Ph.D., Harvard University
B.A., Pomona College

Barbara Rogoff investigates cultural variation in learning processes and settings, with special interest in communities where schooling has not been prevalent. She is particularly interested in cultural aspects of collaboration, learning through observation, children's interest and keen attention to ongoing events, roles of adults as guides or as instructors, and children's opportunities to participate in cultural activities or in age-specific child-focused settings.

Cultural variation in learning processes (especially observation), the organization of people's participation in shared problem solving, children's interest and keen attention to ongoing events, and children's opportunities to participate in cultural activities or in age-specific child-focused settings, with special interest in communities where schooling has not been prevalent.

Correa-Chavez, M., Rogoff, B., and Mejia Arauz, R. Cultural patterns in timesharing of attention. Child Development, 2005, 76, 664-678.

The Cultural Nature of Human Development. New York: Oxford University Press, 2003.

Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M., and Angelillo, C. Firsthand learning through intent participation. Annual Review of Psychology, 2003, 54, 175-203.

Morelli, G., Rogoff, B., and Angelillo, C. Cultural variation in children's access to work or involvement in specialized child-focused activities. International Journal of Behavioral Development, 2003, 27, 264-274.

Chavajay, P. and Rogoff, B. Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children. Developmental Psychology, 2002, 38, 55-66.

Rogoff, B.; Goodman Turkanis, C.; and Bartlett, L. (Eds.), Learning together: Children and adults in a school community. New York: Oxford University Press, 2001.

Chavajay, P., and Rogoff, B. Cultural variation in management of attention by children and their caregivers. Developmental Psychology, 1999, 35, 1079-1090.