Book Review: Helping and Limiting

Ausubel, D.P. (1985). Learning as constructing meaning. In N. Entwistle (Ed.), New directions in educational psychology I. London: Falmer . (Original work published 1978.)

Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research and critique. London: Taylor & Francis .

Bernstein, B. (1999). Official knowledge and pedagogic identities. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes. London: Taylor & Francis .

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press .

Engeström, Y. , Brown, K. , Christopher, L.C. , & Gregory, J. (1997). Coordination, co-operation and communication in the courts: Expansive transition in legal work. In M. Cole , Y.K. Engeström , & O. Vasquez (Eds.), Mind, culture and activity. Cambridge: Cambridge University Press .

Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. Hemel Hempstead: Harvester .

Lawrence, J.A. , & Valsiner, J. (1993). Conceptual roots of internalization—From transmission to transformation . Human Development, 36(3), 150-167 .

Matusov, E. (1998). When solo activity is not privileged: Participation and internalization models of development . Human Development, 41(4), 326-349 .

Minick, N. , Stone, C.A. , & Forman, E.A. (1993). Introduction: Integration of individual, social and institutional processes in accounts of children’s learning and development. In E.A. Forman , N. Minick , & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development. Oxford: Oxford University Press .

Moll, I. (1984). The problem of content in the theory of formal operations: Piaget and Vygotsky in the South African context. Unpublished MA Dissertation, University of the Witwatersrand, Johannesburg.

Ratner, C. (1991). Vygotsky’s sociohistorical psychology and its contemporary application. New York: Plenum (available at http:www.humboldt1.com/%7Ecr2/ratner1.htm).

Ratner, C. (1997). Cultural psychology and qualitative methodology: Theoretical and empirical considerations. London: Plenum .

Rowell, J.A. (1989). Piagetian epistemology: Equilibration and the teaching of science . Synthese, 80(1), 141-162 .

Taitz, L. (2003). Cooperative learning in the primary school classroom: The teacher as implementer. Ph.D. dissertation, University of the Witwatersrand.

Valsiner, J. (1997). Culture and the development of children’s action: A theory of human development (2nd ed.). New York: Wiley.

Veresov, N. (1996). The problem of consciousness in Vygotsky’s approach. Berlin: Peter Lang (Ch. 1 reproduced at http://webpages.charter.net/schmoltzel/vygotsky/index.html).

Vygotsky, L.S. (1929). The problem of the cultural development of the child . Journal of Genetic Psychology, 6, 23-29 .

Vygotsky, L.S. (1977). The development of higher psychological functions . Soviet Psychology, 15(3), 60-73 .

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press .

Vygotsky, L.S. (1987). Collected works, Vol. 1: Problems of general psychology ( R.W. Reiber & A.S. Carton , Eds.). New York: Plenum . (Original work published 1962.)

Vygotsky, L.S. (1997). Educational psychology. Boca Raton, FL: St Lucie Press .

Waddington, C.H. (1951). The strategy of genes. London: George Allen & Unwin .

Wertsch, J. (1985). Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press .

Wood, D. , Bruner, J.C. , & Ross, G. (1976). The role of tutoring in problem solving . Journal of Child Psychology and Psychiatry, 17, 89-100 .