Otras publicaciones:



Otras publicaciones:




Academia Americana de Pediatría. (2011). Media use by children younger than 2 years. Pediatrics, 128(5), 1040–1045.

Academia Americana de Pediatría. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961.

Academia Americana de Pediatría. (2015). Beyond ‘turn it off’: how to advise families on media use. AAP News, 36(10), 54-55.

Academia Americana de Pediatría. (2016). Media and young minds. Pediatrics, 138(5), 1-12.

Allen, M. L., Hartley, C., & Cain, K. (2015). Do iPads promote symbolic understanding and word learning in children with autism? Frontiers in psychology, 6(1), 138-142.

Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505-522.

Anggoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.

Barkin, S., Ip, E., Richardson, I., Klinepeter, S., Finch, S., & Krcmar, M. (2006). Parental media mediation styles for children aged 2 to 11 years. Archives of pediatrics & adolescent medicine, 160(4), 395-401.

Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological bulletin, 128(4), 612-637.

Barr, R. (2013). Memory constraints on infant learning from picture books, television, and touchscreens. Child Development Perspectives, 7(4), 205-210.

Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child development, 70(5), 1067-1081.

Bloom, P. (2000). How children learn the meanings of words. Cambridge: MIT Press.

Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3-4), 440-460.

Brito, N., Barr, R., McIntyre, P., & Simcock, G. (2012). Long-term transfer of learning from books and video during toddlerhood. Journal of experimental child psychology, 111(1), 108-119.

Brown, A. L., & Kane, M. J. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20(4), 493-523.

Bruner, J. S. (1975). The ontogenesis of speech acts. Journal of child language, 2(1), 1-19.

Bus, A. G., Takacs, Z. K., & Kegel, C. A. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35(1), 79-97.

Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21.

Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston, MA: Allyn and Bacon.

Callaghan, T. C. (2005). Developing an intention to communicate through drawing. Enfance, 57(1), 45-56.

Callanan, M. (1991). Parent-child collaboration in young children’s understanding of categories hierarchies. En S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on Language and thought. Interrelations in Development (pp. 440-484). Nueva York: Cambridge University Press.

Calvert, S. L., & Wilson, B. J. (2011). The handbook of children, media and development. West Sussex: Wiley‐Blackwell.

Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. London: Ravenio Books.

Candela, M. A. (1991). Argumentación y conocimiento científico escolar. Infancia y aprendizaje, 14(55), 13-28.

Carey, S. & Spelke, E. (1996). Science and core knowledge. Philosophy of Science, 63(1), 515-533.

Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick & K. Nelson et al. (Eds.), Conceptual development: Piaget’s legacy (pp. 293–326). Mahway, NJ, USA: Lawrence Erlbaum Associates, Inc.

Carey, S. (2000). Science education as conceptual change. Journal of APPlied Developmental Psychology, 21(1), 13-19.

Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly Journal of Economics, 126(4), 1593-1660.

Chi, M. (2008). Three types of conceptual change: belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). New Jersey: Erlbaum.

Chiong, C., Ree, J., & Takeuchi, L. (2012). Print versus Libro electrónicos. Joan Ganz Cooney Quick Report. New York: The Joan Ganz Cooney Center.

Choi, K., & Kirkorian, H. L. (2016). Touch or watch to learn? Toddlers’ object retrieval using contingent and noncontingent video. Psychological science, 27(5), 726-736.

De Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: an experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145–162.

DeLoache, J. S. & Peralta, O. A. (1987). Joint picture book interactions of mothers and 1-year-old children. British Journal of Developmental Psychology, 5(1), 111-123.

DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238(4833), 1556-1557.

DeLoache, J. S. (1989). Young children’s understanding of the correspondence between a scale model and a larger space. Cognitive Development4(2), 121-139.

DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child development, 62(4), 736-752.

DeLoache, J. S. (2004). Becoming symbol-minded. Trends in cognitive sciences, 8(2), 66-70.

DeLoache, J. S. (2005). Mindful of symbols. Scientific American, 293(2), 72-77.

DeLoache, J. S., & Burns, N. M. (1994). Early understanding of the representational function of pictures. Cognition, 52(2), 83-110.

DeLoache, J. S., & Marzolf, D. P. (1992). When a picture is not worth a thousand words: Young children’s understanding of pictures and models. Cognitive Development, 7(3), 317-329.

DeLoache, J. S., Chiong, C., Sherman, K., Islam, N., Vanderborght, M., Troseth, G. L., … & O’Doherty, K. (2010). Do babies learn from baby media? Psychological Science, 21(11), 1570-1574.

DeLoache, J. S., de Mendoza, O. A. P., & Anderson, K. N. (1999). Multiple factors in early symbol use: Instructions, similarity, and age in understanding a symbol-referent relation. Cognitive development, 14(2), 299-312.

DeLoache, J. S., Strauss, M. S., & Maynard, J. (1979). Picture perception in infancy. Infant Behavior and Development, 2(1), 77-89.

Dickerson, K., Gerhardstein, P., Zack, E., & Barr, R. (2013). Age‐related changes in learning across early childhood: A new imitation task. Developmental Psychobiology, 55(7), 719-732.

Dore, R. A., Hassinger-Das, B., Brezack, N., Valladares, T. L., Paller, A., Vu, L., … & Hirsh-Pasek, K. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44(1), 24-33.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.

Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40(1), 1–12.

Fletcher, K. L., Cross, J. R., Tanney, A. L., Schneider, M., & Finch, W. H. (2008). Predicting language development in children at risk: The effects of quality and frequency of caregiver reading. Early Education and Development, 19(1), 89-111.

Fodor, J. A. (1983). The modularity of mind: an essay on faculty Psychology. Cambridge: MIT Press.

Fosnot, C. T. (1996). Constructivism: a psychological theory of learning. In C. T. Fosnot Constructivism: (Ed.), theory, perspectives, and practice (pp. 8-33). New York: Teachers College Press.

Ganea, P. A., Allen, M. L., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104(3), 283-295.

Ganea, P., Bloom Pickard, M. y DeLoache, J. (2008). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 9(1), 46-66.

Geerdts, M. S. (2016). (Un) real animals: anthropomorphism and early learning about animals. Child Development Perspectives, 10(1), 10–14.

Geerdts, M. S., Van de Walle, G. A., & LoBue, V. (2015). Daily animal exposure and children’s biological concepts. Journal of experimental child psychology, 130(1), 132-146.

Gelman, R. & Williams, E. M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. En D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology, Volume 2, Cognition, perception and language (6ª ed., pp. 575-630). New York: Wiley.

Gibson, J. J. (1971). The information available in pictures. Leonardo, 4(1), 27-35.

Gopnik, A., & Meltzoff, A. (1997). Words, thoughts and theories. Cambridge, MA: MIT Press.

Gopnik, A., Meltzoff, A. N. & Kuhl, P. K. (1999). The scientist in the crib: Minds, brains, and how children learn. New York: Harper-Collins.

Herodotou, C. (2018). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1), 1-9.

Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use. San Francisco, CA: Common Sense Media.

Ihmeideh, F. M. (2014). The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers & Education, 79(2), 40-48.

Inagaki, K., & Hatano, G. (2002). Young children’s naïve thinking about the biological world. New York: Psychology Press.

Jauck, D. & Peralta, O. A. (2017). La comprensión simbólica de imágenes digitales que representan acciones dirigidas hacia un fin. Avances en Psicología Latinoamericana, 35(3), 601-614.

Jauck, D. E., Maita, M. D. R., Mareovich, F., & Peralta, O. A. (2015). Maternal teaching of the symbolic function of a scale model/La enseñanza materna de la función simbólica de una maqueta. Infancia y Aprendizaje38(3), 617-646.

Jauck, D., & Peralta, O. (2016). La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información. Anales de Psicología, 32(3), 886-892.

Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044-1050.

Karmiloff-Smith, A. (1994). Más allá de la modularidad. Madrid: Alianza.

Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological science, 25(4), 893-902.

Kirkorian, H. L., Choi, K., & Pempek, T. A. (2016). Toddlers’ word learning from contingent and noncontingent video on touch screens. Child development, 87(2), 405-413.

Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The impact of background television on parent–child interaction. Child development, 80(5), 1350-1359.

Klahr, D., & Chen, Z. (2011). Finding one’s place in transfer space. Child Development Perspectives, 5(3), 196-204.

Kostyrka‐Allchorne, K., Cooper, N. R., & Simpson, A. (2017). Touchscreen generation: children’s current media use, parental supervision methods and attitudes towards contemporary media. Acta Pediatrica, 106(4), 654-662.

Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17(3), 262-281.

Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental APProach. Media Psychology, 10(1), 41-63.

Kucirkova, N. (2014). iPads in early education: separating assumptions and evidence. Frontiers in psychology, 5(1), 1-3.

Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of APPlied Developmental Psychology, 36(1), 11-17.

Leahy, W., Hanham, J., & Sweller, J. (2015). High element interactivity information during problem solving may lead to failure to obtain the testing effect. Educational Psychology Review, 27(2), 291-304.

Maita, M. D. R., & Peralta, O. (2010). El impacto de la instrucción en la comprensión temprana de un mapa como objeto simbólico. Infancia y Aprendizaje, 33(1), 47-62.

Maita, M. D. R., & Peralta, O. (2012). Estrategias maternas de enseñanza de la función simbólica de un objeto. Cultura y Educación, 24(1), 259-271.

Maita, M. D. R., Mareovich, F., & Peralta, O. (2014). Intentional Teaching Facilitates Young Children’s Comprehension and Use of a Symbolic Object. The Journal of Genetic Psychology, 175(5), 401-415.

Mareovich, F., & Peralta, O. (2015). La comprensión referencial temprana: aprendiendo palabras a través de imágenes con distinto nivel de iconicismo. Psykhe, 24(1), 1-11.

Mareovich, F., Taverna, A. & Peralta, O. (2015). Enseñando palabras mediante libros ilustrados: El aprendizaje temprano de sustantivos y adjetivos. Interdisciplinaria, 32(1), 89-107.

Martí, E. (2003). Representar el mundo externamente. La adquisición infantil de los sistemas externos de representación. Madrid: A. Machado Libros.

Masataka, N. (2014). Development of reading ability is facilitated by intensive exposure to a digital children’s picture book. Frontiers in psychology, 5(1), 1-5.

Mehdipour, Y. & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93–100.

Migdalek, M., Rosemberg, C., & Santibáñez, C. (2014). Estrategias argumentativas en niños pequeños: Un estudio a partir de las disputas durante el juego en contextos escolares. Revista signos, 47(86), 435-462.

Miller, D., Robertson, D., Hudson, A., & Shimi, J. (2012). Signature pedagogy in early years’ education: A role for COTS game‐based learning. Computers in the Schools, 29(1–2), 227–247.

Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.

Moscoloni, N. (2005). Las nubes de datos. Métodos para analizar la complejidad. UNR Editora.

Moser, A., Zimmermann, L., Dickerson, K., Grenell, A., Barr, R., & Gerhardstein, P. (2015). They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. Journal of experimental child psychology, 137(1), 137-155.

Murphy, G. (1991). Meaning and concepts. En P. Schwanengluglel (Ed.), The Psychology of Word Meanings (pp. 11-35). Hillsdale: Lawrence Erlbaum.

Murphy, G. (2002). The big book of concepts. New York: MIT press.

Nelson, K. (1996). Language in cognitive development. The emergence of the mediated mind. Cambridge, MA: Cambridge University Press.

Nelson, K. (2009). Young minds in social worlds: Experience, meaning, and memory. London: Harvard University Press.

Neuman, S. B., Kaefer, T., Pinkham, A., & Strouse, G. (2014). Can babies learn to read? A randomized trial of baby media. Journal of educational psychology, 106(3), 815-830.

Nolan, J., & McBride, M. (2014). Beyond gamification: Reconceptualizing game‐based learning in early childhood environments. Information, Communication & Society, 17(5), 594–608.

OfCom. (2017). Children and parents: Media use and attitudes report. London: OfCom.

O’Toole, K. J., & Kannass, K. N. (2018). Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention. Journal of Experimental Child Psychology, 173(1), 100-115.

Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: Parent–child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.

Paudel, S., Jancey, J., Subedi, N., & Leavy, J. (2017). Correlates of mobile screen media use among children aged 0–8: a systematic review. BMJ open, 7(10), 1-12.

Peralta, O. A. (1995). Developmental changes and socioeconomic differences in mother-infant picturebook reading. European Journal of Psychology of Education, 10(3), 261-272.

Peralta, O. A., & Salsa, A. (2011). Instrucción y desarrollo en la comprensión temprana de fotografías como objetos simbólicos. Anales de Psicología, 27(1), 118-125.

Peralta, O. A., & Salsa, A. M. (2001). Interacción materno-infantil con libros con imágenes en dos niveles socioeconómicos. Infancia y aprendizaje, 24(3), 325-339.

Peralta, O., & Salsa, A. (2003). Instruction in early comprehension and use of a symbol–referent relation. Cognitive Development, 18(2), 269-284.

Peralta, O., Salsa, A., Maita, M. D. R., & Mareovich, F. (2013). Scaffolding young children’s understanding of symbolic objects. Early years, 33(3), 266-274.

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Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (pp. 703-732). New York: Wiley.

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Radesky, J. S., Kistin, C. J., Zuckerman, B., Nitzberg, K., Gross, J., Kaplan-Sanoff, M., … & Silverstein, M. (2014). Patterns of mobile device use by caregivers and children during meals in fast food restaurants. Pediatrics, 133(4), 843-849.

Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3.

Raynaudo, G., Sartori, M., & Peralta, O. (2017). Tecnologías en los hogares y su uso por parte de niños (0-8 años) en Argentina. XXXVI Congreso Interamericano de Psicología, Mérida, México.  

Reich, S. M., Yau, J. C., & Warschauer, M. (2016). Tablet-based ebooks for young children: What does the research say? Journal of Developmental & Behavioral Pediatrics, 37(7), 585-591.

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Rideout, V. (2017). The Common Sense census: Media use by kids’ age zero to eight. San Francisco, CA: Common Sense Media.

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Strouse, G. A., & Ganea, P. A. (2016). Are prompts provided by electronic books as effective for teaching preschoolers a biological concept as those provided by adults? Early Education and Development, 27(1), 1190–1204.

Strouse, G. A., & Ganea, P. A. (2017). Toddlers’ word learning and transfer from electronic and print books. Journal of experimental child psychology, 156(1), 129-142.

Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The Role of Book Features in Young Children’s Transfer of Information from Picture Books to Real-World Contexts. Frontiers in psychology, 9(50), 1-14.

Strouse, G. A., O’Doherty, K., & Troseth, G. L. (2013). Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental psychology, 49(12), 2368-2375.

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: a meta-analysis. Review of Educational Research, 85(4), 698–739.

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Taverna, A. S., & Peralta, O. A. (2009). Desarrollo conceptual: perspectivas actuales en la adquisición temprana de conceptos. Psykhe, 18(1), 49-59.

Taverna, A. S., Waxman, S. R., Medin, D. L., & Peralta, O. A. (2012). Core folkbiological concepts: New evidence from Wichí children and adults. Journal of Cognition and Culture, 12(3-4), 339-358.

Taverna, A. S., Waxman, S. R., Medin, D. L., Moscoloni, N., & Peralta, O. A. (2014). Naming the living things: Linguistic, experiential and cultural factors in Wichí and Spanish speaking children. Journal of Cognition and Culture, 14(3-4), 213-233.

Taverna, A., & Peralta, O. (2012). Formación de categorías supraordenadas en la niñez temprana. El papel de la instrucción. Infancia y Aprendizaje, 35(2), 135-149.

Teepe, R. C., Molenaar, I., & Verhoeven, L. (2017). Technology‐enhanced storytelling stimulating parent–child interaction and preschool children’s vocabulary knowledge. Journal of Computer Assisted Learning33(2), 123-136.

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Tomasello, M. (2008).Origins of human communication. Cambridge, MA: MIT Press.

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