Коул, Майкл (психолог) (Tkrl, Bgwtl (hvn]klki))

В Википедии есть статьи о других людях с такой фамилией, см. Коул; Коул, Майкл.

Майкл Коул
англ. Michael D. Cole
Дата рождения	13 апреля 1938(1938-04-13) (86 лет)
Место рождения	Лос-Анджелес, Калифорния, США
Страна	США
Род деятельности	психолог, преподаватель университета
Научная сфера	культурная психология и психология народов
Место работы	Рокфеллеровский университет Университет Калифорнии в Сан-Диего
Альма-матер	Индианский университет в Блумингтоне (1962) Калифорнийский университет в Лос-Анджелесе (1959)
Награды и премии	член Американской академии искусств и наук Премия Ассоциации африканских исследований за лучшую книгу APA Award for Distinguished Contributions to the International Advancement of Psychology (2006)

Майкл Д. Коул (англ. Michael D. Cole, род. 13 апреля 1938, Лос-Анджелес, Калифорния) — американский профессор коммуникации и психологии Калифорнийского университета в Сан-Диего (UCSD) (с 1978 года), основатель и директор лаборатории сравнительного человеческого познания (1978—1989, 1995-),. Приобрёл международную известность и признание как исследователь, развивающий идеи культурной (кросс-культурной, культурно-исторической и др.) психологии. Редактор и переводчик трудов Л. С. Выготского и А. Р. Лурия на английский язык. Длительное время участвует в организации научного обмена между академиями США и России, а также в совместных научных проектах.

Биография и образование

Майкл Коул родился в Лос-Анджелесе, Калифорния, США. Женат на Шейле Р. Коул.

• С 09.1952 по 06.1955 — учился в Высшей школе Фэйрфакса (Лос-Анджелес, Калифорния), где получил диплом о высшем образовании.
• С 06.1955 по 01.1957 — учился Оберлинском колледже.
• С 01.1957 по 06.1957 — учился в Калифорнийском университете в Беркли.
• С 09.1957 по 06.1959 — учился в Калифорнийском университете в Лос-Анджелесе, где получил диплом бакалавра психологии.
• С 09.1959 по 08.1962 году учился в аспирантуре Университета штата Индиана, где защитил докторскую диссертацию по психологии.

Научная деятельность

Работы Коула сосредоточены на разработке одного из вариантов культурно-исторической теории развития и функционирования психики, в которой акцент сделан на:

1) опосредовании психических процессов артефактами. Артефакты, по мысли Коула, являются фундаментальными составляющими культуры, такими её материальными элементами, изменявшимися в ходе истории их включения в целенаправленное человеческое действие, которые существуют в мире вокруг нас и организуют наши психические процессы и наше действие в этом мире, а в совокупности они и составляют культуру. Коул предпочитает использовать термин артефакты как более общий, родовой к широко распространённому в отечественной психологии термину — психическое орудие, или орудие труда.

2) историческом развитии. Культура по мысли Коула — это «история в настоящем». Мы — люди, от рождения до смерти живём в мире людей и вещей, созданных в процессе человеческой деятельности. Именно поэтому нельзя трактовать опыт как нечто, происходящее внутри тела или души отдельного человека. Способность развиваться в культурной среде и обеспечивать её воспроизводство — это то, что отличает вид человеческий от других видов.

3) практическая деятельность. Анализ психических функций человека должен основываться на его повседневной деятельности.

Согласно теории Коула, психика создаётся и должна изучаться в коммуникации.

Коул провёл кросс-культурное исследование, касающееся в частности, роли грамотности и школьного образования в когнитивном развитии ребёнка:

С 1963 года Коул с коллегами изучал её, и в частности, — особенности памяти, у фермеров-рисоводов племени кпелле в центральной Либерии (Западная Африка). Одним из результатов данного исследования стало понимание о том, что «люди развивают культурные средства и связанные с ними когнитивные навыки в тех областях жизни, где эти средства и навыки имеют центральное значение». Ещё одним выводом, сделанным уже из второго исследования, проведённого там же (1966) и направленного на изучение влияния школьного обучения на широко понимаемое когнитивное развитие, стало понимание, что «культурные различия в когнитивных процессах скорее коренятся в обстоятельствах применения каких-то конкретных когнитивных приёмов, чем в наличии соответствующих психических процессов в одной группе и их отсутствии в другой».

В 1970-х годы Коул и с коллегами провёл ещё одно исследование влияния школьного обучения на когнитивное развитие среди народов майя и местизо, живущих на полуострове Юкатан.

Коул был учеником А. Р. Лурии.

В настоящее время, Коул является управляющим редактором международного журнала Mind, Culture, and Activity

Награды, премии, чтение лекций

2009	Маркиз Кто есть кто в Америке, выпуск 2010
2009	Премия Сильвии Скрибнер
2006-2007	Заслуженное приглашение учёного им. Роберта Дж. Глушко в когнитивную науку
2006	Премия Американской Психологической Ассоциации (АPA) за выдающийся вклад в международное продвижение психологии
2006	Премия пожизненного вклада Американской ассоциации образовательных исследований
2004	Почётный доктор, Университет Падую (Италия)
2000	Почётный доктор, Университет Хельсинки Награда «Выдающийся учитель года», Уоррен, Калифорнийский университет в Сан-Диего
1996	Почётный доктор, Университет Копенгагена
1995-1998	Старший научный сотрудник, Фонд Спенсера
1988	Награждённый за выдающийся вклад в исследования и развитие в образовании, Американская ассоциация образовательных исследований
1987	Награждённый за выдающийся вклад в исследования и развитие в образовании, Американская ассоциация образовательных исследований
1986	Награда фонда Джеймса МакКина Кетелла Избранный член Американской академии искусства (художественных наук)
1984	Избранный член Национальной Академии Образования (США)
1982	Избранный член Общества Экспериментальных психологов
1982	Награда Херковитца Африканской Ассоциации исследований
1981	Избранный член Американской Академии искусств и наук
1981	Избранный член Американской Психологической Ассоциации
1980	Стипендия, Японское общество содействия развития науки
1979	Кто есть кто в Америке
1978	Руководитель и делегат, Академия наук СССР, Комиссия по гуманитарным и социальным наукам, Американский совет научных обществ
1978	Премия поведенческих наук Нью-Йоркской Академии наук
1975	Стипендиат, Фонда Ван Лир Иерусалим
1969-1974	Премия развития исследования учёного Государственная служба здравоохранения (США), (почётная после 1970 года)
1966	Грант Государственного Департамента США как участнику программы культурного обмена между США и СССР
1962-1963	Грант Государственного Департамента США как участнику программы культурного обмена между США и СССР
1960-1962	Стипендия иностранной области Фонда Форда
1959-1960	Стипендия Вудро Вильсона Phi Beta Kappa (UCLA) Высшая награда в области психологии (UCLA) Sigma Xi

Библиография

Книги

• Keller, L., Cole, M., Burke, C. J., & Estes, W. K. (1965). Reward and information values of trial outcomes in paired-associate learning.
• Gay, J., Cole, M. (1967). The new mathematics and an old culture. New York: Holt, Rinehart & Winston.
• Cole, M., & Maltzman, I. (Eds.). (1969) . Handbook of contemporary Soviet psychology. New York: Basic Books.
• Cole, M., Gay, J., Glick, J. A., & Sharp, D. W. (Eds.). (1971). The cultural context of learning and thinking. New York: Basic Books. British edition, Methuen Publisher. German translation, Schwan Publisher. Italian translation, Angeli Publishers
• Colby, B., & Cole, M. (1973). Culture, memory and narrative. In R. Flanegan & R. Horton (Eds.). Modes of thought. London: Faber & Faber.
• Cole, M., & Scribner, S. (Eds.). (1974). Culture and thought: A psychological introduction. New York: Wiley. Russian translation Japanese translation
• Cole, M. (Ed.). (1978). The selected writings of Alexander R. Luria. White Plains, NY: Sharpe.
• Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (Eds.). (1978). L. S. Vygotsky, Mind in society: The development of higher processes. Cambridge, MA: Harvard University Press. Italian translation, Boringhieri Publisher, 1987. Spanish translation, Critica Grupo Arijalbo Publisher. Portuguese translation, Libraria Martins Fontes, Publisher, Brazil.
• Cole, M., & Cole, S. (Eds.). (1979). The making of mind: The autobiography of A. R. Luria. Cambridge, MA: Harvard University Press (introduction and biographical essay by M. Cole). Paperback edition, 1986. Italian translation, Armando & Armando Publisher.
• Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press. Paperback edition, 1986.
• Cole, M., & Means, B. (1981). Comparative studies of how people think: An introduction. Cambridge, MA: Harvard University Press. Paperback edition (1986). Spanish translation (1986), Editorial Paidos Publisher, Argentina & Spain. Portuguese translation. Japanese translation. Italian translation.
• Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press. Paperback Edition: 1989 Reprinted into Spanish 1991
• Cole, M., & Cole, S. (1989). The development of children. New York: Scientific American. [Second Edition, 1993] [Third Edition, 1996] [Fourth Edition, 2001] [Fifth Edition, 2005].
• Gauvain , M., & Cole, M. (Eds.). (1993). Readings on the development of children. New York: Scientific American.
• Cole, M. (1996). Cultural psychology:A once and future discipline. Cambridge: Harvard University Press. Italian translation, Morata Publisher (1999). Spanish translation, Morata Publisher (1999). Russian translation, Cogito-Centre (1997). Bulgarian rights licensed to Dilok Publishing (2001). Chinese rights licensed to Xinhua Publishing (2002). Danish rights licensed to Hans Reitzel Forlag (2001). Japanese translation (2002). Hungarian translation (2005).
• Cole, M., & Levitin, K. (2005). The autobiography of A. R. Luria: A dialogue with The Making of Mind. NJ: Lawrence Erlbaum.
• Cole, M., & The Distributed Literacy Consortium. (Ed.). (2006). The Fifth Dimension. An after-school program built on diversity. New York: Russell Sage.
• Olson, D., & Cole, M. (Eds.) (2006). Technology, literacy, and the evolution of society. Implications of the work of Jack Goody. NJ: Lawrence Erlbaum.
• Daniels, H., Cole, M. Wertsch, J.V. (Eds.) (2007) . The Cambridge Companion to Vygotsky. New York, NY, US: Cambridge University Press.

Статьи, обзоры и главы из книг

• Cole, M., & Abraham, F. (1962). Extinction and spontaneous recovery as a function of amount of training and extinction inter-trial interval. Journal of Comparative Physiological Psychology, 55, 978—982.
• Carterette, E. C., & Cole, M. (1963). Repetition and confirmation of messages received by ear and by eye. Quarterly Journal of Psychology.
• Carterette, E. C., & Cole, M. (1963). Comparison of the receiver-operating characteristics for messages received by ear and by eye. Journal of Acoustical Society of America. 34, 172—179.
• Cole, M., & Schneider, A. (1964). Amount of reward and information in a two-person game. Canadian Journal of Psychology, 18, 197—208.
• Cole, M. (1964, January-March). A view and review — an addendum. In J. Brozek (Ed.), Medical Reports, Institute of Contemporary Russian Studies, Fordham University, 16, 20-21.
• Friedman, M. P., Burke, C. J., Keller L., Cole, M., & Estes, W. K. (1964). Two choice behaviors under extended training with shifting probabilities of reinforcement. In R.C. Atkinson (Ed.), Studies in mathematical psychology. Stanford: Stanford University Press. (250—316).
• Cole, M., Belenky, G. L., Boucher, R. C., Fernandez, R. N., & Myers, D. L. (1965). Probability learning to escape from shock. Psychonomic Science, 2, 127—128.
• Cole, M. (1965, November-December). Psychology: A checkered course. Problems of Communism, Vol. XIV.
• Cole, M. (1965). Search behavior: A correction procedure for three-choice probability learning. Journal of Mathematical Psychology, 2, 145—170.
• Cole, M., & Fantino, E. (1966). Temporal variables and trial discreteness in lever-press avoidance. Psychonomic Science, 6, 217—218.
• Keller, L., Sharp, D., & Cole, M. (1966). Factors affecting lever-62, 214—217.
• Keller, L., Korzh, N. N., & Cole, M. (1966). Some cross-cultural data on probability learning. Psychonomic Science, 4 (6), 211—212.
• Cole, M., & Calfee, R., & Keller, L. (1966). Reward structure and payoff preferences in human learning. Psychonomic Science, 5, 169—170.
• Wahlsten , D., Cole, M., & Fantino, E. (1967). Is a stimulus associated with the escape from shock a positive or negative process? Studies I and II. Psychonomic Science, 8, 283—286.
• Olson, L., & Cole, M. (1967). Transposition as a function of within-pair differences. Psychonomic Science, 8, 545—546.
• Olson, L., & Walsten D. (1968). Response-contingent CS termination as a factor in avoidance conditioning. Psychonomic Science, 12, 15-16.
• Fantino, E., & Cole, M. (1968). Sand digging in mice: Functional autonomy? Psychonomic Science, 10, 29-30.
• Fantino, E., & Cole, M. (1968). Spontaneous recovery as a function of fixed ratio. Psychonomic Science, 10, 33-34
• Fantino, E., Hopkins, D., & Cole, M. (1968). Proactive interference for maze habits in the rat. Psychonomic Science, 10, 365—366.
• Fantino, E., Boucher, R., & Cole, M. (1968). Extinction and competition as factors in the unlearning and recovery of a visual discrimination. Journal of Experimental Psychology, 77, 422—428.
• Wahlsten, D., Cole, M., Sharp, D., & Fantino, E. (1968). Facilitation of bar-press avoidance by handling during the intertrial interval. Journal of Comparative Physiological Psychology, 65, 170—175.
• Cole, M., Gay, J., & Glick, J. (1968). A cross-cultural investigation of information processing. International Journal of Psychology, 3, 93-102.
• Cole, M., (1968 March). Culture and cognitive development. Psychology Today.
• Cole, M., Gay J., & Glick, J. (1968). Some experimental studies of Kpelle quantitative behavior. Psychonomic Monographs, 2(10), (Whole No. 26).
• Cole, M., Gay, J., & Glick, J. (1968). Reversal and nonreversal shifts among Liberian tribal people. Journal of Experimental Psychology, 76, 323—324.
• Cole, M., & Hansen, B. (1968). Discrimination and transposition on the intermediate-size problem. Journal of Experimental Child Psychology, 6, 174—180.
• Cole, M., & Hansen, B. (1968, October). Russian nursery schools. Psychology Today, 22-28.
• Cole, M., Glick, J., Kessen, W., & Sharp, D. (1968). Conceptual and mnemonic factors in children’s paired associate learning. Journal of Experimental Child Psychology, 6, 120—130.
• Belenky , G. L., & Cole, M. (1968). The role of test trials in paired associate learning. Psychonomic Science, 10, 201—202.
• Cole, M., Gay, J., Glick, J., & Sharp, D. (1969). Linguistic structure and transposition. Science, 164, 90-91.
• Cole, M., & Keller, L. (1969). Shell game: A three-choice contingent procedure for probability learning. Journal of Mathematical Psychology, 6(3), 470—486.
• Cole, M. (1969). Review of [Luria, A. R. The mind of mnemonist. New York: Basic Books, 1968.] In Psychology Today, 11-12.
• Cole, M. (1970). Marxism and psychology-taken seriously. [Review of the book S. L. Rubinshtejn and the philosophical foundations of Soviet psychology]. PsycCRITIQUES- Contemporary Psychology: APA Review of books , 15 (7), 440—441. Retrieved 07/17/2007, from the PsycCRITIQUES database.
• Cole, M. (1970, July). Review of [ Bronfenbrenner, Urie: Two worlds of childhood: U.S. and U.S.S.R. New York: Russell Sage Foundation] Psychology Today, 6-7.
• Cole, M. (1970). Review of [Knoll, J. (Translated by S. Koch), The theory of active reflexes. New York: Hafner and Budapest: Akademai Kiado, 1969.] In Contemporary Psychology, 15(6), 419—420.
• Cole, M. (1970). Pavlov in Hungary: The good and bad effects of isolation. [Review of the book The theory of active reflexes]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 15(6), 419—420. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M. (1971). Anthropological appearances vs. psychological reality. [Review of the book East is a big bird]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 16(8), 517—518. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M., & Bruner, J. S. (1971). Cultural differences and inferences about psychological process. American Psychologist, 26(10), 867—876. Reprinted in Early childhood education: The 71st yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1972. Reprinted in S. Chess & A. Thomas (Eds.), Annual progress in child psychiatry and child development . New York: Brunner/Mazel, 1972.
• Cole, M., & Ciborowski, T. (1971). Cultural differences in learning conceptual rules. International Journal of Psychology, 25-37.
• Cole, M., Tighe, T. J., & Glick J. (1971). Subproblem analysis of discrimination shift learning. Psychonomic Science, 24, 159—160.
• Cole, M., Frankel, F., & Sharp, D. (1971). Development of free learning in children. Developmental Psychology, 4, 109—123.
• Cole, M., & Frankel, F. (1971). Measures of category clustering in free recall. Psychological Bulletin, 76, 39-44.
• Cole, M., Cassady, M., Hall, W.S., & Williams T. (1971). The role of the CS and its relationship to the CR in avoidance conditioning. Learning and Motivation, 2, 12-25.
• Cole, M. (1971). Review of [Gladwin, Thomas, East is a big bird. Cambridge, MA: Belknap Press, 1970.] In Contemporary Psychology, 16, 517—518.
• Cole, M., & Gay, J. (1972). Culture and memory. American Anthropologist, 74, 1066—1084. Reprinted in J. I. Roberts & S. K. Akinsanya, Schooling in the cultural context: Anthropological studies of education . New York: McKay, 1976.
• Ciborowski, T., & Cole, M. (1972). A cross-cultural study of conjunctive and disjunctive concept learning. Child Development, 43, 774—789.
• Cole, M. (1972). Effects of constrained recall training on children’s performance in a verbal memory task. Child Development, 43, 845—857.
• Cole, M., & Sharp, D. (1972). Patterns of responding in the word associations of West African children. Child Development, 43, 55-65.
• Cole, M. (1972). Review of Huxley, Renira & Ingram, Elisabeth (Eds.), Language acquisition: Models and methods. New York: Academic Press, 1971. In Language and Society, I, 290—293.
• Wahlsten, D., & Cole, M. (1972). Classical and avoidance leg flexion in the dog. In A. H. Black & W. Prokasy (Eds.), Classical conditioning II (pp. 379—408). New York: Appleton-Century.
• Cole, M. (1973). Similar problems, similar conclusions. [Review of the book Soviet psychology: Philosophical, theoretical, and experimental issues. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 18(12), 610—611. Retrieved 07/17/2007, from the PsycCRITIQUES database.
• Cole, M. (1973). Toward an experimental anthropology of thinking. In Proceedings of the 1972 Annual Spring Meeting of the American Ethnological Society. Seattle: University of Washington Press. Reprinted in Anthropology & Education Quarterly, 1974, 5, 7-12. Reprinted in l’univers de la psychologie, Lidis
• Cassady, J. M., Cole, M., Thompson, R. F., & Weinberger, N. M. (1973). Neural correlates of asymptotic avoidance and classical conditioned leg flexion. Experimental Neurology, 40, 207—214.
• Scribner, S., & Cole, M. (1973). Cognitive consequences of formal and informal education. Science, 82, 553—559.
• Cole, M., & Ciborowski, T. (1973). A developmental and cross-cultural study of the influences of role structure and problem composition on the learning of conceptual classifications. Journal of Experimental Child Psychology, 15, 193—215.
• Cole, M. (1973). A developmental study of factors influencing discrimination transfer. Journal of Experimental Child Psychology, 16, 126—147.
• Cole, M., & Medin, D. (1973). On the existence and occurrence of mediation in discrimination transfer: A critical note. Journal of Experimental Child Psychology, 15, 352—355.
• Cole, M., & Medin, D. (1973). Comment on Gollin and Rosner. Journal of Experimental Child Psychology, 17, 545—546.
• Cole, M. (1973). Sovietpsychology: Philosophical, theoretical, and experimental issues. [Review of the book Soviet psychology: Philosophical, theoretical, and experimental issues]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 18, 610—611. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M., & Scribner, S. (1974, August). Review of [Bernstein, Basil, Class codes and control (Vols. 1 & 2). London: Routledge & Kegan Paul, 1971 & 1973.] In Reviews in Anthropology, 387—396.
• Cole, M. (1974). Review of [ Zaslavsky, Claudia, Africa counts. Boston: Prindle, Weber, & Schmidt, 1973.] In Science, 183, 741.
• Cole, M. (1975). Ethnocentrism: Theories of conflict, ethic attitudes, and group behavior. [Review of Ethnocentrism: Theories of conflict, ethic attitudes, and group behavior]. PsycCRITIQUES- Contemporary Psychology: APA Review , 20(8), 689. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Hall, W. S., Reder, S., & Cole, M. (1975). Story recall in young black and white children: Effects of racial group membership, race of experimenter, and dialect. Developmental Psychology, 11(5), 628—634.
• Cole, M. (1975). Culture, cognition, and I.Q. testing. The National Elementary Principal, 54, 49-52.
• Cole, M., & Scribner, S. (1975). Theorizing about socialization of cognition. Ethos, 3, 250—268. Reprinted in T. Schwartz (Ed.), Socialization as cultural communication: Development of a theme in the work of Margaret Mead. Berkeley: University of California Press, 1976. Reprinted in Piaget Und Die Vergleichende Bildungsforschung. The Netherlands: Suhrkamp Verlag, 1980.
• Cole, M. (1975). Perception and understanding in young children: An experimental approach. International Journal of Mental Health, 4(3), 96-97.
• Cole, M., & Medin, D. (1975). Comparative psychology and human cognition. In W. K. Estes (Ed.), Handbook of learning and cognitive processes (Vol. 1.). Hillsdale, NJ: Erlbaum.
• Cole, M. (1975). Preface. In Price-Williams, D. R., Explorations in cross-cultural psychology. San Francisco: Chandler & Sharp.
• Cole, M., & Sharp, D., & Lave, J. (1976). The cognitive consequences of education: Some empirical evidence of theoretical misgivings. The Urban Review, 9(4).
• Cole, M. (1976). Cross-cultural universals of affective meaning. [Review of the book Cross-cultural universals of affective meaning]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 21(8), 602. Retrieved 07/01/07, from the PsycCRITIQUES database.
• Cole, M. (1976). Teacher Talk Is Teaching Talk. [Review of the book Teaching learning in the preschool: A dialogue approach]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 21(8), 561—562. Retrieved 07/01/07, from the PsycCRITIQUES database.
• Cole, M. (1976). Cross-cultural human development. [Review of the book Cross-cultural human development]. PsycCRITIQUES- Contemporary Psychology: APA review of Books, 21(3), 222. Retrieved 7/01/07 from the PsycCRITIQUES database.
• Cole, M. (1976). Applied cross-cultural psychology. [Review of the book Applied cross-cultural psychology]. Contemporary Psychology: APA Review of Books, 21(3), 219. Retrieved 07/07/2007, from the PsycCRITIQUES database.
• Cole, M., & Scribner, S. (1976). Etudes des variation subcultrelle de la memoire semantique: Les implications de la recherche inter-culturelle. Bulletin de Psychologie, special annual. Reprinted in Thinking: Readings cognitive science. Cambridge: Cambridge University Press, 1977.
• Cole, M. (1976). A probe trial procedure for the study of children’s discrimination learning and transfer. Journal of Experimental Child Psychology, 22, 499—510.
• Cole, M. (1976). An ethnographic psychology of cognition. In R. W. Brislin, S. Bochner & W. J. Lonner (Eds.), Cross-cultural perspectives on learning. New York: Halsted Press.
• Cole, M. (1976). Commentary: Cultural differences in contexts of learning. In S. Messick, et al. (Eds.), Individuality in learning. San Francisco: Jossey-Bass. The Laboratory of Comparative Human Cognition. (1976). Memory span for nouns, verbs, and function words in low SES children: A replication and critique of Schutz and Keislar. Verbal Learning and Verbal Behavior, 15, 431—435.
• Cole, M., & Scribner, S. (1977). Cross-cultural studies of memory and cognition. In R. V. Kail, Jr. & J. W. Hagen (Eds.), Memory in cognitive development. Hillsdale , NJ: Erlbaum.
• Hall, W. S., Reder, S., Cole, M., & Dowley, G. (1977). Variations in young children’s use of language: Some effects of setting and dialect. In R. O. Freedle (Ed.), Discourse production and comprehension (pp. 161—173). Norwood, NJ: Ablex. Goody, J., Scribner, S., & Cole, M. (1977). Writing and formal operations: A case study among the Vai. Africa, 47(3), 289—304.
• Cole, M., & Scribner, S. (1977). Developmental theories applied to cross-cultural cognitive research. Annals of the New York Academy of Sciences, 285, 366—373.
• Pratt, M. W., Scribner, S., & Cole, M. (1977). Children as teachers: Developmental studies of instructional communications. Child Development, 48, 1475—1481.
• Cole, M. (1977). About this special issue. American Psychologist, 32, (11), 903—904.
• Cole, M. (1978). Anthropological and cross-cultural themes in mental health: An annotated bibliography, [Review of the book Anthropological and cross-cultural themes in mental health: An annotated bibliography, 1925—1974]. PsycCritiques- Contemporary Psychology: APA Review of Books, 23(4), 274. Retrieved 07/01/2007, from the PsycCRITIQUES database.
• Cole, M. (1978). Basic problems in cross-cultural psychology. [Review of the book Basic problems in cross-cultural psychology]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 23(2), 98-99. Retrieved 07/01/2007, from the PsycCRITIQUES database.
• Cole, M. (1978). How education affects the mind. Human Nature, 1(4), 50-58.
• Scribner, S. & Cole, M. (1978). Unpackaging literacy. UNESCO International Social Science Council: Social Science Information, 17 (1), 19-29. Reprinted in E. Cushman, E. R. Kintgen, B. M. Kroll, M. Rose (Eds.), Literacy: A critical sourcebook, 2001. Boston: Bedford/St. Martin’s. (123—137).
• Scribner, S., & Cole, M. (1978). Literacy without schooling: Testing for intellectual effects. Harvard Educational Review, 48 (4), 448—461. Reprinted in S.W. Beck & L. N. Olah (Eds.), Perspectives on language and literacy: Beyond the here and now. Harvard Educational Review, 35, 187—199.
• Cole, M., Dore, J., & Hall, W. (1978). Situation and task in young children’s talk. Discourse Processes, 1, 119—176.
• Hall, W. S., & Cole, M. (1978). On participants' shaping of discourse through their understanding of the task. In K. Nelson (Ed.), Children’s language (Vol. 1). New York: Gardner Press.
• Cole, M. (1978). Ethnographic psychology of cognition-so far. In G. Spindler (Ed.), The making of psychological anthropology. Berkeley: University of California Press.
• Cole, M. (1978). The cognitive consequences of education: An ethnographic-psychological perspective. In Studies in the learning sciences. Paris: OECD. The Laboratory of Comparative Human Cognition. (1978). Cognition as a residual category in anthropology. Annual Review of Anthropology, 7, 51-69.
• Sharp, D., Cole, M., & Lave, J. (1979). Education and cognitive development: The evidence from experimental research. Monographs of the Society for Research in Child Development, 44 (1-2, Serial No. 178).
• Cole, M. (1979-80, Winter). Introduction: The Kharkov School of Developmental Psychology. Soviet Psychology, 18 (2), 3-8.
• Cole, M. (1979). New Vodka in an old bottle. [Review of the book The Nature of Human Conflicts: Or emotion, conflict and Will]. Critiques-Contemporary Psychology: APA Review of Books, 24(8), 615—619. Retrieved 07/01/2007, from the PsycCRITIQUES database.
• Cole, M. (1979). Review of [Luria, A. R. The nature of human conflicts: Or emotion, conflict and Will.
• Cole, M. (1979). Teaching learning in the preschool: A dialogue approach. [Review of the book Teaching learning in the preschool: A dialogue approach]. PsycCRITIQUES-Contemporary Psychology, 21(8), 561—562. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M. (1979). Preface. In Bronfenbrenner, U., The ecology of human development: Experiments by nature and design. Harvard University Press.
• Cole, M. (1979). In B. B. Szekely (Ed.), The teaching and mastery of language, by Markova, A. K. White Plains, NY: Sharpe. The Laboratory of Comparative Human Cognition. (1979). What’s cultural about cross-cultural cognitive psychology? Annual Review of Psychology, 30, 145—172.
• The Laboratory of Comparative Human Cognition. (1979) . Cross-cultural psychology’s challenge to our ideas of children and development. American Psychologist, 34, 827—833.
• Cole, M. (1980). Mind as a cultural achievement: Implications for I.Q. testing. Annual Report 1979—1980 Research and Clinical Center for Child Development. Faculty of Education, Hokkaido University, Sapporo, Japan. Expanded version in Learning and Teaching: The Ways of Knowing. Offprint from the Eighty-fourth Yearbook of the National Society for the Study of Education, 1985, 218—249. Reprinted version in Journal of Society for Accelerative Learning and Teaching, 18(1, 2), Spring-Summer, 1993, 9-81. Hood, L., McDermott, R., & Cole, M. (1980). Let’s try to make it a good day — Some not so simple ways. Discourse Processes, 2(3), 155—168.
• Cole, M. (1980). Subjective meaning and culture: An assessment through word associations. [Review of the book Subjective meaning and culture: An assessment through word associations]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 25(11), 945—946. Retrieved 07/07/2007, from PsycCRITIQUES database.
• Mandler, J. M., Scribner, S., Cole, M., & DeForest, M. (1980). Cross-cultural invariance in story recall. Child Development, 51, 19-26.
• Cole, M., & Griffin, P. (1980). Cultural amplifiers reconsidered. In D. Olson (Ed.), Social foundations of language and thought. New York: W. W. Norton.
• Cole, M. (1981). The handbook of cross-cultural psychology [Review of the book The handbook of cross-cultural psychology, vol. 3s: basic processes]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books , 26(5), 330—334.
• Lave, C., Cole, M., & Sharp, D. (1981). Determinants of education achievement. Economics of Education Review, 1(2), 253—262.
• Cole, M., & Traupmann, K. (1981). Comparative cognitive research: Learning from a learning disabled child. In W. A. Collins (Ed.), Minnesota Symposium on Child Development (Vol. 14). Hillsdale, NJ: Erlbaum.
• Cole, M. (1981). Cross-cultural psychology: A combined review. Contemporary Psychology, 26(5), 330—334.
• Cole, M. (1981). Review of [Casson, R. W., Language, culture, and cognition: Anthropological perspectives]. In Contemporary Psychology, 26(11), 881. .
• Cole, M. (1982). Culture and psychopathology. [Review of the book Culture and psychopathology]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 27(12), 998—999. Retrieved 07/16/2007, from PsycCRITIQUES database.
• Griffin, P., Cole, M., & Newman, D. (1982). Locating tasks in psychology and education. Discourse Processes, 5, 111—125.
• Cole, M., & D’Andrade, R. (1982). The influence of schooling on concept formation, 4(2), 19-26.
• Cole, M., & Hood, L., & McDermott, R. (1982). Ecological niche picking. In U. Neisser (Ed.), Memory observed: Remembering in natural context. San Francisco: Freeman.
• Cole, M. (1982). Foreword. In J. C. Berland, No five fingers are alike: Cognitive amplifiers in social contest. Cambridge, MA: Harvard University Press.
• Cole, M. (1982). Foreword. In B. Bair (Ed.), The sociogenesis of language and human conduct: A multidisciplinary book of readings. New York: Plenum.
• Laboratory of Comparative Human Cognition. (1982). A model system for the study of learning difficulties. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(3), 39-66.
• The Laboratory of Comparative Human Cognition. (1982). Culture and intelligence. In R. Sternberg (Ed.), Handbook of human intelligence (pp. 642—719). Cambridge: Cambridge University Press.
• Cole, M. (1983). Cultural Psychology. [Review of the book Cultural psychology]. PsycCRITIQUES-Contemporary Psychology: APA review of Books, 28(2), 162. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M., & Griffin, P. (1983, October). A socio-historical approach to re-mediation. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(4), 69-74.
• The Laboratory of Comparative Human Cognition. (1983) . Culture and cognitive development. In P. H. Mussen (Ed.), W. Kessen (Vol. Ed.), Handbook of child psychology (Vol. 1) (pp. 295—356). New York: Wiley.
• Cole, M. (1984). The world beyond our borders: What might our students need to know about it? American Psychologist, 39(9), 998—1005. Reprinted in: Sven Groennings (Ed.), Group portrait: Internalization in the academic disciplines, NY: National Council on Foreign Language and International Studies.
• Cole, M. (1984). Cross-cultural research and the role of the environment in development. International Society for the Study of Behavioral Development Newsletter, (5), 1-3.
• Newman, D., Griffin, ., & Cole, M. (1984). Social constraints in laboratory and classroom tasks. In J. Lave & B. Rogoff (Eds.), Everyday cognition: Its development in social context (pp. 172—193).
• Griffin P., & Cole, M. (1984). Current activity for the future: The zo-ped. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the zone of proximal development: New directions for child development (No. 23). San Francisco: Jossey-Bass. Reprinted in P. Lloyd & C. Fernhough (Eds.), Vol. III (pp. 276—295). Florence, KY: Taylor & Frances/ Routledge, 1999.
• Cole, M. (Spring 1984). Review of [Havelock, E. A., The literate revolution in Greece and its cultural consequences. (Princeton, NJ: Princeton University Press, 1982)] AND [Tannen, D., Spoken and written language: Exploring morality and literacy. Norwood, NJ: Ablex, 1982.] In Journal of Communication, 221—223.
• Keyssar, H. & Cole, M. (1984). The dynamics of simulcasts: Experiments in intercultural satellite communication. Report to the Carnegie Corporation.
• Cole, M. (1985). A psychology for diversity. [Review of the book Psychology of the Americas: Mestizo perspectives on personality and mental health]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books Pergamon general psychology series , 30(12), 966—967. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M., & Keyssar, H. (1985). The concept of literacy in print and film. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy language and learning: The nature and consequences of reading and writing. New York: Cambridge University Press.
• Cole, M. (1985). Society, mind and development. In F. Kessel & A. W. Siegel (Eds.), Houston Symposium IV (pp. 89-114). New York: Praeger Publishers.
• Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 146—161). New York: Cambridge University Press. Spanish translation of chapter reproduced in Infancia Y Aprendizaie 1984, (pp. 3-17).
• Cole, M. (1985). Education and the Third World: A critical discussion and some experimental data. In E. Bol, J. P. P. Haenen, & M. A. Wolters (Eds.), Education for cognitive development. Proceedings of the Third International Symposium on Activity Theory (pp. 93-106). The Netherlands: Stichting voor Ontwikkelend Onderwijs.
• Cole, M. (1985). The cultural origin of literacy. In Y. Sayeki (Ed.), The study of understanding. (pp. 99-126). Tokyo: University of Tokyo Press. (In Japanese: Original manuscript in English).
• Cole, M., & Griffin, P. (1986). A sociohistorical approach to remediation. In S. deCastell, K. Egan, & A. Luke (Eds.), Literacy, society, and schooling: A reader. (pp. 110—131). London: Cambridge University Press.
• Cole, M. (1986). Preface. In V. Paley, Molly is three. Chicago: University of Chicago Press. Laboratory of Comparative Human Cognition. (1986). The contribution of cross-cultural research in educational practice. American Psychologist, 41(10), 1049—1058.
• Cole, M. (1987). Age-group and pedagogical psychology. [Review of the book Age-group and pedagogical psychology]. PsycCRITIQUES-Contemporary Psychology: APA review of Books, 32(1), 83. Retrieved 07/16/2007, from PsycCRITIQUES database.
• Griffin, P., & Cole, M. (1987). New technologies, basic skills, and the underside of education: What’s to be done? In. J. A. Langer (Ed.), Language literacy and culture: Issue of society and schooling (pp. 110—131). Norwood, NJ: Ablex Publishing Corporation.
• Cole, M. (1987). Preface. In D.R. Vocate, The theory of A. R. Luria: Functions of spoken language in the development of higher mental processes. Hillsdale, NJ:Erlbaum.
• Cole, M. & Griffin, P. (1987). Contextual factors in education: Improving science and mathematics education for minorities and women. Prepared for Committee on Research in Mathematics, Science, and Technology Education, Commission on Behavioral and Social Sciences and Education, National Research Council. Madison, WI. Wisconsin Center for Education Research.
• Cole, M. (1988). The human mind and cultural artifacts. [Review of the book The human mind and cultural artifacts]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 33(10), 866—867. Retrieved 07/16/2007, from the PsycCRITIQUES database. Laboratory of Comparative Human Cognition. (1988). Computer networking for child development. SRCD Newsletter, Winter 1988, 1-4.
• Cole, M. (1988). Cross-cultural research in the socio-historical tradition. Human Development, 31,147-157. Also appeared in Psykologia (1987), 2(22) pp. 4-14. (In Finnish). Reprinted in P. Lloyd & C. Fernhough (Eds.), Lev Vygotsky: Critical assessments: Vygotsky’s theory , Vol. 1, (pp. 392—410). Florence, KY: Taylor & Frances /Routledge, 1999.
• Laboratory of Comparative Human Cognition (1989). Kids and computers: A positive vision of the future. Harvard Educational Review, 59, 73-86.
• Cole, M. (1990) Alexander Romanovich Luria: Cultural psychologist. In E. Goldberg (Ed.), Contemporary neuropsychology and the legacy of Luria. Hillsdale: Erlbaum.
• Cole, M. (1990). Developmental psychology in the Soviet Union. [Review of the book Developmental psychology in the Soviet Union]. PsycCRITIQUES- Contemporary Psychology : APA Review of Books , 35(2), 111—112. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M. (1990). Psychology as the study of development: Soviet approaches. [Review of the book Developmental psychology in the Soviet Union]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books , 35(2), 111—112. Retrieved 07/17/2007, from the PsycCRITIQUES database.
• Cole, M. (1990). Back to the future: Translating Vygotsky. [Review of the book The collected works of L. S. Vygotsky: Vol. 1. problems of general psychology]. PsycCritiques- Contemporary Psychology: APA Review of Books , 35(6), 551—553. Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M. (1990). Cultural psychology: A once and future discipline? In J. J. Berman (Ed.), Nebraska Symposium on Motivation, 1989: Cross-cultural perspectives, volume 37, (pp. 279—336). Lincoln: University of Nebraska Press.
• Cole, M. (1990). Cognitive development and formal schooling: The evidence from cross-cultural research. In L. C. Moll (Ed.), Vygotsky and education. New York: Cambridge University Press, 89-110.
• Cole, M. (1990). Comments on everyday science. British Journal of Developmental Psychology, 8, 289—294.
• Cole, M. (1990). Preface. In D. Middleton & D. Edwards (Eds.), Collective remembering. London: SAGE. pp vii-ix.
• Cole, M. (1990). Review of [ Rieber, R.W. & Carton, A. S. (Eds.) (Translated by N. Minick), The collected works of L. S. Vygotsky: Vol. 1. Problems of General Psychology. NY: Plenum, 1987.] Contemporary Psychology, 35(6), 551—552.
• Cole, M. (1991). On putting Humpty Dumpty together again: A discussion of the papers on the socialization of children’s cognition and emotion. Merrill-Palmer Quarterly, 37(1), 213—222.
• Cole, M. (1991). Conclusion… In L. Resnick, J. Levine, & S. Teasley (Eds.), Socially shared cognition. Washington: American Psychological Association.
• Cole, M. (1991). Culture in development. In M. Lamb & M. Bornstein (Eds.), Developmental psychology: An advanced text. Hillsdale, NJ: Erlbaum. Reprinted in Cultural worlds of early childhood. M. Woodhead, D. Faulkner, & K. Littleton (Eds.) (1998). NewYork: Routledge. pp. 11-33.
• Cole, M. (1991). Reviews of [Bruner, Jerome, Acts of meaning. Cambridge: Harvard University Press, 1990] [Stigler, James W., Shweder, Richard A., & Herdt, Gilbert (Eds.), Cultural psychology: Essays on comparative human development. New York: Cambridge University Press, 1990.] [Segall, Marshall H., Dasen, Pierre R., Berry, John W., & Poortinga, Ype. Human behavior in global perspective: An introduction to cross- cultural psychology. Pergamon General Psychology Series, 160. New York: Pergamon Press, 1990.] American Anthropologist.
• Cole, M. (1991). A cultural theory of development: What does it imply about the application of scientific research? Learning and Instruction, 1(3), 187—200.
• Cole, M. (1991). The cultural-historical tradition in psychology and the rise of communication as a new academic discipline. In R. Preston (Ed.) Proceedings of the Centres of Excellence Conference, 1989: The potential for social science and humanities. Toronto: Wilfrid Laurier University Press.
• Cole, M. (1992). Culture and cognitive development: From cross-cultural comparisons to model systems of cultural mediation. In A. F. Healy, S. M. Kosslyn, & R. M. Shiffrin (Eds.), From learning theory to cognitive processes. Essays in honor of William K. Estes. Hillsdale: Erlbaum, 279—305.
• Cole, M. (1992). Context, modularity, and the cultural constitution of development. In L. T. Weinegar & J. Valsiner (Eds.), Children’s development within social content, Volume II. Hillsdale, NJ: Erlbaum. Reprinted in P. Lloyd & C. Fernhough (Eds.), Lev Vygotsky: Critical assessments: Future directions, Vol. IV, (pp. 74-100). Florence, KY: Taylor & Frances/ Routledge, 1999.
• Scott, T., Cole, M., & Engel, M. (1992). Computers and education: A cultural constructivist perspective. In G. Grant (Ed.), Review of research in education, Volume 18. (pp. 191—251).Washington, DC: AERA.
• Cole, M. & Nicolopoulou, A. (1992). Literacy: Intellectual consequences. In International Encyclopedia of Linguistics, Volume 2. New York: Oxford University Press, 343—346. Nicolopoulou , A. &
• Cole, M. (1993). Generation and transmission of shared knowledge in the culture of collaborative learning: The Fifth Dimension, its play-world, and its institutional contexts. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development. New York: Oxford University Press (pp. 283—314).
• Cole, M. & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations. New York: Cambridge University Press.
• Cole, M. & Subbotsky, E. (1993). The fate of stages past: Reflections on the heterogeneity of thinking from the perspective of cultural-historical psychology. Schweizerische Zeitschrift fur Psychologie, 52(2), 103—113.
• Cole, M. (1993). Remembering the future. In G. Harman (Ed.), Conceptions of the human mind: Essays in honor of George A. Miller. New Jersey: Erlbaum (pp. 247—265).
• Cole, M. (1993). Preface. In A. Silvestri & Y. Guillermo, Bajtin y vigotski: la organizacion semiotica de la conciencia . Barcelona: Anthropos (7-10).
• Cole, M. (1994). A conception of culture for a communication theory of mind. In D. R. Vocate (Ed), Intrapersonal communication: Different voices, different minds. New Jersey: Erlbaum (pp. 77-98).
• Cole, M. (1995). The supra-individual envelope of development: Activity and practice; situation and context. In J. Goodnow, P. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development. San Francisco: Jossey-Bass.
• Cole, M. (1995). Cultural-historical psychology: A meso-genetic approach. In L.W. Martin, K. Nelson, & E. Toback (Eds.), Cultural psychology and activity theory: Essays in honor of Sylvia Scribner. New York: Cambridge University. Reprinted in Akmeologia: A Scientific Practical Journal, 2, 104—129. 1996.
• Cole, M., & Engestrom, Y. (1995). Commentary. Human Development, 38, 19-24.
• Holland, D., & Cole, M. (1995). Between discourse and schema: Reformulating a cultural-historical approach to culture and mind. Anthropology & EducationQuarterly, 26(4). (pp. 475—489)
• Cole, M. (1995). From the perspective of the individual. The Communication Review, 1(2), pp. 129—131.
• Cole, M. (1995). Culture and cognitive development: From cross-cultural research to creating systems of cultural mediation. Culture & Psychology, 1, 25-54.
• Cole, M. (1995). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind. New York: Cambridge University Press. (pp. 187—214).
• Cole, M. (1995). From cross-cultural to cultural psychology. Swiss Journal of Psychology, 54(4), 262—277.
• Cole, M. & Wertsch, J. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39, 250—256.
• Cole, M. (1996). From Moscow to the Fifth Dimension: An exploration in romantic science. In M. Cole & J. V. Wertsch (Eds.), Contemporary implications of Vygotsky and Luria, Vol. XXI, 1995 Heinz Werner Lecture Series. MA: Clark University Press. (pp. 1-37).
• Cole, M. (1996). Interacting minds in a lifespan perspective: A cultural-historical approach to culture and cognitive development. In P. B. Baltes & U. M. Staudinger (Eds.), Interactive minds: Life-span perspectives on the social foundation of cognition. New York: Cambridge University Press. (pp. 59-87).
• Cole, M. (1996). An experiment in computer-mediated cooperation between nations in conflict: The Velikhov-Hamburg project — 1995—1994. Final Report Submitted to The Carnegie Corporation of New York. (http://lchc.ucsd.edu/Histarch/index.html)
• Engestrom , Y., & Cole, M. (1997). Situated cognition in search of an agenda. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives. NJ: Erlbaum. (pp. 301—309).
• Cole, M. (1997). Seymour Sarason and the creation of settings. Mind, Culture and Activity, 4(3), 173—174.
• Cole, M. (1997). Cultural mechanisms of cognitive development. In E. Amsel & K. A. Renninger (Eds.), Change and development: Issues of theory, method, and application. New Jersey: Erlbaum, (pp. 245—263).
• Cole, M. (1997). A model system for sustainable university-community collaborations. In N. H.Gabelko (Ed.), Cornerstones of collaboration: A publication of the Berkeley National Writing Project Corporation. Berkeley: UC Printing Services. (pp. 113—119).
• Cole, M., Engestrom, Y., & Vasquez, O. (Eds.), (1997). Introduction. Mind, culture and activity: Seminal papers from the Laboratory of Comparative Human Cognition. New York: Cambridge University. (1-21).
• Nissim-Sabat, D., Cole, M., & Belyaeva, A. V. (1997). Telecommunications in the former Soviet Union: Activities in psychology. European Psychologist, 2 (1), 52-58.
• Brown, K., & Cole, M. (1997). Fifth Dimension and 4-H: Complementary goals and strategies. The 4-H Center for Youth Development, 3 (4), 1-8.
• Cole, M. (1998). Can cultural psychology help us think about diversity? Mind, Culture and Activity, 5(4), 291—304.
• Cole, M. (1998). Historical-cultural activity theory as a tool for thinking. In Vygotsky : A Cien Anos De Su Nacimiento (100 years after his birth). Facultad de Psicologia, UAEM. (pps 17-34).
• Cole, M. (1998). Alexandr Romanovic Lurija, Kulturni Psychologie a Prekonani Krize v Psychologii (Alexander Luria, Cultural psychology and the resolution of the crisis in psychology). Ceskoslovenska psychologie 1998, XLII (3), 260—270.
• Blanton, W. E., Greene, M. W., & Cole, M. (1999). Computer mediation for learning and play. Journal of Adolescent & Adult Literacy, 43(3), 272—278.
• Cole, M. (1999). Cultural psychology: Some general principles and a concrete example. In Y. Engestrom & R. L. Punamaki (Eds.), Perspective on activity theory. Cambridge: Cambridge University Press. (pp. 87-106).
• Nicolopoulou, A. & Cole, M. (1999). Literacy and cognition. In D. A. Wagner, L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook. New York: Garland. (pp. 81-86).
• Cole, M. (1999). Luria, Alexander Romanovich. In R. A. Wilson & F. C. Keil (Eds.), TheMIT encyclopedia of the cognitive sciences. MA: Massachusetts Institute of Technology. (pp. 494—495).
• Cole, M. (1999). Culture-free versus culture-based measures of cognition. In R. J. Sternberg (Ed.), The nature of cognition. MA: The MIT Press. (pp. 645—664).
• Cole, M. & Gallego, M. (1999). Bruner and Schofield on the cultural organization of learning. The Journal of the Learning Sciences, 8(1), 139—145.
• Cole, M. (1999). Culture in development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (4th edition). NJ: Erlbaum (pp. 73-123).
• Cole, J., & Cole, M. (2000). Re-fusing anthropology and psychology. In A. Saito (Ed.), Bartlett, culture and cognition. UK: Psychology Press. (pp. 135—155).
• Brown, K., & Cole, M. (2000). Socially shared cognition: System design and the organization of collaborative research. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments. NJ: Erlbaum. (pp. 197—214).
• Gallego , M. A., & Cole, M. (2000). Success is not enough: challenges to sustaining new forms of educational activity. Computers in Human Behavior (16), 271—286.
• Cole, M. & Levitin, K. (2000). A cultural-historical view of human nature. In N. Roughley (Ed.), Being humans: Anthropological universality and particularity in transdisciplinary perspectives. NY: deGruyter (pp. 64-80).
• Cole, M. (2000). Struggling with complexity: the handbook of child psychology at the millennium. Human Development, 43(6), 369—375.
• Brown, K. & Cole, M. (2001). A Utopian methodology as a tool for cultural and critical psychologies: Toward a positive critical theory. In M. J. Packer & M. B. Tappan (Eds.), Cultural and critical perspectives on human development. NY: SUNY Press. (pp. 41-66).
• Gallego , M. A., Cole, M., & LCHC. (2001). Classroom culture and culture in the classroom. In V. Richardson (Ed.), The Fourth Edition of the Handbook of Research on Teaching, Wash., DC: American Educational Research Association. (pp. 951—997).
• Cole, M. (2001). Remembering history in sociocultural research. Human Development. Special Issue: Cultural Minds, 44 (2-3), 166—169.
• Kaptelinin , V., & Cole, M. (2002). Individual and collective activities in educational computer game playing. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation... NJ: Erlbaum. (pp. 297—310).
• Cole, M. (2002). Alexander Luria, cultural psychology, and the resolution of the crisis in psychology. Journal of Russian East European Psychology, 40(1), 4-16.
• Cole, M. (2002). Forward: Virtual communities for learning and development — A look to the past and some glimpses into the future. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities. Cambridge: Cambridge University Press.
• Cole, M. (2002). Culture and development. In H. Keller, Y. H. Poortinga, & A. Scholmerich (Eds.), Between culture and biology. Perspectives on ontogenetic development. Cambridge: Cambridge University Press. (pp. 303—319).
• Brown, K. & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. In G. Wells & G. Claxton (Eds .), Learning for life in the 21st century. Oxford, UK: Blackwell. (pp. 225—238). Newark DL.
• Cole, M. (2003). Culture and cognitive science. Outlines, 5(1), 3-15.
• Cole, M. (2003, Winter). Book Review of Alexander Romanovich Luria: A Scientific Biography by E. Homskaya. Journal of the History of Behavioral Sciences, 39(1), 90-91.
• Vann, K., & Cole, M. (2004) Method and methodology in interpretive studies of cognitive life. In Z. Todd, B. Nerlich, S. McKeown, & D. Clarke (Eds.), Mixing methods in psychology: The integration of qualitative and quantitative methods in theory and practice. Psychology Press. (pp. 149—167).
• Cole, M. (2004). Prologue: Reading Vygotsky. In R. W. Rieber & D. K. Robinson (Eds.), The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers. (pp. vii-xii).
• Nocon , H., Nilsson, M., & Cole, M. (2004). Spiders, firesouls, and little fingers: Necessary magic in university-community collaboration. Anthropology and Education Quarterly , 35 (3), 68-385.
• Newman, D., & Cole, M. (2004). Can scientific research from the laboratory be of any help to teachers? Theory into Practice, 43 (4), 260—267.
• Cole, M. (2005). Using cross-cultural psychology to design afterschool educational activities in different cultural settings. In W. Friedlmeier, P. Chakkarath, & B. Schwarz (Eds.), Culture and human development: Importance of cross-cultural research to the social sciences (pp. 53-71). Hove, UK: Psychology Press.
• Cole, M. (2005). Psychology and culture: Top down versus bottom up? [Review of the book The psychological foundations of culture]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 50(19). Retrieved 07/16/2007, from the PsycCritiques database.
• Cole, M. (2005). Seeking a culturally inclusive psychology. [Review of the book Culture and Competence: Contexts of life success]. PsycCRITIQUES- Contemporary Psychology: APA Review of books, 50(52). Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Cole, M. (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development, 48(4), 195—216.
• Cole, M., & Valsiner, J. (2005). Actualizing potentials: Learning through psychology’s recurrent crises. In D. B. Pillemer & S. H. White (Eds.), Developmental psychology and social change: Research, history, and policy (pp. 288—313) . New York: Cambridge University Press.
• Cole, M. (2005). Culture in development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th edition) (pp. 45-101). NJ: Erlbaum.
• Cole, M., & Derry, J. (2005). We have met technology and it is us. In R. Sternberg & D. Preiss (Eds.), Technology and Intelligence (pp. 209—227). New York: Cambridge University Press.
• Cole, M., & Cole, J. (2005). Anthropology. In B. Hopkins (Ed.), The Cambridge Encyclopedia of Child Development, (pp. 465—468). New York: Cambridge University Press.
• Cole, M. (2005). Foreword. In M. Nilsson & H. Nocon (Eds.), School of tomorrow , (pp. 9-12). Bern, Switzerland: Peter Lang.
• Cole, M. (2005). Methodological challenges and continuing social concerns. A reply to Serpell and Wertsch’s comments. Human Development, 48 (4), 227—231.
• Cole, M. (2005). Cultural-historical theory in the family of socio-cultural approaches. International Society for the Study of Behavioral Development Newsletter, 1(47), 1-4.
• Cole, M. (2005). A. R. Luria and the cultural-historical approach in psychology. In T. Akhutina, J. Glozman, L. Moskovich & D. Robbins (Eds.), A. R. Luria and contemporary psychology: Festschrift celebrating the centennial of the birth of A. R. Luria, (pp. 35-41). New York: Nova Science Publishers, Inc.
• Cole, M. (2005). Intelligence and technology: The impact of tools on the nature and development of human abilities. Sternberg, R. & Preiss, D. (Eds.). (pp. 209—228). Routledge Publishers.
• Cole, M. (2006). Relating children’s imaginative worlds to their experience of mass media. [Review of the book Media and the make-believe worlds of children: When Harry Potter meets Pokemon in Disneyland]. PsycCRITIQUES- Contemporary Psychology: APA Review of Books, 51(12). Retrieved 07/16/2007, from the PsycCRITIQUES database.
• Nocon, H., & Cole, M. (2006). School’s invasion of «After-school»: Colonization, rationalization, or expansion of access? In Z. Bekerman, N. C. Burbules, & D. Silberman Keller (Eds.), Learning in places: The informal education reader (pp. 99-121). USA: Peter Lang Publishers.
• Cole, M., & Cole, J. (2006). Rethinking the Goody Myth. In D. Olson & M. Cole (Eds.), Culture, technology, and history: Implications of the anthropological work of Jack Goody (pp. 305—324) . NJ: Lawrence Erlbaum.
• Cole, M. (2006). Forward. In L. W. Braga & A. Campos de Paz, Jr., The child with traumatic brain injury or cerebral palsy, (pp. ix-xii). London: Taylor & Francis.
• Cole, M. (2006). Internationalism in Psychology: We Need It Now More Than Ever. American Psychological Association.61(8), 902—917.
• Cole, M. (2006). Remembering Giyoo Hatano. Cognitive Studies, 13(2), 170—172.
• Cole, M. (2006). Culture and cognitive development in phylogenetic, historicaldevelopment in phylogenetic, historical, and ontogenetic perspective. In D. Kuhn & R. Siegler (Eds.), Handbook of Child Psychology, Vol. 2: Cognition, perception and language (6th ed.) New York: Wiley.
• Cole, M. (2006). Culture and cognitive development in phylogenetic, historical development in phylogenetic, historical, and ontogenetic perspective. In D. Kuhn & R. Siegler (Eds.), Handbook of Child Psychology, Vol. 2: Cognition, perception and language (6th ed.) New York: Wiley. Inagaki, K., Miyake, N., & Cole, M. (Eds.) (2007). Understanding human development as the emergent product of dynamic intra-mental/inter-mental interaction: A tribute to Giyoo Hatano. Human Development, 50(1).
• Cole, M. (2007). Biology and Culture: A two-way street of causation. [Review of the book Lifespan development and the brain: The perspective of biocultural co-constructivism]. PsycCRITIQUES- Contemporary Psychology: APA Review of books, 52(9). Retrieved 07/17/2007, from PsycCRITIQUES database.
• Cole, M. (2007). Giyoo Hatano’s analysis of psychological tools. Human Development, 50 (1), 73-80.
• Cole, M., & Engestrom, Y. (2007). Cultural-historical approaches to designing for development. In J. Valsiner & A. Rosa (Eds.), The Cambridge Handbook of Sociocultural Psychology, (pp. 484—507). New York: Cambridge University Press.
• Cole, M. (2008). Cultural and Cognitive Development in Phylogenic, Historical and Ontogenetic Perspective. In W. Damon & R. Lerner (Eds.) Child and Adolescent Development . (pp. 593—639). Hoboken, NJ, US: John Wiley & Sons Inc.
• Cole, M. and Ligorio, B. (2009). Con-testi e tecnologie. (Chapter 6 in Press).
• Cole M. The Perils of Translation: A First Step in Reconsidering Vygotsky’s Theory of Development in Relation to Formal Education. Mind, Culture adn Activity, 2009, 16. pp. 291—295.

Об авторе, его работах и интервью с его участием

• Interview with Michael Cole. (1985). " Entrevista con Michael Cole, " by Alberto Rosa. In Estudyios de Psicologia, 21, 4-20.
• Interview with Michael Cole. (1985). «Toward a cultural psychology of human activity systems — An Interview with Michael Cole.» Nordisk Pedagogik, 6, 1986, 25-32.
• Cole, M. (1999). El legado de Vygotski en la actualidad. Entrevista con Michael Cole. (The legacy of Vygotsky in our days. An interview with Michael Cole). Educar , 9, 74-77.
• Cole, M. (2005). Encounter. A conversation with Michael Cole on Culture, Experience, and John Dewey. An interview by Walter P. Olendorf. E&C/Education and Culture, 21 (1), 74-86.

На русском языке

• Коул М., Корж Н. Н., Келлер Л. Обучение вероятности при длительной тренировке. // Вопросы психологии, 1965, № 2, с. 75-78.
• Коул М., Корж Н. Н. Обучение вероятности при длительной тренировке у больных шизофренией // Журнал невропатологии и психиатрии, № 66. С. 882—885.
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• Социально-исторический подход в обучении. Под ред. М. Коула и др. — Москва: Педагогика, 1989.
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• Коул М. Культурные механизмы развития. // Вопросы психологии, 1995, 3. С. 5-20.
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• Коул М. Комментарий на комментарии о «Культурной психологии» // Психологический журнал, 2002.
• Коул М. Размышления над портретом А. Р. Лурия // Вопросы психологии, 2002, № 4. С. 25-44.
• Коул М. Переплетение филогенетической и культурной истории в онтогенезе // Культурно-историческая психология, 2007, 3. С. 3-16.
• Коул М. Основные проблемы сравнительного изучения разных культур // Психология образования в поликультурном пространстве, 2008, 1(1-2). С. 14-19.
• Коул М. Теории социокультурно-исторического деятельностного развития в эпоху гиперглобализации // Культурно-историческая психология, 2009, № 1. с. 66-73.

Ссылки

• Домашняя страница Майкла Коула на сайте лаборатории сравнительного человеческого познания (Калифорнийский университет в Сан-Диего)
• Лаборатория сравнительного человеческого познания (LCHC) Website