Extra-cortical connections: The sociocultural systems for conscious living
págs. 19-31
págs. 33-40
págs. 43-52
From graphic-functional to categorical mode: A qualitative turning point?
págs. 55-59
The semiotic mediation of memory actions: A socio-cultural perspective
págs. 61-70
Attitudes and values in women: An investigation into discourse in adult education
María Jesús Cala Carrillo, Manuel Luis de la Mata Benítez, José Antonio Sánchez Santos
págs. 73-85
Formal education and cognitive processes: Memory and grouping skills in adults with little schooling experience
págs. 87-93
págs. 95-99
págs. 103-113
págs. 115-122
págs. 123-133
Tools to master writing: Historical glimpses
págs. 137-146
págs. 149-159
Interrrelation between metaphorical and metonymical processes: Authorship and metacognitive development
págs. 161-166
Unpacking the social dimensions of literacy: Scribes and clients in México
págs. 161-166
The voice in letters: A case study
págs. 173-184
págs. 187-194
Turning points: Emergent literacy in socio-historical approaches
págs. 197-202
A sociocultural perspective on adult education activities: Literacy as the dialogical construction of text
Andrés Santamaría Santigosa, Mercedes Cubero, María José Marco Macarro
págs. 203-207
págs. 17-23
Is the "contingency rule" consistent?: Making the adult "scaffolding theory" in child development more precise
págs. 25-36
págs. 37-44
págs. 45-53
págs. 55-64
The experimental situacion as a communicative situation: A socio-cultural analysis of its intersubjective nature
págs. 65-71
A socio-cultural approach to reading: A context-sensitive methodology
págs. 73-81
Parental language and the child's self development: An examination of two American subcultural groups
págs. 83-90
págs. 93-98
págs. 99-106
Temporal dimension and interactive processes in teaching/learning activities: A theoretical and methodological challenge
págs. 107-122
págs. 123-128
Creation and control of shared reference: Hearing impaired students in logopedic situations
págs. 129-139
Joint activity and curriculum content in the context of classroom assemblies: A case study of negotiation
págs. 141-151
Book-reading in classroom interaction: From dialogue to monologue
págs. 153-159
págs. 161-175
págs. 179-200
Development between peers: Some empirical outcomes and four theoretical propositions
págs. 201-208
Peer interaction in problem solving: A microgenetic analysis of interpsychological mechanisms
págs. 209-216
Coordination of roles: A theoretical-methodological perspective for studying human interactions
Zilma de Moraes Ramos Oliveira, Maria Clotilde Rossetti Ferreira
págs. 217-221
Child´s everyday life: An ecological approach to the study of activity systems
págs. 23-37
Societal change, activity, and individual development: A methodological inquiry
King Beach
págs. 39-45
Historical crisis of childhood: Developing D.B. Elkonin´s concept
págs. 47-51
Pretend play: A cultural and developmental phenomenon
págs. 53-59
págs. 61-68
págs. 71-77
págs. 79-86
págs. 89-95
Crosscultural parent child interaction in relation to concept development: Structure and processes in the ZPD
págs. 97-106
The everyday activities of american preschoolers: Lessons and work in two socio-cultural contexts
págs. 109-120
págs. 125-131
Speaking aloud while writing: Beginning written language acquisition among american and brazilian children
págs. 133-138
Learning to write in classroom situations: An observation of pupils in the course of their first year of formal learning
págs. 141-145
Memory actions and formal education: A microgenetic study of teacher-student interaction
págs. 155-166
Activity theory and historical cultural psychology: A comparative explanation of learning
págs. 169-179
Shared meaning and teaching/learning activities: Is a distal approach useful?
págs. 183-197
Teacher and researcher dialogical interactions: Learning and promoting literacy development
págs. 199-206
The construction of shared meaning in the classroom: Is there a role for practice?
págs. 209-215
When explaining is saying.: Teacher talk in adult literacy classes
págs. 217-225
Gestures speak louder than words: Achieving consensus in latino classroom
págs. 227-236
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