Ознакомительная версия.
Howe M. J. A. The childhoods and early lives of geniuses: combining psychological and biographical evidence // K. A. Ericsson (ed.). The road to excellence. New Jersey, 1996. P. 255–270.
Howley A., Howley C., Pendarvis E. Teaching gifted children: Principles and strategies. Boston: Little, Brown, 1986.
Hunt E. Mechanics of verbal ability // Psychological Review. 1978. 85. P. 10 9–1 3 0.
Hunt E. The role of intelligence in modern society // American Scientist. 1995. 83 (4). P. 356–368.
Hunt E. Nature vs. nurture: The feeling of vuja de // R. J. Sternberg, E. Grigorenko. Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 531–551.
Hunt E., Wittman W. National intelligence and national prosperity // Intelligence. 2008. 36 (1). P. 1–9.
Hunter J. E. Cognitive ability, cognitive aptitudes, job knowledge, and job performance // Journal of Vocational Behavior. 1986. 29. P. 340–362.
Hunter J. E., Hunter R. F. Validity and utility of alternative predictors of job performance // Psychological Bulletin. 1984. 96. P. 72–98.
Hunter J. E., Schmidt F. L., Judiesch M. K. Individual differences in output variability as a function of job complexity // Journal of Applied Psychology. 1990. 75. P. 28–42.
Huteau M., Loarer E. Comment évaluer les méthodes d’éducabilité cognitive? // L’Orientation Scolaire et Professionelle. 1992. 21. P. 47–74.
Jacobs B. S., Moss H. A. Birth order and sex of sibling as determinants of mother and infant interaction // Child Development. 1976. 47. P. 315–322.
Jamison K. Touched with fire. Manic-depressive illness and the artistic temperament. N. Y.: Simon & Schuster, 1996.
Jensen A. R. Reaction time and psychometric g // H. J. Eysenck (ed.). A model for intelligence. Berlin: Springer Verlag, 1982. P. 93–132.
Jensen A. R. The puzzle of nongenetic variance // R. J. Sternberg, E. Grigorenko. Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 42–88.
Jensen A. R. The g factor. Westport, CT: Praeger, 1998.
Johnson W., Bouchard T. J. The structure of intelligence: it is verbal. Perceptual, and mental rotation (VPR), not fluid and crystallized // Intelligence. 33. 2005. P. 393–416.
Johnson W., Bouchard T. J. The MISTRA data: Forty-two mental ability tests in three batteries // Intelligence. 39. 2011. P. 82–88.
Johnson-Laird P. Mental models: towards the cognitive science of language, inference, and consciousness. Cambridge: Cambridge University Press, 1983.
Jones G., Schneider J. Intelligence, Human Capital, and Economic Growth: A Bayesian Averaging of Classical Estimates (BACE) Approach. 2006.
Jones H. E., Bayley N. The Berkley Growth Study // Child development. 1941. 12. P. 167–173.
Inhelder B., Sinclaire H., Bovet M. Apprentissage et structures de la connaissance. Paris: PUF, 1974.
Isen A. M. Positive affect, cognitive processes, and social behavior // L. Berkowitz (ed.). Advances in Experimental Social Psychology. N. Y.: Academic Press, 1987. P. 203–253.
Kagan J., Moss H. A. Stability and validity of achievement fantasy // Journal of abnormal social psychology. 1959. 58. P. 357–364.
Kahneman D. Tversky A. Prospect theory: An analyses of decision making under risk // Econometrica. 1979. 47. P. 263–291.
Kallio K. D. Developmental change on a five-term transitive inference // Journal of Experimental Child Psychology. 1982. 33. P. 142–163.
Kamin L. J. The science and politics of IQ. Potomac, MD: Erlbaum, 1974.
Karlson J. L. Inheritance of creative intelligence. N. Y.: McGrow-Hill, 1978.
Keil F. C. Concepts, kinds and cognitive development. Cambridge, London: MIT Press, 1988.
Kelley H. H. Attribution theory in social psychology // K. Levine (ed.). Nebraska symposium on motivation. Linkoln. 1967. P. 193–220.
Kerr B. A. Smart girls, gifted women. Columbus, OH: Ohio Psychology Press, 1985.
Kincaid D. J. A story of highly gifted pupils // Educating the Ablest. Illinois: Peacock Publishers, 1971.
Knapp R. H., Goodrich H. B. Origins of American Scientists. Chicago: Chicago University Press, 1952.
Knowlton B. J., Squire L. R. Artificial grammar depends on implicit acquisition of both abstract and exemplar-specific information // Journal of Experimental Psychology: Learning, Memory, and Cognition. 1996. V. 22. P. 169–181.
Kohn M. L., Schooler C. Work and personality. Norwood, NJ: Ablex, 1983.
Kulik J. A., Kulik C. C. Effects of accelerated instruction on students // Revue of Educational Research. 1984. 54. P. 409–425.
Kyllonen P., Christal R. Reasoning ability is (little more than) working memory // Intelligence. 1990. 14. P. 389–433.
Lancer J., Rim Y. Intelligence, family size, and sibling age spacing // Personality and Individual Differences. 1984. 5. P. 151–157.
Lautrey J. Esquisse d’un modèle pluraliste du développement cognitif // M. Reuchlin, J. Lautrey, C. Marendaz, T. Ohlmann (eds). Cognition: l’individuel et l’Universel. Paris: PUF, 1990. P. 185–216.
Lehman H. C. Age and achievement. Princeton, NJ: Princeton University Press, 1953.
Lewis M., Kreitzberg V. S. Effect of birth order and spacing on mother – infant interaction // Merrill-Palmer Quarterly. 1979. 15. P. 81–100.
Lewontin R. C. Human diversity. N. Y.: Scientific American Books, 1982.
Little A. A longitudinal study of cognitive development in young children // Child development. 1972. 43. P. 1025–1034.
Lieberman M. Intuition: A social cognitive neuroscience approach // Psychological Bulletin. 2000. V. 126. 1. P. 109–137.
Loarer E. L’éducabilité cognitive: repère historiques et enjeux actuels // L’Orientation Scolaire et Professionelle. 1992. 21. P. 3–11.
Loarer E., Chartier D., Huteau M., Lautrey J. Peut-on éduquer l’intelligence? L ’évaluation des effets d’une méthode de remédiation cognitive. Berne: Peter Lang, 1995.
Ludwig A. M. Creative achievement and psychopathology: Comparison among professions // American Journal of Psychotherapy. 1992. 46. P. 330–356.
Lynn R. The social ecology of intelligence in the British Isles // British Journal of Social and Clinical Psychology. 1979. 18. P. 1–12.
Lynn R. The social ecology of intelligence in France // British Journal of Social and Clinical Psychology. 1980. 19. P. 325–331.
Lynn R. The social ecology of intelligence in the British Isles, France and Spain // M. P. Friedman, J. P. Das and N. O’Connor (eds). Intelligence and Learning. N. Y.: Plenum, 1981.
Lynn R. Eugenics: a reassessment. Westpoint: Praeger Publishers, 2001.
Lynn R., Vanhanen T. IQ and the Wealth of Nations. Westport, CT: Praeger Publishers, 2002.
McClelland D. C. The achieving society. Princeton, NJ: Van Nostrand, 1961.
McClelland D. C. The United States and Germany: A comparative study of national character // Roots of consciousness / D. C. McClelland (ed.). 1964. Princeton, NJ: Van Nostrand, P. 62–92.
McHenry J. J., Hough L. M., Toquam J. L., Hanson M. A., Ashworth S. Project A validity results: The relationship between predictor and criterion domains // Personnel Psychology. 1990. 43. P. 335–354.
Mackintosh N. J. IQ and human intelligence. Oxford, UK: Oxford University Press, 1998.
Maier N. R. F. Reasoning in humans. The solution of a problem and its appearance in consciousness // P. C. Wason. P. N. Johnson-Laird (eds). Thinking and reasoning. Penguin Books, London. 1972. P. 17–27.
Maker C. J. Identification of gifted minority students: A national problem, needed changes and promising solution // Gifted Child Quarterly. 1996. 40. P. 41–50.
Manza L., Reber A. C. Representing artificial grammars: Transfer across stimulus forms and modalities // Berry D. (Ed.) How implicit is implicit learning. N. Y.: Oxford University Press, 1997. P. 73–106.
Marendaz C. Selection of the reference frame and the “vicariance” of perceptual system // Perception. 1989. 18. P. 739–751.
Markman E. M. Empirical versus logical solutions to part – whole comparison problems concerning classes and collections // Child development. 1978. 49. P. 168–179.
Marland S. Education of the gifted and talented: Report to Congress. Washington, DC: U. S. Office of Education, 1972.
McCarthy D. McCarthy Scales of Children Abilities. San Antonio, Tex.: Psychological Corporation, 1972.
McClearn G. E., Johansson B., Berg S., Pedersen N. L., Ahern F., Petrill S. A., Plomin R. Substantial genetic influence on cognitive abilities in twins 80+ years old // Science. 1997. 276. P. 1560–1563.
McClelland D. C. The achieving society. Princeton, NJ: Van Nostrand, 1961.
McClelland D. C. The United States and Germany: A comparative study of national character // D. C. McClelland (ed.). Roots of consciousness. Princeton, NJ: Van Nostrand, 1964. P. 62–92.
McClelland D. C., Baldwin A. L., Bronfenbrenner U., Strodtbeck F. L. Ta lent and society. Princeton, NJ: Van Nostrand, 1958.
McGraw M. Growth: a study of Johnny and Jimmy. N. Y.: Appleton-Century-Crofts, 1935.
McGue M., Bouchard T. J., Iacono W. G., Lykken D. T. Behavioral genetics of cognitive ability: A life-span perspective // R. Plomin, G. E. McClearn (eds). Nature, nurture and psychology. Washington, DC: APA, 1993. P. 59–76.
Mednick S. A., Mednick M. T. An associative interpretation of the creative process // C. W. Taylor (ed.). Widening horizons in creativity. N. Y.: Wiley, 1964 P. 54–68.
Meeker M. The structure of intellect: Its interpretation and uses. Columbus, OH: Charles E. Merrill, 1969.
Meeker M., Meeker R. SOI learning abilities test (rev. ed.). El Segundo, CA: SOI Institute, 1969.
Mendelsohn G. Associative and attentional processes in creative performance // Journal of Personality. 1976. 44. P. 341–396.
Mendelsohn G., Griswold B. Differential use of incidental stimuli of problem solving as a function of creativity // Journal of Abnormal and Social Psychology. 1964. V. 68. № 4. P. 431–436.
Mill J. S. Autobiography. London: Oxford University Press, 1971.
Mimo M., Cantor J. H., Riley C. A. The development of representation skills in transitive reasoning based on relations of equality and inequality // Child Development. 1983. 54. P. 1457–1469.
Moffitt T. E., Caspi A., Harkness A. R., Silva P. A. The natural history of changes in intellectual performance: Who changes? How much? Is it meaningful? // Journal of Abnormal Psychology. 1993. 90. P. 152–156.
Moles A. Information theory and esthetic perception. Urbana: University of Illinois Press, 1968.
Monteil J.-M. Eléments pour une exploration des dimensions du conflit socio-cognitif: une expérimentation chez l’adulte // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Théories implicites et conflits cognitifs. Suisse, Cousset: Del Val. 1987. P. 499–518.
Neisser U. Memory observed. N. Y.: Freeman, 1982.
Newell A. Dunker on thinking: An inquiry into progress in cognition // S. Koch, D. Leary (eds). A Century of Psychology as Science: Retrospections and Assessment. N. Y.: McGraw-Hill, 1981.
Nguyen-Xuan A. Apprentissage par l’action d’un domaine de connaissance et apprentissage par l’action du fonctionnement d’un dispositif de commande // J.-M. Hoc, P. Mendelsohn (eds). Les language informatiques dans l’enseignement. 1988.
Nuttall R. L. Some correlates of high need for achievement among urban northern Negroes // Journal of Abnormal Social Psychology. 1964. 68. P. 593–600.
Ohlmann T. Processus vicariants et théorie neutraliste de l’évolution: une nécessaire convergence // J. Lautrey (ed.). Universel et Différentiel en Psychologie. Paris: PUF, 1995.
Page E. B., Grandon G. M. Family configuration and mental ability: two theories contrasted with U. S. data // American Educational Research Journal. 1979. 16. P. 257–272.
Pagès R. Navette d’échelles en sociopsychologie politique // Bulletin de psychologie. 15. 1986. 379. P. 233–250.
Pagès R. L’intelligence entre le confit et l’aménité: à propos du conflit sociocognitif // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Théories implicites et conflits cognitifs. Suisse, Cousset: Del Val, 1987. P. 249–284.
Pagès R. La société humaine n’étant pas une termitiére vit de psychodiversité dans la biodiversité // Communication au 2-e congrès international d’Eurotalent. Milan-Vercelli, 1993.
Pagès R., Derghal M. Reduire ou faciliter l’expression de l’idiosyncrasie individuelle: concepts et esquisse experimentale // Bulletin de Psychologie. 1984. 37. 11–14. P. 695–711.
Pasqual-Leone J. Organismic processes for neo-Piagetian theories: a dialectical causal account of cognitive development // International Journal of Psychology. 1987. 22. P. 25–64.
Pedersen N. L., Plomin R., McClearn G. E. Is there G beyond g (is there genetic influence on specific cognitive abilities independent of genetic influences on general cognitive ability?) // Intelligence. 1994. 18. P. 133–143.
Pegnato C., Birch J. Locating gifted children in junior high school // Exceptional children. 1959. 25 (7). P. 300–304.
Perner J. Understanding the representational mind. Cambridge, London: MIT Press, 1991.
Perner J., Steiner G., Staehelin C. Mental representation of length and weight series and transitive inferences in young children // Journal of Experimental Child Psychology. 1981. 31. P. 177–182.
Piaget J. Cognitions and conservations: two views // Contemporary Psychology. 1967. 12. P. 532–533.
Ознакомительная версия.