Using activity theory to understand intergenerational play: The case of Family Quest
Tóm tắt
Từ khóa
Tài liệu tham khảo
Aarsand, P. A. (2007). Computer and video games in family life: The digital divide as a resource in intergenerational interactions. Childhood, 14, 235–256.
Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett, S., Shaw, R. E., et al. (1999). Principles of self-organization: Ecologizing the learner-facilitator system. The Journal of the Learning Sciences, 8(3&4), 349–390.
Crosnoe, R., & Trinitapoli, J. (2008). Shared family activities and the transition from childhood into adolescence. Journal of Research on Adolescence, 18(1), 23-48.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.
Crick, N. R., Bigbee, M. A., & Howes, C. (1996). Gender differences in children’s normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67(3), 1003–1014.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101.
Engeström, Y. (1987). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Gailey, C. W. (1996). Mediated messages: Gender, class, and cosmos in home video games. In P. M. Greenfield & R. R. Cocking (Eds.), Interacting with video (pp. 9–23). Norwood: Ablex.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, R., et al. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge: MIT.
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39–103.
Jorgensen, D. L. (1989). Participant observation: A methodology for human studies. Newbury Park: Sage.
Kennedy, T. L. M., Smith, A., Wells, A. T., & Wellman, B. (2008). Networked families. The Pew Internet & American Life Project. Washington, DC.
Lenhart, A., & Madden, M. (2005). Teens and Technology. Washington DC: Pew Internet and American Life Project.
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs: Prentice-Hall.
Mitchell, E. (1985). The dynamics of family interaction around home video games. Special Issue: Personal computers and the family. Marriage and Family Review, 8(1–2), 121–135.
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
Ochs, E., Taylor, C., Rudolph, D., & Smith, R. (1992). Storytelling as a theory building activity. Discourse Processes, 15, 37–72.
Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
Papert, S. (1995). The connected family: Bridging the digital generation gap. Atlanta: Longstreet.
Roe, K. (1998). Boys will be boys and girls will be girls’: Changes in children's media use. Communications, 23(1), 5–26.
Smetana, J. G. (2005). Adolescent-parent conflict: Resistance and subversion as developmental process. In L. Nucci (Ed)., Conflict, contradiction, and contrarian elements in moral development and education (pp. 69–92). Mahwah, NJ: Erlbaum.
Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.