Читаем Психология интеллекта и одаренности полностью

Яглом И. М. Почему высшую математику открыли одновременно Ньютон и Лейбниц? // Число и мысль. М.: Знание, 1983. Вып. 6. C. 99–125.

Якобсон П. М. Процесс творческой работы изобретателя. М.—Л.: Изд-во ЦС Всесоюзного общества изобретателей, 1934.

Ямпольский Л. Т. Измерение продуктивности интеллектуальной деятельности // Вопросы психологии. 1984. № 5. С. 142–147.

Ясперс К. Стриндберг и Ван Гог. Опыт сравнительного патографического анализа с привлечением случаев Сведенборга и Гельдерлина. СПб.: Гуманитарное агентство «Академический проект», 1999.

Acredolo C., Acredolo L. P. Identity, compensation and conservation // Child development. 1979. 50. P. 524–535.

Acredolo C., Acredolo L. P. The anticipation of conservation phenomena // Child development. 1980. 51. P. 667–675.

Adams M. J. Logical competence and transitive inference in young children // Journal of Experimental Child Psychology. 1978. 25. P. 447–489.

Akiskal H. S., Akiskal K. Reassessing the prevalence of bipolar disoders: Clinical signification and artistic creativity // Psychiatry and Psychology. 1988. 3. P. 29–39.

Albert D. H. And the skylark sings with me: Adventures in home schooling and community-based education. Gabriola Island, BC: New Society Publishers, 1999.

Amelang M., Herboth G., Oefner I. A prototype strategy for the construction of a creativity scale // European Journal of Personality. 1991. 5. P. 2 61–2 85.

Anderson J. R. Language, memory and thought. Hillsdale, NJ: Lawrence Erlbaum Associates, 1976.

Anderson J. R. The architecture of cognition. Cambridge, MA: Harvard University Press, 1983.

Anderson M. Intelligence and development: A cognitive theory. Oxford: Blackwell, 1992.

Anderson M. Annotation: Conceptions of intelligence // Journal of Child Psychology and Psychiatry. 2001. 42. 3. P. 287–298.

Andreasen N. J. C., Canter A. The creative writer: Psychiatric symptoms and family history // Comprehensive Psychiatry. 1974. 15. P. 123–131.

Ansburg P., Hill K. Creative and analytic thinkers differ in their use of attentional resources // Personality and Individual Differences. 34. 2003. P. 1141–1152.

Atkinson J. W., Raphelson A. C. Individual differences in motivation and behavior in particular situations // Journal of Personality. 1956. 24. P. 349–363.

Atkinson J. W., Reitman W. R. Performance as a function of motive strength and expectancy of goal attainment // Journal of Abnormal Social Psychology. 1956. 53. P. 361–366.

Auzias M., Casati I., Cellier C., Delaye R., Verleure F. Ecrire a 5 ans? Paris: PUF, 1977.

Bandura A. Self-efficacy: Toward a unif ying theory of behavior change // Psychological Review. 1977. 84. P. 191–215.

Barnett L. B., Juhasz S. E. The Johns Hopkins Talent Search today // Gifted and talented international. 2001. 16. 2. P. 96–99.

Barron F. Creativity and psychological health. Princeton, NJ: Van Nostrand, 1963.

Barron F. Putting creativity to work // R. J. Sternberg (ed.). The nature of creativity. Cambridge: Cambridge University Press, 1988. P. 76–98.

Baum S. An enrichment program for gifted learning disabled students // Gifted Child Quarterly. 1988. 32. P. 231–235.

Beckman J., Guthke J. Complex problem solving, intelligence and learning abilities // P. Frensch, J. Funke (eds). Complex problem solving. Cambridge: Cambridge University Press, 1995. P. 177–200.

Bell C., Roach P. Beyond stereotypes: A process for identification of gifted students // Rural Educator. 1987. 8. P. 4–7.

Belmont L., Marolla F. A. Birth order, family size, and intelligence // Science. 1973. 182. P. 1096–1101.

Benbow C. Academic achievement in mathematics and science of students between age 13 and 23: Are there differences among students in the top one percent of mathematical ability? // Journal of Educational Psychology. 1992. 84. P. 51–61.

Berry C. The Nobel scientists and the origins of scientific achievement // British Journal of Sociology. 1981. 32. P. 381–91.

Berry C. On the origins of exceptional intellectual and cultural achievement // M. J. A. Howe (ed.). Encouraging the Development of Exceptional Abilities and Talents. Leicester: the British Psychological Society, 1990.

Berry D., Broadbent D. Implicit learning in the control of complex systems // P. A. Frensch, J. Funke (eds). Complex problem solving: The European perspective. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995. P. 131–15 0.

Перейти на страницу:

Похожие книги