Sociocultural approaches to cognitive development: The constitutions of culture in mind

Human Development

Volumn 44, Issue 2-3, 2001, Pages 77-83

  Hatano, Giyoo ^a   Wertsch, James V ^b  

^a KEIO UNIVERSITY   (Japan)

^b WASHINGTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011996668     PISSN: 0018716X     EISSN: None     Source Type: Journal    
DOI: 10.1159/000057047     Document Type: Article

References (22)

1. Bakhtin, M.M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin. Austin: University of Texas Press, (edited by M. Holquist; translated by C. Emerson and M. Holquist).
2. Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
3. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.
4. Cole, M., & Engeström, Y. (1995). Commentary. Human Development. 38, 19-24.
5. D'Andrade, R. (1995). The development of cognitive anthropology. Cambridge: Cambridge University Press.
6. Goodnow, J.J., Miller, P.J., & Kessel, F. (Eds.). (1995). Cultural practices as contexts for development. San Francisco: Jossey-Bass.
7. Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). San Francisco: Freeman.
8. Hatano, G., & Inagaki, K. (1992). Desituating cognition through the construction of conceptual knowledge. In P. Light, & G. Butterworth (Eds.), Context and cognition (pp. 115-133). Hemel Hempstead: Harvester Wheatsheaf.
9. Hutchins, E. (1991). The social organization of distributed cognition. In E.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 283-307). Washington: American Psychological Association.
10. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
11. Lukes, S. (1997). Methodological individualism reconsidered. In S. Lukes (Ed.), Essays in social theory (pp. 177-186), New York: Columbia University Press.
12. Luria, A.R. (1981). Language and cognition, ed. J.V. Wertsch. New York: Wiley Intersciences.
13. Nunes, T. (1999). Mathematics learning as the socialization of the mind. Mind, Culture, and Activity, 6(1), pp. 33-52.
14. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
15. Säljö, R. (1991). Introduction: Culture and learning. Learning and Instruction, I. 179-185.
16. Saxe, G.B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale: Lawrence Erlbaum Associates, Inc.
17. Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. In R.J. Sternberg, & R.K. Wagner (Eds.), Practical intelligence (pp. 13-30). Cambridge: Cambridge University Press.
18. Scribner, S., & Cole M. (1981). The psychological consequences of literacy. Cambridge: Harvard University Press.
19. Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 144-188). Armonk, M.E. Sharpe.
20. Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky. Vol. 1. Problems of general psychology. Including the Volume Thinking and speech. New York: Plenum, (edited and translated by N. Min ck).
21. Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.
22. Wertsch, J.V. (1998). Mind as action. New York: Oxford University Press.