Las bases sistémico-funcionales del proceso de aprendizaje en el modelo de P. Galperin y sus implicaciones en la teoría neuropsicológica de A.R Luria

Leonardo Daniel Rivera Valdez

doi:10.29057/esa.v11i22.12232

Leonardo Daniel Rivera Valdez Tecnológico de Monterrey Campus Ciudad de México https://orcid.org/0000-0002-5344-9173

DOI: https://doi.org/10.29057/esa.v11i22.12232

Palabras clave: Neuropsicología, Actividad, Luria, Sistemas Funcionales, Cerebelo, Ganglios de la Base, Aprendizaje, Pedagogía

Resumen

El siguiente trabajo se centra en el análisis de la teoría pedagógica de Galperin a la luz de los avances en las neurociencias y ciencias cognitivas para comprender las bases anatómico-funcionales que subyacen a esta. En especial, en los avances sobre el funcionamiento del cerebelo, y los ganglios de la base, para poder comprender mejor el aprendizaje supervisado e instrumental que subyace al modelo de Galperin. Lo anterior tiene consecuencias para el modelo neuropsicológico de Luria, el cual ha incorporado el modelo de Galperin para su práctica rehabilitatoria. Mostrando así que el modelo de Luria requiere la incorporación de por, lo menos, aunque en realidad más, dos factores. Los factores que se proponen son 1) uno de anticipación y control automático (cerebelo) que se encargaría de la anticipación y el control de los procesos a partir de la generación de modelos internos (hacia adelante e inversos); 2) otro de control y selección instrumental de procesos (GB) que se encargaría de la selección y el control de los procesos a partir de las recompensas (en sentido amplio) asociadas.

Descargas

La descarga de datos todavía no está disponible.

Citas

Akhutina, T. V., & Pylaeva, N. M. (2012). Overcoming learning disabilities: A Vygotskian-Lurian neuropsychological approach. Cambridge University Press.

Alderson-Day, B., & Fernyhough, C. (2015). Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology. Psychological bulletin, 141(5), 931–965. https://doi.org/10.1037/bul0000021

Alderson-Day, B., Weis, S., McCarthy-Jones, S., Moseley, P., Smailes, D., & Fernyhough, C. (2016). The brain’s conversation with itself: neural substrates of dialogic inner speech. Social cognitive and affective neuroscience, 11(1), 110-120. https://doi.org/10.1093/scan/nsv094

Alexander, G. E., DeLong, M. R., & Strick, P. L. (1986). Parallel organization of functionally segregated circuits linking basal ganglia and cortex. Annual review of neuroscience, 9, 357–381. https://doi.org/10.1146/annurev.ne.09.030186.002041

Ardila A. (2013). A new neuropsychology for the XXI century. Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists, 28(8), 751–762. https://doi.org/10.1093/arclin/act036

Ardila, A. (2017). Historical development of human cognition: A cultural-historical neuropsychological perspective (Vol. 3). Springer.

Ardila, A., & Bernal, B. (2007). What can be localized in the brain? Toward a “factor” theory on brain organization of cognition. International Journal of Neuroscience, 117(7), 935-969. https://doi.org/10.1080/00207450600912222

Arievitch, I., & Van der Veer, R. (1995). Furthering the internalization debate: Galperin’s contribution. Human Development, 38(2), 113-126. https://doi.org/10.1159/000278304

Bakhurst, D. (2006). Vygotsky’s Demons. En Daniels, H., Cole, M., & Wertsch, J. V. (2007). The Cambridge Companion to Vygotsky (pp. 50-76). New York: Cambridge.

Bakhurst, D. (2009). Reflections on activity theory. Educational Review, 61(2), 197–210. doi:10.1080/00131910902846916

Baddeley A. (2010). Working memory. Current biology : CB, 20(4), R136–R140. https://doi.org/10.1016/j.cub.2009.12.014

Berk, L. E. (1992). Children’s private speech: An overview of theory and the status of research. Private speech: From social interaction to self-regulation, 17-53. https://doi.org/10.1037/0012-1649.22.5.671

Bodrova, E., & Leong, D. J. (2006). Tools of the mind. Pearson Australia Pty Limited: Pearson Australia Pty Limited.

Bodrova, E., Leong, D. J., & Akhutina, T. V. (2011). When everything new is well‐forgotten old: Vygotsky/Luria insights in the development of executive functions. New directions for child and adolescent development, 2011(133), 11-28. https://doi.org/10.1002/cd.301

Budisavljevic, S., & Ramnani, N. (2012). Cognitive deficits from a cerebellar tumour: A historical case report from Luria’s laboratory. cortex, 48(1), 26-35. https://doi.org/10.1016/j.cortex.2011.07.001

Bunge, S. A., & Zelazo, P. D. (2006). A Brain-Based Account of the Development of Rule Use in Childhood. Current Directions in Psychological Science, 15(3), 118–121. https://doi.org/10.1111/j.0963-7214.2006.00419.x

Caligiore, D., Pezzulo, G., Baldassarre, G., Bostan, A. C., Strick, P. L., Doya, K., Helmich, R. C., Dirkx, M., Houk, J., Jörntell, H., Lago-Rodriguez, A., Galea, J. M., Miall, R. C., Popa, T., Kishore, A., Verschure, P. F., Zucca, R., & Herreros, I. (2017). Consensus Paper: Towards a Systems-Level View of Cerebellar Function: the Interplay Between Cerebellum, Basal Ganglia, and Cortex. Cerebellum (London, England), 16(1), 203–229. https://doi.org/10.1007/s12311-016-0763-3

Cisek, P., & Kalaska, J. F. (2010). Neural mechanisms for interacting with a world full of action choices. Annual review of neuroscience, 33, 269–298. https://doi.org/10.1146/annurev.neuro.051508.135409

Dafermos, M. (2018). Rethinking cultural-historical theory: A dialectical perspective to Vygotsky. Springer.

Derry, J. (2013). Vygotsky: Philosophy and education. John Wiley & Sons.

Doya, K. (1999). What are the computations of the cerebellum, the basal ganglia and the cerebral cortex? Neural Networks, 12, 961–974.https://doi.org/10.1016/S0893-6080(99)00046-5

Ellis, A. W., Young, A. W., & Critchley, E. M. (1989). Intrusive automatic or nonpropositional inner speech following bilateral cerebral injury: A case report. Aphasiology, 3(6), 581-585. https://doi.org/10.1080/02687038908249024

Engeness, I., & Lund, A. (2020). Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory. Learning, Culture and Social Interaction, 25, 100257. https://doi.org/10.1016/j.lcsi.2018.11.004

Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080020028747

Fernyhough, C. (2008). Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding. Developmental Review, 28(2), 225–262. https://doi.org/10.1016/j.dr.2007.03.001

Fernyhough, C. (2016). The voices within: The history and science of how we talk to ourselves. Basic Books.

Fernyhough, C., & Borghi, A. M. (2023). Inner speech as language process and cognitive tool. Trends in cognitive sciences, S1364-6613(23)00210-3. Advance online publication. https://doi.org/10.1016/j.tics.2023.08.014

Flavell, J. H. (1963). The developmental psychology of Jean Piaget. D Van Nostrand. https://doi.org/10.1037/11449-000

Flores-Lázaro, J., C. (2023). Historia y desarrollo de la neuropsicología. Universidad Autónoma de San Luis Potosí.

de Font-Réaulx, E., Díaz-Victoria, A. R., Cuevas, R. R., & Brito, C. C. (2013). A new clinical maneuver for detection of cerebellar lesions in humans based on cognitive functions of the cerebellum. Journal of the Neurological Sciences, 333, e631.https://doi.org/10.1016/j.jns.2013.07.2191

Gallagher, S. (2023). Embodied and Enactive Approaches to Cognition. Cambridge University Press.

Galperin, P. Y. (2009). Acerca del lenguaje interno. En Luis Quintanar y Yulia Solovieva (2009). Las funciones psicológicas en el desarrollo del niño (pp. 91-97). Trillas, México.

Galperin, P. Y. (2021) Lectures in Psychology. En Engeness, I. (2021). PY Galperin's Development of Human Mental Activity: Lectures in Educational Psychology (pp. 1-103). Springer Nature.

Gal’perin, P. Y. (1967). On the Notion of Internalization. Soviet Psychology, 5(3), 28–33. doi:10.2753/rpo1061-0405050328

Gal'perin, P. Y. (1989). Organization of mental activity and the effectiveness of learning. Soviet Psychology, 27(3), 65-82. https://doi.org/10.2753/RPO1061-0405270365

Gal'perin, P. Y. (1992). The problem of activity in Soviet psychology. Journal of Russian & East European Psychology, 30(4), 37-59. https://doi.org/10.2753/RPO1061-0405300437

Geva, S., & Fernyhough, C. (2019). A Penny for Your Thoughts: Children's Inner Speech and Its Neuro-Development. Frontiers in psychology, 10, 1708. https://doi.org/10.3389/fpsyg.2019.01708

Glozman J. M. (1999). Quantitative and qualitative integration of Lurian procedures. Neuropsychology review, 9(1), 23–32. https://doi.org/10.1023/a:1025638903874

Glozman, J. (2013). Developmental neuropsychology. Routledge.

González Rey, F. (1989). Psicología, principios y categorías. La Habana: Ciencias Sociales.

González Rey, F. (2006). Investigación cualitativa y subjetividad. Oficina de Derechos Humanos del Arzobispado de Guatemala, ODHAG.

González Rey, F. (2011). El pensamiento de Vigotsky: contradicciones, desdoblamientos y desarrollo. México: Trillas.

González Rey, F. (2011a). A re-examination of defining moments in Vygotsky's work and their implications for his continuing legacy. Mind, culture, and activity, 18(3), 257-275.doi:10.1080/10749030903338517

González Rey, F. L. (2014). Advancing further the history of Soviet psychology: Moving forward from dominant representations in Western and Soviet psychology. History of Psychology, 17(1), 60–78. https://doi.org/10.1037/a0035565

González Rey, F. (2017). The topic of subjectivity in psychology: Contradictions, paths and new alternatives. Journal for the Theory of Social Behaviour, 47(4), 502-521. https://doi.org/10.1111/jtsb.12144

González Rey, F. (2019). Subjectivity as a New Theoretical, Epistemological, and Methodological Pathway Within Cultural-Historical Psychology. En González Rey, F., Mitjáns Martínez, A., Magalhães Goulart, D. (eds) Subjectivity within Cultural-Historical Approach. Perspectives in Cultural-Historical Research (pp. 21-36) Springer, Singapore. https://doi.org/10.1007/978-981-13-3155-8_2

Hegel, G. W. F. (2017). Fenomenología del espíritu. Fondo de cultura económica.

Hickok G. (2012). Computational neuroanatomy of speech production. Nature reviews. Neuroscience, 13(2), 135–145. https://doi.org/10.1038/nrn3158

Ito, M. (2008). Control of mental activities by internal models in the cerebellum. Nature Reviews Neuroscience, 9(4), 304–313. doi:10.1038/nrn2332

Karpov, Y. V. (2005). The neo-Vygotskian approach to child development. Cambridge University Press.

Koziol, L. F., & Budding, D. E. (2009). Subcortical structures and cognition: Implications for neuropsychological assessment. Springer Science & Business Media.

Koziol, L. F., Budding, D. E., & Chidekel, D. (2012). From movement to thought: executive function, embodied cognition, and the cerebellum. Cerebellum (London, England), 11(2), 505–525. https://doi.org/10.1007/s12311-011-0321-y

Koziol, L. F., & Lutz, J. T. (2013). From movement to thought: the development of executive function. Applied neuropsychology. Child, 2(2), 104–115. https://doi.org/10.1080/21622965.2013.748386

Koziol, L. F., Barker, L. A., Joyce, A. W., & Hrin, S. (2014). Structure and function of large-scale brain systems. Applied Neuropsychology: Child, 3(4), 236-244. DOI: 10.1080/21622965.2014.946797

Koziol, L. F., Barker, L. A., Joyce, A. W., & Hrin, S. (2014a). The small-world organization of large-scale brain systems and relationships with subcortical structures. Applied Neuropsychology: Child, 3(4), 245-252. DOI: 10.1080/21622965.2014.946803

Koziol, L. F., Barker, L. A., Joyce, A. W., & Hrin, S. (2014b). Large-scale brain systems and subcortical relationships: the vertically organized brain. Applied Neuropsychology: Child, 3(4), 253-263. DOI: 10.1080/21622965.2014.946804

Koziol, L. F., Barker, L. A., Hrin, S., & Joyce, A. W. (2014c). Large-scale brain systems and subcortical relationships: Practical applications. Applied Neuropsychology: Child, 3(4), 264-273. DOI: 10.1080/21622965.2014.946809

Koziol, L. F., Budding, D., Andreasen, N., D'Arrigo, S., Bulgheroni, S., Imamizu, H., Ito, M., Manto, M., Marvel, C., Parker, K., Pezzulo, G., Ramnani, N., Riva, D., Schmahmann, J., Vandervert, L., & Yamazaki, T. (2014d). Consensus paper: the cerebellum's role in movement and cognition. Cerebellum (London, England), 13(1), 151–177. https://doi.org/10.1007/s12311-013-0511-x

Kozulin, A. (1986). The concept of activity in Soviet psychology: Vygotsky, his disciples and critics. American Psychologist, 41(3), 264–274. https://doi.org/10.1037/0003-066X.41.3.264

Latinjak, A. T., Morin, A., Brinthaupt, T. M., Hardy, J., Hatzigeorgiadis, A., Kendall, P. C., ... & Winsler, A. (2023). Self-Talk: An Interdisciplinary Review and Transdisciplinary Model. Review of General Psychology, 10892680231170263.

Leontiev, A. N. (1981). Actividad conciencia y personalidad./N. A Leontiev. La Habana: Editorial Pueblo y Educación.

Leontiev, A. N. (2009). The development of mind: selected works. Pacifica, CA: Marxists Internet Archive.

Luria, A. R. (1964). Restoration of Brain Functions After War Trauma. Pergamon Press, New York.

Luria, A. R. (1974). El cerebro en acción. Fontanella.

Luria, A. R. (1985). Funciones corticales superiores. México: Fontamara.

Luria, A. R. (1970). The Functional Organization of the Brain. Scientific American, 222(3), 66–78. doi:10.1038/scientificamerican0370-66

Luriya, A. R., & Artem'eva, E. Y. (1970). Two approaches to an evaluation of the reliability of psychological investigations (Reliability of a Fact and Syndrome Analysis). Soviet Psychology, 8(3-4), 271-282.https://doi.org/10.2753/RPO1061-0405080304271

Manto, M., & Mariën, P. (2015). Schmahmann's syndrome - identification of the third cornerstone of clinical ataxiology. Cerebellum & ataxias, 2, 2. https://doi.org/10.1186/s40673-015-0023-1

Marklund, P., Larsson, A., Elgh, E., Linder, J., Riklund, K. A., Forsgren, L., & Nyberg, L. (2009). Temporal dynamics of basal ganglia under-recruitment in Parkinson's disease: transient caudate abnormalities during updating of working memory. Brain : a journal of neurology, 132(Pt 2), 336–346. https://doi.org/10.1093/brain/awn309

Marvel, C. L., & Desmond, J. E. (2010). Functional topography of the cerebellum in verbal working memory. Neuropsychology review, 20(3), 271–279. https://doi.org/10.1007/s11065-010-9137-7

Marvel, C. L., & Desmond, J. E. (2012). From storage to manipulation: How the neural correlates of verbal working memory reflect varying demands on inner speech. Brain and language, 120(1), 42–51. https://doi.org/10.1016/j.bandl.2011.08.005

Marx, K. (1980). Tesis sobre Feuerbach. En Marx, K., & Engels, F., Obras Escogidas en tres tomos: Tomo 1 (pp.7-10). Editorial Progreso, Moscú.

Marx, K. (1980a). La Ideología Alemana. En Marx, K., & Engels, F., Obras Escogidas en tres tomos: Tomo 1 (pp.11-81). Editorial Progreso, Moscú.

Marx, K. (2014) Manuscritos económico-filosóficos. En Fromm, E. (2014). Marx y su concepto del hombre (pp. 96-202). Fondo de Cultura Económica.

Mikadze, Y. V. (2011). Methodology of neuropsychological assessment: qualitative (metasyndromal analysis of cognitive deficit structure) and quantitative (psychometric estimate) aspects. Psychology in Russia, 4, 261.DOI:10.11621/pir.2011.0015

Mikadze, Y. V., Ardila, A., & Akhutina, T. V. (2019). AR Luria’s approach to neuropsychological assessment and rehabilitation. Archives of Clinical Neuropsychology, 34(6), 795-802. https://doi.org/10.1093/arclin/acy095

Milner, A. D., & Goodale, M. A. (2008). Two visual systems re-viewed. Neuropsychologia, 46(3), 774-785. https://doi.org/10.1016/j.neuropsychologia.2007.10.005

Mink, J.W. (2013). The basal ganglia. In Fundamental Neuroscience, 4th Edition, L.R. Squire, F.E. Bloom, S.K. McConnell, J.L. Roberts, N.C. Spitzer, and M.J. Zigmond, eds. (Amsterdam, Boston, London, New york, Oxford, Paris, San Diego, Singapore, Sidney, Tokyo: Academic Press), pp. 653–676.

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734

Moore, A. B., Li, Z., Tyner, C. E., Hu, X., & Crosson, B. (2013). Bilateral basal ganglia activity in verbal working memory. Brain and language, 125(3), 316–323. https://doi.org/10.1016/j.bandl.2012.05.003

Piaget, J., & Inhelder, B. (2016). Psicología del niño (ed. renovada). Ediciones Morata.

Pelayo González, H. J., & Solovieva, Y. (2018). Proposal for psychomotor development according to AR Luria’s conception: New data in Mexico. KnE Life Sciences, 321-328. https://doi.org/10.18502/kls.v4i8.3290

Peña-Casanova, J. (2021). Qualitative and quantitative neuropsychological assessment: A false dichotomy. Lurian Journal, 2(3), 139-142. https://doi.org/10.15826/Lurian.2021.2.3.13

Peña-Casanova, J., & Sigg-Alonso, J. (2020). Functional systems and brain functional units beyond Luria, with Luria: Anatomical aspects. Lurian Journal, 1(1), 48-76. https://doi.org/10.15826/Lurian.2020.1.1.6

Pezzulo, G. (2011). Grounding procedural and declarative knowledge in sensorimotor anticipation. Mind & Language, 26(1), 78-114. https://doi.org/10.1111/j.1468-0017.2010.01411.x

Quintanar, L., Solovieva, Y., Lázaro, G. E., & Bonilla, M. R. (2008). Los Trastornos del Aprendizaje: Aproximación histórico-cultural. En Eslava-Cobos, J., Mejía L, Quintanar L., Solovieva Y. (2008) Los trastornos de aprendizaje: perspectivas neuropsicologías. Textos de neuropsicología Latinoamericana (pp. 147-266). Bogotá: Neurociencias Magisterio.

Rivera Valdez, L., D. (2023). Relación Interfuncional entre la Teoría de la Mente y el Proceso de Internalización del Lenguaje. [Tesis de maestría, Benemérita Universidad Autónoma de Puebla]. https://www.researchgate.net/publication/374441862_Dependencia_Interfuncional_entre_la_Teoria_de_la_Mente_y_el_Proceso_de_Internalizacion_del_Lenguaje

Rivera Valdez, L., D. (2024). Análisis de las Teorías de Rubinstein, Leontiev y Galperin: una historia de contradicciones que abre nuevas avenidas de desarrollo. DIVUALGARE.

Rivera Valdez, L. D., López Cortés, V. A., & García Flores, M. A. (2023). A proposal for monitoring the process of internalization following Galperin's conception. Frontiers in psychology, 14, 1152541. https://doi.org/10.3389/fpsyg.2023.1152541

Rubinstein, S. L. (1974). El Desarrollo de la Psicología: Principios y Métodos. Argentina, Editorial Grijalbo.

Rubinštejn, S. L. (1987). Problems of Psychology in the Works of Karl Marx. Studies in Soviet Thought, 33(2), 111–130. http://www.jstor.org/stable/20100205

Schmahmann J. D. (2019). The cerebellum and cognition. Neuroscience letters, 688, 62–75. https://doi.org/10.1016/j.neulet.2018.07.005

Shallice T. (1982). Specific impairments of planning. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 298(1089), 199–209. https://doi.org/10.1098/rstb.1982.0082

Stoodley, C. J., & Schmahmann, J. D. (2009). The cerebellum and language: evidence from patients with cerebellar degeneration. Brain and language, 110(3), 149–153. https://doi.org/10.1016/j.bandl.2009.07.006

Stoodley, C. J., & Schmahmann, J. D. (2009a). Functional topography in the human cerebellum: a meta-analysis of neuroimaging studies. NeuroImage, 44(2), 489–501. https://doi.org/10.1016/j.neuroimage.2008.08.039

Stoodley, C. J., & Schmahmann, J. D. (2023). Functional topography of the human cerebellum. In essentials of cerebellum and cerebellar disorders: a primer for graduate students (pp. 343-349). Cham: Springer International Publishing.

Stoodley, C. J., Valera, E. M., & Schmahmann, J. D. (2010). An fMRI study of intra-individual functional topography in the human cerebellum. Behavioural neurology, 23(1-2), 65–79. https://doi.org/10.3233/BEN-2010-0268

Stoodley, C. J., MacMore, J. P., Makris, N., Sherman, J. C., & Schmahmann, J. D. (2016). Location of lesion determines motor vs. cognitive consequences in patients with cerebellar stroke. NeuroImage. Clinical, 12, 765–775. https://doi.org/10.1016/j.nicl.2016.10.013

Talizina, N. (2019). La teoría de la actividad aplicada a la enseñanza. Benemérita Universidad Autónoma de Puebla.

Téllez, A., & de J. Sánchez, T. (2016). Luria’s model of the functional units of the brain and the neuropsychology of dreaming. Psychology in Russia: State of the Art, 9(4), 80–93. https://doi.org/10.11621/pir.2016.0407

Tomasello, M. (2009). The cultural origins of human cognition. Harvard university press.

Tsvetkova L., S. (2016). Hacia una teoría de la enseñanza rehabilitatoria. En Quintanar R.,. L., & Solovieva Y. (2016). Rehabilitación Neuropsicológica Historia, Teoría y Práctica (pp. 167-175). Benemérita Universidad Autónoma de Puebla.

Tsvetkova, L. S. (1977). Reeducación del lenguaje, la lectura y la escritura (No. 33). Fontanella.

Utter, A. A., & Basso, M. A. (2008). The basal ganglia: an overview of circuits and function. Neuroscience and biobehavioral reviews, 32(3), 333–342. https://doi.org/10.1016/j.neubiorev.2006.11.003

Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Blackwell Publishing.

Veresov, N. (2005). Marxist and non-Marxist aspects of the cultural-historical psychology of LS Vygotsky. Outlines. Critical Practice Studies, 7(1), 31-49.DOI: https://doi.org/10.7146/ocps.v7i1.2110

Veresov, N. (2006). Leading activity in developmental psychology: concept and principle. Journal of Russian & East European Psychology, 44(5), 7-25.https://doi.org/10.2753/RPO1

Veresov, N., & Fleer, M. (2016). Perezhivanie as a Theoretical Concept for Researching Young Children’s Development. Mind, Culture, and Activity, 23(4), 325–335. doi:10.1080/10749039.2016.1186198 10.1080/10749039.2016.1186198

Vygotsky, L.S. (2012) Historia del Desarrollo de las Funciones Psíquicas Superiores. Obras Escogidas III (pp. 11-340). Machado Nuevo Aprendizaje.

Vygotsky, L.S. (2012a). La Psicología y la Teoría de la Localización de las Funciones. En Obras Escogidas I (pp. 133-139). Machado Nuevo Aprendizaje.

Vygotsky, L. S. (2012b) Paidología del adolescente. En Obras Escogidas IV (pp. 9-248). Machado Nuevo Aprendizaje.

Vygotsky, L.S. (2012c). Pensamiento y Lenguaje. En Obras Escogidas II (pp. 9-348). Machado Nuevo Aprendizaje.

Vygotsky, L.S. (2012d). Sobre los Sistemas Psicológicos. En Obras Escogidas I (pp. 65-70). Machado Nuevo Aprendizaje.

Vygotsky, L. S. (2014). The Science of Psychology. Journal of Russian & East European Psychology, 50(4), 85–106. doi:10.2753/rpo1061-0405500404

Winsler, A. (2009). Still talking to ourselves after all these years: A review of current research on private speech. In A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private speech, executive functioning, and the development of verbal self-regulation (pp. 3–41). Cambridge University Press. https://doi.org/10.1017/CBO9780511581533.003

Zaporozhets, A. V. (1965). The development of perception in the preschool child. Monographs of the Society for Research in Child Development, 30(2), 82-101. https://doi.org/10.2307/1165778

Zelazo P. D. (2004). The development of conscious control in childhood. Trends in cognitive sciences, 8(1), 12–17. https://doi.org/10.1016/j.tics.2003.11.001

Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55–68. https://doi.org/10.1016/j.dr.2015.07.001

Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1(2), 198–226. https://doi.org/10.1037/1089-2680.1.2.198

Zelazo, P. D., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Directions in Psychological Science, 7(4), 121–126. https://doi.org/10.1111/1467-8721.ep10774761

Zinchenko, V. P., Chzhi-tsin, V., & Tarakanov, V. V. (1963). The formation and development of perceptual activity. Soviet Psychology and Psychiatry, 2(1), 3-12. https://doi.org/10.2753/RPO1061-040502013.