Cognitive and Instructional Processes in History and the Social Sciences

By Mario Carretero; James F. Voss | Go to book overview

REFERENCES

Barnes M. S. ( 1896a). The development of the historical sense in children (I). Studies in Education, I( 2), 43-52.

Barnes M. S. ( 1896b). The development of the historical sense in children (II). Studies in Education, I( 3), 83-93.

Carr E. H. ( 1961). What is history. New York: Random House.

Carretero M., Asensio M., & Pozo J. I. ( 1991). Cognitive development, causal thinking and time representation in adolescence. In M. Carretero, M. Pope, R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction (pp. 27-48). Oxford: Pergamon Press.

Carretero M., & Jacott L. ( 1992). The development of problem solving and causal explanations in history domain. International Journal of Psychology, 27( 3-4), 150.

Carretero M., López-Manjón A., & Jacott L. ( 1994). Causal explanations about different historical events. Submitted for publication.

Carretero M., Pozo J. I., & Asensio M. ( 1983). Comprensión de conceptos históricos durante la adolescencia (The understanding of historical concepts in adolescence], Infancia y Aprendizaje, 23, 55-74.

Collingwood R. G. ( 1946). The idea of history. London: Oxford University Press.

Danto A. C. ( 1985). Narration and knowledge. New York: Columbia University Press.

Dewey J. ( 1915). The aim of history in elementary education. In J. Dewey, The school and society. Chicago: The University of Chicago Press.

Dray W. H. ( 1957). Laws and explanation in history. Oxford: Oxford University Press.

Ferro M. ( 1981). Comment on raconte l'Histoire aux enfant à travers le monde entier [How history is told to children of different parts of the world]. Paris: Payot.

Friedman W. J. (Ed.). ( 1982). The developmental psychology of time. New York: Academic Press.

Gallie W. B. ( 1964). Philosophy and historical understanding. London: Chatto and Windus.

Habermas J. ( 1970). Zur Logik der Sozialwissenschaften. Frankfurt: Suhrkamp Verlag. (English translation published as On the logic of Social Sciences. Cambridge, MA: MIT Press, 1988.)

Halldén ( 1986). Learning history. Oxford Review of Education, 12, 53-66.

Jacott L., & Carretero M. ( 1993). Historia y relato. La comprensión de agentes históricos en el "descubrimiento" de ("encuentro" con) América [History and narrative. The understanding of historical agents in the "discovery of" ("meeting with") America]. Substratum, 1( 2), 21-35.

Jahoda G. ( 1963). Children's concept of time and history. Educational Review, 15( 2), 87-104.

Kuhn D. ( 1991). The skill of argument. Cambridge, England: Cambridge University Press.

Kuhn D., Amsel E., & O'Loughlin M. ( 1988). The development of scientific thinking skills. Orlando, FL: Academic Press.

Leadbeater B., & Kuhn D. ( 1989). Interpreting discrepant narratives: Hermeneutics and adult cognition. In J. Sinnot (Ed.), Everyday problem-solving: Theory and application (pp. 155-179). New York: Praeger.

Leinhardt G. ( 1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63, 46-74.

Marrou H. I. ( 1959). De la connaissance historique. Paris: Seuil. (English translation published as The Meaning of History. Baltimore: Helicon, 1966.)

Megill A. ( 1989). Recounting the past: Description, explanation and narrative in historiography. American Historical Review, 94, 627-653.

Mink L. O. ( 1973). The divergence of history and sociology in recent philosophy of history. In P. Suppes et al. (Eds.), Logic, methodology and the philosophy of science (Vol. 4, pp. 725-742). Amsterdam: North-Holland.

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