Aarsand, P. A., & Aronsson, K. (2009). Response cries and other gaming moves. Building intersubjectivity in gaming. Journal of Pragmatics, 41(8), 1557–1575. https://doi.org/10.1016/j.pragma.2007.05.014Google Scholar

Abraham, A. (Ed.). (2020). The Cambridge handbook of the imagination. Cambridge University Press. https://doi.org/10.1017/9781108580298Google Scholar

Ainley, M. (2019). Curiosity and interest: Emergence and divergence. Educational Psychology Review, 31(4), 789–806. https://doi.org/10.1007/s10648-019-09495-zGoogle Scholar

Akkerman, S. F., & Bakker, A. (2019). Persons pursuing multiple objects of interest in multiple contexts. European Journal of Psychology of Education, 34(1), 1–24. https://doi.org/10.1007/s10212-018-0400-2CrossRefGoogle Scholar

Alahmadi, S., Buttrick, N. R., Gilbert, D. T., Hardin, A. M., Westgate, E. C., & Wilson, T. D. (2017). You can do it if you really try: The effects of motivation on thinking for pleasure. Motivation and Emotion, 41(5), 545–561. ABI/INFORM Collection. https://doi.org/10.1007/s11031-017-9625-7CrossRefGoogle Scholar

Amsterdam, B. (1972). Mirror self-image reactions before age two. Developmental Psychobiology, 5(4), 297–305. https://doi.org/10.1002/dev.420050403Google Scholar

Amyot, A. M. D. (2008). Trois cas de figure sur la psychothérapie des personnes âgées. Psychothérapies, 28(1), 49–55.Google Scholar

Ansermet, F., & Magistretti, P. (2004). A chacun son cerveau. Plasticité neuronale et inconscient. Odile Jacob.Google Scholar

Ansermet, F., & Magistretti, P. (Eds.). (2010). Neuroscience et psychanalyse: Une rencontre autour de la singularité. Odile Jacob.Google Scholar

Apted, M., Balden, B., Bassett, J., & Basterfield, S. (Directors). (2019, June 4). 63 Up [Documentary]. Albert+ Sustainable production, ITV Studios, Shiver.Google Scholar

Arendt, H. (2006). Eichmann in Jerusalem (Original 1963). Penguin Classics.Google Scholar

Arendt, H. (1978). The life of the mind. A Harvest Book. Harcourt, Inc.Google Scholar

Arendt, H. (2005). Journal de pensée. Denktagebuch (1950–1973) (Ludz, U. & Nordmann, I., Eds.; S. Courtine-Denamy, Trans.; Original 2002, Vol. 1–2). Seuil.Google Scholar

Aumont, B., & Coconnier, A. (2016). Un portrait vivant d’octogénaires d’aujourd’hui. In Fuchs, M.-F. (Ed.), Comment l’esprit vient aux vieux. Penser et vivre un vieillissement durable (pp. 141–185). érès.CrossRefGoogle Scholar

Babad, Y. E., Alexander, I. E., Babad, E. Y., Read, P. B., Shapiro, T., Leiderman, P. H., & Harter, S. (1983). Returning the smile of the stranger: Developmental patterns and socialization factors. Monographs of the Society for Research in Child Development, 48(5), 1–93. https://doi.org/10.2307/1165889CrossRefGoogle Scholar

Baltes, P. B. (1997). On the incomplete architecture of human ontogeny. Selection, optimization and compensation of developmental psychology. American Psychologist, 52(4), 266–380.Google Scholar

Baltes, P. B. (2004). Wisdom as orchestration of mind and virtue. Max Planck Institute/unpublished manuscript.Google Scholar

Baltes, P. B., & Mayer, K. U. (Eds.). (1999). The Berlin Aging Study: Aging from 70 to 100. Cambridge University Press.Google Scholar

Barrett, L. F., Niedenthal, P. M., & Winkielman, P. (Eds.). (2005). Emotion and consciousness. Guilford Press.Google Scholar

Batchelor, S., Torbeyns, J., & Verschaffel, L. (2019). Affect and mathematics in young children: An introduction. Educational Studies in Mathematics, 100(3), 201–209. https://doi.org/10.1007/s10649-018-9864-xGoogle Scholar

Bateson, G. (1972). Steps to an ecology of mind. Ballantine Books.Google Scholar

Baucal, A., Gillespie, A., Krstić, K., & Zittoun, T. (2020). Reproducibility in psychology: Theoretical distinction of different types of replications. Integrative Psychological and Behavioral Science, 54(1), 152–157. https://doi.org/10.1007/s12124-019-09499-yGoogle Scholar

Bauer, J. J. (2021). The transformative self. Personal growth, narrative identity and the good life. Oxford University Press.Google Scholar

Bell, J. L. (2015). Reflections on Mathematics and Aesthetics. Aisthesis. Pratiche, Linguaggi e Saperi Dell’estetico, 8(1), Article 1. https://doi.org/10.13128/Aisthesis-16215Google Scholar

Beradt, C. (2004). Rêver sous le IIIe Reich. Payot.Google Scholar

Berridge, K. C., & Kringelbach, M. L. (2015). Pleasure systems in the brain. Neuron, 86(3), 646–664. https://doi.org/10.1016/j.neuron.2015.02.018Google Scholar

Bhatti, M., Church, A., Claremont, A., & Stenner, P. (2009). ‘I love being in the garden’: Enchanting encounters in everyday life. Social & Cultural Geography, 10(1), 61–76. https://doi.org/10.1080/14649360802553202Google Scholar

Billeter, J.-F. (2012). Un paradigme. Allia. www.editions-allia.com/fr/livre/897/le-propre-du-sujetGoogle Scholar

Billeter, J.-F. (2021). Le Propre du sujet. Allia. www.editions-allia.com/fr/livre/897/le-propre-du-sujetGoogle Scholar

Billig, M. (2006). Lacan’s misuse of psychology: Evidence, rhetoric and the mirror stage. Theory, Culture & Society, 23(4), 1–26. https://doi.org/10.1177/0263276406066367Google Scholar

Binet. (1895). Quelques explications psychologiques du plaisir et de la douleur. Note sur Mezes (1895) et Miller (1895). L’année psychologique, 2, 710–711.Google Scholar

Bion, W. R. (1958). Cogitations. In Mawson, C. (Ed.), (2018), The complete works of W. R. Bion: Vol. XI (pp. 1–49). Routledge.Google Scholar

Bion, W. R. (1962). Learning from experience. In W. Bion (1977), Seven servants: Four works (pp. 1–111). Jason Aronson Inc. Publishers.Google Scholar

Bion, W. R. (1965). Transformations. In W. Bion (1977), Seven servants: Four works (pp. 1–183). Jason Aronson Inc. Publishers.Google Scholar

Bion, W. R. (1971a). The Grid. In Mawson, C. (Ed.), (2018), The complete works of W. R. Bion: Vol. X (p. vii). Routledge.Google Scholar

Bion, W. R. (1971b). Two papers: The Grid and Caesura. In Mawson, C. (Ed.), (2018), The complete works of W. R. Bion: Vol. X (pp. 1–49). Routledge.Google Scholar

Bion, W. R. (1977). Taming wild thoughts [II]: Untitled. In Mawson, C. (Ed.), (2018), The complete works of W. R. Bion: Vol. X (pp. 165–199). Routledge.Google Scholar

Bion, W. R. (1978). Four discussions. In Mawson, C. (Ed.), (2018), The complete works of W. R. Bion: Vol. X (pp. 51–107). Routledge.Google Scholar

Bion, W. R. (1984). Transformations (New edition). Karnac Books.Google Scholar

Bion, W. R. (1997). War Memoirs 1917–1919 (Bion, F., Ed.). Karnac Books.Google Scholar

Blackburn, S. (2008). Thinking. In The Oxford dictionary of philosophy. Oxford University Press. www.oxfordreference.com/view/10.1093/acref/9780199541430.001.0001/acref-9780199541430-e-3097Google Scholar

Bloch, H., Dépret, E., Gallo, A., Garnier, P., Gineste, M.-D., Leconte, P., Le Ny, J.-F., Postel, J., Reuchlin, M., & Casalis, D. (Eds.). (1997). Dictionnaire fondamental de psychologie (Vols 1 & 2). Larousse.Google Scholar

Boesch, E. E. (1991). Symbolic action theory and cultural psychology. Springer-Verlag Publishing.CrossRefGoogle Scholar

Boimare, S. (2004). L’enfant et la peur d’apprendre (2e ed.). Dunod.Google Scholar

Boimare, S. (2008). Ces enfants empêchés de penser. Dunod.Google Scholar

Bollas, C. (2003). Being a character: Psychoanalysis and self experience (1st ed.). Routledge.Google Scholar

Brandt, H. (Director). (1977). Le dernier printemps [Documentaire]. Les Films Henry Brandt.Google Scholar

Braun, L. (1994). Iconographie et philosophie: Essai de définition d’un champ de recherche. Presses universitaires de Strasbourg.Google Scholar

Breitenbach, A., & Rizza, D. (2018). Introduction to special issue: Aesthetics in Mathematics. Philosophia Mathematica, 26(2), 153–160. https://doi.org/10.1093/philmat/nkx019Google Scholar

Brentano, F. (1995). Psychology from an empirical standpoint (2nd ed.). Routledge.Google Scholar

Breton, A. (1924). Manifeste du surréalisme. In Manifestes du surréalisme (pp. xx–xy). Gallimard.Google Scholar

Brinkmann, S. (2012). Qualitative inquiry in everyday life: Working with everyday life materials. Sage.Google Scholar

Brinkmann, S. (2017). Persons and their minds: Towards an integrative theory of the mediated mind. Routledge.Google Scholar

Bronckart, J.-P. (2012). Contributions of Piagetian constructivism to social interactionism. In Martí, E. & Rodriguez, C. (Eds.), After Piaget (pp. 43–58). Transaction Publishers.Google Scholar

Brown, L. J. (2012). Bion’s discovery of alpha function: Thinking under fire on the battlefield and in the consulting room. The International Journal of Psychoanalysis, 93(5), 1191–1214. https://doi.org/10.1111/j.1745-8315.2012.00644.xGoogle Scholar

Brown, R. (2020). Henri Tajfel. Explorer of identity and difference. Routledge.Google Scholar

Brown, S. D., & Reavey, P. (2015a). Recollection in later life. The reminiscence museum. In Vital memory and affect: Living with a difficult past (pp. 178–209). Routledge.Google Scholar

Brown, S. D., & Reavey, P. (2015b). Vital memory and affect: Living with a difficult past. Routledge.Google Scholar

Bruner, J. S. (1979). On knowing: Essays for the left hand (2nd edition). Belknap Press of Harvard University Press.Google Scholar

Bruner, J. S. (1983). In search of mind. Essays in autobiography. Harper Colophon Books.Google Scholar

Bruner, J. S. (1990). Acts of meaning. Harvard University Press.Google Scholar

Bruner, J. S. (2003). Making stories: Law, literature, life. Harvard University Press.Google Scholar

Burman, J. T. (2008). From ‘genetic’ to ‘epigenetic’ epistemology: The forgotten works of Jean Piaget, 1965–1974. York University.Google Scholar

Butler, R. N. (1963). The life review: An interpretation of reminiscence in the aged. Psychiatry, 26, 65–76.Google Scholar

Byrne, R. M. J. (2016). Counterfactual thought. Annual Review of Psychology, 67(1), 135–157. https://doi.org/10.1146/annurev-psych-122414-033249CrossRefGoogle ScholarPubMed

Cabell, K. R., & Valsiner, J. (Eds.). (2014). The catalyzing mind – Beyond models of causality. Springer.Google Scholar

Cabra, M. (2021a). Liminality in play: The role of materiality and patterns. In Wagoner, B. & Zittoun, T. (Eds.), Experience on the edge: Theorizing liminality (pp. 107–120). Springer International Publishing. https://doi.org/10.1007/978-3-030-83171-4_6Google Scholar

Cabra, M. (2021b). Doing gender through patterns. International Review of Theoretical Psychologies, 1(2), Article 2. https://tidsskrift.dk/irtp/article/view/128012Google Scholar

Cabra, M. (2022). Questions about the will. Culture & Psychology, 28(2), 219–231. https://doi.org/10.1177/1354067X221097129Google Scholar

Cabra, M., & Zittoun, T. (2022). Thematic engagements: Affects and learning in older age (SSRN Scholarly Paper No. 4272357). https://doi.org/10.2139/ssrn.4272357Google Scholar

Canovi, A. G., Rajala, A., Kumpulainen, K., & Molinari, L. (2019). The dynamics of class mood and student agency in classroom interactions. Journal of Classroom Interaction, 54(1), 4–25.Google Scholar

Carpendale, J., Lewis, C., & Müller, U. (2018). The development of children’s thinking: Its social and communicative foundations. Sage.Google Scholar

Carpendale, J., & Müller, U. (2004). Social interaction and the development of knowledge. Lawrence Erlbaum Associates.Google Scholar

Carruthers, P. (2020). Questions in development. In Butler, L. P., Ronfard, S., & Corriveau, K. H. (Eds.), The questioning child: Insights from psychology and education (pp. 6–28). Cambridge University Press.Google Scholar

Cattaruzza, E., Ligorio, M. B., & Iannaccone, A. (2019). Sociomateriality as a partner in the polyphony of students positioning. Learning, Culture and Social Interaction, 22, 100332. https://doi.org/10.1016/j.lcsi.2019.100332Google Scholar

Chalon-Blanc, A. (2017). Chapitre 1. Le constructivisme. In Piaget Constructivisme Intelligence: L’avenir d’une théorie (pp. 21–44). Presses universitaires du Septentrion. http://books.openedition.org/septentrion/14045Google Scholar

Chancel, J. (Director). (1975, March 10). Radioscopie – Michel Foucault (www.radiofrance.fr/franceinter/podcasts/radioscopie-par-jacques-chancel). France Inter. www.youtube.com/watch?v=Wt7dk3h9RuwGoogle Scholar

Charland, L. C. (2005). Emotion experience and the indeterminacy of valence. In Barrett, L. F., Niedenthal, P. M., & Winkielman, P. (Eds.), Emotion and consciousness (pp. 231–254). Guilford Press.Google Scholar

Chouinard, M. M. (2007). Children’s questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), 1–129.Google Scholar

Christoff, K., & Fox, K. C. R. (Eds.). (2018). The Oxford handbook of spontaneous thought: Mind-wandering, creativity, and dreaming. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190464745.001.0001Google Scholar

Ciccone, A. (2020). Les enjeux du ludique. Le jeu, le conte, l’histoire enfantine. In Ciccone, A. (Ed.), Les expériences ludiques infantiles. Destins et traces (pp. 1–25). Dunod.Google Scholar

Coffey, J. K. (2018). Pleasure. In The SAGE Encyclopedia of Lifespan Human Development (Vol. 1–5, pp. 1676–1677). SAGE Publications, Inc. https://doi.org/10.4135/9781506307633Google Scholar

Cole, M. (1996). Cultural psychology. A once and future discipline. The Belknap Press of Harvard University Press.Google Scholar

Cole, M. (2019). Re-covering the idea of a tertiary artifact. In Edwards, A., Fleer, M., & Bøttcher, L. (Eds.), Cultural-historical approaches to studying learning and development: Societal, institutional and personal perspectives (pp. 303–321). Springer Singapore. https://doi.org/10.1007/978-981-13-6826-4_20Google Scholar

Cole, M., & Consortium, D. L. (2006). The fifth dimension: An after-school program built on diversity (Illustrated edition). Russell Sage Foundation.Google Scholar

Coleman, P. G. (2005). Reminiscence: Developmental, social and clinical perspectives. In Johnson, M. L., Bengtson, V. L., Coleman, P. G., & Kirkwood, T. B. L. (Eds.), The Cambridge handbook of age and ageing (pp. 301–309). Cambridge University Press.Google Scholar

Colman, A. M. (2015). Thinking. In A dictionary of psychology. Oxford University Press. www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681-e-8410Google Scholar

Conrad, R. (1998). Darwin’s Baby and Baby’s Darwin: Mutual recognition in observational research. Human Development, 41(1), 47–64.Google Scholar

Cornish, F., Zittoun, T., & Gillespie, A. (2007). A cultural psychological reflection on collaborative research. Conference essay: ESF Exploratory Workshop on Collaborative Case Studies for a European Cultural Psychology. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 8(3), Art 21. [37 paragraphs].Google Scholar

Costall, A., Leudar, I., & Reddy, V. (2006). Failing to see the irony in ‘mind-reading’. Theory & Psychology, 16(2), 163–167. https://doi.org/10.1177/0959354306062533Google Scholar

Csikszentmihalyi, M. (1978). Attention and the holistic approach behavior. In Csikszentmihalyi, M. (Ed.), (2014), Flow and the foundations of positive psychology. The collected works of Mihaly Csikszentmihalyi (pp. 1–20). Springer.Google Scholar

Csikszentmihalyi, M. (1997). Creativity: Flow & the psychology of discovery & invention. Harper & Row.Google Scholar

Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In Csikszentmihalyi, M. (Ed.), (2014), Flow and the foundations of positive psychology. The collected works of Mihaly Csikszentmihalyi (pp. 227–238). Springer.Google Scholar

Csikszentmihalyi, M., & Rathunde, K. (1997). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. In Csikszentmihalyi, M. (Ed.), (2014), Applications of flow in human development and education. The collected works of Mihaly Csikszentmihalyi (pp. 7–79). Springer.Google Scholar

Dahinden, J., & Zittoun, T. (2013). Religion in meaning making and boundary work: Theoretical explorations. Integrative Psychological and Behavioral Science, 47(2), 185–206. https://doi.org/10.1007/s12124-013-9233-3Google Scholar

Daiute, C. (2014). Narrative inquiry: A dynamic approach. SAGE Publications.Google Scholar

Darwin, C. (1872). The expression of the emotions in man and animals. John Murray. http://darwin-online.org.uk/content/frameset?pageseq=1&itemID=F1142&viewtype=textGoogle Scholar

de Mijolla, A. (2003). Freud. Fragments d’une histoire. Presses Univeritaires de France.Google Scholar

de Mijolla-Mellor, S. (1992). Le plaisir de pensée. Presses Universitaires de France.Google Scholar

de Mijolla-Mellor, S. (2009). Le choix de la sublimation. Presses Universitaires de France. https://doi.org/10.3917/puf.mijo.2009.01Google Scholar

de Mijolla-Mellor, S. (2012a). Dans le domaine de la pensée théoricienne. Que sais-je?, 2e éd., 117–122.Google Scholar

de Mijolla-Mellor, S. (2012b). Sublimation et pulsion de voir. Que sais-je?, 2e éd., 49–56.Google Scholar

Debellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.Google Scholar

Dege, M. (2019). Rethinking generalization with Kurt Lewin and action research. In Hojholt, C. & Schraube, E. (Eds.), Subjectivity and knowledge- generlizaton in the psychological study of everyday life (pp. 41–60). Springer.Google Scholar

Descartes, R. (1641). Meditations on first philosophy. In Cottingham, J., Stoothoff, R., & Duglas, M. (Trans.), The philosophical writings of descartes (Vol. 2, pp. 1–50). Cambridge University Press.Google Scholar

Dewey, J. (1910). How we think. D. C. Heath; www.gutenberg.org/files/37423/37423-h/37423-h.htm. www.brocku.ca/MeadProject/Dewey/Dewey_1910a/Dewey_1910_p.htmlGoogle Scholar

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.Google Scholar

di Giannantonio, M., Northoff, G., & Salone, A. (2020). Editorial: The interface between psychoanalysis and neuroscience: The state of the art. Frontiers in Human Neuroscience, 14, 1–2. https://doi.org/10.3389/fnhum.2020.00199Google Scholar

Dicks, B. (2013). Interacting with … what? Exploring children’s social and sensory practices in a science discovery centre. Ethnography and Education, 8(3), 301–322. https://doi.org/10.1080/17457823.2013.792677CrossRefGoogle Scholar

Diep, A. (2011). ‘On connaît la musique?’: Un regard socioculturel sur le travail des musiciens [Mémoire de Master, University of Neuchâtel]. http://doc.rero.ch/record/28829?ln=frGoogle Scholar

Diriwächter, R. (2021). Remembering Wilhelm Wundt and the Second Leipzig School of Psychology. Human Arenas, 4(1), 5–19. https://doi.org/10.1007/s42087-020-00158-yGoogle Scholar

Domhoff, G. W. (2005). Refocusing the neurocognitive approach to dreams: A critique of the Hobson versus Solms debate. Dreaming, 15(1), 3–20. https://doi.org/10.1037/1053-0797.15.1.3Google Scholar

Domhoff, G. W. (2018). Dreaming is an intensified form of mind-wandering, based in an augmented portion of the default network. In K. Christoff & K. C. R. Fox (Eds.), The Oxford Handbook of Spontaneous Thought: Mind-Wandering, Creativity, and Dreaming (pp. 355–370). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190464745.013.7Google Scholar

Drinka, P. J. (2021). Gardening. Journal of the American Geriatrics Society, 69(6), 1689–1689. https://doi.org/10.1111/jgs.17112Google Scholar

Ducret, J.-J. (1990). Jean Piaget, Biographie et parcours intellectuel. Delachaux-Niestlé. www.fondationjeanpiaget.ch/fjp/site/textes/index_litt_sec2_alpha.phpGoogle Scholar

Duveen, G. (2013). Psychological development as social process. In Moscovici, S., Jovchelovitch, S., & Wagoner, B. (Eds.), Development as a social process. Contributions of Gerard Duveen (Original 1997, pp. 90–111). Routledge.Google Scholar

Duveen, G., & Lloyd, B. (1990). Introduction. In Lloyd, B. & Duveen, G. (Eds.), Social representations and the development of knowledge (pp. 1–10). Cambridge University Press. https://doi.org/10.1017/CBO9780511659874.001Google Scholar

Elder, G. H., & Giele, J. Z. (Eds.). (2009). The craft of life course research. Guilford Press.Google Scholar

Ellis, B. D., & Stam, H. J. (2015). Crisis? What crisis? Cross-cultural psychology’s appropriation of cultural psychology. Culture & Psychology, 21(3), 293–317. https://doi.org/10.1177/1354067X15601198Google Scholar

Engel, S. (2015). The hungry mind. The origins of curiosity in childhood. Harvard University Press.Google Scholar

Engel, S. (2021). The intellectual lives of children. Harvard University Press.Google Scholar

Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Lehmanns Media.Google Scholar

Ferro, A. (2002). Some implications of Bion’s thought. The International Journal of Psychoanalysis, 83(3), 597–607. https://doi.org/10.1516/WV5M-TR9T-9HPY-RFVJGoogle Scholar

Ferro, A. (2014). Eviter les émotions, vivre les émotions (L. Cecotti-Stievenard & A. de Staal, Trans.; Original 2007). Les éditions d’Ithaque.Google Scholar

Fogel, A. (2006). Dynamic systems research on interindividual communication: The transformation of meaning-making. Journal of Developmental Science, 1(1), 7–28.Google Scholar

Fogel, A., Hsu, H.-C., Shapiro, A. F., Nelson-Goens, G. C., & Secrist, C. (2006). Effects of normal and perturbed social play on the duration and amplitude of different types of infant smiles. Developmental Psychology, 42(3), 459–473. APA PsycArticles®. https://doi.org/10.1037/0012-1649.42.3.459CrossRefGoogle ScholarPubMed

Fogel, A., King, B. J., & Shanker, S. G. (2008). Human development in the twenty-first century. Cambridge University Press.Google Scholar

Fonagy, P. (2007). Embodied cognition? Commentary. In Mayes, L., Fonagy, P., & Target, M. (Eds.), Developmental science and psychoanalysis. Integration and innovation (pp. 39–43). Karnac.Google Scholar

Fonagy, P., & Allison, E. (2016). Psychic reality and the nature of consciousness. The International Journal of Psychoanalysis, 97(1), 5–24. https://doi.org/10.1111/1745-8315.12403Google Scholar

Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2005). Affect regulation, mentalization, and the development of self (1st ed.). Other Press.Google Scholar

Fonagy, P., Gergely, G., & Target, M. (2007). The parent–infant dyad and the construction of the subjective self. Journal of Child Psychology and Psychiatry, 48(3–4), 288–328. https://doi.org/10.1111/j.1469-7610.2007.01727.xGoogle Scholar

Fonagy, P., Luyten, P., Allison, E., & Campbell, C. (2017). What we have changed our minds about: Part 2. Borderline personality disorder, epistemic trust and the developmental significance of social communication. Borderline Personality Disorder and Emotion Dysregulation, 4(1), 9. https://doi.org/10.1186/s40479-017-0062-8Google Scholar

Fox, K. C. R., Nijeboer, S., Solomonova, E., Domhoff, G. W., & Christoff, K. (2013). Dreaming as mind wandering: Evidence from functional neuroimaging and first-person content reports. Frontiers in Human Neuroscience, 7, 412. https://doi.org/10.3389/fnhum.2013.00412Google Scholar

Freeman, M. (2010). The space of selfhood: Culture, narrative, identity. In Kirschner, S. R. & Martin, J. (Eds.), The sociocultural turn in psychology. The contextual emergence of mind and self (pp. 137–158). Colombia University Press.Google Scholar

Freud, S. (1900). The interpretation of dreams. In J. Strachey (Ed.), (2001), The Standard Edition of the Complete Psychological Works of Sigmund Freud (Original 1900, Vols 4–5, pp. 1–627). Vintage.Google Scholar

Freud, S. (1901a). On dreams (1901). Strachey, J. (Ed.), (2001), The complete psychological works of Sigmund Freud (New Edition, Vol. 5, pp. 631–714). Vintage Classics.Google Scholar

Freud, S. (1901b). The psychopathology of everyday life. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. VI (New Edition, pp. 1–310). Vintage.Google Scholar

Freud, S. (1908). Jokes and their relation to the unconscious. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. VIII (New Edition, pp. 3–258). Vintage.Google Scholar

Freud, S. (1911). Formulations on the two principles of mental functioning. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XII (New Edition, pp. 213–226). Vintage.Google Scholar

Freud, S. (1913). Totem and Taboo and Other Works. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XIII (New Edition). Vintage.Google Scholar

Freud, S. (1919). The ‘Uncanny’. In Strachey, J. (Ed.), & A. Strachey (Trans.), (1955), The standard edition of the complete psychological works of Sigmund Freud: Vol. XVII (1917–1919) (pp. 217–256). The Hogarth Press and the Institute of Psychoanalysis.Google Scholar

Freud, S. (1920). Beyond the pleasure principle. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XVIII (New Edition, pp. 1–64). Vintage.Google Scholar

Freud, S. (1923). The ego and the id. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XIX (New Edition, pp. 1–66). Vintage.Google Scholar

Freud, S. (1933). New introductory lectures on psycho-analysis. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud (New Edition, Vol. 22, pp. 1–182). Vintage.Google Scholar

Freud, S. (1940a). An outline of psychoanalysis. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XXIII (New Edition, pp. 139–207). Vintage.Google Scholar

Freud, S. (1940b). Some elementary lessons in psycho-analysis. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. XXIII (New Edition, pp. 279–286). Vintage.Google Scholar

Freud, S. (1950). Project for a scientific psychology. In Strachey, J. (Ed.), (2001), The standard edition of the complete psychological works of Sigmund Freud: Vol. I (New Edition, pp. 281–397). Vintage.Google Scholar

Furtak, R. A. (2018). Knowing emotions: Truthfulness and recognition in affective experience. Oxford University Press.Google Scholar

Gainsbourg, S. (1963). Elaeudanla Téïtéïa. Philips. https://genius.com/Serge-gainsbourg-elaeudanla-teiteia-lyricsGoogle Scholar

Garvin, P., & Goretta, C. (Directors). (1977). Piaget on Piaget: The epistemology of Jean Piaget. Yale University Media Design Studio, New Haven, Conn. http://archive.org/details/piagetonpiagettheepistemologyofjeanpiagetGoogle Scholar

Geertz, C. (1972). La religion comme système culturel. In Bradbury, R. E., Geertz, C., Spiro, M. E., Turner, V. W., & Winter, E. H. (Eds.), Essais d’anthropologie religieuse (pp. 19–66). Gallimard.Google Scholar

Gergely, G. (2007). The social construction of the subjective self: The role of affect-mirrorring, markedness, and ostensive communication in self-development. In Mayes, L., Fonagy, P., & Target, M. (Eds.), Developmental science and psychoanalysis. Integration and innovation (pp. 45–82). Karnac.Google Scholar

Gewirtz-Meydan, A., & Ayalon, L. (2018). Forever young: Visual representations of gender and age in online dating sites for older adults. Journal of Women & Aging, 30(6), 484–502. https://doi.org/10.1080/08952841.2017.1330586Google Scholar

Gfeller, F., & Zittoun, T. (2021). The embodied dimension of imagination. Expanding the loop model. Integrative Psychological and Behavioral Science, 55(1), 73–88. https://doi.org/10.1007/s12124-020-09550-3Google Scholar

Gillespie, A. (2012). Position exchange: The social basis of agency. New Ideas in Psychology, 30(1), 32–46.Google Scholar

Gillespie, A., Cornish, F., Aveling, E.-L., & Zittoun, T. (2008). Conflicting community commitments: A dialogical analysis of a British woman’s World War II diaries. Journal of Community Psychology, 36(1), 35–52. https://doi.org/10.1002/jcop.20215Google Scholar

Gillespie, A., & Martin, J. (2014). Position Exchange Theory: A socio-material basis for discursive and psychological positioning. New Ideas in Psychology, 32, 73–79. https://doi.org/10.1016/j.newideapsych.2013.05.001Google Scholar

Gillespie, A., & Zittoun, T. (2010). Studying the movement of thought. In Toomela, A. & Valsiner, J. (Eds.), Methodological thinking in psychology: 60 years gone astray? (pp. 69–88). Information Age Publisher.Google Scholar

Gillespie, A., Zittoun, T., & Cornish, F. (2006). Collaborative Case Studies for a European Cultural Psychology. European Science Foundation Exploratory Workshop [Scientific Report]. www.esf.org/index.php?eID=tx_nawsecuredl&u=0&file=fileadmin/be_user/ew_docs/05-333_Report.pdf&t=1218257567&hash=678c38bd7ce0fb0513a8f6951cd86309Google Scholar

Glăveanu, V. P. (2011). Creating creativity: Reflections from fieldwork. Integrative Psychological & Behavioral Science, 45(1), 100–115.Google Scholar

Glăveanu, V. P. (2020). Wonder: The extraordinary power of an ordinary experience. Bloomsbury Academic.Google Scholar

Glăveanu, V. P., Gillespie, A., & Valsiner, J. (Eds.). (2015). Rethinking creativity: Perspectives from cultural psychology. Routledge. www.academia.edu/4266901/Rethinking_creativity_Perspectives_from_cultural_psychologyGoogle Scholar

Gold, M. (1999). The making of a compleat social scientist: A brief intellectual biography. In Gold, M. (Ed.), The complete social scientist: A Kurt Lewin reader (pp. 7–16). Amercian Psychological Association.Google Scholar

Goldberg, T., & Schwarz, B. B. (2016). Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts. Frontline Learning Research, 4(1), 78–90. https://doi.org/10.14786/flr.v4i1.211Google Scholar

Goldin, G. A., Hannula, M. S., Heyd-Metzuyanim, E., Jansen, A., Kaasila, R., Lutovac, S., Di Martino, P., Middleton, J. A., Morselli, F., Pantziara, M., & Zhang, Q. (Eds.). (2016). Attitudes, beliefs, motivation, and identity in Mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-319-32811-9_1Google Scholar

Gonçalves, M. M., & Ribeiro, A. P. (2012a). Narrative processes of innovation and stability within the dialogical self. In Hermans, H. J. M. & Gieser, T. (Eds.), Handbook of dialogical self theory (pp. 301–218). Cambridge University Press. www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107006515Google Scholar

Gonçalves, M. M., & Ribeiro, A. P. (2012b). Therapeutic change, innovative moments, and the reconceptualization of the self: A dialogical account. International Journal for Dialogical Science, 6(1), 81–98.Google Scholar

Gonzalez, M. T., Hartig, T., Patil, G. G., Martinsen, E. W., & Kirkevold, M. (2010). Therapeutic horticulture in clinical depression: A prospective study of active components. Journal of Advanced Nursing, 66(9), 2002–2013. https://doi.org/10.1111/j.1365-2648.2010.05383.xGoogle Scholar

Gonzalez, N., Moll, L. C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.Google Scholar

Goodwin, C. D. (2011). The bloomsbury group as creative community. History of Political Economy, 43(1), 59–82. https://doi.org/10.1215/00182702-2010-044Google Scholar

Goodwin, M. H., & Goodwin, C. (1986). Gesture and coparticipation in the activity of searching for a word. 62(1–2), 51–76. https://doi.org/10.1515/semi.1986.62.1-2.51Google Scholar

Gray, J. G. (1977). The winds of thought. Social Research, 44(1), 44–62. JSTOR.Google Scholar

Gray, J. R., Schaefer, A., Braver, T. S., & Most, S. B. (2005). Affect and the resolution of cognitive control dilemmas. In Barrett, L. F., Niedenthal, P. M., & Winkielman, P. (Eds.), Emotion and consciousness (pp. 67–94). Guilford Press.Google Scholar

Greco, S., Perret-Clermont, A.-N., Iannaccone, A., Rocci, A., Convertini, J., & Schär, R. G. (2018). The analysis of implicit premises within children’s argumentative inferences. Informal Logic, 38(4), Article 4. https://doi.org/10.22329/il.v38i4.5029Google Scholar

Green, A. (1973). Le discours vivant. Presses universitaires de France.Google Scholar

Green, A. (1992). Appendix: Review of cogitations. In Mawson, C. (Ed.), The complete works of W. R. Bion: Vol. XI (pp. 351–364). Routledge.Google Scholar

Green, A. (1999). The fabric of affect in the psychoanalytic discourse. Routledge.Google Scholar

Green, A. (2002a). Brève histoire subjective de la psychanalyse depuis la seconde guerre mondiale. In Idées directrices pour une psychanalyse contemporaine. Méconnaissance et reconnaissance de l’inconscient (pp. 22–36). Presses Universitaires de France.Google Scholar

Green, A. (2002b). Idées directrices pour une psychanalyse contemporaine. Méconnaissance et reconnaissance de l’inconscient. Presses Universitaires de France.Google Scholar

Green, A. (2002c). La pensée clinique. Odile Jacob.Google Scholar

Green, A. (2004). Le discours vivant: La conception psychanalytique de l’affect. Presses Universitaires de France.Google Scholar

Green, A. (2005). Key ideas for a contemporary psychoanalysis. Misrecognition and recognition of the unconscious. Routledge.Google Scholar

Green, A. (2011). Du signe au discours. Psychanalyse et théories du langage. Les Editions d’Ithaque.Google Scholar

Green, A. (2012). La clinique psychanalytique contemporaine. Les Editions d’Ithaque.Google Scholar

Gressot, M. (1979). Histoire des idées psychanalytiques sur les processus cognitifs et leur exercice. In Le Royaume intermédiaire (pp. 69–144). Presses Universitaires de France. www.cairn.info/le-royaume-intermediaire-9782130355786-page-69.htmGoogle Scholar

Grootenboer, P. (2016). Mathematics, affect and learning middle school students’ beliefs and attitudes about mathematics education. Springer.Google Scholar

Grossen, M., Zittoun, T., & Ros, J. (2012). Boundary crossing events and potential appropriation space in philosophy, literature and general knowledge. In Hjörne, E., van der Aalsvoort, G., & de Abreu, G. (Eds.), Learning, social interaction and diversity – exploring school practices (pp. 15–33). Sense Publishers.Google Scholar

Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60. https://doi.org/10.1007/s10648-014-9294-yGoogle Scholar

Gute, G., Gute, D. S., Nakamura, J., & Csikszentmihályi, M. (2008). The early lives of highly creative persons: The influence of the complex family. Creativity Research Journal, 20(4), 343–357. https://doi.org/10.1080/10400410802391207Google Scholar

Habermas, T., Delarue, I., Eiswirth, P., Glanz, S., Krämer, C., Landertinger, A., Krainhöfner, M., Batista, J., & Gonçalves, M. (2021). Differences between subclinical ruminators and reflectors in narrating autobiographical memories: Innovative moments and autobiographical reasoning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.624644Google Scholar

Hacker, P. M. S. (2013). The intellectual powers: A study of human nature. John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118609033Google Scholar

Hadamard, J. (1945). The mathematician’s mind: The Psychology of invention in the mathematical field. In The Mathematician’s mind (Original 1945). Princeton University Press. https://doi.org/10.1515/9780691212906Google Scholar

Haith, M. M. (1972). The forgotten message of the infant smile. Merrill-Palmer Quarterly of Behavior and Development, 18(4), 321–322.Google Scholar

Hakkarinen, P. (2020). Long-term peer play and child development. In Ridgway, A., Quinones, G., & Li, L. (Eds.), Peer play and relationships in early childhood: International research perspectives (pp. 11–26). Springer International Publishing. https://doi.org/10.1007/978-3-030-42331-5Google Scholar

Hamraoui, É. (2017). Les migrations de la pensée: Entre imagination et conceptualisation. In Amado, G., Bouillon, J.-P., Lhuilier, D., & Ulmann, A.-L. (Eds.), La créativité au travail (pp. 147–160). Érès. https://doi.org/10.3917/eres.amado.2017.01.0147Google Scholar

Harris, P. L. (2020). The point, the shrug, and the question of clarification. In Butler, L. P., Ronfard, S., & Corriveau, K. H. (Eds.), The questioning child: Insights from psychology and education (pp. 29–50). Cambridge University Press.Google Scholar

Hedegaard, M., Fleer, M., Bang, J., & Hviid, P. (2008). Studying children: A cultural-historical approach. Open University Press.Google Scholar

Heller, V. (2021). Embodied displays of ‘doing thinking.’ epistemic and interactive functions of thinking displays in children’s argumentative activities. Frontiers in Psychology, 12, 369. https://doi.org/10.3389/fpsyg.2021.636671Google Scholar

Hersh, R., & John-Steiner, V. (2008). Refuge from misery and suffering. The Mathematical Intelligencer, 30(1), 22–26. https://doi.org/10.1007/BF02985751CrossRefGoogle Scholar

Hersh, R., & John-Steiner, V. (2010). Loving and hating mathematics: Challenging the myths of Mathematical life. Princeton University Press. https://doi.org/10.1515/9781400836116CrossRefGoogle Scholar

Hess, T. M. (2022). Subjective perceptions of cognitive costs. Determinants and impact on motivation and engagement. In Sedek, G., Hess, T. M., & Touron, D. R. (Eds.), Multiple pathways of cognitive aging: Motivational and contextual influences (pp. 19–39). Oxford University Press.Google Scholar

Hess, T. M., Sedek, G., & Touron, D. R. (2022). Introduction and major themes. In Sedek, G., Hess, T. M., & Touron, D. R. (Eds.), Multiple pathways of cognitive aging: Motivational and contextual influences (pp. 3–16). Oxford University Press.Google Scholar

Hilppö, J. A., Lipponen, L., Kumpulainen, K., & Virlander, M. (2016). Sense of agency and everyday life: Children’s perspective. Learning, Culture and Social Interaction, 10, 50–59. https://doi.org/10.1016/j.lcsi.2015.10.001Google Scholar

Hilppö, J. A., Rajala, A., Zittoun, T., Kumpulainen, K., & Lipponen, L. (2016). Interactive dynamics of imagination in a science classroom. Frontline Learning Research, 4(4), 20–29. https://doi.org/10.14786/flr.v4i4.213Google Scholar

Hinde, R. A., Perret-Clermont, A.-N., & Hinde, J. S. (1985). Social relationships and cognitive development. Clarendon Press.Google Scholar

Hobson, J. A. (2002). Dreaming: A very short introduction. Oxford University Press.Google Scholar

Hobson, J. A., Sangsanguan, S., Arantes, H., & Kahn, D. (2011). Dream logic – The inferential reasoning paradigm. Dreaming, 21(1), 1–15. https://doi.org/10.1037/a0022860Google Scholar

Holyoak, K. J., & Morrison, R. G. (Eds.). (2005a). The Cambridge handbook of thinking and reasoning. Cambridge University Press.Google Scholar

Holyoak, K. J., & Morrison, R. G. (2005b). Thinking and reasoning: A reader’s guide. In Holyoak, K. J. & Morrison, R. G. (Eds.), The Cambridge handbook of thinking and reasoning (pp. 1–9). Cambridge University Press.Google Scholar

Hviid, P. (2015). Borders in education and living– a case of trench warfare. Integrative Psychological and Behavioral Science, 50(1), 44–61. https://doi.org/10.1007/s12124-015-9319-1Google Scholar

Hviid, P. (2022). Aged experience – A cultural developmental investigation. Learning, Culture and Social Interaction, 37, 100386. https://doi.org/10.1016/j.lcsi.2020.100386Google Scholar

Hviid, P., & Villadsen, J. W. (2018). Playing and Being – imagination in the life course. In Zittoun, T. & Glăveanu, V. P. (Eds.), Handbook of culture and imagination (pp. 137–166). Oxford University Press.Google Scholar

James, S. (2012). Spinoza on the passionate dimension of philosophical reasoning. In Ebbersmeyer, S. (Ed.), Emotional Minds. The Passions and the Limits of Pure Inquiry in Early Modern Philosophy (pp. 71–88). De Gruyter. https://doi.org/10.1515/9783110260922.71Google Scholar

James, W. (1890). The principles of psychology: Vol. I. Dover publications.Google Scholar

James, W. (1904a). What is Pragmatism. In A new name for some old ways of thinking (www.marxists.org/reference/subject/philosophy/works/us/james.htm). The Library of America. www.marxists.org/reference/subject/philosophy/works/us/james.htmGoogle Scholar

James, W. (1904b). The pragmatic method. The Journal of Philosophy, Psychology and Scientific Methods, 1(25), 673–687. https://doi.org/10.2307/2012198Google Scholar

Jirout, J. J. (2020). Supporting early scientific thinking through curiosity. Frontiers in Psychology, 11, 1717. https://doi.org/10.3389/fpsyg.2020.01717Google Scholar

Jirout, J. J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32(2), 125–160. https://doi.org/10.1016/j.dr.2012.04.002Google Scholar

Johnson, S. G. B., & Steinerberger, S. (2019). The universal aesthetics of Mathematics. The Mathematical Intelligencer, 41(1), 67–70. https://doi.org/10.1007/s00283-018-09857-5Google Scholar

Johnson-Laird, P. N. (1999). Deductive reasoning. Annual Review of Psychology, 50(1), 109–135. https://doi.org/10.1146/annurev.psych.50.1.109Google Scholar

John-Steiner, V. (1985). Notebooks of the mind: Explorations of thinking (Revised). Oxford University Press.Google Scholar

John-Steiner, V. (2006). Creative collaboration. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195307702.001.0001Google Scholar

John-Steiner, V., & Mahn, H. (2000). Sociocultural approaches to learning and development. A Vygotskian framework. In Smith, P. K. & Pellegrini, A. D. (Eds.), Psychology of education. Major themes: Vol. II Pupils and learning (pp. 89–122). Routledge Falmer.Google Scholar

Jørgensen, D. (2018). Philosophy of imagination. In Zittoun, T. & Glăveanu, V. P. (Eds.), Oxford handbook of culture and imagination (pp. 19–45). Oxford University Press.Google Scholar

Kaag, J. (2014). Thinking through the imagination: Aesthetics in human cognition (1st ed.). Fordham University Press.Google Scholar

Kahneman, D. (2003). Experiences of collaborative research. The American Psychologist, 58(9), 723–730. https://doi.org/10.1037/0003-066X.58.9.723Google Scholar

Kahneman, D. (2012). Thinking fast and slow. Penguin Books.Google Scholar

Kant, I. (1999). Critique of pure reason (Guyer, P. & Wood, A. W., Eds.; Original 1781). Cambridge University Press.Google Scholar

Keinänen, M. (2015). The psychosomatic model for understanding the body-mind continuum. In Rosenbaum, P. J. (Ed.), Making our ideas clear: Pragmatism in Psychoanalysis (pp. 215–241). Information Age Publishing.Google Scholar

Klein, M. (1975). Envy and gratitude. Hogarth Press and the Institute of Psycho-Analysis.Google Scholar

Klin, A., & Jones, W. (2007). Embodied psychoanalysis? Or, on the confluence of psychodynamic theory and developmental science. In Mayes, L., Fonagy, P., & Target, M. (Eds.), Developmental science and psychoanalysis. Integration and innovation (pp. 5–38). Karnac.Google Scholar

Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. University of Chicago Press.Google Scholar

Kuhn, A. (Ed.). (2013). Little madnesses: Winnicott, transitional phenomena and cultural experience. I.B.Tauris.Google Scholar

Kumpulainen, K., Karttunen, M., Juurola, L., & Mikkola, A. (2014). Towards children’s creative museum engagement and collaborative sense-making. Digital Creativity, 25(3), 233–246. https://doi.org/10.1080/14626268.2014.904370Google Scholar

Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2009). Learning bridges – Toward participatory learning environments (Helsinki). https://helda.helsinki.fi/handle/10138/15631Google Scholar

Kumpulainen, K., & Lipponen, L. (2010). Producive interactions as agentic participation in dialogical enquiry. In Littleton, K. & Howe, C. (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 48–62). Routledge.Google Scholar

Kunzmann, U., Little, T. D., & Smith, J. (2000). Is age-related stability of subjective well-being a paradox? Cross-sectional and longitudinal evidence from the Berlin Aging Study. Psychology and Aging, 15(3), 511–526.Google Scholar

Lahire, B. (2018). L’interprétation sociologique des rêves. La Découverte.Google Scholar

Laplanche, J., & Pontalis, J.-B. (1967). Vocabulaire de la psychanalyse. Presses universitaires de France.Google Scholar

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.Google Scholar

Leudar, I., Costall, A., & Francis, D. (2004). Theory of mind. A critical assessment. Theory and Psychology, 14(5), 571–578.Google Scholar

Levine, H. B. (2019). Transformations de l’irreprésentable: Théories contemporaines de la cure (F. Caiazzo, Trans.; 1st ed.). Les Éditions d’Ithaque.Google Scholar

Levy, A. (2020). Metaphor and scientific explanation. In Levy, A. & Godfrey-Smith, P. (Eds.), The scientific imagination. Oxford University Press. https://doi.org/10.1093/oso/9780190212308.003.0013Google Scholar

Levy, A., & Godfrey-Smith, P. (Eds.). (2020). The scientific imagination. Oxford University Press. https://doi.org/10.1093/oso/9780190212308.001.0001Google Scholar

Lewin, K. (1936). Principles of topological psychology (F. Heider & G. M. Heider, Trans.). McGraw-Hill Book Company, Inc.Google Scholar

Lewin, K. (1940). Formalization and progress in psychology. In K. Lewin (2000), Resolving social conflicts & field theory in social science (pp. 168–190). American Psychological Association (APA).Google Scholar

Lewin, K. (1946). Behavior and development as function of the total situation. In Cartwright, E. (Ed.), (1951), Field theory in the social sciences (pp. 238–303). Harper and brothers publishers.Google Scholar

Lillemyr, O. F. (2020). Taking play seriously. A challenge of learning (2nd ed.). Information Age Publishing.Google Scholar

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. https://doi.org/10.1037/0033-2909.116.1.75Google Scholar

Lubin, D. M. (2009). Pleasure. American Art, 23(1), 7–9. https://doi.org/10.1086/599050Google Scholar

Luria, A. R., & Vygotsky, L. S. (1993). Studies on the history of behavior ape, primitive, and child (Knox, J. E., Ed.; J. E. Knox & V. I. Golod, Trans.). Lawrence Erlbaum Associates.Google Scholar

Maïmonide, M. (2021). Traité des huit chapitres (Toledano, A., Ed. & Trans.; Original arabic 1168). Editions In press.Google Scholar

Mandler, G. (1989). Affect and learning: Causes and consequences of emotional interactions. In McLeod, D. B. & Adams, V. M. (Eds.), Affect and mathematical problem solving. A new perspective (pp. 3–19). Springer Verlag.Google Scholar

Manzini, F. (2014). La valeur de joie chez Spinoza. Les Etudes philosophiques, 109(2), 237–251.Google Scholar

Marcelli, D. (2020). Les jeux de surprise dans l’enfance. In Ciccone, A. (Ed.), Les expériences ludiques infantiles. Destins et traces (pp. 27–41). Dunod.Google Scholar

Markman, A. B., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52(1), 223–247. https://doi.org/10.1146/annurev.psych.52.1.223Google Scholar

Marková, I. (2003). Dialogicality and social representations: The dynamics of mind. Cambridge University Press.Google Scholar

Marková, I. (2009). A dialogical approach in psychology: An alternative to the dualism of TOM. In Leudar, I. & Costall, A. (Eds.), Against theory of mind (pp. 209–220). Palgrave Macmillan UK. https://doi.org/10.1057/9780230234383_11Google Scholar

Marková, I. (2016). The dialogical mind: Common sense and ethics. Cambridge University Press.Google Scholar

Marková, I. (2022). Willing and action. Culture & Psychology, 28(2), 232–251. https://doi.org/10.1177/1354067X221097124Google Scholar

Marková, I., Brinkmann, S., Cabra, M., Coultas, C., Zadeh, S., & Zittoun, T. (2022). Conclusion: An invitation to dialogue with The Life of the Mind. Culture & Psychology, 1354067X221097122. https://doi.org/10.1177/1354067X221097122Google Scholar

Marrow, A. J. (1969). The practical theorist. The life and work of Kurt Lewin. Basic Books.Google Scholar

Massin, O. (2014). Pleasure and its contraries. Review of Philosophy and Psychology, 5(1), 15–40. https://doi.org/10.1007/s13164-014-0179-2Google Scholar

Matte Blanco, I. (1998). The unconscious as infinite sets: An essay in bi-logic. Karnac Books.Google Scholar

Mauss, M. (1924). Rapports réels et pratique de la sociologie et de la sociologie. Journal de Psychologie Normale et Pathologique, XXI, 892–922.Google Scholar

Mazur, B. (2004). Imagining numbers: (Particularly the square root of minus fifteen). Farrar, Straus and Giroux.Google Scholar

Mazur, B., & Pesic, P. (2005). On Mathematics, imagination & the beauty of numbers. Daedalus, 134(2), 124–130.Google Scholar

McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122.Google Scholar

McCall, R. B. (1972). Smiling and vocalization in infants as indices of perceptual-cognitive processes. Merrill-Palmer Quarterly of Behavior and Development, 18(4), 341–347.Google Scholar

McLeod, D. B. (1989). The role of affect in mathematical problem solving. In McLeod, D. B. & Adams, V. M. (Eds.), Affect and mathematical problem solving. A new perspective (pp. 20–36). Springer Verlag.Google Scholar

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In Grouws, D. W. (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). Macmillan. https://scholar.google.com/scholar_lookup?hl=en&publication_year=1992&pages=575-596&author=D.+B.+McLeod&title=Research+on+affect+in+mathematics+education%3A+A+reconceptualizationGoogle Scholar

McLeod, D. B., & Adams, V. M. (Eds.). (1989). Affect and mathematical problem solving. A new perspective. Springer Verlag.Google Scholar

Mehmeti, T., & Zittoun, T. (2019). Using symbolic resources to overcome institutional barriers: A case study of an albanian-speaking young woman in Switzerland. In Hviid, P. & Märtsin, M. (Eds.), Culture in education and education in culture: Tensioned dialogues and creative constructions (pp. 177–198). Springer. https://doi.org/10.1007/978-3-030-28412-1_11Google Scholar

Mendes, D. M. L. F., & Seidl-de-Moura, M. L. (2014). Different kinds of infants’ smiles in the first six months and contingency to maternal affective behavior. The Spanish Journal of Psychology, 17. https://doi.org/10.1017/sjp.2014.86Google Scholar

Mercer, N. (1996). The quality of talk in children’s collaborative activity in the classroom. Learning and Instruction, 6(4), 359–377. https://doi.org/10.1016/S0959-4752(96)00021-7Google Scholar

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.Google Scholar

Mercer, N. (2019a). Language and the joint creation of knowledge: The selected works of Neil Mercer (1st ed.). Routledge.Google Scholar

Mercer, N. (2019b). Laying the foundations. In Language and the joint creation of knowledge: The selected works of Neil Mercer (Original 2000, pp. 69–95). Routledge.Google Scholar

Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95–111. https://doi.org/10.1080/0141192990250107Google Scholar

Michalos, A. C. (Ed.). (2014). Pleasure. In Encyclopedia of quality of life and well-being research (pp. 4839–4839). Springer Netherlands. https://doi.org/10.1007/978-94-007-0753-5_103084Google Scholar

Mireault, G. C., Crockenberg, S. C., Sparrow, J. E., Pettinato, C. A., Woodard, K. C., & Malzac, K. (2014). Social looking, social referencing and humor perception in 6- and-12-month-old infants. Infant Behavior and Development, 37(4), 536–545. https://doi.org/10.1016/j.infbeh.2014.06.004Google Scholar

Mireault, G. C., & Reddy, V. (2016). Humor in infants: Developmental and psychological perspectives. Springer. www.springer.com/gp/book/9783319389615Google Scholar

Mizugaki, S., Maehara, Y., Okanoya, K., & Myowa-Yamakoshi, M. (2015). The power of an infant’s smile: Maternal physiological responses to infant emotional expressions. PLOS ONE, 10(6), e0129672. https://doi.org/10.1371/journal.pone.0129672Google Scholar

Molden, D. C., & Higgins, E. T. (2005). Motivated thinking. In Holyoak, K. J. & Morrison, R. G. (Eds.), The Cambridge handbook of thinking and reasoning (pp. 295–317). Cambridge University Press.Google Scholar

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534Google Scholar

Montangero, J. (2012). Dreams are narrative simulations of autobiographical episodes, not stories or scripts: A review. Dreaming September 2012, 22(3), 157–172. https://doi.org/10.1037/a0028978Google Scholar

Moorcroft, W. H. (2013). Dreams. In Moorcroft, W. H., Understanding sleep and dreaming (pp. 143–170). Springer US. http://rd.springer.com/chapter/10.1007/978-1-4614-6467-9_7Google Scholar

Morin, E. (2021). Les souvenirs viennent à ma rencontre. Fayard/Pluriel. www.fayard.fr/pluriel/les-souvenirs-viennent-ma-rencontre-9782818506394Google Scholar

Moscovici, S. (1997). Chronique des années égarées. Stock. http://classiques.uqac.ca/contemporains/moscovici_serge/chronique_annees_egarees/chronique_annees_egarees.pdfGoogle Scholar

Moscovici, S. (2000). Psychologie sociale des relations à autrui (2nd ed.). Nathan Université.Google Scholar

Mouchet, A., Morgan, K., & Thomas, G. (2019). Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching. Sport, Education and Society, 24(9), 967–980. https://doi.org/10.1080/13573322.2018.1495189Google Scholar

Muller Mirza, N. (2014). Frames, framing and thinking space: A sociocultural exploration within an educational project. In Zittoun, T. & Iannaccone, A. (Eds.), Activities of thinking in social spaces (pp. 65–82). Nova Science.Google Scholar

Muller Mirza, N., & Perret-Clermont, A.-N. (2009). Argumentation and education: Theoretical foundations and practices (1st ed.). Springer.Google Scholar

Müller, U., Yeung, E., & Hutchison, S. M. (2013). The role of distancing in Werner and Kaplan’s account of symbol formation and beyond. Culture & Psychology, 19(4), 463–483. https://doi.org/10.1177/1354067X13500323Google Scholar

Nakamura, J., & Csikszwntmihalyi, M. (2003). Creativity in later life. In Creativity and development. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195149005.003.0006Google Scholar

Nathan, T. (1991). Fier de n’avoir si pays ni amis, quelle sottise c’était… Psychologie Française, 36(4), 295–306.Google Scholar

Nathan, T. (1993). Le sperme du diable: Éléments d’ethnopsychothérapie. Presses Universitaires de France.Google Scholar

Nathan, T. (2001). L’influence qui guérit. Odile Jacob.Google Scholar

Nathan, T. (2011). La nouvelle interprétation des rêves. Odile Jacob.Google Scholar

Nelson, K. (2007). Young minds in social worlds. Experience, meaning, and memory. Harvard University Press.Google Scholar

Neuman, Y. (2003). Processes and boundaries of the mind. Extending the limit line. Kluwer/Plenum. www.springer.com/new+%26+forthcoming+titles+%28default%29/book/978-0-306-48121-5Google Scholar

Neuman, Y. (2008). Reviving the living: Meaning making in living systems. Elsevier.Google Scholar

Neuman, Y. (2009a). On love, hate and knowledge. The International Journal of Psychoanalysis, 90(4), 697–712. https://doi.org/10.1111/j.1745-8315.2009.00151.xGoogle Scholar

Neuman, Y. (2009b). On the alpha-function, chaotic cats, and unconscious memory. New Ideas in Psychology, 27(3), 305–311. https://doi.org/10.1016/j.newideapsych.2008.06.002Google Scholar

Neuman, Y. (2010). Penultimate interpretation. The International Journal of Psychoanalysis, 91(5), 1043–1054. https://doi.org/10.1111/j.1745-8315.2010.00287.xGoogle Scholar

Neuman, Y. (2011). A novel semio-mathematical technique for excavating themes out of group dynamics. Semiotica, 2011(187), 323–336. https://doi.org/10.1515/semi.2011.080Google Scholar

Neuman, Y. (2013). Shakespeare’s first sonnet: Reading through repetitions. Semiotica, 2013(195), 119–126.Google Scholar

Neuman, Y. (2014). Introduction to computational cultural psychology. Cambridge University Press.Google Scholar

Neuman, Y. (2016a). Computational personality analysis: Introduction, practical applications and novel directions. Springer.Google Scholar

Neuman, Y. (2016b). Shakespeare for the intelligence agent: Toward understanding real personalities. Rowman & Littlefield Publishers.Google Scholar

Neuman, Y. (2017). Mathematical structures of natural intelligence. Springer.Google Scholar

Neuman, Y., Cohen, Y., & Assaf, D. (2015). How do we understand the meaning of connotations? A cognitive computational model. Semiotica, 2015(205), 1–16. https://doi.org/10.1515/sem-2015-0013Google Scholar

Neuman, Y., Israeli, N., Vilenchik, D., & Cohen, Y. (2018). The adaptive behavior of a soccer team: An entropy-based analysis. Entropy, 20(10), 758. https://doi.org/10.3390/e20100758Google Scholar

Neuman, Y., & Nave, O. (2010). Why the brain needs language in order to be self-conscious. New Ideas in Psychology, 28(1), 37–48. https://doi.org/10.1016/j.newideapsych.2009.05.001Google Scholar

Nordström, A., Kumpulainen, K., & Potter, J. (2019). Positive affect in young children’s multiliteracies learning endeavors. Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond, 166–182. https://doi.org/10.4324/9780429432668-10Google Scholar

Nordström, A., Kumpulainen, K., & Rajala, A. (2021). Unfolding joy in young children’s literacy practices in a Finnish early years classroom. Journal of Early Childhood Literacy, 146879842110386. https://doi.org/10.1177/14687984211038662Google Scholar

Ogden, T. H. (2004). An introduction to the reading of Bion. The International Journal of Psychoanalysis, 85(2), 285–300. https://doi.org/10.1516/3TPR-AXTL-0R8M-7EQ0Google Scholar

Ogden, T. H. (2005). This art of psychoanalysis: Dreaming undreamt dreams and interrupted cries (New Ed). Routledge.Google Scholar

Ogden, T. H. (2010). On three forms of thinking: Magical thinking, dream thinking, and transformative thinking. The Psychoanalytic Quarterly, 79(2), 317–347. https://doi.org/10.1002/j.2167-4086.2010.tb00450.xGoogle Scholar

Ogden, T. H. (2012). Cet art qu’est la psychanalyse. Rêver des rêves inrêvés et des cris interrompus… (A. de Staal & M. Montagnol, Trans.). Les éditions d’Ithaque.Google Scholar

Ogden, T. H. (2014). Les sujets de l’analyse (A. de Staal, Trans.). Les éditions d’Ithaque.Google Scholar

Ogden, T. H. (2020). Redécouvrir la psychanalyse. Penser, rêver, apprendre, oublier. Les Éditions d’Ithaque.Google Scholar

Otis, L. (2015). Rethinking thought: Inside the minds of creative scientists and artists. University Press.Google Scholar

Ouaknin, M.-A. (1992). Tsimtsoum. Introduction à la méditation hébraïque. Albin Michel.Google Scholar

Ouaknin, M.-A. (1994). Lire aux éclats (3e ed.). Seuil.Google Scholar

Paín, S. (1992). Les difficultés d’apprentissage: Diagnostic et traitement (3e éd). P. Lang.Google Scholar

Paúl, C. (2019). Emotions and successful aging. In Benetos, A., Robine, J.-M., & Fernández-Ballesteros, R. (Eds.), The Cambridge handbook of successful aging (pp. 372–383). Cambridge University Press. https://doi.org/10.1017/9781316677018.022Google Scholar

Pautrat, B. (2009). Présentation. In B. de Spinoza, Tractatus de intellectus emendatione [et de via, qua optime in veram rerum cognitoinem dirigitur]. Traité de l’amendement de l’intellect [et de la voie par laquelle on le dirige au mieux vers la vraie connaissance des choses]. (B. Pautrat (Trans.), pp. 8–13). Allia.Google Scholar

Peirce, C. S. (1894). What is a sign? www.marxists.org/reference/subject/philosophy/works/us/peirce1.htmGoogle Scholar

Peirce, C. S. (1974). Collected papers of Charles Sanders Peirce (Vol. 5). Harvard University Press.Google Scholar

Penser. (2021). In Le Grand Robert de la langue française. https://grandrobert.lerobert.com/robert.aspGoogle Scholar

Pereira, S., & Diriwächter, R. (2008). Morpheus awakened. Microgenesis in daydream. In Abbey, E. & Diriwächter, R. (Eds.), Innovative genesis: Microgenesis and the constructive mind in action (pp. 159–185). Information Age Publishing.Google Scholar

Perret-Clermont, A.-N. (1993). What it is that develops? Cognition and Instruction, 11(3 & 4), 197–205.Google Scholar

Perret-Clermont, A.-N. (1996). Osservare per vedere ciò che è buono. In Limentani, G. & Pontecorvo, C. (Eds.), Aiutare a pensare. Itinerario di un ebreo (pp. 64–68). Giuntina.Google Scholar

Perret-Clermont, A.-N. (2012). Choose two or three scapegoats and make your point!’ Should I? Critical thoughts on a fabulous experience and its heritage. In Martí, E. & Rodriguez, C. (Eds.), After Piaget (pp. 207–225). Transaction Publishers.Google Scholar

Perret-Clermont, A.-N. (2015). The architecture of social relationships and thinking spaces for growth. In Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (Eds.), Social relations in human and societal development (pp. 51–70). Palgrave Macmillan.Google Scholar

Perret-Clermont, A.-N. (2020). Socio-cognitive conflict. In Glăveanu, V. P. (Ed.), The Palgrave encyclopedia of the possible (pp. 1–8). Springer International Publishing. https://doi.org/10.1007/978-3-319-98390-5_214-1Google Scholar

Perret-Clermont, A.-N., & Barrelet, J.-M. (Eds.). (2008). Jean Piaget and Neuchâtel: The learner and the scholar (Original publication 1996). Psychology Press.Google Scholar

Perron, R. (2020). Penser. Plaisir de vivre, souffrance à vivre. Editions In press.Google Scholar

Peters, R. S., & Tajfel, H. (1957). Hobbes and Hull – Metaphysicians of behaviour. British Journal for the Philosophy of Science, 8(29), 30–44. https://doi.org/10.1093/bjps/VIII.29.30Google Scholar

Piaget, J. (1950). Epistémologie génétique et méthodologie dialectique. Dialectica, 4(4), 287–295.Google Scholar

Piaget, J. (1952a). Autobiography. In Boring, E. G. (Ed.), A history of psychology in autobiography (Vol. 4, pp. 237–256). Clark University Press.Google Scholar

Piaget, J. (1952b). The origin of intelligence in the child. Routledge & Kegan Paul. http://archive.org/details/in.ernet.dli.2015.458564Google Scholar

Piaget, J. (1967). La construction du réel chez l’enfant (Original 1937). Delacaux et Niestlé.Google Scholar

Piaget, J. (1971). Inconscient affectif et inconscient cognitif. Raison présente, 19(1), 11–20. https://doi.org/10.3406/raipr.1971.1490Google Scholar

Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15(1), 1–12. https://doi.org/10.1159/000271225Google Scholar

Piaget, J. (1976). The grasp of consciousness: Action and concept in the young child. Routledge and Kegan Paul.Google Scholar

Piaget, J. (1992). La formation du symbole chez l’enfant: Imitation, jeu et rêve, image et représentation (8e éd, ed. originale 1945). Delachaux & Niestle.Google Scholar

Piaget, J. (1998a). La naissance de l’intelligence chez l’enfant (2e éd, 1977 (Original 1936)). Delachaux & Nieslé. https://gallica.bnf.fr/ark:/12148/bpt6k4801701vGoogle Scholar

Piaget, J. (1998b). De la pédagogie. Odile Jacob.Google Scholar

Piaget, J. (1999). Play, dreams and imitation in childhood (Orignal 1951 (French 1945)). Routledge.Google Scholar

Pickavé, M. (2018). Pleasure in later medieval Latin philosophy: The case of Thomas Aquinas. Pleasure: A history. Oxford University Press. https://doi.org/10.1093/oso/9780190225100.003.0006Google Scholar

Plaisir. (2021). In Le Grand Robert de la langue française. https://grandrobert.lerobert.com/robert.aspGoogle Scholar

Pleasure, n. (2021). In Oxford Dictionary of English Online. Oxford University Press. www.oed.com/view/Entry/145578Google Scholar

Pollard, A. (2004). The social world of children’s learning case studies of pupils from four to seven (Original 1996). Continuum.Google Scholar

Pollard, A., & Filer, A. (1999). The social world of pupil career: Strategic biographies through primary school. Continuum.Google Scholar

Pollard, A., & Triggs, P. (2001). What pupils say. Changing policy and practice in primary education. Findings from the PACE project. Continuum.Google Scholar

Pontecorvo, C., & Sterponi, L. (2002). Learning to argue and reason through discourse in educational settings. In G. Wells & G. Claxton (Eds.), Learning for Life in the 21st Century (pp. 127–140). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470753545.ch10Google Scholar

Potok, C. (1975). In the beginning (Original 1975). Fawcett books.Google Scholar

Pringle, A., & Sowden, P. T. (2017). Unearthing the creative thinking process: Fresh insights from a think-aloud study of garden design. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 344–358. http://dx.doi.org/10.1037/aca0000144Google Scholar

Psaltis, C., Gillespie, A., & Perret-Clermont, A.-N. (2015). Social relations in human and societal development. Palgrave Macmillan.Google Scholar

Quinodoz, D. (2002a). Des mots qui touchent. Une psychanalyste apprend à parler. Presses Universitaires de France.Google Scholar

Quinodoz, D. (2002b). Psychothérapie de personnes âgées: Le point de vue d’une psychanalyste. Psychothérapies, 22(2), 105–114.Google Scholar

Quinodoz, D. (2003). Words that touch. A psychoanalyst learns to speak (P. Slotkin, Trans.; Original French 2002). Karnac Books.Google Scholar

Quinodoz, D. (2009). Growing old: A psychoanalyst’s point of view. International Journal of Psychoanalysis, 90(4), 773–793. https://doi.org/10.1111/j.1745-8315.2009.00166.xGoogle Scholar

Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1–3. https://doi.org/10.1016/j.lcsi.2016.07.001Google Scholar

Rajala, A., & Sannino, A. (2015). Students’ deviations from a learning task: An activity-theoretical analysis. International Journal of Educational Research, 70, 31–46. https://doi.org/10.1016/j.ijer.2014.11.003Google Scholar

Raman-Sundström, M., & Öhman, L.-D. (2018). Mathematical fit: A case study. Philosophia Mathematica, 26(2), 184–210. https://doi.org/10.1093/philmat/nkw015Google Scholar

Reddy, V. (1991). Playing with others’ expectations: Teasing and mucking about in the first year. In Whiten, A. (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading (pp. 143–158). Basil Blackwell.Google Scholar

Reddy, V. (2008). How infants know minds. Harvard University Press.Google Scholar

Reddy, V. (2019). Meeting infant affect. Developmental Psychology, 55(9), 2020–2024. APA PsycArticles®. https://doi.org/10.1037/dev0000773Google Scholar

Reichertz, J. (2014). Induction, deduction, abduction. In Flick, U. (Ed.), The Sage Handbook of qualitative research (pp. 123–135). SAGE Publications Ltd.Google Scholar

Ribot, T. (2007). Essai sur l’imagination Créatrice (1900). L’Harmattan.Google Scholar

Richards, A. (1974). General subject index. In J. Strachey (Ed.), (2001), The Standard Edition of the Complete Psychological Works of Sigmund Freud: Vol. XXIV (New Edition, pp. 225–404). Vintage.Google Scholar

Richeux, M. (2018). Adeline Rosenstein: ‘Se poser sur scène et se dire: si moi je suis arrivée à démêler les fils, pourquoi pas vous ?’ France Culture. www.franceculture.fr/emissions/par-les-temps-qui-courent/adeline-rosensteinGoogle Scholar

Rieger, A. (2018). The beautiful art of mathematics. Philosophia Mathematica, 26(2), 234–250. https://doi.org/10.1093/philmat/nkx006Google Scholar

Robson, S., & Rowe, V. (2012). Observing young children’s creative thinking: Engagement, involvement and persistence. International Journal of Early Years Education, 20(4), 349–364. https://doi.org/10.1080/09669760.2012.743098Google Scholar

Rochex, J.-Y. (1998). Le sens de l’expérience scolaire. Presses universitaires de France.Google Scholar

Rodriguez, C. (2007). Object use, communication and signs. The triadic basis of early development. In Valsiner, J. & Rosa, A. (Eds.), Cambridge handbook of socio-cultural psychology (pp. 257–276). Cambridge University Press.Google Scholar

Rodriguez, C., Basilio, M., Cárdenas, K., Cavalcante, S., Moreno-Núñez, A., Palacios, P., & Yuste, N. (2018). Object pragmatics: Culture and communication – the bases for early cognitive development. In Rosa, A. & Valsiner, J. (Eds.), Cambridge handbook of socio-cultural psychology (2nd ed., pp. 223–244). Cambridge University Press.Google Scholar

Rodriguez, C., & Moro, C. (2008). Coming to agreement: Object use by infants and adults. In Zlatev, J., Racine, T. P., Sinha, C., & Itkonen, E. (Eds.), The shared mind. Perspectives on intersubjectivity. (pp. 89–114). John Benjamins Publishing Compagny.Google Scholar

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.Google Scholar

Rosa, A., & Valsiner, J. (2018a). An epistemological coda: Sociocultural psychology among the sciences. In Rosa, A. & Valsiner, J. (Eds.), The Cambridge handbook of sociocultural psychology (2nd ed., pp. 633–651). Cambridge University Press. https://doi.org/10.1017/9781316662229Google Scholar

Rosa, A., & Valsiner, J. (Eds.). (2018b). The Cambridge handbook of sociocultural psychology (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781316662229Google Scholar

Roudinesco, E. (1994). Histoire de la psychanalyse en France, tome 1: 1885–1939. Fayard.Google Scholar

Roudinesco, E. (2014). Sigmund Freud, en son temps et dans le nôtre. Seuil.Google Scholar

Rousseau, J.-J. (2001). Les rêveries du promeneur solitaire (Original 1778). Garnier Flamarion.Google Scholar

Rudebusch, G. (2002). Socrates, pleasure, and value. Oxford University Press. https://doi.org/10.1093/0195159616.001.0001Google Scholar

Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants time their smiles to make their moms smile. PLOS ONE, 10(9), e0136492. https://doi.org/10.1371/journal.pone.0136492Google Scholar

Säljö, R. (2021). Sign-making, inscriptions and access to epistemic practices: Development in a designed world. In Muller Mirza, N. & Dos Santos Mamed, M. (Eds.), Dialogical approaches and tensions in learning and development: At the frontiers of the mind (pp. 67–83). Springer International Publishing. https://doi.org/10.1007/978-3-030-84226-0_5Google Scholar

Salvatore, S. (2016). Psychology in black and white. The project of a theory driven science. Information Age Publishing.Google Scholar

Salvatore, S., & Zittoun, T. (Eds.). (2011). Cultural psychology and psychoanalysis: Pathways to synthesis. Information Age Publishing.Google Scholar

Sawyer, R. K., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D. H., Nakamura, J., & Csikszentmihalyi, M. (2003). Creativity and development. Oxford University Press.Google Scholar

Schaie, K. W. (2016). Theoretical perspectives for the psychology of aging in a lifespan context. In Schaie, K. W. & Willis, S. L. (Eds.), Handbook of the psychology of aging (Eighth edition) (pp. 3–13). Academic Press. www.sciencedirect.com/science/article/pii/B9780124114692000017Google Scholar

Scheibe, S., & Freund, A. M. (2008). Approaching Sehnsucht (Life Longings) from a life-span perspective: The role of personal Utopias in development. Research in Human Development, 5(2), 121–133. https://doi.org/10.1080/15427600802034868Google Scholar

Schneider, J. A. (2010). From Freud’s dream-work to Bion’s work of dreaming: The changing conception of dreaming in psychoanalytic theory. The International Journal of Psychoanalysis, 91(3), 521–540. https://doi.org/10.1111/j.1745-8315.2010.00263.xGoogle Scholar

Schuetz, A. (1945). On multiple realities. Philosophy and Phenomenological Research, 5(4), 533–576. https://doi.org/10.2307/2102818Google Scholar

Schulman, A. H., & Kaplowitz, C. (1977). Mirror-image response during the first two years of life. Developmental Psychobiology, 10(2), 133–142. https://doi.org/10.1002/dev.420100206Google Scholar

Sert, O., & Jacknick, C. M. (2015). Student smiles and the negotiation of epistemics in L2 classrooms. Journal of Pragmatics, 77, 97–112. https://doi.org/10.1016/j.pragma.2015.01.001Google Scholar

Shapiro, L. (Ed.). (2018). Pleasure: A history. Oxford University Press. https://doi.org/10.1093/oso/9780190225100.001.0001Google Scholar

Siegel, D. J. (2020). The developing mind. How relationships and the brain interact to shape who we are (3rd ed.). The Guilford Press.Google Scholar

Silver, E. A., & Metzger, W. (1989). Aesthetic influences on expert mathematical problem solving. In McLeod, D. B. & Adams, V. M. (Eds.), Affect and mathematical problem solving. A new perspective (pp. 59–74). Springer Verlag.Google Scholar

Simondon, G. (2015). Troisième partie: Aspects affectifs de la sensibilité : le plaisir et la douleur. In Sur la psychologie (1956–1967) (Original 1966–1967, pp. 473–494). Presses Universitaires de France. www.cairn.info/sur-la-psychologie--9782130631309-page-473.htmGoogle Scholar

Singer, J. L., & Antrobus, J. S. (1970). Imaginal processes inventory (Revised). Center for Research in Cognition and Affect Graduate Center, City University of New York.Google Scholar

Singer, D. G., & Singer, J. L. (1992). The house of make-believe: Children’s play and the developing imagination (Reprint). Harvard University Press.Google Scholar

Singer, D. G., & Singer, J. L. (2005). Imagination and play in the electronic age. Harvard University Press.Google Scholar

Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172–184. https://doi.org/10.1080/1350293X.2013.789198Google Scholar

Singer, J. L. (2014). Daydreaming and fantasy (Original publication 1976). Routledge.Google Scholar

Singer, J. L. (1977). Imagination and make-believe play in early childhood: Some educational implications. Journal of Mental Imagery, 1(1), 127–143.Google Scholar

Singer, J. L. (1981). Towards the scientific study of imagination. Imagination, Cognition and Personality, 1(1), 5–28. http://dx.doi.org/10.2190/PVEB-NUD8-HK3U-0X8UGoogle Scholar

Sloman, S. A., & Lagnado, D. (2015). Causality in thought. Annual Review of Psychology, 66(1), 223–247. https://doi.org/10.1146/annurev-psych-010814-015135Google Scholar

Smith, E. R., & Neumann, R. (2005). Emotion processes considered from the perspective of dual-process models. In Barrett, L. F., Niedenthal, P. M., & Winkielman, P. (Eds.), Emotion and consciousness (pp. 287–311). Guilford Press.Google Scholar

Smith, P. K. (1984). The relevance of fantasy play for development. In Cowie, H. (Ed.), The development of children’s imaginative writing (pp. 13–31). Palgrave Macmillan.Google Scholar

Smith, P. K. (2009). Pretend play: description. In Children and play (pp. 148–169). Wiley-Blackwell. http://onlinelibrary.wiley.com/doi/10.1002/9781444311006.ch8/summaryGoogle Scholar

Solms, M. (2007). The interpretation of dreams and the neurosciences. In Mayes, L., Fonagy, P., & Target, M. (Eds.), Developmental science and psychoanalysis. Integration and innovation (pp. 141–153). Karnac.Google Scholar

Spinoza, B. de. (1655). Tractatus de intellectus emendatione [et de via, qua optime in veram rerum cognitoinem dirigitur]. Traité de l’amendement de l’intellect [et de la voie par laquelle on le dirige au mieux vers la vraie connaissance des choses]. (B. Pautrat, Trans., Edition 2009). Allia.Google Scholar

Spinoza, B. de. (1677). Oeuvres IV. Ethica. Ethique (Edition 200). Presses Universitaires de France.Google Scholar

Starikova, I. (2018). Aesthetic preferences in Mathematics: A case study. Philosophia Mathematica, 26(2), 161–183. https://doi.org/10.1093/philmat/nkx014Google Scholar

Staudinger, U. M. (1999). Older and wiser? Integrating results on the relationship between age and wisdom-related performance. International Journal of Behavioral Development, 23(3), 641–664. https://doi.org/10.1080/016502599383739Google Scholar

Staudinger, U. M. (2008). A psychology of Wisdom: History and recent developments. Research in Human Development, 5(2), 107–120. https://doi.org/10.1080/15427600802034835Google Scholar

Stenner, P. (2011). James and Whitehead: Assemblage and systematization of a deeply empiricist mosaic philosophy. European Journal of Pragmatism and American Philosophy, III(1), 101–130.Google Scholar

Stenner, P. (2017). Liminality and experience. A transdisciplinary approach to the psychosocial. Palgrave Macmillan.Google Scholar

Stenner, P., Church, A., & Bhatti, M. (2012). Human–landscape relations and the occupation of space: Experiencing and expressing domestic gardens. Environment and Planning A, 44(7), 1712–1727. https://doi.org/10.1068/a44378Google Scholar

Stern, D. N. (1998). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. Karnac Books.Google Scholar

Stern, D. N. (2004). The present moment in psychotherapy and everyday life. W. W. Norton & Company.Google Scholar

Stern, D. N. (2010). Forms of vitality: Exploring dynamic experience in psychology and the arts(1st ed.). Oxford University Press.Google Scholar

Sturm, T., & Mülberger, A. (2012). Crisis discussions in psychology – New historical and philosophical perspectives. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 43(2), 425–433. https://doi.org/10.1016/j.shpsc.2011.11.001Google Scholar

Tajfel, H. (1981). Social categorization, social identity and social comparison. In Humans groups and social categories (pp. 254–287). Cambridge University Press.Google Scholar

Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33(1), 1–39. https://doi.org/10.1146/annurev.ps.33.020182.000245Google Scholar

Tap, P. (1986). Crises et conflits dans les théories et les pratiques psychologiques. Psychologie et Éducation, 10(3–4), 1–23.Google Scholar

Tartas, V., Perret-Clermont, A.-N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development / Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños. Infancia y Aprendizaje / Journal for the Study of Education and Development, 39(4), 772–811. https://doi.org/10.1080/02103702.2016.1221055Google Scholar

Taylor, C. C. W. (2008). Pleasure, mind, and soul: Selected papers in ancient philosophy. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199226399.001.0001Google Scholar

Teo, T. (Ed.). (2014). Encyclopedia of critical psychology. Springer New York. https://doi.org/10.1007/978-1-4614-5583-7Google Scholar

Thagard, P. (2019). Brain-mind. From neurons to consciousness and creativity. Oxford University Press.Google Scholar

Thésée, G. (2003). Le plaisir… Les sciences. In Lafortune, L. & Solar, C. (Eds.), Femmes et maths, science et technos (pp. 113–124). Presses de l’Université du Québec.Google Scholar

Think. (2021). In Oxford English Dictionary Online. Oxford University Press. www.oed.com/view/Entry/200799Google Scholar

Tizard, B., & Hughes, M. (2002). Young children learning (2nd ed. (original 1984)). Blackwell Pub. https://doi.org/10.1002/9780470774328Google Scholar

Todd, C. (2018). Fitting feelings and elegant proofs: On the psychology of aesthetic evaluation in Mathematics. Philosophia Mathematica, 26(2), 211–233. https://doi.org/10.1093/philmat/nkx007Google Scholar

Toomela, A. (2010a). Biological roots of foresight and mental time travel. Integrative Psychological and Behavioral Science, 44(2), 97–125. https://doi.org/10.1007/s12124-010-9120-0Google Scholar

Toomela, A. (2010b). Modern mainstream psychology is the best? Noncumulative, historically blind, fragmented, atheoretical. In Toomela, A. & Valsiner, J. (Eds.), Methodological thinking in psychology: 60 years gone astray? (pp. 1–26). Information Age Publishing.Google Scholar

Třeštíkova, H. (Director). (2009). Manželské etudy + po dvaceti letech. 2 dokumentarní cykly. [Studies of marriage + twenty years later. 2 documentary cycles]. [Documentaire]. Praha: Česká televize/ Negativ s.r.o.Google Scholar

Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In Bullowa, M. (Ed.), Before speech: The beginning of interpersonnal communication. Cambridge University Press.Google Scholar

Trevarthen, C. (2012a). Born for art, and the joyful companionship of fiction. In Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (Eds.), Evolution, early experience and human development: From research to practice and policy (pp. 202–218). Oxford University Press.Google Scholar

Trevarthen, C. (2012b). Embodied human intersubjectivity: Imaginative agency, to share meaning. Cognitive Semiotics, 4(1), 6–56.Google Scholar

Trevarthen, C. (2015a). Awareness of infants: What do they, and we, seek? Psychoanalytic Inquiry, 35(4), 395–416. https://doi.org/10.1080/07351690.2015.1022488Google Scholar