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Laura Berk - Selected Publications Bivens, J. A. & Berk, L. E. (1990). A longitudinal study of the development of elementary school children's private speech. Merrill-Palmer Quarterly, 36, 443-463. Berk, L. E., & Potts, M. K. (1991). Development and functional significance of private speech among attention-deficit hyperactivity disordered and normal boys. Journal of Abnormal Child Psychology, 19, 357-377. Berk, L. E. (1992). The extracurriculum. In P. W. Jackson (Ed.), Handbook of Research on Curriculum (pp. 1002-1043). New York: Macmillan. (A project of the American Educational Research Association) Diaz, R. M., & Berk, L. E. (Eds.) (1992). Private speech: From social interaction to selfregulation. Hillsdale, NJ: Lawrence Erlbaum. Berk, L. E. (1992). Private speech: An overview of theory and the status of research. In R. M. Diaz & L. E. Berk (Eds.), Private speech: From social interaction to self-regulation (pp. 1753). Hillsdale, NJ: Lawrence Erlbaum. Berk, L. E., & Landau, S. (1993). Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts. Child Development, 64, 556-571. Berk, L. E. (1994, November). Why children talk to themselves. Scientific American, pp. 78­83. Berk, L. E. (1994, November, ). Vygotsky's theory: The importance of make-believe play. Young Children, 50(1), 30­39. Diaz, R. M., & Berk, L. E. (1995). A Vygotskian critique of self-instructional training. Development and Psychopathology, 7, 369­392. Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children. Berk, L. E., & Spuhl, S. (1995). Maternal teaching strategies, preschoolers' private speech, and task performance. Early Childhood Research Quarterly, 10, 145­170. Creasey, G., Jarvis, P., & Berk, L. E. (1998). Play and social competence. In B. Spodek & O. N. Saracho (Eds.), Play in early childhood education. Albany: SUNY Press.

Krafft, K., & Berk, L. E. (1998). Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation.Early Childhood Research Quarterly, 13, 637­658. Berk, L. E. (Ed.). (1999). Landscapes of development. Belmont, CA: Wadsworth. Berk, L. E. (2001). Development through the lifespan (2nd ed.). Boston: Allyn and Bacon. Berk, L. E. (2001). Awakening children's minds: How parents and teachers can make a difference. New York: Oxford University Press. Berk, L. E. (2001). Private speech and self-regulation in children with impulse-control difficulties: Implications for research and practice. Journal of Cognitive Education and Psychology, 2(1), 1­21. Berk, L.E. (2002). Development. In J. Halonen & S. F. Davis (Eds.), The many faces of psychological research in the twenty-first century. Washington, DC: Society for the Teaching of Psychology. Berk, L. E. (2002). Infants, children, and adolescents (4th ed.). Boston: Allyn and Bacon. Berk, L. E., & Harris, S. (in press). Lev Vygotsky. In Encyclopedia of cognitive science. London: Macmillan. Elias, C., & Berk, L. E. (in press). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly. Berk, L. E. (2003). Child development (6th ed.). Boston: Allyn and Bacon.

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