Documentos de Académico
Documentos de Profesional
Documentos de Cultura
De la mente como
tabla rasa a las
competencias bsicas
( Bibliografa )
Autor:
Antonio Ballesteros Martn
enero, 2009
Brown,
Madrid.
metacognicin en la
resolucin de problemas. Tesis. Tarragona, 2004.
Dominowski, R.L. (1998). Verbalization and Problem Solving. En: D.J. Hacker, J.
Dunlosky & A.C. Graesser (Eds.), Metacognition in educational theory and
practice. Mahwah, New Jersey: LEA.
Dreyfus, H. What computers can't do. Harper and Row. New York. 1979.
Duschl, R. y Gitomer, D. (1991). Espistemological perspectives on conceptual
change: implications for educational practice. Journal of Research in Science
Teaching, 28 (9).
Efklides, A. (2002). The systemic nature of metacognitive experiences.
Feelings, judgments, and their interrelations. En: P. Chambres, M. Izaute & P.J.
Ekman, P. Facial expresion and emotion. American Psycologist, 48. 1993.
Ewert, P.H. & Lambert, J.F. (1932). Part II: The Effect of verbal instructions upon
the formation of a concept. Journal of general psychology, 6.
Fernandez-Duque, D., Baird, J.A. & Posner, M.I. (2000). Executive attention and
metacognitive regulation. Consciousness and cognition, 9.
Ferrndiz Garca, C. Evaluacin y desarrollo de la competencia cognitiva. Tesis
doctoral. Secretara General Tcnica. Ministerio Educacin y Ciencias. Madrid.
2005.
Ferrndiz, C. (2000). Inteligencias Mltiples y currculo escolar. Tesina.
Universidad de Murcia.
Ferrndiz C. Prieto, M. D. Lpez, O. (2000) Como aprender con todas las
inteligencias. En La prespectiva de la Educacin en el siglo que empieza.
Servicio de Publicaciones Universidad de Cdiz. Cdiz.
Flavell, J.H. (1979). Metacognition and cognitive monitoring. A new area of
cognitive-developmental inquiry. American psychologist, 34 (10).
FLAVELL (1976). Metacognitive aspect of problem solving in the nature of
intelligence. En. L.B. ReSnick, (ed.), Hillsdale, New Jersey.
Festinger, L. A. A theory of cognitive dissonance. Stanford University Press.
Stasnford. California. 1957.
Fodor, J. A. La explicacin psicolgica. Ediciones Ctedra. Madrid. 1980.
Fodor, J. A. El lenguaje del pensamiento. Alianza Editorial. Madrid. 1985.
Fodor, J. A. La modularidad de la mente. Ediciones Morata. Madrid. 1986.
Fodor, J. A. The elm and the expert: Mentalese and its semantics. MIT Press
Cambridge. Massachusetts. 1994. Edicin espaola El olmo y la mente: el reino
de la mente y su semntica.. Ediciones Paidos Ibrica. Barcelona. 1996.
Frensch, P.E. & Sternberg, R.J. (1989). Expertise and intelligent thinking: when
is it worse to know better? En: R.J. Sternberg (Ed.), Advances in the psychology
of human intelligence (vol 5). Hillsdale, NJ: LEA.
GARCA RAMOS, J.M. (1989). Los estilos cognitivos y su medida: estudios sobre
la dimensin Dependencia-Independencia de campo. Centro de publicaciones
del MEC, Madrid.
Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New
York: BasicBooks. Edicin castellana en Fondo de Cultura Econmica. Mexico.
Gardner, H. (1985). The mind's new science: A history of the cognitive
revolution. New York: BasicBooks. Edicin castellana: La nueva ciencia de la
mente. Historia de la revolucin cognitiva. 1996. Ediciones Paidos. Barcelona.
Gardner, H. (1993). Multiple intelligences. The theory in practice [versin en
castellano: Inteligencias mltiples. La teora en la prctica, 1995, Barcelona:
Centro del Profesorado de Alcal de Guadara
Paids].
Gardner, H. (1998). Are there additional intelligences? The case for naturalist,
spiritual and existencial intelligences. En: J. Kane (Ed.), Education, information
and transformation. Englwood Cliffs: Prentice-Hall.
Gardner, H. (1999). Intelligence reframed. Multiple intelligences for the 21st
century. New York: Basic Books. Edicin castellana: La Inteligencia reformulada:
las inteligencias mltiples en el siglo XXI. Paids. Barcelona.
Gardner, H. (2000). La educacin de la mente y el conocimiento de las
disciplinas. Editorial Paids. Barcelona.
Gardner, H. Feldman. D. Krechevsky, M. (2000). Proyecto Spectrum Tomos I, II
y III. Editorial Morata. Madrid.
Geary, D.C. & Brown, S.C. (1991). Cognitive addition: strategy choice and
speedof-processing differences in gifted, normal, and mathematically disabled.
Developmental psychology, 27 (3).
Gelman,R. Durgin, F. Kaufman, L. Distinguishing between animates and
inanimates: Not by motion alone. En Causal cognition. Oxford University Press.
New York. 1995.
Gelman, S. A. Coley, J.D. Gottfried, C.M. Essentialist beliefs in children: The
adquisition of concepts and theories. En Mapping the mind: Domain specifity in
cognition and culture. Cambridge University Press. New York. 1994.
Gergen, K.J. (1995). From construction in constext to reconstruction in
education. En: L.P. Steffe y J. Gale (eds.), Constructivism in Education. Lawrence
Erlbaum, Hillsdale, N.J.
Gigerenzer, G. Murray, D.J. Cognition as intuitive statistics. Erlbaum, Hillsdale,
New Jwesey. 1987.
Gigerenzer, G. Swijtink, Z. Porter, T. Daston, L Beatty, J Krger, L. The Empire of
chance: How probaility changed science and everyday life. Cambridge
University Press. New York. 1989.
Gil, D. y Carrascosa, J. (1985). Science learning as a conceptual and
methodological change. European Journal of Science Educaction, 7 (3).
Gil, D. (1991). Qu han de saber y saber hacer los profesores de ciencias?.
Enseanza de las Ciencias, 9 (1).
Gmez Pin. Conferencia inaugural del VII Congreso de la Asociacin Andaluza
de Filosofa, sobre: Cuerpo, mente y cultura. Jerez de la Frontera. 2008.
Grigorenko, E.L. (1999). Heredity versus environment as the basis of cognitive
abilities. En: R.J. Sternberg (Ed.), The nature of cognition. Cambridge,
Massachusetts: The MIT Press.
Guilford, J.P. (1977). La naturaleza de la inteligencia humana [versin original
en ingls, The Nature of Human Intelligence, 1967]. Buenos Aires: Paids.
Hacker, D.J. (1998). Definitions and empirical foundations. En: D.J. Hacker, J.
Dunlosky & A.C. Graesser (Eds.), Metacognition in educational theory and
practice. Mahwah, New Jersey: LEA.
Harris P.L. Thinking by childrem and scientists: False analogies and neglected
similarities. En Mapping the mind: Domain specifity in cognition and culture.
Cambridge University Press. New York. 1994.
Hasweh, M.Z. (1986). Toward an explanation of conceptual change. European
Journal of Science Education, 8 (3).
Hewson, P. y Thorley, N.R. (1989). The conditions of conceptual change.
International Journal of Science Education, 11.
Hirschfeld, L. A. Geldman, S.A. Mapping the mind: Domain specifity in cognition
and culture. Cambridge University Press. New York. 1994.
Centro del Profesorado de Alcal de Guadara
Hoffman,
(2000).
PISA
www.pisa.oecd.org.
(Programme
for
Intenational
Student
Assessment).
Oliva,
Piaget,
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