Psychological paradigms and teaching practices with the computer
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Jan 1, 1995
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Abstract
Reflections on the impact of informatics and educational technology in the philosophical-psychological one objectivist conception of knowledge to a constructivist, until the advent of a new twist: the de-constructionist.
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References
Anglin G.J. (ed) (1991), Instructional Technology. Past, Present, and Future, Englewood, Colorado, Libraries Unlimited.
Ausubel D.P. (1963), The Psychology of meaningful verbal learning, New York, Grune & Stratton.
Ausubel D.P. (1968), Educational psychology: A cognitive view, New York, Holt, Rinehart & Winston; trad. it.: Educazione e processi cognitivi, Milano, Angeli, 1978.
Bednar A.K., Cunningham D., Duffy T.M., Perry J.D. (1991), Theory into Practice. How Do We Link?, in G. J. Anglin (ed), op. cit., pp. 88-101.
Block J.A. (1971) (ed.), Mastery Learning, Theory and Practice, New York, Holt Reinehart & Winston; trad. it. Mastery Learning Procedimenti scientifici di educazione individualizzata, Torino, Loescher, 1972.
Block J.A. e Anderson L.W. (1975), Mastery Learning in Classroom Instruction, New York, McMillan; trad. it.: Mastery Learning in classe, Torino Loescher, 1978.
Bloom B.S. (1956), Taxonomy of Educational Objective. The classification of Educational Goals, New York, McKay Company.
Bloom J.W. (1992), Contexts of meaning and conceptual integration: How children understand and learn, in R.A. Duschl, R.J. Hamilton (eds), Philosophy of science, cognitive psychology, and educational theory and practice, Albany, N.Y., Suny Press, pp. 177-194.
Brown A.L., Collins A. & Duguid P. (1989), Situated Cognition and the Culture of Learning, Educational Researcher, 18, pp. 32-42.
Brown J.S. (1988), Steps toward a new epistemology of situated learning, Proceeding of the ITS-88, International Conference on Intelligent tutoring Systems, University of Montreal, Montreal, Canada, june 1-3.
Bruner J. (1990), Acts of Meaning, Harvard, President and Fellows of Harvard College; trad. it.: La ricerca del significato. Per una psicologia culturale, Torino, Bollati Boringhieri, 1992.
Burns H., Parlett J.W. e Redfield C.L. (eds) (1991), Intelligent Tutoring Systems. Evolutions in Design, Hillsdale, New Jersey, Erlbaum.
Calvani A. (1994), Iperscuola. Tecnologia e futuro dell’educazion e, Padova, Muzzio.
Calvani A. e Varisco B.M. (a cura di) (1995), Costruire/decostruire significati. Ipertesti, micromondi e nuovi orizzonti formativi, Padova, CLEUP.
Calvino I. (1993), Lezioni americane, Milano, Mondadori.
Caravita S. e Halldén O. (1995), Re-framing the Problem of Conceptual Change, Learning and Instruction, 4, pp. 89-11.
Chambers J.A. e Sprecher J.W. (1993), Computer-assisted Instruction, Englewood Cliff, New Jersey, Prentice-Hall.
Cooper P. A. (1993), Paradigm Shifts in Designed Instruction: From Behaviourism to Cognitivism to Constructivism, Educational Technology, 33; 5, pp. 12-19
Cornoldi C. (1995), Metacognizione e apprendimento, Bologna, Il Mulino.
D’Urso V. e Trentin R. (1990), Psicologia delle emozioni, Bologna, Il Mulino.
De Kerckhove D. (1991), Brainframes. Technology, mind and business, Utrecht, Bosch & Keuning; trad. it.: Brainframes. Mente, tecnologia, mercato, Bologna, Baskerville, 1995.
Duffy T.M. e Jonassen D.H. (eds) (1992), Constructivism and the Technology of Instruction, Hillsdale, New Jersey, Erlbaum.
Fish S. (1980), Is there a Text in This Class? The Authority of Interpretative Communities, Cambridge, Massachusetts, President and Fellows of Harvard College; trad. it. C’è un testo in questa classe?, Torino, Einaudi, 1987.
Fodor J.A. (1983), The Modularity of Mind. An Essay on Faculty Psychology, Cambridge, Mass. The MIT Press; trad. it. La mente modulare, Bologna, il Mulino, 1988.
Forman G. e Pufall P.B.(eds) (1988a), Constructivivism in the Computer Age, Hillsdale, New Jersey, Erlbaum.
Forman G. e Pufall P.B.. (1988b), Constructivism in The Computer Age: A Reconstructive Epilogue, in G. Forman e P.B. Pufall (eds), op. cit. pp. 236-250.
Fornero G. (1994), Postmoderno e filosofia, in G. Fornero, F. Restaino, D. Antiseri, Storia della filosofia vol. IV, La filosofia contemporanea, Tomo II, Torino, UTET.
Gagné R.M. (1965), The Conditions of Learning, New York, Holt Reinehart & Winston; trad. it. Le condizioni dell’apprendimento, Roma, Armando, 1973.
Gargani A.G. (1989), La vita contingente, in R. Rorty, La filosofia dopo la filosofia. Contingenza, ironia e solidarietà, Bari, Laterza, pp. IX-XXXIII.
Goodman N. (1978), Ways of Worldmaking, IndianapolisCambridge, Hackett; trad. it. Vedere e costruire il mondo, Bari, Laterza, 1978.
Goodman N. (1968), Language of Art, Boobs-Merrill; trad. it. I linguaggi dell’arte, Milano, Il Saggiatore, 1976.
Guilford J.P. (1967), The Nature of Hman Intelligence, New York, MacGraw-Hill. Harel I. e Papert S. (eds) (1991), Constructionism, Norwoodn, New Jersey, Ablex.
Hassan I. (1988), «Making sense», o dell’ineluttabile emergenza del senso, in G. Borradori, Il pensiero post-filosofico, Milano, Jaka Book, pp. 273-275.
Hay K.E. (1991), Postmodern theory, computer technology, and education: Lookink forward to a postmodern education, unpublished doctoral dissertation, The Ohio State University, cit in K.E. Hay, Legitimate Peripheral Partecipation, Instruction, and Constructivism: Whose Situation Is It Anyway?, Educational Technology, 33, 3, pp. 33-38.
Hayes-Roth F., Waterman D.A. e Lenat D.B. (eds) (1983), Building Expert Systems, New York, Addison-Wesley.
Jachson P. (1986), Introduction to Expert Systems, AddisonWesley, trad. it.: Introduzione ai sistemi esperti, Masson Milano, 1988.
Jameson F. (1984), Postmodernism, or The Cultural Logic of Late Capitalism, New Left Review; trad. it. Il post moderno o la logica culturale del tardo capitalismo, Milano, Garzanti.
Jonassen D.H. (1991), Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm?, Educational Technology Research and Development, 39, 3, pp. 5-14.
Jonassen D.H. (1993), Thinking Technology, Educational Technology, 34, 3, pp. 34-37.
Jonassen D.H. (1995), Supporting Communities of Learning with Technology: A Vision for Integrating Technology with Learnig in Schools, Educational Technology, 35, 4, pp. 60-63.
Karmiloff-Smith A. (1992), Beyond Modularity. A Developmental Perspective on Cognitive Science, Cambridge, Mass. The MIT Press; trad. it. Oltre la mente modulare, Una prospettiva evolutiva sulla scienza cognitiva, Bologna, il Mulino, 1995.
Kearsley G.P. (ed.) (1987), Artificial Intelligence & Instruction. Applications and Methods, Reading, Madssachusetts, Addison-Wesley.
Lave J. (1988), Cognition in practice, Cambridge University Press, Cambridge, Massachusetts.
Lebow D. (1993), Constructivist Values for Instructional Systems Design: Five Principles Toward a New Minset, Educational Technology Research and Development, 41, 3, pp. 4-16.
Lindsay P.H., Norman D.A. (1977), Human Information Processing, New York, Academic Press; trad. it..: L’uomo elaboratore di informazioni, Firenze, Giunti Barbèra, 1983.
Mc Luhan M e Fiore Q. (1967), The medium is the Message, New York, Ban Tam; trad. it.: Il medium è il messaggio, Milano, Feltrinelli, 1968.
Merrill M.D. (1992), Constructivism and Instructional Design, in T. M. Duffy e D. H. Jonassen (eds) op. cit., pp. 99-114.
Negrotti M. (a cura di) (1993a), Capire l’artificiale. Dall’analogia all’integrazione uomo-macchina, Torino, Bollati Boringhieri.
Negrotti M. (1993b), Introduzione. Il futuro dell’intelligenza artificiale e le sue radici culturali, in M. Negrotti (a cura di), op. cit., pp. 13-28.
Negrotti N. e Bertasio D. (1993), La creatività e l’artificiale, in M. Negrotti (a cura di), op. cit., pp. 215-251.
Newell A., Shaw J.C. e Simon H.A. (1958), Elements of a Theory of Human Problem Solving, Psychological Review, 65, pp. 151-166.
Newell A., Simon H.A. (1972), Human Problem Solving, Englewood Cliffs, New Jersey, Prentice Hall.
Norman D.A. (1993), Thinks that Make us Smart, New York, Addison-Wespley.; trad. it. Le cose che ci fanno intelligenti, Milano, Feltrinelli, 1995.
Novak J.D. e Gowin D.B. (1984), Learning how to learn, Cambridge, Cambridge University Press; trad. it. Imparando a imparare, Torino, SEI, 1989.
O’Shea T. e Self J. (1983), Learning and Teaching with Computers, London Arvester Press.
Olson D.R. (1979), Linguaggi, media e processi educativi, Torino, Loescher.
Papert S. (1993), The Children’s Machine. Rethinking School in the Age of the Computer, New York, Basic Books-Harper Collins; trad. it.: I bambini e il computer. Nuove idee per i nuovi strumenti dell’educazione, Milano, Rizzoli, 1994.
Papert S. (1980), Mindstorms, New York, Basic Books; trad. it. Mindstorms, Milano, Emme, 1984. Parisi D. (1989), Intervista sulle reti neurali, Bologna, Il Mulino.
Persico D. e Sarti L. (1988), Insegnare con l’intelligenza artificiale, Napoli, CUEN. Pessa E. (1992) Intelligenza artificiale. Teorie e sistemi, Torino, Bollati Boringhieri.
Pontecorvo C. (a cura di) (1993), La condivisione della conoscenza, Firenze, La Nuova Italia.
Pontecorvo C., Ajello A.M. e Zucchermaglio C. (1991), Discutendo si impara. Interazione sociale e conoscenza a scuola, Roma NIS.
Psotka J., Massey L.D. e Mutter S.A. (1988), Intelligent Tutoring Sysstems. Lessons Learned, Hillsdale, New Jersey, Erlbaum.
Quinlan P.T., Connectionism and Psychology: A psychological Perspective on New Connectionism Research, Hemel Hempstead, Harvester Wheatsheaf; trad.it.: Connessionismo e psicologia. Una prospettiva psicologica per la ricerca sulle reti neurali, Bologna, Il mulino, 1994
Resnik L.B., Levine J.M. e Teasley S.D. (eds) (1991), Perspective on Socially Shared Cognition, Washington, American Psychology Association.
Rorty R. (1989), Contigency, irony and solidarity, Cambridge, Cambridge University Press; trad. it.: La filosofia dopo la filosofia. Contingenza, ironia e solidarietà, Bari, Laterza, 1989.
Rumelhart D.E., Norman D.A. (1978), Accrescion, Tuning and Restructuring: Three Modes of Learning, in J.W. Cotton, R. Klatzy (eds), Semantic Factors in Cognition, Hillsdale, N.J., Erlbaum, pp. 37-53.
Santi M. (1995), Ragionare con il discorso. Il pensiero argomentativo nelle discussioni in classe, Firenze, La Nuova Italia.
Skinner B.F. (1970), La tecnologia dell’insegnamento, Brescia, La Scuola.
Stock O. (a cura di) (1994), Intelligenza artificiale. Aree di ricerca, tendenze e prospettive, Milano Angeli.
Streibel M.J. (1991), Instructional Plans and Situated Learning, in G.J. Anglin (ed.), op. cit., pp. 117-132.
Stringa S. (1993) Macchine e comportamento intelligente in M. Negrotti (a cura di), op. cit., pp. 168-179.
Valleriani A. (a cura di) (1995), Verso l’oriente del testo. Ermeneutica, retorica ed estetica nell’insegnamento, Colledara (TE), Andromeda.
Varisco B.M. (1995), Alle radici dell’ipertestualità, in A. Calvani e B.M. Varisco (a cura di), op. cit.
Vygotskij L.S. (1978), Mind in Society, Cambridge, Massachusetts, Harvard University Press; trad. it.; Il processo cognitivo, Torino, Boringhieri, 1980.
Watzlawick P. (a cura di) (1981), Die Erfundene Wirklichkeit, München, Piper e Verlag; trad. it.: La realtà inventata, Milano, Feltrinelli, 1988.
Winograd T. e Flores F. (1987), Calcolatori e conoscenza. Un nuovo approccio alla progettazione delle tecnologie dell’informazione, Milano, Mondadori.
Ausubel D.P. (1963), The Psychology of meaningful verbal learning, New York, Grune & Stratton.
Ausubel D.P. (1968), Educational psychology: A cognitive view, New York, Holt, Rinehart & Winston; trad. it.: Educazione e processi cognitivi, Milano, Angeli, 1978.
Bednar A.K., Cunningham D., Duffy T.M., Perry J.D. (1991), Theory into Practice. How Do We Link?, in G. J. Anglin (ed), op. cit., pp. 88-101.
Block J.A. (1971) (ed.), Mastery Learning, Theory and Practice, New York, Holt Reinehart & Winston; trad. it. Mastery Learning Procedimenti scientifici di educazione individualizzata, Torino, Loescher, 1972.
Block J.A. e Anderson L.W. (1975), Mastery Learning in Classroom Instruction, New York, McMillan; trad. it.: Mastery Learning in classe, Torino Loescher, 1978.
Bloom B.S. (1956), Taxonomy of Educational Objective. The classification of Educational Goals, New York, McKay Company.
Bloom J.W. (1992), Contexts of meaning and conceptual integration: How children understand and learn, in R.A. Duschl, R.J. Hamilton (eds), Philosophy of science, cognitive psychology, and educational theory and practice, Albany, N.Y., Suny Press, pp. 177-194.
Brown A.L., Collins A. & Duguid P. (1989), Situated Cognition and the Culture of Learning, Educational Researcher, 18, pp. 32-42.
Brown J.S. (1988), Steps toward a new epistemology of situated learning, Proceeding of the ITS-88, International Conference on Intelligent tutoring Systems, University of Montreal, Montreal, Canada, june 1-3.
Bruner J. (1990), Acts of Meaning, Harvard, President and Fellows of Harvard College; trad. it.: La ricerca del significato. Per una psicologia culturale, Torino, Bollati Boringhieri, 1992.
Burns H., Parlett J.W. e Redfield C.L. (eds) (1991), Intelligent Tutoring Systems. Evolutions in Design, Hillsdale, New Jersey, Erlbaum.
Calvani A. (1994), Iperscuola. Tecnologia e futuro dell’educazion e, Padova, Muzzio.
Calvani A. e Varisco B.M. (a cura di) (1995), Costruire/decostruire significati. Ipertesti, micromondi e nuovi orizzonti formativi, Padova, CLEUP.
Calvino I. (1993), Lezioni americane, Milano, Mondadori.
Caravita S. e Halldén O. (1995), Re-framing the Problem of Conceptual Change, Learning and Instruction, 4, pp. 89-11.
Chambers J.A. e Sprecher J.W. (1993), Computer-assisted Instruction, Englewood Cliff, New Jersey, Prentice-Hall.
Cooper P. A. (1993), Paradigm Shifts in Designed Instruction: From Behaviourism to Cognitivism to Constructivism, Educational Technology, 33; 5, pp. 12-19
Cornoldi C. (1995), Metacognizione e apprendimento, Bologna, Il Mulino.
D’Urso V. e Trentin R. (1990), Psicologia delle emozioni, Bologna, Il Mulino.
De Kerckhove D. (1991), Brainframes. Technology, mind and business, Utrecht, Bosch & Keuning; trad. it.: Brainframes. Mente, tecnologia, mercato, Bologna, Baskerville, 1995.
Duffy T.M. e Jonassen D.H. (eds) (1992), Constructivism and the Technology of Instruction, Hillsdale, New Jersey, Erlbaum.
Fish S. (1980), Is there a Text in This Class? The Authority of Interpretative Communities, Cambridge, Massachusetts, President and Fellows of Harvard College; trad. it. C’è un testo in questa classe?, Torino, Einaudi, 1987.
Fodor J.A. (1983), The Modularity of Mind. An Essay on Faculty Psychology, Cambridge, Mass. The MIT Press; trad. it. La mente modulare, Bologna, il Mulino, 1988.
Forman G. e Pufall P.B.(eds) (1988a), Constructivivism in the Computer Age, Hillsdale, New Jersey, Erlbaum.
Forman G. e Pufall P.B.. (1988b), Constructivism in The Computer Age: A Reconstructive Epilogue, in G. Forman e P.B. Pufall (eds), op. cit. pp. 236-250.
Fornero G. (1994), Postmoderno e filosofia, in G. Fornero, F. Restaino, D. Antiseri, Storia della filosofia vol. IV, La filosofia contemporanea, Tomo II, Torino, UTET.
Gagné R.M. (1965), The Conditions of Learning, New York, Holt Reinehart & Winston; trad. it. Le condizioni dell’apprendimento, Roma, Armando, 1973.
Gargani A.G. (1989), La vita contingente, in R. Rorty, La filosofia dopo la filosofia. Contingenza, ironia e solidarietà, Bari, Laterza, pp. IX-XXXIII.
Goodman N. (1978), Ways of Worldmaking, IndianapolisCambridge, Hackett; trad. it. Vedere e costruire il mondo, Bari, Laterza, 1978.
Goodman N. (1968), Language of Art, Boobs-Merrill; trad. it. I linguaggi dell’arte, Milano, Il Saggiatore, 1976.
Guilford J.P. (1967), The Nature of Hman Intelligence, New York, MacGraw-Hill. Harel I. e Papert S. (eds) (1991), Constructionism, Norwoodn, New Jersey, Ablex.
Hassan I. (1988), «Making sense», o dell’ineluttabile emergenza del senso, in G. Borradori, Il pensiero post-filosofico, Milano, Jaka Book, pp. 273-275.
Hay K.E. (1991), Postmodern theory, computer technology, and education: Lookink forward to a postmodern education, unpublished doctoral dissertation, The Ohio State University, cit in K.E. Hay, Legitimate Peripheral Partecipation, Instruction, and Constructivism: Whose Situation Is It Anyway?, Educational Technology, 33, 3, pp. 33-38.
Hayes-Roth F., Waterman D.A. e Lenat D.B. (eds) (1983), Building Expert Systems, New York, Addison-Wesley.
Jachson P. (1986), Introduction to Expert Systems, AddisonWesley, trad. it.: Introduzione ai sistemi esperti, Masson Milano, 1988.
Jameson F. (1984), Postmodernism, or The Cultural Logic of Late Capitalism, New Left Review; trad. it. Il post moderno o la logica culturale del tardo capitalismo, Milano, Garzanti.
Jonassen D.H. (1991), Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm?, Educational Technology Research and Development, 39, 3, pp. 5-14.
Jonassen D.H. (1993), Thinking Technology, Educational Technology, 34, 3, pp. 34-37.
Jonassen D.H. (1995), Supporting Communities of Learning with Technology: A Vision for Integrating Technology with Learnig in Schools, Educational Technology, 35, 4, pp. 60-63.
Karmiloff-Smith A. (1992), Beyond Modularity. A Developmental Perspective on Cognitive Science, Cambridge, Mass. The MIT Press; trad. it. Oltre la mente modulare, Una prospettiva evolutiva sulla scienza cognitiva, Bologna, il Mulino, 1995.
Kearsley G.P. (ed.) (1987), Artificial Intelligence & Instruction. Applications and Methods, Reading, Madssachusetts, Addison-Wesley.
Lave J. (1988), Cognition in practice, Cambridge University Press, Cambridge, Massachusetts.
Lebow D. (1993), Constructivist Values for Instructional Systems Design: Five Principles Toward a New Minset, Educational Technology Research and Development, 41, 3, pp. 4-16.
Lindsay P.H., Norman D.A. (1977), Human Information Processing, New York, Academic Press; trad. it..: L’uomo elaboratore di informazioni, Firenze, Giunti Barbèra, 1983.
Mc Luhan M e Fiore Q. (1967), The medium is the Message, New York, Ban Tam; trad. it.: Il medium è il messaggio, Milano, Feltrinelli, 1968.
Merrill M.D. (1992), Constructivism and Instructional Design, in T. M. Duffy e D. H. Jonassen (eds) op. cit., pp. 99-114.
Negrotti M. (a cura di) (1993a), Capire l’artificiale. Dall’analogia all’integrazione uomo-macchina, Torino, Bollati Boringhieri.
Negrotti M. (1993b), Introduzione. Il futuro dell’intelligenza artificiale e le sue radici culturali, in M. Negrotti (a cura di), op. cit., pp. 13-28.
Negrotti N. e Bertasio D. (1993), La creatività e l’artificiale, in M. Negrotti (a cura di), op. cit., pp. 215-251.
Newell A., Shaw J.C. e Simon H.A. (1958), Elements of a Theory of Human Problem Solving, Psychological Review, 65, pp. 151-166.
Newell A., Simon H.A. (1972), Human Problem Solving, Englewood Cliffs, New Jersey, Prentice Hall.
Norman D.A. (1993), Thinks that Make us Smart, New York, Addison-Wespley.; trad. it. Le cose che ci fanno intelligenti, Milano, Feltrinelli, 1995.
Novak J.D. e Gowin D.B. (1984), Learning how to learn, Cambridge, Cambridge University Press; trad. it. Imparando a imparare, Torino, SEI, 1989.
O’Shea T. e Self J. (1983), Learning and Teaching with Computers, London Arvester Press.
Olson D.R. (1979), Linguaggi, media e processi educativi, Torino, Loescher.
Papert S. (1993), The Children’s Machine. Rethinking School in the Age of the Computer, New York, Basic Books-Harper Collins; trad. it.: I bambini e il computer. Nuove idee per i nuovi strumenti dell’educazione, Milano, Rizzoli, 1994.
Papert S. (1980), Mindstorms, New York, Basic Books; trad. it. Mindstorms, Milano, Emme, 1984. Parisi D. (1989), Intervista sulle reti neurali, Bologna, Il Mulino.
Persico D. e Sarti L. (1988), Insegnare con l’intelligenza artificiale, Napoli, CUEN. Pessa E. (1992) Intelligenza artificiale. Teorie e sistemi, Torino, Bollati Boringhieri.
Pontecorvo C. (a cura di) (1993), La condivisione della conoscenza, Firenze, La Nuova Italia.
Pontecorvo C., Ajello A.M. e Zucchermaglio C. (1991), Discutendo si impara. Interazione sociale e conoscenza a scuola, Roma NIS.
Psotka J., Massey L.D. e Mutter S.A. (1988), Intelligent Tutoring Sysstems. Lessons Learned, Hillsdale, New Jersey, Erlbaum.
Quinlan P.T., Connectionism and Psychology: A psychological Perspective on New Connectionism Research, Hemel Hempstead, Harvester Wheatsheaf; trad.it.: Connessionismo e psicologia. Una prospettiva psicologica per la ricerca sulle reti neurali, Bologna, Il mulino, 1994
Resnik L.B., Levine J.M. e Teasley S.D. (eds) (1991), Perspective on Socially Shared Cognition, Washington, American Psychology Association.
Rorty R. (1989), Contigency, irony and solidarity, Cambridge, Cambridge University Press; trad. it.: La filosofia dopo la filosofia. Contingenza, ironia e solidarietà, Bari, Laterza, 1989.
Rumelhart D.E., Norman D.A. (1978), Accrescion, Tuning and Restructuring: Three Modes of Learning, in J.W. Cotton, R. Klatzy (eds), Semantic Factors in Cognition, Hillsdale, N.J., Erlbaum, pp. 37-53.
Santi M. (1995), Ragionare con il discorso. Il pensiero argomentativo nelle discussioni in classe, Firenze, La Nuova Italia.
Skinner B.F. (1970), La tecnologia dell’insegnamento, Brescia, La Scuola.
Stock O. (a cura di) (1994), Intelligenza artificiale. Aree di ricerca, tendenze e prospettive, Milano Angeli.
Streibel M.J. (1991), Instructional Plans and Situated Learning, in G.J. Anglin (ed.), op. cit., pp. 117-132.
Stringa S. (1993) Macchine e comportamento intelligente in M. Negrotti (a cura di), op. cit., pp. 168-179.
Valleriani A. (a cura di) (1995), Verso l’oriente del testo. Ermeneutica, retorica ed estetica nell’insegnamento, Colledara (TE), Andromeda.
Varisco B.M. (1995), Alle radici dell’ipertestualità, in A. Calvani e B.M. Varisco (a cura di), op. cit.
Vygotskij L.S. (1978), Mind in Society, Cambridge, Massachusetts, Harvard University Press; trad. it.; Il processo cognitivo, Torino, Boringhieri, 1980.
Watzlawick P. (a cura di) (1981), Die Erfundene Wirklichkeit, München, Piper e Verlag; trad. it.: La realtà inventata, Milano, Feltrinelli, 1988.
Winograd T. e Flores F. (1987), Calcolatori e conoscenza. Un nuovo approccio alla progettazione delle tecnologie dell’informazione, Milano, Mondadori.