El corazón de mi actividad docente se ha concentrado en estos cursos: Procesos Psicológicos Básicos; Teorías de la Cognición; Psicología de la Creatividad; Psicología de la Evolución y la Cultura.

Asimismo, he supervisado y superviso diversas tesis en los programas de Magister en Psicología Educacional y Doctorado en Psicología así como en programas de otras unidades académicas de la UC.

Mis actividades de extensión universitaria incluyen participación en cursos y programas de desarrollo de la creatividad, psicología educacional, formación continua docente y desarrollo de liderazgo. He participado también en diversas actividades de extensión relacionadas con la promoción de la creatividad y la innovación en las organizaciones. Adicionalmente, he desarrollado labores de consultoría en el desarrollo de instrumentos de medición de habilidades y competencias.

Principal Investigator

1. 2021-2022. FONIDE-MINEDUC. FON1900022. Evaluación de brechas entre estudiantes de primera y segunda generación en capital digital, creatividad y bienestar psicológico. [Assessment of gaps between first and second generation students in digital capital, creativity and psychological well-being.]
2. 2018-2022. FONDECYT-CONICYT.¿Cómo impactan las estrategias atencionales y metacognitivas en el desempeño académico y el bienestar emocional de los estudiantes universitarios y secundarios? Costos y ganancias en el aprendizaje y la creatividad. [How attentional and metacognitive strategies impact high school and university students’ academic performance and emotional welfare? Costs and gainings in learning and creativity.
3. 2014-2015. FONIDE-MINEDUC. Observando e identificando prácticas que promueven la metacognición y la autorregulación en el aula matemática de Segundo Ciclo Básico. [Observing and identifying practices that promote metacognition and self-regulation in middle school].
4. 2013-2016. FONDECYT-CONICYT. No 1130836. Diferencias individuales en atencion y metacognicion: evaluando su impacto en los procesos de lectura y escritura expositiva y narrativa de estudiantes secundarios y universitarios. [Individual differences in attention and metacognition: evaluating its impact in expository and narrative reading and writing in secondary and university students.]
5. 2013-2014. FONDEQUIP-CONICYT. EQM130175. Sistema Integrado de Observación y Análisis del Comportamiento Humano [Integrated system of observation and analysis of human behavior].
6. 2011-2014. FONDEF-CONICYT. Generación de una videoteca de buenas prácticas docentes para la formación inicial y continua de profesores y profesoras de Chile. [Development of a video library of good teaching practices for teacher training and teacher continuous learning in Chile].
7. 2010-2012. FONDECYT-CONICYT. Estudio longitudinal de predictores y moderadores educacionales del desarrollo de la escritura en estudiantes universitarios. [Longitudinal study of educational predictors and moderators of writing development at the university level].
8. 2010. FONIDE-MINEDUC. F410915. Patrones instruccionales observados por el sistema de evaluación docente en la enseñanza de las matemáticas de primer ciclo: implicancias para la evaluación y la formacion docente. [Instructional patterns observed by the national system of teaching assessment in elementary-school level Mathematics: implications for assessment and teacher training].
9. 2007-2009. FONDECYT. Patrones instruccionales dominantes en la educación chilena en clases de lenguaje y matemáticas de segundo ciclo básico: una investigación a partir de la evidencia audiovisual del sistema de evaluación docente y de clases filmadas para su evaluación. [Instructional patterns prevailing in language and mathematics middle-school lessons in Chilean public schools: a research project based on video-surveys collected in a national teaching assessment program and independently lessons filmed for its assessment]. 

Co-Investigator and other roles

1. 2020. FONDECYT. 1201606. Co-investigator. Juego, desarrollo y aprendizaje en educación parvularia: Estudio longitudinal del efecto de una pedagogía basada en juego en el desarrollo de habilidades transversales. [Play, development and learning in early childhood education: Longitudinal study of the effect of a play-based pedagogy on the development of transversal skills.]
2. 2017-2019. FONDEF. ID17I10102. Co-investigator. Suplemento curricular basado en juegos para el desarrollo del lenguaje, alfabetización, conocimiento numérico y autoregulación en niveles medio y transición de educación parvularia. [Curricular supplement based on games for the development of language, literacy, numerical knowledge and self-regulation in preschool education middle and transition levels]
3. 2018-2020. CONICYT. REDES 170141. Co-Investigator. Learning through interactions in mathematical classrooms: Whole class and small group dialogues.
4. 2016-2017. FONIDE FX 21615. Co-Investigator. Rol del juego en la educación parvularia: creencias y prácticas de educadoras de pre-kinder. [Rol of play in pre-school education: beliefs and practices of pre-school teachers]
5. 2014-2015. COST Action IS140. 2014. International expert. Strengthening Europeans’ Capabilities by Establishing the European Literacy Network (ELN)
6. 2013-2016. British Academy. Partnership and Mobility Scheme. Research participant. Evidence-based programs to support the development of dialogue and self-regulation in early years: Building the foundation for comparative research.
7. 2011-2013. FONDEF-CONICYT. D10I1037. Co-Investigator. [Desarrollando competencias para el siglo 21: evaluando competencias docentes para fortalecer las habilidades tic para el aprendizaje (HTPA) en estudiantes del sistema escolar Chileno.] Development of XXI Century Competences: Assessment of Teacher Competence for Promoting ICT Abilities for Learning.
8. 2011. FONIDE-FE-11124. Co-Investigator. ¿Cuan relevante es el aporte de diversos usos de TIC para explicar el rendimiento lector en PISA? Modelando el aporte neto TIC en Chile, Uruguay, España y Portugal. [How relevant is the input of different ICT uses to explain PISA Reading achievement? Modeling the effects for Chile, Uruguay, Portugal and Spain.]
9. 2008-2015. Associate Researcher.  CEPPE. Grant CIE01-CONICYT. Centro de Estudios de Políticas y Prácticas en Educación (CEPPE) [Center for Research on Educational Policy and Practice.]
10. 2006-2007. FONDEF. Co-Investigator. Assessment and Identification. Programa de identificación y educación para estudiantes con talentos académicos del primer ciclo básico de escuelas municipales: evaluación de impacto para la transferencia al sistema escolar. [Program of identification and education for gifted students from public elementary schools: assessment of impact for transference to the educational system.]

Papers WoS / Scopus

Preiss, D. D. (2022). Metacognition, mind wandering, and cognitive flexibility: Understanding creativity. Journal of Intelligence, 10(3), 69. https://doi.org/10.3390/jintelligence10030069

Oyarzo, P., Preiss, D. D., &  Cosmelli, D. (2022).  Attentional and meta-cognitive processes underlying mind wandering episodes during continuous naturalistic reading are associated with specific changes in eye behavior. Psychophysiology, 59, e13994. https://doi.org/10.1111/psyp.13994

Sternberg, R. J., Glaveanu, V., Karami, S., Kaufman, J. C., Phillipson, S. N., & Preiss, D. D. (2021). Meta-Intelligence: Understanding control and interactivity between creative, analytical, practical, and wisdom-based approaches in problem solving. Journal of Intelligence, 9(2), 19. https://doi.org/10.3390/jintelligence9020019

Barbot, B., Hein, S., Trentacosta, C., Beckmann, J. F., Bick, J., Crocetti, E., Liu, Y., Rao, S. F., Liew, J., Overbeek, G., Ponguta, L. A., Scheithauer, H., Super, C., Arnett, J., Bukowski, W., Cook, T. D., Côté, J., Eccles, J. S., Eid, M., Hiraki, K., … van IJzendoorn, M. H. (2020). Manifesto for new directions in developmental science. New directions for child and adolescent development, 2020(172), 135–149. https://doi.org/10.1002/cad.20359

Preiss, D. D. (2020). The psychology of schooling and cultural learning: Some thoughts about the intellectual legacy of the Laboratory of Comparative Human Cognition. Mind, Culture and Activity. 27(2), 165-171.https://doi.org/10.1080/10749039.2019.1609042

Torres Irribarra, D., Ibaceta M. & Preiss, D.D. (2019). (2019) Positive and negative mind wandering: an assessment of their relationship with mindfulness and metacognition in university students / Divagación mental positiva y negativa: evaluando su relación con la atención plena y la metacognición en estudiantes universitarios, Studies in Psychology, 40, 3, 664-701. https://doi.org/10.1080/02109395.2019.1679457

Barraza, P., Preiss, D. D., & Pardo, M. (2019). The development of creativity in Chilean kindergarten and school children / Desarrollo de la creatividad en párvulos y escolares chilenos. Studies in Psychology, 40(3), 608–634. https://doi.org/10.1080/02109395.2019.1655220

Preiss, D. D., Ibaceta, M., Ortiz, D., Carvacho, H., & Grau, V. (2019). An exploratory study on mind wandering, metacognition, and verbal creativity in Chilean high school students. Frontiers in Psychology, 10(1118), 1–6. https://doi.org/10.3389/fpsyg.2019.01118

Preiss, D. D., Grau, V., Torres Irribarra, D., & Calcagni, E. (2018). Metacognition, self-regulation, and autonomy support in the Chilean mathematics classroom: An observational study. New Directions for Child and Adolescent Development, 2018(162), 115–136. https://doi.org/10.1002/cad.20260

Claro, M., Salinas, A., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, 121, 162–174. https://doi.org/10.1016/J.COMPEDU.2018.03.001

Grau, V., Calcagni, E., Preiss, D. D., & Ortiz, D. (2017). Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile. Cambridge Journal of Education, 47(1), 19–36. https://doi.org/10.1080/0305764X.2015.1102867

Preiss, D. D., Cosmelli, D., Grau, V. & Ortiz, D. (2016). Examining the influence of mind wandering and metacognition on creativity in university and vocational students. Learning and individual differences, 51, 417-426. http://dx.doi.org/10.1016/j.lindif.2016.07.010

Preiss, D. D., Grau, V., Ortiz, D., & Bernardino, M. (2016). What Do We Know About the Development of Creativity in South America? New Directions for Child and Adolescent Development, 2016(152), 85–97. https://doi.org/10.1002/cad.20157

Fariña, P., San Martín, E., Preiss, D. D., Claro, M., & Jara, I. (2015). Measuring the relation between computer use and reading literacy in the presence of endogeneity. Computers & Education, 80, 176–186. https://doi.org/10.1016/J.COMPEDU.2014.08.010

Preiss, D. D., Calcagni, E., & Grau, V. (2015). Classroom Research and Child and Adolescent Development in South America. New Directions for Child and Adolescent Development, 2015(147), 85–92. https://doi.org/10.1002/cad.20093

Cosmelli D. and Preiss D. D. (2014) On the temporality of creative insight: a psychological and phenomenological perspective. Frontiers in Psychology, 5, 1-6. https://doi.org/10.3389/fpsyg.2014.01184

Mourgues, C. V., Preiss, D. D., & Grigorenko, E. L. (2014). Reading skills, creativity, and insight: Exploring the connections.Spanish Journal of Psychology, 17, E58. https://doi.org/10.1017/sjp.2014.59

Müller, M., Volante, P., Grau, V., Preiss, D. (2014). Desarrollo de habilidades de observación en la formación de liderazgo escolar a través de videos de clases [Development of observation skills in school leadership training through lesson videos]. Psykhé, 23,1-12. http://dx.doi.org/10.7764/psykhe.23.2.713

Preiss, D. D., Calcagni, E., Espinoza, A. M., Gómez, D., Grau, V., Guzmán, V. Müller, M. Ramírez, M. F., Volante, P. (2014). Buenas prácticas pedagógicas observadas en el aula de segundo ciclo básico en Chile. [Good pedagogical practices observed in middle-school level lessons in Chile]. Psykhé, 23, 1-12. http://dx.doi.org/10.7764/psykhe.23.2.716

Muller, M., Calcagni, E., Grau, V., Preiss, D. D. (2013). Desarrollo de habilidades de observación en estudiantes de pedagogía: Resultados de una intervención piloto basada en el uso de la Videoteca de Buenas Prácticas Docentes [Desarrollo de habilidades de observación en estudiantes de pedagogía: Resultados de una intervención piloto basada en el uso de la videoteca de Buenas Prácticas Docentes.] Estudios de Pedagogía, 39, 85-101. http://dx.doi.org/10.4067/S0718-07052013000300007

Preiss, D. D., Castillo, J.C., Flotts, P. & San Martín, E. (2013). Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences. Learning and Individual Differences, 28, 193-203. https://doi.org/10.1016/j.lindif.2013.06.004

Preiss, D. D., Castillo, J.C., Grigorenko, E. & Manzi, J. (2013). Argumentative writing and academic achievement: A longitudinal study. Learning and Individual Differences, 28, 204-211. https://doi.org/10.1016/j.lindif.2012.12.013

Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F. & Nussbaum, M. (2012). Assessment of 21st Century ICT Skills in Chile: Test design and results from high school level students. Computers and Education, 59, 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004

Garcia, L., Nussbaum, M. & Preiss, D. D. (2011). Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students. Computers & Education 57, 2068–2076. https://doi.org/10.1016/j.compedu.2011.05.009

Preiss, D. D., Larraín, A., & Valenzuela, S. (2011). Discurso y pensamiento en el aula matemática chilena [Discourse and thought in the Chilean mathematics classroom]. Psykhe 20, 131-146. http://dx.doi.org/10.4067/S0718-22282011000200011

Preiss, D. D. & Peña, T. E. (2011) Psicología cultural: una disciplina necesaria. [Cultural Psychology: A necessary discipline]. Revista de Estudios Sociales, 40, 136-141. https://doi.org/10.7440/res40.2011.13

Radovic, D. & Preiss, D. D. (2010). Patrones de discurso observados en el aula de matemática de segundo ciclo básico en Chile [Discourse patterns observed in middle-school level mathematics classes in Chile]. Psykhe, 19, 65-79. http://dx.doi.org/10.4067/S0718-22282010000200007

Preiss, D. D. (2009). The Chilean instructional pattern for the teaching of language: a video-survey study based on a national program for the assessment of teaching. Learning and Individual Differences, 19, 1-11. https://doi.org/10.1016/j.lindif.2008.08.004

Taut, S., Cortes, F., Sebastian, C. & Preiss, D. (2009). Evaluating school and parent reports of the national student achievement testing system (SIMCE) in Chile: Access, comprehension, and use. Evaluation and Program Planning, 32,129-137. https://doi.org/10.1016/j.evalprogplan.2008.10.004

Guest editorships in academic journals

Preiss, D. D. (2019). Recent advances in the psychology of creativity/Avances recientes en psicología de la creatividad. Studies in Psychology, 40(3), 491-496. [Special issue]

Preiss, D. D. (2016). Creativity: New directions in research and assessment. Learning and individual differences, 51, 376-377. https://doi.org/10.1016/j.lindif.2016.08.035 [Special section]

Preiss D.D. (2016) Child and Adolescent Development in Latin America: Introduction to the Special Issue. New Directions For Child and Adolescent Development, 152, 7-8. http://dx.doi.org/10.1002/cad.20155 [Special issue]

Grau, V., & Preiss, D. D. (2014). Introducción a la sección especial: Psicología en el aula. [Introduction to the Special Section: Psychology in the classroom] Psykhe, 23, 1-3. http://dx.doi.org/10.7764/psykhe.23.2.821 [Special section]

Preiss, D. D. (2013). Writing and its assessment across the life-span. Learning and Individual Differences, 28, 131-132. https://doi.org/10.1016/j.lindif.2013.07.001  [Special section]

Books (Edited)

Preiss, D. D., Kaufman, J. C. & Singer, M. (Eds). (Work in progress). Innovation, creativity and change across cultures. Palgrave-Macmillan

Sternberg, R.J. & Preiss, D. D. (Eds). (2022). Intelligence in context: The cultural and historical foundations of human intelligence. Palgrave-Macmillan

Preiss, D. D., Cosmelli, D &. Kaufman, J. C. (Eds). (2020). Creativity and the wandering mind. Academic Press.

Grigorenko, E., Mambrino, E. & Preiss, D. D. (Eds.) (2012). Writing: a mosaic of perspectives. Psychology Press

Preiss, D. D., & Sternberg, R.J. (Eds.) (2010). Innovations in Educational Psychology: Perspectives on learning, teaching, and human development. Springer Publishing Company.

Sternberg, R. J. & Preiss, D. D. (Eds.) (2005). Intelligence and technology. The impact of tools on the nature and development of human abilities. Lawrence Erlbaum Associates. Foreword of Jerome Bruner. (Reprinted in 2013 by Routledge).

Book chapters and prefaces

Preiss, D. D. & Carmona, B. (In press). Understanding the role of mind wandering and mindfulness in creativity. In Larkin, S. (Ed.) Metacognition and Education: Future Trends. Routledge.

Sternberg, R. J. & Preiss, D. D. (In press). Intelligence does not inhere within the individual but rather in person x task x situation interactions. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence in context. Palgrave-Macmillan.

Preiss, D. D. (In press). Human intelligence in the time of the Anthropocene. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence in context. Palgrave-Macmillan.

Preiss, D. D., Lynch, S. F., McKayc, A. S., Kaufman, J. C. (2020). Poetry. In M. Runco & S. Pritzker. (Eds). Encyclopedia of Creativity. San Diego, CA: Academic Press.

Preiss, D. D. (2020). Poetry, meaning making, and mind wandering. In Preiss, D. D., Cosmelli, D. & J. C. Kaufman. Creativity and the wandering mind. San Diego, CA: Academic Press.

Grau, V, & Preiss, D. D. (2019). Supporting young children’s self-regulation development. In D. Whitebread, V. Grau, K. Kumpuleinan, M. McClelland, N. Perry & D. Pino-Pasternak. (Eds). The SAGE Handbook of Developmental Psychology and Early Childhood Education (pp. 535-553). London: Sage.

Preiss, D. D., & Cosmelli, D. (2017). Mind wandering, creative writing, and the self. In M. Karwowski & J. C. Kaufman (Eds.), Explorations in creativity research. The creative self: Effect of beliefs, self-efficacy, mindset, and identity (p. 301–313). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00017-0

Grau, V., Calcagni, E., Preiss, D. (2016). Alianza universidad-escuela: Hacia nuevos modelos de desarrollo profesional docente. [University-school alliance: Towards new models of teacher professional development]. In J. Manzi & M.R. García (Eds.). Abriendo las puertas del aula: Transformación de las prácticas docentes [Opening the classroom’s doors: Transformation of teaching practices]  (ps. 647-675). Santiago, Chile: Ediciones UC.

Preiss, D. D., Calcagni, E., Espinoza, A. M. & Grau. V. (2016). ¿Cómo se enseña el lenguaje y las matemáticas en las salas de primer y segundo ciclo básico en Chile? Principales hallazgos de una serie de estudios observacionales en clases de lenguaje y matemáticas. [How are language and mathematics taught in elementary and middle school classrooms in Chile? Main findings from a series of observational studies in language and mathematics lessons. In J. Manzi & M.R. García (Eds.). Abriendo las puertas del aula: Transformación de las prácticas docentes [Opening the classroom’s doors: Transformation of teaching practices]  (ps. 153-184). Santiago, Chile: Ediciones UC.

Manzi, J. & Preiss, D. D. (2013). Educational assessment and educational achievement in South America (pp. 472-474). In J.A.C. Hattie and E.M. Anderman. (Eds) International Guide to Student Achievement. London: Routledge.

Manzi, J., Flotts, P. & Preiss, D. D. (2012). Design of a college-level test of written communication: Theoretical and methodological challenges. In Grigorenko, E., Mambrino, E. & Preiss, D. D. Eds. Writing: a mosaic of perspectives (pp. 385-400). New York: Psychology Press.

Grigorenko, E. L., Mambrino, E. & Preiss, D. D. (2012). Preface. In Grigorenko, E. L., Mambrino, E. & Preiss, D. D. Eds. Writing: a mosaic of perspectives (pp. ix-xv). New York: Psychology Press.

Preiss, D. D. (2010) Folk Pedagogy and Cultural Markers in Teaching: Three Illustrations from Chile. In Preiss, D. D., & Sternberg, R.J. Eds. Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development (pp. 325-356). New York: Springer Publishing Company.

Preiss, D. D. (2010) Preface. In Preiss, D. D., & Sternberg, R.J. Eds. Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development (pp. xiii-xx). New York: Springer Publishing Company.

Grigorenko, E.L., Jarvin, L., Nui, W., & Preiss, D. D. (2008). Is there a standard for standardized testing? Four sketches of the applicability (or lack thereof) of standardized testing in different educational systems. In P.C. Kyllonen, R.D. Roberts, & L. Stankov. Eds. Extending intelligence: Enhancement and new constructs (pp. 157-182). Mahwah, NJ: Lawrence Erlbaum Associates.

Preiss, D. D. & Strasser, K. (2006). Conceptions of Creativity in Latin America and the Caribbean: Views from Psychology, Humanities and the Arts. In Sternberg, R. J. & Kaufman, J. Eds. International Handbook of Creativity (pp. 39-67). Cambridge, UK: Cambridge University Press.

Preiss, D. D. & Sternberg, R. J. Technologies for working intelligences. (2005). In Sternberg, R. J. & Preiss, D. (Eds.) Intelligence and Technology. The Impact of Tools on The Nature and Development of Human Abilities. (pp. 183-208). Mahwah, NJ: Lawrence Erlbaum Associates.

Preiss, D. D. & Sternberg, R. J. Preface. (2005). In Sternberg, R. J. & Preiss, D. (Eds.) Intelligence and Technology. The Impact of Tools on The Nature and Development of Human Abilities. (pp. xiii-xxii). Mahwah, NJ: Lawrence Erlbaum Associates.

Preiss, D. D. (1998). Para una botánica del silencio [For a botanic of silence]. In Haye, A; Jiménez, C. & Preiss, D. D. Eds. Configuraciones sociales del arte [Social configurations of art]. (pp. 43-70). Santiago, Chile: Facultad de Ciencias Sociales, Pontificia Universidad Catolica de Chile. Reprinted in Preiss, D. (1999). Para una botánica del silencio [For a Botanic of Silence] Persona y Sociedad, XII, 81-92.

Public policy documents

Preiss, D., Konstantinidis, G., Valenzuela, E. (2021). Desarrollo y fortalecimiento del currículum de educación y formación continua en ética y derechos humanos de Carabineros de Chile: una propuesta integral. En: Centro de Políticas Públicas UC (ed), Propuestas para Chile. Concurso de Políticas Públicas 2020. Santiago: Pontificia Universidad Católica de Chile, pp. 251-279.

Grau, V., Preiss, D., Strasser, K., Jadue, D., Müller, M. y Lorca, A. (2019). Juego guiado y educación parvularia: propuestas para una mejor calidad de la educación inicial. En: Centro de Políticas Públicas UC (ed), Propuestas para Chile. Concurso de Políticas Públicas 2018. Santiago: Pontificia Universidad Católica de Chile, pp. 251-281.

San Martín, E., Claro, C., Cabello, T., Preiss, D. D. (2013). Habilidades TICs para el aprendizaje y su relación con el conocimiento escolar en lenguaje y matemáticas. [IT abilities for learning and its relationship with school knowledge in language and mathematics]. En Desarrollo de habilidades digitales para el siglo XXI en Chile. ¿Qué dice el SIMCE TIC? [In Development of digital abilities for the XXI century in Chile. What does the SIMCE TIC says?] (pp.229-248). Santiago, Chile: Ministerio de Educación.

San Martín, E., Claro, M., Fariña, P., Jara, I., Preiss, D. D. (2012). ¿Cuál es el impacto del acceso y uso de TICs en los resultados de las mediciones de lectura y lectura digital en PISA 2009? Análisis comparativo en cinco naciones. In Centro de Estudios MINEDUC. [What is the impact of ICT use and access on the results of PISA 2009 reading and digital reading measures. A comparative analysis of five nations.] (Ed.) Evidencias para políticas públicas en educación. Selección de Investigaciones Concurso Extraordinario FONIDE-PISA [Evidence for public policy in education] (pp. 221-269). Santiago, Chile: Ministerio de Educación.

Preiss, D. D. (2011). Patrones instruccionales en Chile: La evidencia de la evaluación docente. [Instructional patterns in Chile. The evidence of teaching assessment]. In González, R. & Manzi, J. (Eds.) La Evaluación Docente en Chile [Teaching assessment in Chile]. (pp. 209-212). Santiago, Chile: MIDE UC.

Preiss, D. D., San Martín, E., Alegría, I., Espinoza, A., Nuñez, M., & Ponce, L. (2011). Estructura y discurso en el aula matemática de primer ciclo: Enseñar matemáticas fomentando la apropriación privada de terminos y procedimientos. [Structure and discourse in the elementary school mathematics classroom: Teaching mathematics fostering the private appropriation of terms and procedures]. In Centro de Estudios MINEDUC. (Ed.) Evidencias para políticas públicas en educación. Selección de Investigaciones Cuarto Concurso FONIDE [Evidence for public policy in education] (pp. 127-165). Santiago, Chile: Ministerio de Educación.

Jimenez, C. & Preiss, D. D. (2000) Factores que intervienen en la discriminación de personas con VIH/SIDA.[Intervening factors in discrimination towards people living with HIV/AIDS]. In Estudio nacional de comportamiento sexual. Primeros análisis [National study of sexual behavior. First analyses.] (pp. 108-122). Santiago, Chile: CONASIDA & Agence Nationale de Recherches sur le SIDA.

Cereceda, L.E. & Preiss, D. D. (1999). Transferencia tecnológica al sector pesquero artesanal: Experiencia de la Caleta El Quisco. [Technological transferences to the fishing artisanal sector: Experience of the El Quisco Town.] In Faranda, F.M., Albertini, R. & Correa, J.A. Eds. Manejo sustentable de los recursos marinos bentónicos en Chile Centro-Sur: Avances en investigación y formación [Sustainable management of benthic marine resources in South-Center Chile: advaces in research and training]. (pp. 91-98). Santiago, Chile: Facultad de Ciencias Biológicas, Pontificia Universidad Catolica de Chile.

Books reviews

Preiss, D. (2008). Second Psychology as First Psychology [Review of Developmental Psychology and Social Change, by David B. Pillemer and Sheldon H. White]. Mind, Culture and Activity, 15, 71-74.

Preiss, D. (2006). Drawing the maps of a new sovereignty: Narratives from El Salvador. [Review of Insurgent Collective Action and Civil War in El Salvador, by Elisabeth Jean Wood] Mind, Culture and Activity, 13, 336-338.

Preiss, D. D. (2004). The cultured self: the generative powers of narrative. [Review of Autobiographical memory and the construction of a narrative self]. Contemporary Psychology: APA Review of Books, 49, 747-750.

Preiss, D. D. (2004). Researching a special kind: the lives and passion of creative writers [Review of My Teeming Brain by Jane Piirto]. Contemporary Psychology: APA Review of Books, 49, 528-530.

Preiss, D. D. (2004). From pragmatics to hermeneutics: Storytelling in timeless quarrel and everyday literature [Review of Making Stories: Law, Literature and Life by Jerome S. Bruner]. Contemporary Psychology: APA Review of Books, 49, 165-169.

Preiss, D. D. (2003). Gateways to literacy research [Review of Methods of Literacy Research: The Methodology Chapters from the Handbook of Reading Research by M. Kamil, Peter Mosenthal, David Pearson, and Rebeca Barr]. Contemporary Psychology: APA Review of Books, 48, 683-685.

Preiss, D. D. (2002). Postcards from the outer space: Advancing psychology in the new frontier. [Review of Spacefaring. The Human Dimension by Albert Harrison]. Contemporary Psychology: APA Review of Books, 47, 302-304

Preiss, D. (2020). Lengua materna. (Mother tongue). Santiago, Chile: Garceta.

Preiss, D. (2020). El anfiteatro vacío. (The empty amphitheater). Santiago, Chile: Ediciones Tácitas. http://ebooks.lakomuna.cl/libro/david-preiss/

Preiss, D. (2015). Retrato en movimiento (Portrait in movement). Santiago, Chile: Ediciones Pfeiffer.

Preiss, D. (2013). Señor del vertigo (Lord of Vertigo; 3rd ed.). Santiago, Chile: Ediciones Pfeiffer.

Preiss, D. (2011). Bocado (Bite). Santiago, Chile: Ediciones Tácitas.

Preiss, D. (2000) Oscuro mediodia. (Dark Noon) Published by the Pontificia Universidad Católica de Chile Students Department. 43 pages.

Preiss, D. (1995) Y demora el alba. (And the dawn remains). Published by the Pontificia Universidad Católica de Chile Students Department. 102 pages.

Preiss, D. (1994) Señor del Vértigo. (Lord of Vertigo; 2nd ed.). Published by the Pontificia Universidad Católica de Chile Students Department. 74 pages.

Preiss, D. (1993) Señor del Vértigo. (Lord of Vertigo). Daled. 31 pages. Prefaces by Alfonso Calderón and Guillermo Trejo.