Свобода учиться. Игра против школы Грей Питер

–. (1989). Human ethology. New York: Aldine de Gruyter.

Einon,D. F., Morgan, M. J., & Kibbler, C. C. (1978). Brief periods of socialization and later behavior in the rat. Developmental Psychobiology, 11, 231–225.

Einstein, A. (1949). Autobiography. In P. Schilpp, Albert Einstein: Philosopherscientist.

Evanston, IL: Library of Living Philosophers.

Eisen, G. (1988). Children and play in the Holocaust: Games among the shadows. Amherst: University of Massachusetts Press.

Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17, 216–238.

Ember, C. R. (1973). Feminine task assignment and the social behavior of boys. Ethos, 1, 424–439.

Ember, C. R., & Ember, M. (2005). Explaining corporal punishment of children: A cross-cultural study. American Anthropologist, 107, 609–619.

Emfinger, K. (2009). Numerical conceptions reflected during multiage childinitiated pretend play. Journal of Instructional Psychology, 36, 326–334.

Engel, S. (2006). Open Pandora’s box: Curiosity in the classroom. Sarah Lawrence Child Development Institute Occasional Papers. Published online at www.slc.edu/media/cdi/pdf/Occasional%20Papers/CDI_Occasional_Paper_2006_Engel.pdf.

–. (2009). Is curiosity vanishing? Journal of the American Academy of Child and Adolescent Psychiatry, 48, 777–779.

Ensign, F. C. (1921). Compulsory school attendance and child labor. Iowa City, Iowa: Athens Press.

Estrada, C. A., Isen, A. M., & Young, M. J. (1997). Positive affect facilitates integration of information and decreases anchoring in reasoning among physicians. Organizational Behavior and Human Decision Processes, 72, 117–135.

Fagen, R. (1981). Animal play behavior. New York: Oxford University Press.

Fairbanks, L. A. (2000). The developmental timing of primate play: A neural selection model. In Parker, S. T., Langer, J., & McKinney, M. L. (Eds.), Biology, brains, and behavior: The evolution of human development, 131–15). Santa Fe, NM: School of American Research Press.

Fajans, J. (1997). They make themselves: Work and play among the Baining of Papua New Guinea. Chicago: University of Chicago Press.

Family, Kids, and Youth. (2010). Play Report: International Summary of Results. Published online at www.fairplayforchildren.org/pdf/1280152791.pdf.

Farver, J., & Howes, C. (1988). Cross-cultural differences in social interaction: A comparison of American and Indonesian children. Journal of Cross-Cultural Psychology, 19, 203–215.

Feldman, J. (1997). The educational opportunities that lie in self-directed age mixing among children and adolescents. PhD dissertation, Department of Psychology, Boston College.

Feldman, J., & Gray, P. (1999). Some educational benefits of freely chosen age mixing among children and adolescents. Phi Delta Kappan, 80, 507–512.

Ferguson, C. (2010). Blazing angels or resident evil? Can violent video games be a force for good? Review of General Psychology, 14, 68–81.

Ferguson, C., & Rueda, S. M. (2010). The Hitman study: Violent video game exposure effects on aggressive behavior, hostile feelings, and depression. European Psychologist, 15, 99–108.

Finkelhor, D., Turner, H., Ormrod, R., & Hamby, S. L. (2010). Trends in childhood violence and abuse exposure: Evidence from two national surveys. Archives of Pediatric and Adolescent Medicine, 164, 238–242.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.

–. (2003). The value of positive emotions. American Scientist, 91, 330–335. Friedman, S. (1972). Habituation and recovery of visual response in the alert human newborn. Journal of Experimental Child Psychology, 13, 339–349.

Furth, H. G. (1996). Desire for society: Children’s knowledge as social imagination, 149–173. New York: Plenum.

Furth, H. G., & Kane, S. R. (1992). Children constructing society: A new perspective on children at play. In H. McGurk (Ed.), Childhood social development: Contemporary perspectives. Hillsdale, NJ: Erlbaum.

Galton, M. (2009). Moving to secondary school: Initial encounters and their effects. Perspectives on Education: Primary Secondary Transfer in Science, 2, 5–21.

Gardner, P. M. (1991). Foragers’ pursuit of individual autonomy. Current Anthropology, 32, 543–572.

Goebel, R. L. (2000). Can we talk? Manifestations of critical thinking in young people’s spontaneous talk.Master’s thesis, School of Education, DePaul University, Chicago.

Goldman, J. A. (1981). Social participation of preschool children in same versus mixed-age groups. Child Development, 32, 644–650.

Goldstein, J. (2011). Technology in play. In Anthony D. Pellgrini (Ed.), The Oxford handbook of the development of play, 322–337. Oxford: Oxford University Press.

Good, K., & Chanoff, D. (1991). Into the heart: One man’s pursuit of love and knowledge among the Yanomama. New York: Simon & Schuster.

Gordon, D. M. (1999). Ants at work: How an insect society is organized. New York: Free Press.

Gordon, M. (2005). The roots of empathy: Changing the world child by child. Toronto: Thomas Allen Publishers.

Gorrell, J., & Keel, L. (1986). A field study of helping relationships in a cross-age tutoring program. Elementary School Guidance and Counseling, 24, 268–276.

Gosso, Y., Otta, E., de Lima, M., Ribeiro, F. J. L., & Bussab, V. S. R. (2005). Play in hunter-gatherer societies. In A. D. Pellegrini & P. K. Smith (Eds.), The nature of play: Great apes and humans, 213–253. New York: Guilford.

Gould, R. A. (1969). Yiwara: Foragers of the Australian desert. New York: Charles Scribner.

Gray, P. (1993). Engaging students’ intellects: The immersion approach to critical thinking in psychology instruction. Teaching of Psychology, 20, 68–74.

–. (2009). Play as the foundation for hunter-gatherer social existence. American Journal of Play, 1, 476–522.

–. (2010). ADHD and school: The problem of assessing normalcy in an abnormal environment. Psychology Today, Freedom to Learn blog, Published online at www.psychologytoday.com/blog/freedom-learn/201007/adhd-and-school-the-problem-assessing-normalcy-in-abnormal-environment.

–. (2011a). The decline of play and the rise of psychopathology in childhood and adolescence. American Journal of Play, 3, 443–463.

–. (2011b). The evolutionary biology of education: How our hunter-gatherer educative instincts could form the basis for education today. Evolution: Education and Outreach, 4, 28–40.

–. (2011c). The special value of children’s age-mixed play. American Journal of Play, 3, 500–522.

Gray, P. (2012a). Doing more time in school: A cruel non-solution to our educational problems. Psychology Today, Freedom to Learn blog. Published online at www.psychologytoday.com/blog/freedom-learn/201205/doing-more-time-in-school-cruel-non-solution-our-educational-problems-0.

Gray, P. (2012b). (1) The benefits of unschooling: Report I from a large survey; (2) What leads families to unschool their children: Report II from a large survey; (3) The challenges of unschooling: Report III from a large survey. Psychology Today, Freedom to Learn blog. Three reports, published online beginning with www.psychologytoday.com/blog/freedom-learn/201202/the-benefits-unschooling-report-i-large-survey.

Gray, P., & Chanoff, D. (1986). Democratic schooling: What happens to young people who have charge of their own education? American Journal of Education, 94, 182–213.

Gray, P., & Feldman J. (1997). Patterns of age mixing and gender mixing among children and adolescents at an ungraded democratic school. Merrill-Palmer Quarterly, 43, 67–86.

–. (2004). Playing in the zone of proximal development: Qualities of selfdirected age mixing between adolescents and young children at a democratic school. American Journal of Education, 110, 108–145.

Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534–537.

Greenberg, D. (1974). Outline of a new philosophy. Framingham, MA: Sudbury Valley School Press.

–. (1987). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.

–. (1992). Sudbury Valley’s secret weapon: Allowing people of different ages to mix freely at school. In D. Greenberg (Ed.), The Sudbury Valley School experience, 3rd ed., 121–136. Framingham, MA: Sudbury Valley School Press.

Greenberg, D., & Sadofsky, M. (1992). Legacy of trust: Life after the Sudbury Valley School experience. Framingham, Massachusetts: Sudbury Valley School Press.

Greenberg, D., Sadofsky, M., & Lempka, J. (2005). The pursuit of happiness: The lives of Sudbury Valley alumni. Framingham, MA: Sudbury Valley School Press.

Greenberg, M. (1992). On the nature of sports at SVS, and the limitations of language in describing SVS to the world. In D. Greenberg (Ed.), The Sudbury Valley School experience, 3rd ed. Framingham, MA: Sudbury Valley School Press.

Greenleaf, B. K. (1978). Children through the ages. New York: McGraw-Hill.

Groos, K. (1898). The play of animals. New York: Appleton.

–. (1901). The play of man. New York: Appleton.

Guemple, L. (1988). Teaching social relations to Inuit children. In T. Ingold, D. Riches, & J. Woodburn (Eds.), Hunters and gatherers 2: Property, power, and ideology, 130–149. Oxford: Berg.

Hall, F. S. (1998). Social deprivation of neonatal, adolescent, and adult rats has distinct neurochemical and behavioral consequences. Critical Reviews of Neurobiology, 12, 129–162.

Harrow, M., Hansford, B. G., & Astrachan-Fletcher, E. B. (2009). Locus of control: Relation to schizophrenia, to recovery, and to depression and psychosis – a 15-year longitudinal study. Psychiatry Research, 168, 186–192.

Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.

Hay, D. F., & Murray, P. (1982). Giving and requesting: Social facilitation of infants’ offers to adults. Infant Behavior and Development, 5, 301–310.

Hennessey, B., & Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569–598.

Herman, K. N., Paukner, A., & Suomi, S. J. (2011). Gene X environment interactions in social play: Contributions from rhesus macaques. In A. D. Pellgrini (Ed.), The Oxford handbook of the development of play, 58–69. Oxford: Oxford University Press.

Hewlett, B. S., Fouts, H. N., Boyette, A. H., & Hewlett, B. L. (2011). Social learning among Congo Basin hunter-gatherers. Philosophical Transactions of the Royal Society B, 366, 1168–1178.

Heywood, C. (2001). A history of childhood: Children and childhood in the West from medieval to modern times. Oxford: Blackwell.

Hofferth, S. (2009). Changes in American children’s time, 1997–2003. International Journal of Time Use Research, 6, 26–47.

Hofferth, S. L., & Sandberg, J. F. (2001). Changes in American children’s time, 1981–1997. In T. Owens & S. L. Hofferth (Eds.), Children at the millennium: Where have we come from, where are we going? 193–229. New York: Elsevier Science.

Howard-Jones, P. A., Taylor, J. R., & Sutton, L. (2002). The effect of play on the creativity of young children during subsequent activity. Early Child Development and Care, 172, 323–328.

Hughes, M. (1978). Sequential analysis of exploration and play. International Journal of Behavioral Development, 1, 83–97.

Hughes, M., & Hutt, C. (1979). Heart-rate correlates of childhood activities: Play, exploration, problem-solving, and day-dreaming. Biological Psychology, 8, 253–263.

Huizinga, J. (1955; first German edition published in 1944). Homo Ludens: A study of the play-element in culture. Boston: Beacon Press.

Hyman, M. (2009). Until it hurts: America’s obsession with youth sports and how it harms our kids. Boston: Beacon Press.

Inglis, I. R., Langton, S., Forkman, B., & Lazarus, J. (2001). An information primacy model of exploratory and foraging behavior. Animal Behaviour, 62, 543–557.

Ingold, T. (1999). On the social relations of the hunter-gatherer band. In R. B. Lee & R. H. Daly (Eds.), The Cambridge encyclopedia of hunters and gatherers, 399–410. Cambridge: Cambridge University Press.

Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122–1131.

Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70–78.

Johnson, D. (1998). Many schools putting an end to child’s play. New York Times, April 7, A1, A18.

Johnson, R. (2000). Notes on schooling of the English working class, 1780–1850. In Roy Lowe (Ed.), History of education: Major themes. Volume II: Education in its social context, Ch. 31. London: RoutledgeFlamer.

Judge, T. A., LePine, J. A., & Rich, B. L. (2006). Loving yourself abundantly: Relationship of the narcissistic personality to self – and other perceptions of workplace deviance, leadership, and task and contextual performance. Journal of Applied Psychology, 91, 762–776.

Kaestle, C. F. (2000). The legacy of common schooling. In Roy Lowe (Ed.), History of education: Major themes. Volume II: Education in its social context, Ch. 35. London: RoutledgeFlamer.

Kaplan, H., Hill, K., Lancaster, J., & Hurtado, A. M. (2000). A theory of human life history evolution: Diet, intelligence, and longevity. Evolutionary Anthropology, 9, 156–185.

Kelly, R. I. (1995). The foraging spectrum: Diversity in hunter-gatherer lifeways. Washington, DC: Smithsonian Institution Press.

Kent, S. (1996). Cultural diversity among African foragers: Causes and implications. In S. Kent (Ed.), Cultural diversity among twentieth-century foragers: An African perspective, 1–18. Cambridge: Cambridge University Press.

King, N. R. (1982). Work and play in the classroom. Social Education, 46, 110–113.

Kohn, M. L. (1980). Job complexity and adult personality. In N. J. Smelser & E. H. Erikson (Eds.), Theories of work and love in adulthood. Cambridge, MA: Harvard University Press.

Kohn, M. L., & Slomczynski, K. M. (1990). Social structure and self-direction: A comparative analysis of the United States and Poland. Cambridge, MA: Basil Blackwell.

Konner, M. (1975). Relations among infants and juveniles in comparative perspective. In M. Lewis & L. A. Rosenblum (Eds.), The origins of behavior, vol.4: Friendship and peer relations, 99–129. New York: Wiley.

–. (2002). The tangled wing: Biological constraints on the human spirit, 2nd ed. New York: Holt.

–. (2010). The evolution of childhood. Cambridge, MA: Harvard University Press.

Konrath, S. H., O’Brien, E. H., & Hsing, C. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psychology Review, 15, 180–198.

Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood, 3–10. Lanham, MD: AltaMira Press.

Lanza, M. (2012). Playborhood: Turn your neighborhood into a place for play. Menlo Park, CA: Free Play Press.

LeBlanc, G., & Bearison, D. J. (2004). Teaching and learning as bi-directional activity: Investigating dyadic interactions between child teachers and child learners. Cognitive Development, 19, 499–515.

Lee, R. B. (1988). Reflections on primitive communism. In T. Ingold, D. Riches, & J. Woodburn (Eds.), Hunters and gatherers 1, 252–268. Oxford: Berg.

Lee, R. B., & DeVore, I. (1968). Problems in the study of hunters and gatherers. In R. B. Lee & I. Lee (Eds.), Man the hunter, 3–12. Chicago: Aldine.

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.

Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129–137.

Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation, 257–307. San Diego, CA: Academic Press.

Leslie, A. M. (1994). Pretending and believing: Issues in the theory of ToMM. Cognition, 50, 211–238.

Liebenberg, L. (1990). The art of tracking: The origin of science. Claremont, South Africa: David Philip Publishers.

Liedloff, J. (1977). The continuum concept, rev. ed. New York: Knopf.

Luthar, S. S., & D’Avanzo, K. (1999). Contextual factors in substance use: A study of suburban and inner-city adolescents. Development and Psychopathology, 11, 845–867.

Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science, 14, 49–55.

Marshall, L. (1976). The!Kung of Nyae Nyae. Cambridge, MA: Harvard University Press.

Martini, M. (1994). Peer interactions in Polynesia: A view from the Marquesas. In J. L. Roopnarine, J. E. Johnson, & F. H. Hooper (Eds.), Children’s play in diverse cultures, 73–103. Albany: State University of New York Press.

Mayes, R., Bagwell, C., & Erkulwater, J. (2009). Medicating children: ADHD and pediatric mental health. Cambridge, MA: Harvard University Press.

Maynard, A. E. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73, 969–982.

Maynard, A. E., & Tovote, K. E. (2010). Learning from other children. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood, 181–205. Lanham, MD: AltaMira Press.

McKinstery, J., & Topping, K. J. (2003). Cross-age peer tutoring of thinking skills in high school. Educational Psychology in Practice, 19, 199–217.

McLeod, L., & Lin, L. (2010). A child’s power in game-play. Computers & Education,54, 517–527.

McMahon, R. (2007). Everybody does it: Academic cheating is at an all-time high. San Francisco Chronicle, September 9.

Melton, J. V. H. (1988). Absolutism and the eighteenth-century origins of compulsory schooling in Prussia and Austria. Cambridge: Cambridge University Press.

Merrell, K. W., Isava, D. M., Gueldner, B. A., & Ross, S. W. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42.

Michaels, J. W., Blommel, J. M., Brocato, R. M., Linkous, R. A., & Rowe, J. S. (1982). Social facilitation and inhibition in a natural setting. Replications in Social Psychology, 2, 21–24.

Miller, P. (2000). Historiography of compulsory schooling. In Roy Lowe (Ed.), History of education: Major themes. Volume II: Education in its social context, Ch. 38. London: RoutledgeFlamer.

Mitra, S. (2003). Minimally invasive education: A progress report on the “hole-inthe-wall” experiments. British Journal of Educational Technology, 34, 267–371.

–. (2004). Hole in the wall. Dataquest (India), September 23. Published online at http://dqindia.ciol.commakesections.asp/04092301.asp.

–. (2005). Self-organizing systems for mass computer literacy: Findings from the “hole in the wall” experiments. International Journal of Development Issues, 4, 71–81.

Mitra, S., & Dangwal, R. (2010). Limits to self-organising systems of learning– the Kalikuppam experiment. British Journal of Educational Technology, 41, 672–688.

Mitra, S., & Rana, V. (2001). Children and the Internet: Experiments with minimally invasive education in India. British Journal of Educational Technology, 32, 221–232.

Mounts, N. S., & Roopnarine, J. L. (1987). Social-cognitive play patterns in sameage and mixed-age preschool classrooms. American Educational Research Journal, 24, 463–476.

Mulhern, J. (1959). A history of education: A social interpretation, 2nd ed. New York: Ronald Press.

Nauert, R. (2008). Teen suicide rates remain high. Published online at http://psychcentral.com/news/2008/09/04/teen-suicide-rates-remain-high/2874.html.

Newsom, C. R., Archer, R. P., Trumbetta, S., & I. Gottesman, I. I. (2003). Changes in adolescent response patterns on the MMPI/MMPI-A across four decades. Journal of Personality Assessment, 81, 74–84.

Newton, E., & Jenvey, V. (2011). Play and theory of mind: Associations with social competence in young children. Early Child Development and Care, 181, 761–773.

Noddings, N. (2005). The challenge to care in the schools: An alternative approach to education, 2nd ed. New York: Teachers College Press.

O’Brien, J., & Smith, J. (2002). Childhood transformed? Risk perceptions and the decline of free play. British Journal of Occupational Therapy, 65, 123–128.

Okamoto-Barth, S., Call, J., & Tomasello, M. (2007). Great apes’ understanding of other individuals’ line of sight. Psychological Science, 18, 462–468.

Oleck, J. (2008). Most high school students admit to cheating. School Library Journal, March 10.

Olson, C. K. (2010). Children’s motivation for video game play in the context of normal development. Review of General Psychology, 14, 180–187.

Orme, N. (2001). Medieval children. New Haven, CT: Yale University Press.

Osborne, J. A., Simon, S. B., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.

Ozment, K. (2011). Welcome to the age of overparenting. Boston Magazine, December, 88–93, 136–137.

Parten, M. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 28, 136–147.

Pastor, P. N., & Reuben, M. A. (2008). Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004–2006. Vital and health statistics, Series 10, #237. Washington, DC: US Department of Health and Human Services.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270–300.

Pellis, S. M., & Pellis, V. C. (2011). Rough and tumble play: Training and using the social brain. In A. D. Pellgrini (Ed.), The Oxford handbook of the development of play, 245–259. Oxford: Oxford University Press.

Pellis, S. M., Pellis, V. C., & Bell, H. C. (2010). The function of play in the development of the social brain. American Journal of Play, 2, 278–296.

Piaget, J. (1932; 1965). The moral judgment of the child. New York: Free Press.

Power, T. G. (2000). Play and exploration in animals and children. Mahwah, NJ: Lawrence Erlbaum Associates.

Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010). A motivational model of video game engagement. Review of General Psychology, 14, 154–166.

Przybylski, A. K., Weinstein, N., Ryan, R. M., & Rigby, C. S. (2009). Having versus wanting to play: Background and consequences of harmonious versus obsessive engagement in video games. CyberPsychology & Behavior, 12, 485–492.

Pytel, B. (2007). Cheating is on the rise. Published online at www.suite101.com/content/cheating-is-on-the-rise-a31238.

Ray, B. D. (2011). Research facts on homeschooling. Salem, OR: National Home Education Research Institute. Published online at www.nheri.org.

Reaves, B., & Malone, T. W. (2007). Leadership in games and work: Implications for the enterprise of massively multiplayer online role-playing games. Seriosity Inc. Published online at www.seriosity.com/downloads/Leadership_In_Games_Seriosity_and_IBM.pdf.

Reich, J. W., Erdal, K. J., & Zautra, A. (1997). Beliefs about control and health behaviors. In D. S. Gochman (Ed.), Handbook of health behavior research: I, Personal and social determinants. New York: Plenum.

Renner, M. J. (1988). Learning during exploration: The role of behavioral topography during exploration in determining subsequent adaptive behavior. International Journal of Comparative Psychology, 2, 43–56.

Rheingold, H. L., Hay, D. F., & West, M. J. (1976). Sharing in the second year of life. Child Development, 47, 1148–1158.

Ricaurte, G. A., Mechan, A. O., Yuan, J., Hatzidimitriou, G., Xie, T., Mayne, A.H., & McCann, U. D. (2005). Amphetamine treatment similar to that used in the treatment of ADHD damages dopamine nerve endings in the striatum of adult nonhuman primates. Journal of Pharmacology and Experimental Therapeutics, 315, 91–98.

Richards, C. A., & Sanderson, J. A. (1999). The role of imagination in facilitating deductive reasoning in 2-, 3-, and 4-year-olds. Cognition, 72, 81–89.

Ridley, M. (2003). Nature via nurture: Genes, experience, and what makes us human. New York: HarperCollins.

Roberts, W. A., Cruz, C., & Tremblay, J. (2007). Rats take correct novel routes and shortcuts in an enclosed maze. Journal of Experimental Psychology: Animal Behavior Processes, 33, 79–91.

Roopnarine, J. L., Johnson, J. E., & Hooper, F. H. (Eds.). (1994). Children’s play in diverse cultures. Albany: State University of New York Press.

Ross, E. A. (1901). Social control: A survey of the foundations of order. New York: Macmillan.

Rubin, K. H., Fein, G. G., & Vandenberg, B. (1983). Play. In P. H. Mussen & E. M. Hetherington (Eds.), Handbook of child psychology, vol. 4, 693–774. New York: Wiley.

Ruff, H. A. (1986). Components of attention during infants’ manipulative exploration. Child Development, 75, 105–114.

–. (1989). The infant’s use of visual and haptic information in the perception and recognition of objects. Canadian Journal of Psychology, 43, 302–319.

Sadofsky, M., Greenberg, D., & Greenberg, H. (1994). Kingdom of childhood: Growing up at Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.

Sahlins, M. (1972). Stone age economics. Chicago: Aldine-Atherton.

Salamone, F. A. (1997). The Yanomami and their interpreters: Fierce people or fierce interpreters? Lanham, MD: University Press of America.

Saltz, E., Dixon, D., & Johnson, J. (1977). Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive functioning and impulse control. Child Development, 48, 367–380.

Schneller, R. J. (2002). Farragut: America’s first admiral. Dulles, VA: Brassey’s.

Schonert-Reichl, K. A., Smith, V., & Zaidman-Zait, A. (2011). Effectiveness of the Roots of Empathy program in fostering social-emotional development in primary grade children.Manuscript submitted for publication.

Schulz, L. E., & Bonawitz, E. G. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43, 1045–1050.

Schulz, L. E., Gopnik, A., & Glymour, C. (2007). Preschool children learn about causal structure from conditional interventions. Developmental Science, 10, 322–332.

Sherif, M., Harvey, O. J., White, B. J., Hood, W. E., & Sherif, C. S. (1961). Intergroup conflict and cooperation: The Robbers Cave experiment. Norman: University of Oklahoma Book Exchange.

Shostak, M. (1981) Nisa: The life and words of a!Kung woman. Cambridge, MA: Harvard University Press.

Silberbauer, G. (1982). Political Process in G/wi Bands. In E. Leacock & R. Lee (Eds.), Politics and History in Band Societies, 23–36. Cambridge: Cambridge University Press.

Skenazy, L. (2009). Free-range kids: Giving our children the freedom we had without going nuts with worry. San Francisco: Jossey-Bass.

Smith, H. (2000). The scarred heart: Understanding and identifying kids who kill. Knoxville, TN: Callisto.

Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547–560.

Smith, P. K. (2005a). Play: Types and functions in human development. In B. J. Ellis & D. F. Bjorklund (Eds.), Origins of the social mind. New York: Guilford.

–. (2005b). Social and pretend play in children. In A. D. Pellegrini & P. K. Smith (Eds.), The nature of play: Great apes and humans, 137–212. New York: Guilford.

Spence, I., & Feng, J. (2010). Video games and spatial cognition. Review of General Psychology, 14, 92–104.

Spencer, V. G. (2006). Peer tutoring and students with emotional or behavioral disorders: A review of the literature. Behavioral Disorders, 31, 204–222.

Spinka, M., Newberry, R. C., & Bekoff, M. (2001). Mammalian play: Training for the unexpected. Quarterly Review of Biology, 76, 141–168.

Sudbury Valley School. (1970). The crisis in American education: An analysis and proposal. Framingham, MA: Sudbury Valley School Press.

Sutton-Smith, B., & Roberts, J. M. (1970). The cross-cultural and psychological study of games. In G. Luschen (Ed.), The cross-cultural analysis of sport and games, 100–108. Champaign, IL: Stipes.

Sylva, K., Bruner, J., & Genova, P. (1976). The role of play in the problem solving of children 3–5 years old. In J. Bruner, A. Jolly, & K. Sylva (Eds.), Play, 244–257. New York: Basic Books.

Symons, D. (1978). Play and aggression: A study of rhesus monkeys. New York: Columbia University Press.

Thomaes, S., Bushman, B. J., DeCastro, B. O., & Stegge, H. (2009). What makes narcissists bloom? A framework for research on the etiology and development of narcissism. Development and Psychopathology, 21, 1233–1247.

Thomas, E. M. (1959). The harmless people. New York: Alfred A. Knopf.

–. (2006). The old way. New York: Farrar, Straus & Giroux.

Tomonaga, M. (2007). Is chimpanzee (Pan troglodytes) spatial attention reflexively triggered by gaze cue? Journal of Comparative Psychology, 121, 156–170.

Turnbull, C. M. (1961). The forest people. New York: Simon & Schuster.

–. (1982). The ritualization of potential conflict between the sexes among the Mbuti. In E. G. Leacock & R. B. Lee (Eds.), Politics and history in band societies, 133–155. Cambridge: Cambridge University Press.

Twenge, J. M. (2000). The age of anxiety? Birth cohort changes in anxiety and neuroticism, 1952–1993. Journal of Personality and Social Psychology, 79, 1007–1021.

Twenge, J. M., & Foster, J. D. (2010). Birth cohort increases in narcissistic personality traits among American college students, 1982–2009. Social Psychological and Personality Science, 1, 9–106.

Twenge, J. M., Gentile, B., DeWall, C. N., Ma, D., Lacefield, K., & Schurtz, D. R. (2010). Birth cohort increase in psychopathology among young Americans, 1938–2007: A cross-temporal meta-analysis of the MMPI. Clinical Psychology Review, 30, 145–154.

Twenge, J. M., Konrath, S., Foster, J. D., Campbell, W. K., & Bushman, B. J. (2008). Egos inflating over time: A cross-temporal meta-analysis of the Narcissistic Personality Inventory. Journal of Personality, 76, 875–901.

Twenge, J. M., Zhang, L., & Im, C. (2004). It’s beyond my control: A cross-temporal meta-analysis of increasing externality in locus of control, 1960–2002. Personality and Social Psychology Review, 8, 308–319. US Department of Education. (2008). National center for education, issue brief on homeschooling. Published online at http://nces.ed.gov.

Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48, 199–216.

Von Drehle, D. (2010). The case against summer vacation. Time, August 2, 36–42.

Vygotsky, L. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds.), Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

–. (1933; 1978). The role of play in development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes, 92–104. Cambridge, MA: Harvard University Press.

Walker, R., Hill, K., Kaplan, H., & McMillan, G. (2002). Age-dependency in hunting ability among the Ach of Eastern Paraguay. Journal of Human Evolution, 42, 639–657.

Wannenburgh, A. (1979). The bushmen. New York: Mayflower Books.