Психология интеллекта и одаренности

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.

Piaget J. Quantification, conservation and nativism // Science. 1968. 162. P. 976–979.

Piaget J., Inhelder B. La representation de l’espace chez l’enfant. Neuchatel: Delachau, Niestlé, 1947.

Planche P. Modalites fonctionnelles et conduites de resolution de problémes chez l’enfant de cinq, six et sept ans d’age chronologique // Archives de psychologie. 1985. 53. 207. P. 411–415.

Planche P. Precocite intellectuelle: fonctionnement cognitif et dysharmonie // Actes du XXVIe congrés de psychologie a Montreal. International journal of psychology. 1996. 31. P. 371.

Planche P. La construction des notions spatiales chez les enfants intellectuellement precoces, ages de 6 a 8 ans // Enfance. 1998. 2. P. 159–171.

Planche P. Les strategies de décentration centration spatio-cognitive chez les enfants intellectuellement précoces de 6 ans // Bulletin de psychologie. 1999. 52 (4). P. 473–480.

Plomin R. Development, genetics and psychology. Lawrence Erlbaum Ass., 1986.

Plomin R., DeFries J. C. A parent-offspring adoption study of cognitive abilities in early childhood // Intelligence. 1985. 9. P. 341–356.

Politzer G., Nguyen-Xuan A. Reasoning about conditional promises and warnings: Darwinian algorithms, mental models, relevance judgements or pragmatic schemas? // Quarterly Journal of Experimental Psychology. 1992. 44 (3). P. 401–421.

Pollins L. D. The effects of acceleration on the social and emotional development of gifted students // C. P. Benbow, J. C. Stanley (eds). Academic precocity. Baltimore, MD: Johns Hopkins University Press, 1983. P. 160–178.

Posner M. I., Mitchell R. F. Chronometric analyses of classification // Psychological Review. 1967. 74. P. 392–409.

Price D. Little science, big science. N. Y.: Columbia University Press, 1963.

Raven J. A model of competence, motivation and behavior and a paradigm for assessment // H. Berlak (ed.). Assessing academic achievement: issues and problems. 1991.

Reber A. S. Implicit learning of artificial grammars // Journal of Verbal Learning and Verbal Behavior. 1967. V. 6. P. 855–863.

Reber A. S. Transfer of syntactic structure in synthetic languages // Journal of Experimental Psychology. 1969. V. 81. P. 115–119.

Reber A. S. Implicit learning of synthetic languages: The role of instructional set // Journal of Experimental Psychology: Human Learning and Memory. 1976. V. 2. P. 88–94.

Reber A. S. Implicit learning and tacit knowledge: An essay on the cognitive unconscious. N. Y.: Oxford University Press, 1993.

Record R. G., McKeown T., Edwards J. H. The relation of measured intelligence to birth order and maternal age // Annals of Human Genetics. 1969. 33. P. 61–69.

Renzully J. S., Reis S. M. The Schoolwide Enrichment Model. A how-to guide for educational excellence. Connecticut: Creative Learning Press, Inc., 1997.

Retherford R. D., Sewell W. H. Birth order and intelligence: Further tests of the confluence model // American Sociological Review. 1991. 56. P. 141–1 5 8.

Reuchlin M. Processus vicariants et différences individuelles // Journal de psychologie. 1978. 2. P. 133–145.

Riley C. A., Trabasso T. Comparative logical structures and encoding in a transitive inference task // Journal of Experimental Child Psychology. 1974. 17. P. 187–203.

Rips L. Deduction // R. J. Sternberg, E. E. Smith (eds.) The psychology of human thought. Cambridge: Cambridge University Press, 1991. P. 116–153.

Rivero L. Creative home schooling for gifted children: A resource guide. Scottsdale, AZ: Great Potential Press, 2002.

Roberts J., Engel A. Family background, early development, and the intelligence of children 6–11 years. US Department of Health, Education and Welfare, 1974.

Roe A. The making of a scientist. N. Y.: Dodd, Mead, 1952.

Roe A. A psychological study of eminent psychologists and anthropologists, and a comparison with biological and physical scientists // Psychological Monographs: General and Applied. 1953.

Rogers K. B. Do the gifted think and learn differently? A review of recent research and its implications for instruction // Journal of Education for Gifted. 1986. 10. P. 17–39.