nelson, K. y Toback, E. (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 276-290). Nueva York: Cambridge University Press. Wertsch, J.V. y Kanner, B.G. (1992). A sociocultural approach to intellectual development. En En R.J. Sternberg y C.A. Berg (Eds.), Intellectual development (pp. 328-249). Nueva York: Cambridge University Press. Wertsch, J.V. y Stone, C.A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. En J.V. Wertsch (Ed.), Culture, communication, and cognition. Nueva York: Cambridge University Press. Wertsch, J.V. y Tulviste, P. (1992). L.S. Vygotsky and contemporary developmental psychology. Developmental Psychology, 28, 548-557. West, R. y Craik, F.I.M. (1999). Age-related decline in prospective memory: The roles of cue accessibility and cue sensitivity. Psychology and Aging, 14, 264-272. Wetherell, M. y Potter, J. (1992). Mapping the language of racism: Discourse and the legitimitation of exploitation. Hemel Hempstead: Harvester Wheatsheaf. White, H. y McCornell, E. (1999). Surfing the net in later life: a review of the literature and pilot study of computer use and quality of life. Journal of Applied Gerontology, 18, 358379. White, J. y Weatherall, A. (2000). A grounded theory analysis of older adults and information technology. Educational Gerontology, 26, 371-387. White, S.H. (1992). G. Stanley Hall: From Philosophy to Developmental Psychology. Developmental Psychology, 28, 25-34. Wiese, B.S.; Freund, A.M. y Baltes, P.B. (2000). Selection, optimization, and compensation: An action-related approach to work and partnership. Journal of Vocational Behavior, 57, 273-300. Williams, A. y Nussbaum, J.F. (2001). Intergenerational communication across the life span. Mahwah: Lawrence Erlbaum. Willis, S.L. y Nesselroade, C.S. (1990). Long-term effects of fluid ability training in old age. Developmental Psychology, 26, 905-910. Wilmot, W.W. (1995). Relational communication. Nueva York: McGraw Hill. Wilson, A.E. y Ross, M. (2000). The frequency of temporal-self and social comparisons in people’s personal appraisals. Journal of Personality and Social Psychology, 78, 928-942. Wimmer, H. y Perner, J. (1983). Beliefs about beliefs. Representation and constraining function of wrong beliefs in children’s understanding of deception. Cognition, 13, 103128. Referencias bibliográficas volumen I – 969 – Withbourne, S.K. (1985). The psychological construction of the life span. En J.E. Birren y K.W. Schaie (Eds.) Handbook of the Psychology of Aging. Nueva York: Van Nostrand Reinhold. Wittgenstein, L. (1953) Philosophical Investigations. [Investigaciones filosóficas. Barcelona: Crítica, 1988] Nueva York: Macmillan. Wolf, M.A. (1998). New approaches to the education of older adults. New Directions for Adult and Continuing Education, 77, 15-25. Wood, D.; Bruner, J. y Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Wooley, J.D. (1995). The fictional mind: Young children’s understanding of pretense, imagination and dreams. Developmental Review, 15, 172-211. Wooley, J.D. y Bruell, M.J. (1996). Young children’s awareness of the origins of their mental representation. Developmental Psychology, 32, 335-346. Wooley, J.D. y Wellman, H.M. (1993). Origin and truth: Young children’s understanding of imaginary mental representations. Child Development, 64, 1-17. Wynn, K. (1992). Addition and substraction by human infants. Nature, 358, 749-750. Wynn, K. (1997). Competence models of numerical development. Cognitive Development, 12, 333-339. Wynn, K. (1998). An evolved capacity for number. En D. Cummins y C. Allen (eds.) The evolution of mind. Oxford: Oxford University Press. Wynn, K. (2000). Findings of addition and subtraction in infants are robust and consistent: Reply to Wakeley, Rivera, and Langer. Child Development, 71, 1535-1536 Xu, F. y Spelke, E.S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11. Yesavage, J.A. (1983) Imagery and memory training in the elderly. Journal of Gerontology, 29, 271-275. Yoon, C.; May, C.P. y Hasher, L. (2000). Aging, circadian arousal patterns, and cognition. En D.C. Park y N. Schwarz (Eds.), Cognitive aging: A primer (pp. 151-171). Philadelphia: Psychology Press. Zacks, R.T. y Hasher, L. (1988). Capacity theory and the processing of inferences. En L.L. Light, y D.M. Burke, (Eds.), Language, memory and aging. Nueva York: Cambridge University Press. Zacks, R.T. y Hasher, L. (1997). Cognitive gerontology and attentional inhibition: A reply to Burke and McDowd. Journal of Gerontology: Psychological Sciences, 52B, P274-P283. Zacks, R.T.; Hasher, L. y Li, K.Z. (2000). Human memory. En F.I.M. Craik y T.A. Salthouse (Eds.), Handbook of aging and cognition, 2nd Ed. (pp. 293-357). Mahwah: Lawrence Erlbaum. Zelazo, P.D.; Carter, A.; Reznick, J. y Frye, D. (1997). Early development of executive function: A problem solving framework. Review of General Psychology, 1, 198-226. Zelazo, P.D.; Kearsley, R.B. y Stack, D.M. (1995). Mental representation for visual sequences: Increased speed of central processing form 22 to 32 months. Intelligence, 20, 41-63. Zimmerman, B.J. (1990). Self-regulation learning overview. Educational Psychologist, 25, 3-18. and academic achievement: An Zinchenko, V.P. (1995). Cultural-historical psychology and the psychological theory of activity: restrospect and prospect. En J.V. Wertsch; P. del Río, y A. Álvarez (Eds.), Sociocultural studies of mind (pp. 37-74). Cambridge: Cambridge University Press.