Ardila, A. (2008). On the evolutionary origins of executive functions. Brain and Cognition, 68, 92 99.
Anderson, T. W. (1958). An introduction to multivariate analysis. New York: John Wiley & Sons. 
Andriola, W. B. & Pasquali, L. (1995). A construção de um Teste de Raciocínio Verbal (RV). Psicologia: Reflexão e Crítica, 8(1), 51 72.
Belmonte, L.T. (2003). El perfil del profesor mediador. Madrid: Editorial Santillana.
Brown, T. (2006). Confirmatory factor analysis for applied research. New York: The Guiford Press.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. Kluwe (Eds.). Metacognition, motivation, and understanding (p. 1-16). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Brown, A. L., Campione, J. C. & Day, J. D. (1981). Learning to learn: On training students to learn from the texts. Educational Researcher, 10, 14 21.
Da Ros, S. Z. (2002). Pedagogia e mediação em Reuven Feuerstein. São Paulo: Plexus.
Ebel, R. L. (1967). Principles of Educational and Psychological Measurement. Chicago. Illinois: Rand and Mcnally & Company.
Feuerstein, R. (1994). Inteligência se aprende. Revista Isto É, # 1297, 5 6.
Feuerstein, R., Feuerstein, R. S. & Falik, L. H. (2015). Beyond Smarter: Mediated Learning and the Brain's Capacity for Change. Teachers College Press.
Feuerstein, R. & Bolivar, C. R. (1980). La teoria de la modificabilidad cognoscitiva estructural: una explicación alternativa sobre el desarrollo cognoscitivo diferencial. Guayana: Universidad Nacional Experimental de Guayana.
Feuerstein, R., Klein, P. S. & Tannembaum, A. J. (1994). Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning Implications. London: Freund. 
Feuerstein, R., Rand, Y. (1974). Mediated learning experience: An outline of the proximal typology for differential development of cognitive functions. Baltimore: University Park Press. 
Feuerstein, R, Rand, Y. & Hoffman, M. (1979). The dynamic Assessment of Retardet Performance: The Learning Assessment Device, Theory Techniques. Glenview, Illinois: Scott, Foresman & Company.
Fonseca, V. Aprender a Aprender: a Educabilidade Cognitiva. (1998). Porto Alegre: Artes Médicas.
Gomes, C. M. A. (2002). Feuerstein e a construção mediada do conhecimento. Porto alegre: Artmed Editora.
Fadiman, J. & Frager, R. (1986). Teorias da personalidade. São Paulo: Harbra. 
Harman, H. H. (1968). Modern Factor Analysis. Chicago, London: The University Chicago Press.
Hair, J., Black, W., Babin, B., Anderson, R. & Tatham, R. (2006). Multivariate data analysis. New Jersey: Pearson Educational, Inc.
Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Common errors and some comment on improved practice. Educational and Psychological Measurement, 66 (3), 393 416.
Kahn, J. (2006). Factor analysis in counseling psychology - Research, trainning, and practice: Principles, advances and applications. The Counseling Psychologist 34(5), 684 718.
Pasquali, L. (1999). Análise fatorial: um manual teórico-prático. Brasília: Editora UnB.
Preacher, K. & MacCallum, R. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics, 2(1), 13 43.
Rogers, C. (1976). Tornar-se pessoa. São Paulo: Martins Fontes.
Rotta, N. T., Ohlweiler, L., Riesgo, R. S. (2016). Transtornos da aprendizagem: abordagem neurobiológica e multidisciplinar. Porto Alegre: Artmed.
Ruiz, M. A. & San Martín, R. (1992). Una simulación sobre el comportamiento de la regla K1 en la estimacón del número de factores [The behavior of the K1 rule estimating the number of factors: A study with simulated data]. Psicothema, 4(2), 543 550.
Sánchez, M. D. P. (1992). La Modificabilidad Estrutural Cognitiva y el Programa de Enriquecimiento Instrumental (P.E.I). Madrid: Bruno.
Turra, N. C. (2007). Reuven Feuerstein: experiência de aprendizagem mediada: um salto para a modificabilidade cognitiva estrutural. Educere et Educare, 2(4), 297 310.