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[1] R. Herrnstein, and C. Murray. The Bell Curve (New York: Free Press, 1994).

[2] S. Morison. The Oxford History of the American People, vol. 2 (New York: Penguin Books, 1972).

[3] S. Ceci. On Intelligence. More or Less: A Bio-ecological Treatise on Intellectual Development (Englewood Cliffs, N. J.: Prentice-Hall, 1990).

[4] S. Morison. The Oxford History of the American People.

[5] S. Morison. The Oxford History of the American People.

[6] F. Galton. Inquiry into Human Faculty and Its Development (London: Macmillan, 1883).

[7] A. Binet, and T. Simon. The Development of Intelligence in Children (1905; Baltimore: Williams & Wilkins, 1916).

[8] Binet, and T. Simon. The Development of Intelligence in Children (1905; Baltimore: Williams & Wilkins, 1916).

[9] R. Thorndike, E. Hagen, and J. Sattler. Technical Manual for the Stanford-Binet Intelligence Scale (Chicago: Riverside, 1986).

[10] J. Herrnstein, and C. Murray. The Bell Curve.

[11] J. Flynn. «Massive IQ Gains in 14 Nations: What IQ Tests Really Measure». Psychological Bulletin 101 (1987), pp. 171–191.

[12] D. Detterman, and R. Sternberg. How and How Much Can Intelligence Be Increased? (Norwood, N. J.: Ablex, 1982).

[13] I. Lazar, and R. Darlington. «Lasting Effects of Early Education: A Report from the Consortium for Longitudinal Studies». Monographs of the Society for Research in Child Development 47 , nos. 2–3 (1982), Serial ¹ 195. E. Zigler, and W. Berman. «Discerning the Future of Early Childhood Intervention». American Psychologist 38 (1983), pp. 894–906.

[14] M. Adams. Odyssey: A Curriculum for Thinking (Water-town, Mass.: Mastery Education Corporation, 1986).

[15] S. Messick. The Effectiveness of Coaching for the SAT: Review and Reanalysis of Research from the Fifties to the FTC (Princeton: Educational Testing Service, 1980).

[16] R. Sternberg. «Most Vocabulary Is Learned from Context». Â êíèãå: M. McKeown, and M. Curtis. The Nature of Vocabulary Acquisition (Hillsdale, N. J.: Lawrence Erlbaum, 1987), pp. 89—105.

[17] J. Baron, and R. Sternberg. Teaching Thinking Skills: Theory and Practice (New York: Freeman, 1987).

[18] C. Dweck. «Self Theories and Goals: Their Role in Motivation, Personality, and Development». Â êíèãå: R. Dienstbier. Nebraska Symposium on Motivation, 1990: Perspectives on Motivation (Lincoln: University of Nebraska Press, 1991), pp. 199–235.

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