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Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.

Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S.-y., Reznitskaya, A. y Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19(1), 1–46.

Asterhan, C. S. C. (2015). Introducing online dialogues in co-located classrooms: If, why, and how. En L. B. Resnick, C. S. C. Asterhan, y S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.

Asterhan, C. S. C., y Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.

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Clarke, S. N. (2015). The right to speak. En L. B. Resnick, C. S. C. Asterhan, y S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.

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Ford, M. J., y Forman, E. (2015). Uncertainty and scientific progress in the classroom. En L. B. Resnick, C. S. C. Asterhan, y S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.

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Mercier, H., Boudry, M., Paglieri, F., y Trouche, E. (2017). Natural-born arguers: teaching how to make the best of our reasoning abilities. Educational Psychologist, 52(1), 1-16.

Michaels, S. O’Connor, C., y Williams-Hall, M. C., with Resnick, L. B. (2010). Accountable Talk sourcebook: For classroom conversation that works. Pittsburgh, PA: Institute for Learning, University of Pittsburgh. Disponible en: http://ifl.pitt.edu/index.php/educator_resources/accountable_talk

O’Connor, C., y Michaels, S. (2007). When is dialogue “dialogic”? Human Development, 50(5), 275–285.

Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466.

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Resnick, L. B., Asterhan, C. S. C., y Clarke, S. N. (Eds.). (2015). Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.

Resnick, L. B., Michaels, S., y O’Connor, C. (2010). How (well-structured) talk builds the mind. En D. Preiss y R. Sternberg (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 163–194). New York, NY: Springer.

Reznitskaya, A., Kuo, L. J., Clark, A. M., Miller, B., Jadallah, M., Anderson, R. C., y Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29–48.

Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., y Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020–1049.

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Topping, K. J., y Trickey, S. (2007). Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2-year follow-up. British Journal of Educational Psychology, 77(4), 787–796.

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