五、 英才教育的展望:五大理论原则(2 / 2)

加入书签

gottfredson, l.s.(1997). editorial: mainstream science on intelligence: an editorial with 52 signatories,history,and bibliography. intelligence, 24,13-23.

granott, n., & parziale, j.(2002). microdevelopment: a process瞣riented perspective for studying development and learning. in n. granott & j. parziale(eds.),microdevelopment: transition processes in development and learning(pp.1-28). cambridge, england:cambridge university press.

gruber, h.e.(1986). the self瞔onstruction of the extraordinary. in r.j. sternberg & j.e. davidson (eds.), conceptions of giftedness (pp.247-263). cambridge, england:cambridge university press.

horowitz, f.d. (2009). introduction: a developmental understanding of giftedness and talent. in f.d. horowitz,r.f. subotnik, & d.j. matthews (eds.), the development of giftedness and talent across the lifespan(pp.3-19). washington,dc:american psychological association.

just, m.a., & carpenter, p.a.(1992). a capacity theory of comprehension: individual differences in working memory. psychological review, 99,122-149.

keating, d.p.(2009). developmental science and giftedness: an integrated lifespan framework. in f.d. horowitz,r.f. subotnik & d.j. matthews (eds.), the development of giftedness and talent across the lifespan(pp.189-208). washington:american psychological association.

kimble, g.a.(1984). psychology餾 two cultures. american psychologist, 39,833-839.

kuhn, d.(2002). a multi瞔omponent system that constructs knowledge: insights from microgenetic study. in n. granott & j. parziale(eds.), microdevelop瞞ent: transition processes in development and learning (pp.109-130). cambridge, england:cambridge university press.

kyllonen, p.c., & christal, r.(1990). reasoning ability is (little more than) working瞞emory capacity? intelligence, 14,389-433.

leung, a.k., maddux, w.w., galinsky, a.d., & chiu, c.(2008). multicultural experience enhances creativity:the when and how. american psychologist, 63,169-181.

lohman, d.f.(1994b). spatially gifted, verbally inconvenienced. in n. colangelo,s.g. assouline & d. l. ambroson(eds.),talent development(vol. 2, pp.251-263).

lohman, d.f.(2005a). an aptitude perspective on talent identification: implications for identification of academically gifted minority students. journal for the education of the gifted, 28,333-360.

lohman, d.f., & korb, k.a.(2006). gifted today but not tomorrow? longitudinal changes in ability and achievement during elementary school. journal for the education of the gifted 29,451-484.

lubinski, d.(2004). introduction to the special section on cognitive abilities: 100 years after spearman餾 (1904) “‘general intelligence’, objectively determined and measure”. journal of personality and social psychology, 86,96-111.

lubinski, d., & benbow, c.p.(2006). study of mathematically precious youth after 35 years. perspectives on psychological science, 1,316-345.

matthews, d.j., & foster, j.f.(2006). mystery to mastery: shifting paradigms in gifted education. roeper review, 28,64-69.

matthews, d.j., subotnik, r.f., & horowitz, f.d.(2009). a developmental perspective on giftedness and talent: implications for research, policy, and practice. in horowitz, f.d., subotnik, r., & matthews, d.j.(eds.) the development of giftedness and talent across the lifespan. washington, dc:american psychological association.

mcadams, d.p., & pals, j.l.(2006). a new big five: fundamental principles for an integrative science of personality. american psychologist, 61,204-217.

moran, s., & john瞫teiner, v.(2003). creativity in the making: vygotsky餾 contemporary contribution to the dialectic of development and creativity. in r.k. sawyer, v. john瞫teiner, s. moran,r.j. sternberg, d.h. feldman, j. nakamura & m. csikszentmihayi (eds.), creativity and development(pp.61-90). oxford, england:oxford university press.

neisser, u., boodoo, g., bouchard, t.j., boykin, a.w., brody, n., ceci, s.j., et al.(1996). intelligence:knowns and unknowns. american psychologist, 51,77-101.

nisbett, r.e.(2009). intelligence and how to get it: why schools and culture count. new york:w.w. norton & company.

papierno, p.b., ceci, s.j., makel, m.c., & williams, w.w.(2005). the nature and nurture of talent: a bioecological perspective on the ontogeny of exceptional abilities. journal for the education of the gifted, 28,312-331.

perkins, d., & ritchhart, r.(2004). when is good thinking. in d.y. dai & r.j. sternberg (eds.), motivation, emotion, and cognition: integrative perspectives on intellectual functioning and development(pp.351-384). mahwah,nj:lawrence erlbaum.

plomin, r.(1997). identifying genes for cognitive abilities and disabilities. in r.j. sternberg & e.l. grigorenko (eds.),intelligence, heredity, and environment(pp.89-104). new york:cambridge university press.

robinson, n.m.(2005). in defense of a psychometric approach to the definition of academic giftedness: a conservative view from a die瞙ard liberal. in r.j. sternberg & j.e. davidson (eds.), conceptions of giftedness (2 ed., pp.280-294). cambridge, england:cambridge university press.

rogoff, b.(2003). the cultural nature of human development. oxford, england:oxford university press.

sawyer, r.k.(2003). emergence in creativity and development. in r.k. sawyer,v. john瞫teiner, s. moran, r.j. sternberg, d.h. feldman, j. nakamura & m. csikszentmihayi (eds.), creativity and development(pp.12-60). oxford, uk:oxford university press.

shavinina, l.(1999). the psychological essence of the child prodigy phenomenon: sensitive periods and cognitive experience. gifted child quarterly, 43,25-38.

simonton, d.k.(1999). talent and its development: an emergenic and epigenetic model. psychological review, 3,435-457.

simonton, d.k.(2005). giftedness and genetics: the emergenic瞖pigenetic model and its implications. journal for the education of the gifted, 28,270-286.

snow, c.e.(1999). social perspectives on the emergence of language. in b. macwhinney (ed.), the emergence of language (pp. 257-276). mahwah,nj:erlbaum.

snow, c.p.(1967). the two cultures and a second look. london:cambridge university press.

sosniak, l.a.(2006). retrospective interviews in the study of expertise and expert performance. in k.a. ericsson,n. charness, p.j. feltovich & r.r. hoffman (eds.), the cambridge handbook of expertise and expert performance (pp.287-301). new york:cambridge university press.

sternberg, r.j.(1995). a thriarchic approach to giftedness (research monograph 95126). storrs, ct: the national research center on the gifted and talented.

sternberg, r.j.(1999a). a propulsion model of types of creative contributions. review of general psychology, 3,83-100.

subotnik, r.f., & jarvin, l.(2005). beyond expertise: conceptions of giftedness as great performance. in r.j. sternberg & j.e. davidson (eds.), conceptions of giftedness (2 ed., pp.343-357). cambridge, england:cambridge university press.

tannenbaum, a.j.(1997). the meaning and making of giftedness. in n. colangelo & g.a. davis(eds.), handbook of gifted education(2 ed.,pp.27-42). boston, ma.

triandis, h.c.(1989). the self and social behavior in differing cultural contexts. psychological review, 96,506-520.

vygotsky, l.s.(1978). mind in society: the development of higher psychological processes. cambridge, ma:harvard university press.

ziegler, a.(2005). the actiotope model of giftedness. in r.j. sternberg & j.e. davidson (eds.), conceptions of giftedness (2 ed.,pp.411-436). cambridge,england:cambridge university press.

ziegler, a., & heller, k.a.(2000). conceptions of giftedness from a meta瞭heoretical perspective. in k.a. heller, f.j. monk, r.j. sternberg & r.f. subotnik (eds.), international handbook of giftedness and talent (2nd ed.,pp.3-21). amsterdam:elsevier science ltd.

zuckerman, h.(1983). the scientific elite: nobel laureates mutual influences. in r.s. albert(ed.), genius and eminence: the social psychology of creativity and exceptional achievement (pp.241-252). oxford, uk:pergamon press.

zuckerman, m.(2004). the shaping of personality: genes, environments, and chance encounters. journal of personality assessment, 82,11-22.

↑返回顶部↑

书页/目录