Ознакомительная версия.
Case R. Intellectual development: birth to adulthood. N. Y: Academic Press, 1985.
Case R. Structure and process // International Journal of Psychology. 1987. 22. P. 65–101.
Cattaneo С De l’origine des espèces par voie de sélection naturelle, ou les lois de transformation des êtres organisés. Paris: Flammarion, 1859.
Cattell J., Brimhall D. R. American men of science. N. Y: Science Press, 1921.
Cattell R. B. Some theoretical issues in adult intelligence testing // Psychological Bulletin. 1941. 38. P. 592.
Ceci S. J. On Intelligence… More or less: a Bio-ecological Theory of Intellectual Development. Englewood Cliffs, NJ: Prentice-Hall, 1990.
Ceci S. J., Rosenblum Т., de Bruyn E. & Lee D. A bio-ecological model of intellectual development: Moving beyond h2 // R. J. Sternberg, E. Grigorenko (eds). Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 126–162.
Cicirelli V. G. Sibling constellation, creativity, IQ and academic achievement // Child Development. 1978. 12. P. 369–370.
Charness N., Krampe R., Mayr U. The role of practice and coaching in entrepreneurial skill domains: an international comparison of life-span chess skill acquisition // K. A. Ericsson (ed.). The road to excellence. New Jersey, 1996. P. 51–80.
Cheng P., Holyoak K. J. Pragmatic reasoning schemas // Cognitive psychology. 1985. 17. P. 391–416.
Cherny S. S., Fulker D. W., Hewitt J. K. Cognitive development from infancy to middle childhood // R. J. Sternberg, E. Grigorenko (eds). Intelligence, heredity, and environment. Cambridge University Press. 1997. P. 463–482.
Clark M. S., Isen A. M. Towards understanding the relationship between feeling states and social behavior // A. H. Hastorf, A. M. Isen (eds). Cognitive social psychology. N. Y.: Elsevier – North Holland, 1982. P. 73–108.
Clasen D., Hanson M. Double mentoring: A process for facilitating mentorships for gifted students // Roeper Review. 1987. 10. P. 107–110.
Coleman L. Schooling the gifted. Reading, MA: Addision Wesley, 1985.
Cosmides L. The logic of social exchange: Has natural selection shaped how humans reason? Studies with the Wason selection task // Cognition. 1989. 31. P. 187–276.
Daurio S. P. Educational enrichment versus acceleration: a review of the literature // W. C. George, S. J. Cohn, J. C. Stanley (eds.) Educating the gifted: Acceleration and enrichment. Baltimore, MD: Johns Hopkins University Press, 1979. P. 13–63.
Davenport K. S., Remmers H. H. Factors in state characteristics related to average A-12 V-12 test scores // Journal of Educational Psychology. 1950. 41. P. 110–115.
Davidson J. E., Sternberg R. J. The role of insight in intellectual giftedness // Gifted Child Quarterly. 1984. 28. P. 58–64.
Davis D. J., Cahan S., Bashi J. Birth order and intellectual development: the confluence model in the light of cross-cultural evidence // Science. 1977. 196. P. 1470–1472.
de Charms R., Moeller G. H. Values expressed in American children’s readers: 1880–1950 // Journal of Abnormal and Social Psychology. 1962. 64. P. 136–142.
Demetriou A., Efklides A. Experiential structuralism and neo-Piagetian theories: towards an integrated model // International Journal of Psychology. 1987. 22. P. 173–198.
Detterman D. K. Theoretical notions of intelligence and mental retardation // American Journal of Mental Deficiency. 92. 1987. P. 2–11.
Detterman D. K. Assessment of basic cognitive abilities in relation to cognitive deficits // American Journal on Mental Retadation. 97. 1992. P. 2 51–2 8 6.
Devries R. Relationships among Piagetian, IQ and achievement assessment // Child development. 1974. 45. P. 746–756.
Dickerson R. E. Exponential correlation of IQ and the wealth of nations // Intelligence. 2006. 34 (3). P. 291–295.
Dodds R. A., Ward T. B., Smith S. M. The Use of Environmental Clues During Incubation // Creativity Research Journal. 2002. V. 14. №№ 3&4. P. 287–304.
Doise W. Idées nouvelles et notions anciennes // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Théories implicites et conflits cognitifs. Suisse, Cousset: Editions Del Val, 1987. P. 229–243.
Donnelly E. F., Murphy D. L., Goodwin F. K., Waldman I. N. Intellectual function in primary affective disorder // British Journal of Psychiatry. 1982. 140. P. 633–636.
Du Don au Talent Paris: Eurotalent, 1998.
Dunker K. On problem solving. Psychological Monographs. 58. № 270. 1945.
Dweck C. S., Bempechat J. Children’s theories of intelligence: consequences for learning // S. G. Paris, G. M. Olson, H. W. Stevenson (eds.) Learning and motivation in the classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, 1983. P. 239–256.
Erdle S., Irving P., Rushton J. P. Park J. The general factor of personality and its relation to self-esteem in 628 640 Internet respondents. Personality and Individual Differences, 48. 2010. P. 343–346.
Eysenck H. J. Training in clinical psychology: an English point of view // American Psychologist. 1949. 4. P. 173–176.
Eysenck H. J. Function and training of the clinical psychologist // Journal of Mental Science. 1950. 96. P. 1–16.
Eysenck H. J. The Effects of Psychotherapy: An Evaluation // Journal of Consulting Psychology. 16. 1952. P. 319–324.
Eysenck H. J. The IQ argument: Race, intelligence and education. N. Y.: Library Press, 1971.
Evans J. S. B. T. Bias in human reasoning: Causes and consequences. Hove, UK: Lawrence Erlbaum Ltd., 1989.
Facon B., Bollengier T., Grubar J. C. Deficience mentale: influence de la dissociation entre efficience et experience // Enfance. 1994. 1. P. 71–81.
Feldman D. H. Nature’s Gambit: Child Prodigies and the Development of Human Potential. N. Y.: Basic Books, 1986.
Feng A. X., Campbell J. R., Verna M. A. The talent development of American Phisics Olympians // Gifted and talented international. 2001. 16. 2. P. 10 8 –114.
Fiedler K. Towards an integrative account of affect and cognition phenomena using the BIAS computer algorithm // J. P. Forgas (ed.). Feeling and thinking: The role of affect in social cognition. N. Y.: Cambridge University Press, 2000.
Finke R. A. Imagery, Creativity, and Emergent Structure. Consciousness and cognition. 1995. 5. P. 381–393.
Finkel D., Pedersen N. L., McGue M., McClearn G. E. Heritability of cognitive abilities in adult twins: Comparison of Minnesota and Swedish data // Behavior Genetics. 1995. 25. P. 421–432.
Fischhoff B. Judgment and decision making // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 155–187.
Fisher K. W., Farrar M. J. Generalization about generalization: how a theory of skill development explains both generality and specificity // International Journal of Psychology. 1987. 22. P. 137–150.
Fisher K., Stewart J. Dunker’s analysis of problem solving as microdevelopment // From Past to Future. 1999. V. 1 (2). The Drama of Karl Dunker. P. 45–50.
Fisher R. P., Craik F. Interaction between encoding and retrieval operations in cued recall // Journal of Experimental Psychology: Human Learning and Memory. 1977. V. 3. No. 6. P. 701–711.
Flynn J. R. The mean IQ of Americans: Massive gains 1932 to 1978 // Psychological Bulletin. 1984. 101. P. 171–191.
Fodor J. The modularity of mind. Cambridge, Mass.: MIT Press, 1983.
Fowler W., Ogston K., Roberts G., Steane D., Swenson A. Potentials of Childhood, V. 2: Studies in Early Developmental Learning. Lexington, Mass.: Heath, 1983.
Fowler W., Ogston K., Roberts G., Swenson A. The effects of early language enrichment // Early Child Development and Care. V. 176. № 8. December 2006. P. 777–815.
Freeman J. The Gulbenkian project of gifted children // Gifted children. Looking to their future. Latimer, London, 1976.
Freeman J. Gifted Children Grown Up. David Fulton Publishers. London, 2001.
Friedman R. S., Fishbach A., Förster J., Werth L. Attentional priming effects on creativity // Creativity Research Journal. 2003. V. 15. №№ 2&3. P. 27 7–2 8 6.
Frieze I. H., Weiner B. Cue utilization and attributional judgments for success and failure // Journal of Personality. 1971. 39. P. 591–605.
Fulker D. W., Cherny S. S., Cardon Lon R. Continuity and change in cognitive development // R. Plomin, G. E. McClearn (eds). Nature, nurture and psychology. Washington, DC: APA, 1993. P. 77–97.
Fulker D. W., DeFries J. C., Plomin R. Genetic influence on general mental ability increases between infancy and middle childhood // Nature. 1998. 336. P. 767–769.
Funke J. Computer-based testing and training with scenarios from complex problem-solving research: Advantages and disadvantages // International Journal for Selection and Assessment. 1998. 6. 2. P. 90–96.
Galton F. Hereditary genius. London: Macmillan, 1869.
Gagné F. Giftedness and talent: reexamining a reexamination of the definitions // Gifted Child Quarterly. 1985. 29. P. 103–112.
Gagné F. Toward a differentiated model of giftedness and talent // N. Colangelo, G. A. Davis (eds). Handbook of gifted education. Boston: Allyn & Bakon, 1991.
Galbraith R. C. Individual differences in intelligence: a reappraisal of the confluence model // Intelligence. 1983.7. P. 185–194.
Gardner H. Art, Mind and Brain: a Cognitive Approach to Creativity. N. Y.: Basic Books, 1982.
Gardner M. K. Frames of mind: The theory of multiple intelligences. London: Heinemann, 1983.
Gaultney J. F., Bjorklund D. F., Goldstein D. To be young, gifted and strategic: advantages for memory performance // Journal of experimental child psychology. 1996. 61. P. 43–66.
Gear G. Effects of training on teachers’ accuracy in the identification of gifted children // Gifted Children Quarterly. 1978. 22. P. 90–97.
Geary D. C., Brown S. C. Cognitive addition: strategy choice and speed of processing differences in gifted, normal and mathematically disabled children // Developmental psychology. 1991. 27. P. 398–406.
Gelade G. IQ, cultural values, and the technological achievement of the nation // Intelligence. 2008. 36 (6). P. 711–718.
Gerrig R. J. Text comprehension // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 242 –26 6.
Gesell A., Thompson H. Learning and growth in identical infant twins: an experimental study by the method of co-twin control // Genetic Psychology Monographs. 1929. 6. P. 1–124.
Glaser R. Some implications of previous work on learning and individual differences // R. M. Gagné (ed.). Learning and individual differences. Columbus: Merrill, 1967.
Gottfredson L. G. Why g matters: The complexity of everyday life // Intelligence. 1997. 24 (1). P. 79–132.
Gruszka A., Necka E. Priming and acceptance of close and remote associations by creative and less creative people // Creativity Research Journal. 2002. V. 14. №. 2. P. 193–205.
Gugliemino L. Self-directed learning readiness scale. Boca Raton, FL: Author, 1977.
Gunderson C., Maesch C., Rees J. The gifted-learning disabled student // Gifted Child Quarterly. 1987. 31. P. 158–160.
Halford G. S. Children’s understanding of the mind: An instance of a general principle? // Contemporary Psychology. 1996. 41. P. 229–230.
Hansford S., Whitemore J., Kraynack A., Wingenbach N. Intellectually gifted learning disabled students: A special study. Reston, VA: Council for Exceptional Children-ERIC Clearinghouse on Handicapped and Gifted Children, 1987.
Harnishfeger K. K., Bjorklund D. F. A developmental perspective on individual differences in inhibition // Learning and individual differences. 1994. 6. P. 331–355.
Hayes J. R. The Complete Problem Solver. Philadelphia: the Franklin Institute Press, 1981.
Henle M. On the relation between logic and thinking // Psychological Review. 1962. V. 69. P. 366–378.
Herrnstein R. J., Murray C. The bell curve: Intelligence and class structure in American life. N. Y.: Free Press, 1994.
Higgins E. T. Promotion and prevention experiences: Relating emotions to non-emotional motivational states // J. P. Forgas (ed.). The Handbook of Affect and Social Cognition. Mahwah, NJ: Erlbaum, 2001.
Hirschfeld L. A., Gelman S. A. (eds). Mapping the mind: Domain specificity in cognition and culture. NY, Cambridge University Press, 1994.
Hollinger C. L., Fleming E. S. A longitudinal examination of life choices of gifted and talented young women // Gifted Child Quarterly. 1992. 36. 4. P. 207–212.
Holyoak K. J., Nisbett R. E. Induction // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 50–91.
Hoofdakker B. van den, Nauta M., Veen-Mulders L. van der, Sytema S., Emmelkamp P., Minderaa R., Hoekstra P. Behavioral parent training as an adjunc t to routine ca re in c hildren w it h at tent ion-def icit/ hy peract iv it y disorder: Moderators of treatment response // Journal of Pediatric Psychology. 35 (3). 2009.
Horn J. M. Thinking about human abilities // J. R. Nesselroade, R. B. Cattell (eds). Handbook of multivariate psychology. N. Y.: Academic Press, 1988.
Horn J. M., Loehlin J. C., Willerman L. Intellectual resemblance among adoptive and biological relatives: the Texas adoption project // Behavior Genetics. 1979. 9. P. 177–207.
Howard-Jones P. A., Murray S. Ideational productivity, focus of attention, and context // Creativity Research Journal. 2003. V. 15. №№ 2 & 3. P. 153–166.
Howe M. J. A. The Origins of Exceptional Abilities. Blackwell, Oxford UK, Cambridge, USA, 1992.
Ознакомительная версия.
