Alcalá, L., Rogoff, B., & López Fraire, A. (2018). Sophisticated collaboration is common among Mexican-heritage US children. Proceedings of the National Academy of Sciences, 115(45), 11377-11384.

Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, 86, 66-77.

Bergen, D., & Fromberg, D. P. (2009). Play and social interaction in middle childhood. Phi Delta Kappan, 90(6), 426-430.

Bonino, S., & Cattelino, E. (1999). The relationship between cognitive abilities and social abilities in childhood: A

Carpenter Rich, E., Loo, S. K., Yang, M., Dang, J., & Smalley, S. L. (2009). Social functioning difficulties in ADHD: Association with PDD risk. Clinical Child Psychology and Psychiatry, 14(3), 329-344.

Castellaro, M. A., & Roselli, N. D. (2015). Peer collaboration in childhood according to age, socioeconomic context and task. European Journal of Psychology of Education, 30(1), 63-80.

César, M., & Santos, N. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21, 333-346.

Choi, J., Johnson, D. W., & Johnson, R. (2011). Relationships among cooperative learning experiences, social interdependence, children's aggression, victimization, and prosocial behaviors. Journal of Applied Social Psychology, 41(4), 976-1003.

Ciairano, S., Bonino, S., & Miceli, R. (2006). Cognitive flexibility and social competence from childhood to early adolescence. Cognitie, Creier, Comportament/Cognition, Brain, Behavior, 10(3).

Ciairano, S., Visu-Petra, L., & Settanni, M. (2007). Executive inhibitory control and cooperative behavior during early school years: A follow-up study. Journal of Abnormal Child Psychology, 35, 335-345.

Correa-Chávez, M., Mangione, H. F., & Mejía-Arauz, R. (2016). Collaboration patterns among Mexican children in an Indigenous town and Mexican City. Journal of Applied Developmental Psychology, 44, 105-113.

Davis, P., & Hopwood, V. (2002). Including children with a visual impairment in the mainstream primary school classroom. Journal of Research in Special Educational Needs, 2(3).

Dovigo, F. (2016). Argumentation in preschool: A common ground for collaborative learning in early childhood. European Early Childhood Education Research Journal, 24(6), 818-840.

Dyson, B., Howley, D., & Shen, Y. (2021). ‘Being a team, working together, and being kind': Primary students' perspectives of cooperative learning's contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26(2), 137-154.

Fawcett, L. M, & Garton, A. F. (2005). The effect of peer collaboration on children's problem-solving ability. British Journal of Educational Psychology, 75, 157-169.

Gaustad, M. (1999). Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 4(3), 176-190.

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011. What Works Clearinghouse.

Giannotta, F., Burk, W. J., & Ciairano, S. (2011). The role of inhibitory control in children's cooperative behaviors during a structured puzzle task. Journal of experimental child psychology, 110(3), 287-298.

Huyder, V., Nilsen, E. S., & Bacso, S. A. (2017). The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age. Infant and Child Development, 26(6), e2027.

Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.

Johnson, D. W., & Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. Building Academic Success on Social and Emotional Learning: What Does the Research Say, 40-58.

Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7(3), 200-213.

Li, P., Jin, X., Liao, Y., Li, Y., Shen, M., & He, J. (2019). Cooperation turns preschoolers into flexible perspective takers. Cognitive Development, 52, 100823.

Mejia-Arauz, R., Correa-Chavez, M., Ohrt, U. K., & Aceves-Azuara, I. (2015). Collaborative work or individual chores: The role of family social organization in children's learning to collaborate and develop initiative. Advances in Child Development and Behavior, 49, 25-51.

Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377.

O'Donnell, A. M., & Hmelo-Silver, C. E. (2013). Introduction: What is collaborative learning?: An overview. The International Handbook of Collaborative Learning, 1-15.

Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory Into Practice, 41(1), 26–32

Panadero, E., & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3).

Rogoff, B., Mejía-Arauz, R., & Correa-Chávez, M. (2015). A cultural paradigm—Learning by observing and pitching in. Advances in Child Development and Behavior, 49, 1-22.

Rojas-Drummond, S., Littleton, K., Hernández, F., & Zúñiga, M. (2010). Dialogical interactions among peers in collaborative writing contexts. Educational Dialogues: Understanding and promoting productive interaction, 1, 128-148.

Silva, H., Lopes, J., Dominguez, C., & Morais, E. (2022). Think-Pair-Share and Roundtable: Two Cooperative Learning Structures to Enhance Critical Thinking Skills of 4th Graders. International Electronic Journal of Elementary Education, 15(1), 11-21.

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.

Smith, J. M., & Mancy, R. (2018). Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving–what do we mean by collaborative metacognition? Research in Mathematics Education, 20(1), 14-36.

Sturm, V. E., Roy, A. R., Datta, S., Wang, C., Sible, I. J., Holley, S. R., ... & Gorno-Tempini, M. L. (2021). Enhanced visceromotor emotional reactivity in dyslexia and its relation to salience network connectivity. Cortex, 134, 278-295.

Tang, S., Tong, F., Lara-Alecio, R., & Irby, B. J. (2022). Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study. International Journal of Bilingual Education and Bilingualism, 25(8), 2788-2804.

Tanhua-Piiroinen, E., Pasto, V., Raisamo, R., & Sallnäs, E. L. (2008). Supporting collaboration between visually impaired and sighted children in a multimodal learning environment. Haptic and Audio Interaction Design: Third International Workshop, 3, 11-20.

Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., ... & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and instruction, 20(3), 177-191.

Torchia, S. P. (2012). Cooperative learning and its effect on fourth-grade mathematics students' achievement, motivation, and self-efficacy. Capella University.

Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28.

Wendt, J. L., & Rockinson‐Szapkiw, A. (2014). The effect of online collaboration on middle school student science misconceptions as an aspect of science literacy. Journal of Research in Science Teaching, 51(9), 1103-1118.

Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622.

Yuill, N., Hinske, S., Williams, S. E., & Leith, G. (2014). How getting noticed helps getting on: successful attention capture doubles children's cooperative play. Frontiers in Psychology, 5, 418.