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[153] R. Sternberg, L. Okagaki, and A. Jackson, «Practical Intelligence for Success in School». Educational Leadership 48 (1990), pp. 35–39. H. Gardner, M. Krechevsky, R. Sternberg, and L. Okagaki. «Intelligence in Context: Enhancing Students Practical Intelligence for School». â êíèãå: K. McGilly. Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (Cambridge, Mass.: Bradford Books, 1994), pp. 105–127.

[154] W. Williams, T. Blythe, N. White, R. Sternberg, and H. Gardner. Practical Intelligence for School (New York: HarperCollins, 1996).

[155] M. Lepper, D. Greene, and R. Nisbett. «Undermining Children’s Intrinsic Interests with Extnnsic Rewards: A Test of the ‘Overjustification’ Hypothesis». Journal of Personality and Social Psychology 28 (1973), pp. 129–137.

[156] H. Gruber. «The Self-Construction of the Extraordinary». â êíèãå: R. Sternberg, and J. Davidson, Conceptions of Giftedness (New York: Cambridge University Press, 1986), pp. 247–263.

[157] L. Thurstone. The Nature of Intelligence (New York: Harcourt Brace, 1924).

[158] D. Stenhouse. The Evolution of Intelligence: A General Theory and Some of Its Implications (New York: Harper & Row, 1973).

[159] E. Guthrie. The Psychology of Learning (New York: Harper & Brothers, 1935).

[160] F. Fiedler, and T. Link. «Leader Intelligence, Interpersonal Stress, and Task Performance». â êíèãå: R. Sternberg, and R. Wagner. Mind in Context: Interactonist Perspectives on Human Intelligence (New York: Cambridge University Press, 1994), pp. 152–167.

[161] R. Sternberg. The Triangle of Love (New York: Basic Books, 1988).

[162] D. McClelland. Human Motivation (New York: Scott, Foresman, 1985).

[163] R. Wagner, and R. Sternberg. «Practical Intelligence in Real-World Pursuits: The Role of Tacit Knowledge». Journal of Personality and Social Psychology 49 (1985), pp. 436–458.

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