Психология интеллекта и одаренности Ушаков Дмитрий

Ceci S. J., Rosenblum Т., de Bruyn E. & Lee D. A bio-ecological model of intellectual development: Moving beyond h² // R. J. Sternberg, E. Grigorenko (eds). Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 126–162.

Cicirelli V. G. Sibling constellation, creativity, IQ and academic achievement // Child Development. 1978. 12. P. 369–370.

Charness N., Krampe R., Mayr U. The role of practice and coaching in entrepreneurial skill domains: an international comparison of life-span chess skill acquisition // K. A. Ericsson (ed.). The road to excellence. New Jersey, 1996. P. 51–80.

Cheng P., Holyoak K. J. Pragmatic reasoning schemas // Cognitive psychology. 1985. 17. P. 391–416.

Cherny S. S., Fulker D. W., Hewitt J. K. Cognitive development from infancy to middle childhood // R. J. Sternberg, E. Grigorenko (eds). Intelligence, heredity, and environment. Cambridge University Press. 1997. P. 463–482.

Clark M. S., Isen A. M. Towards understanding the relationship between feeling states and social behavior // A. H. Hastorf, A. M. Isen (eds). Cognitive social psychology. N. Y.: Elsevier – North Holland, 1982. P. 73–108.

Clasen D., Hanson M. Double mentoring: A process for facilitating mentorships for gifted students // Roeper Review. 1987. 10. P. 107–110.

Coleman L. Schooling the gifted. Reading, MA: Addision Wesley, 1985.

Cosmides L. The logic of social exchange: Has natural selection shaped how humans reason? Studies with the Wason selection task // Cognition. 1989. 31. P. 187–276.

Daurio S. P. Educational enrichment versus acceleration: a review of the literature // W. C. George, S. J. Cohn, J. C. Stanley (eds.) Educating the gifted: Acceleration and enrichment. Baltimore, MD: Johns Hopkins University Press, 1979. P. 13–63.

Davenport K. S., Remmers H. H. Factors in state characteristics related to average A-12 V-12 test scores // Journal of Educational Psychology. 1950. 41. P. 110–115.

Davidson J. E., Sternberg R. J. The role of insight in intellectual giftedness // Gifted Child Quarterly. 1984. 28. P. 58–64.

Davis D. J., Cahan S., Bashi J. Birth order and intellectual development: the confluence model in the light of cross-cultural evidence // Science. 1977. 196. P. 1470–1472.

de Charms R., Moeller G. H. Values expressed in American children’s readers: 1880–1950 // Journal of Abnormal and Social Psychology. 1962. 64. P. 136–142.

Demetriou A., Efklides A. Experiential structuralism and neo-Piagetian theories: towards an integrated model // International Journal of Psychology. 1987. 22. P. 173–198.

Detterman D. K. Theoretical notions of intelligence and mental retardation // American Journal of Mental Deficiency. 92. 1987. P. 2–11.

Detterman D. K. Assessment of basic cognitive abilities in relation to cognitive deficits // American Journal on Mental Retadation. 97. 1992. P. 2 51–2 8 6.

Devries R. Relationships among Piagetian, IQ and achievement assessment // Child development. 1974. 45. P. 746–756.

Dickerson R. E. Exponential correlation of IQ and the wealth of nations // Intelligence. 2006. 34 (3). P. 291–295.

Dodds R. A., Ward T. B., Smith S. M. The Use of Environmental Clues During Incubation // Creativity Research Journal. 2002. V. 14. №№ 3&4. P. 287–304.

Doise W. Ides nouvelles et notions anciennes // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Thories implicites et conflits cognitifs. Suisse, Cousset: Editions Del Val, 1987. P. 229–243.

Donnelly E. F., Murphy D. L., Goodwin F. K., Waldman I. N. Intellectual function in primary affective disorder // British Journal of Psychiatry. 1982. 140. P. 633–636.

Du Don au Talent Paris: Eurotalent, 1998.

Dunker K. On problem solving. Psychological Monographs. 58. № 270. 1945.

Dweck C. S., Bempechat J. Children’s theories of intelligence: consequences for learning // S. G. Paris, G. M. Olson, H. W. Stevenson (eds.) Learning and motivation in the classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, 1983. P. 239–256.

Erdle S., Irving P., Rushton J. P. Park J. The general factor of personality and its relation to self-esteem in 628 640 Internet respondents. Personality and Individual Differencs, 48. 2010. P. 343–346.

Eysenck H. J. Training in clinical psychology: an English point of view // American Psychologist. 1949. 4. P. 173–176.

Eysenck H. J. Function and training of the clinical psychologist // Journal of Mental Science. 1950. 96. P. 1–16.

Eysenck H. J. The Effects of Psychotherapy: An Evaluation // Journal of Consulting Psychology. 16. 1952. P. 319–324.

Eysenck H. J. The IQ argument: Race, intelligence and education. N. Y.: Library Press, 1971.

Evans J. S. B. T. Bias in human reasoning: Causes and consequences. Hove, UK: Lawrence Erlbaum Ltd., 1989.

Facon B., Bollengier T., Grubar J. C. Deficience mentale: influence de la dissociation entre efficience et experience // Enfance. 1994. 1. P. 71–81.

Feldman D. H. Nature’s Gambit: Child Prodigies and the Development of Human Potential. N. Y.: Basic Books, 1986.

Feng A. X., Campbell J. R., Verna M. A. The talent development of American Phisics Olympians // Gifted and talented international. 2001. 16. 2. P. 10 8 –114.

Fiedler K. Towards an integrative account of affect and cognition phenomena using the BIAS computer algorithm // J. P. Forgas (ed.). Feeling and thinking: The role of affect in social cognition. N. Y.: Cambridge University Press, 2000.

Finke R. A. Imagery, Creativity, and Emergent Structure. Consciousness and cognition. 1995. 5. P. 381–393.

Finkel D., Pedersen N. L., McGue M., McClearn G. E. Heritability of cognitive abilities in adult twins: Comparison of Minnesota and Swedish data // Behavior Genetics. 1995. 25. P. 421–432.

Fischhoff B. Judgment and decision making // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 155–187.

Fisher K. W., Farrar M. J. Generalization about generalization: how a theory of skill development explains both generality and specificity // International Journal of Psychology. 1987. 22. P. 137–150.

Fisher K., Stewart J. Dunker’s analysis of problem solving as microdevelopment // From Past to Future. 1999. V. 1 (2). The Drama of Karl Dunker. P. 45–50.

Fisher R. P., Craik F. Interaction between encoding and retrieval operations in cued recall // Journal of Experimental Psychology: Human Learning and Memory. 1977. V. 3. No. 6. P. 701–711.

Flynn J. R. The mean IQ of Americans: Massive gains 1932 to 1978 // Psychological Bulletin. 1984. 101. P. 171–191.

Fodor J. The modularity of mind. Cambridge, Mass.: MIT Press, 1983.

Fowler W., Ogston K., Roberts G., Steane D., Swenson A. Potentials of Childhood, V. 2: Studies in Early Developmental Learning. Lexington, Mass.: Heath, 1983.

Fowler W., Ogston K., Roberts G., Swenson A. The effects of early language enrichment // Early Child Development and Care. V. 176. № 8. December 2006. P. 777–815.

Freeman J. The Gulbenkian project of gifted children // Gifted children. Looking to their future. Latimer, London, 1976.

Freeman J. Gifted Children Grown Up. David Fulton Publishers. London, 2001.

Friedman R. S., Fishbach A., Frster J., Werth L. Attentional priming effects on creativity // Creativity Research Journal. 2003. V. 15. №№ 2&3. P. 27 7–2 8 6.

Frieze I. H., Weiner B. Cue utilization and attributional judgments for success and failure // Journal of Personality. 1971. 39. P. 591–605.

Fulker D. W., Cherny S. S., Cardon Lon R. Continuity and change in cognitive development // R. Plomin, G. E. McClearn (eds). Nature, nurture and psychology. Washington, DC: APA, 1993. P. 77–97.

Fulker D. W., DeFries J. C., Plomin R. Genetic influence on general mental ability increases between infancy and middle childhood // Nature. 1998. 336. P. 767–769.

Funke J. Computer-based testing and training with scenarios from complex problem-solving research: Advantages and disadvantages // International Journal for Selection and Assessment. 1998. 6. 2. P. 90–96.

Galton F. Hereditary genius. London: Macmillan, 1869.

Gagn F. Giftedness and talent: reexamining a reexamination of the definitions // Gifted Child Quarterly. 1985. 29. P. 103–112.

Gagn F. Toward a differentiated model of giftedness and talent // N. Colangelo, G. A. Davis (eds). Handbook of gifted education. Boston: Allyn & Bakon, 1991.

Galbraith R. C. Individual differences in intelligence: a reappraisal of the confluence model // Intelligence. 1983.7. P. 185–194.

Gardner H. Art, Mind and Brain: a Cognitive Approach to Creativity. N. Y.: Basic Books, 1982.

Gardner M. K. Frames of mind: The theory of multiple intelligences. London: Heinemann, 1983.

Gaultney J. F., Bjorklund D. F., Goldstein D. To be young, gifted and strategic: advantages for memory performance // Journal of experimental child psychology. 1996. 61. P. 43–66.

Gear G. Effects of training on teachers’ accuracy in the identification of gifted children // Gifted Children Quarterly. 1978. 22. P. 90–97.

Geary D. C., Brown S. C. Cognitive addition: strategy choice and speed of processing differences in gifted, normal and mathematically disabled children // Developmental psychology. 1991. 27. P. 398–406.

Gelade G. IQ, cultural values, and the technological achievement of the nation // Intelligence. 2008. 36 (6). P. 711–718.

Gerrig R. J. Text comprehension // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 242 –26 6.

Gesell A., Thompson H. Learning and growth in identical infant twins: an experimental study by the method of co-twin control // Genetic Psychology Monographs. 1929. 6. P. 1–124.

Glaser R. Some implications of previous work on learning and individual differences // R. M. Gagn (ed.). Learning and individual differences. Columbus: Merrill, 1967.

Gottfredson L. G. Why g matters: The complexity of everyday life // Intelligence. 1997. 24 (1). P. 79–132.

Gruszka A., Necka E. Priming and acceptance of close and remote associations by creative and less creative people // Creativity Research Journal. 2002. V. 14. №. 2. P. 193–205.

Gugliemino L. Self-directed learning readiness scale. Boca Raton, FL: Author, 1977.

Gunderson C., Maesch C., Rees J. The gifted-learning disabled student // Gifted Child Quarterly. 1987. 31. P. 158–160.

Halford G. S. Children’s understanding of the mind: An instance of a general principle? // Contemporary Psychology. 1996. 41. P. 229–230.

Hansford S., Whitemore J., Kraynack A., Wingenbach N. Intellectually gifted learning disabled students: A special study. Reston, VA: Council for Exceptional Children-ERIC Clearinghouse on Handicapped and Gifted Children, 1987.

Harnishfeger K. K., Bjorklund D. F. A developmental perspective on individual differences in inhibition // Learning and individual differences. 1994. 6. P. 331–355.

Hayes J. R. The Complete Problem Solver. Philadelphia: the Franklin Institute Press, 1981.

Henle M. On the relation between logic and thinking // Psychological Review. 1962. V. 69. P. 366–378.

Herrnstein R. J., Murray C. The bell curve: Intelligence and class structure in American life. N. Y.: Free Press, 1994.

Higgins E. T. Promotion and prevention experiences: Relating emotions to non-emotional motivational states // J. P. Forgas (ed.). The Handbook of Affect and Social Cognition. Mahwah, NJ: Erlbaum, 2001.

Hirschfeld L. A., Gelman S. A. (eds). Mapping the mind: Domain specificity in cognition and culture. NY, Cambridge University Press, 1994.

Hollinger C. L., Fleming E. S. A longitudinal exmination of life choices of gifted and talented young women // Gifted Child Quarterly. 1992. 36. 4. P. 207–212.

Holyoak K. J., Nisbett R. E. Induction // R. J. Sternberg, E. E. Smith (eds). The psychology of human thought. Cambridge University Press, 1991. P. 50–91.

Hoofdakker B. van den, Nauta M., Veen-Mulders L. van der, Sytema S., Emmelkamp P., Minderaa R., Hoekstra P. Behavioral parent training as an adjunc t to routine ca re in c hildren w it h at tent ion-def icit/ hy peract iv it y disorder: Moderators of treatment response // Journal of Pediatric Psychology. 35 (3). 2009.

Horn J. M. Thinking about human abilities // J. R. Nesselroade, R. B. Cattell (eds). Handbook of multivariate psychology. N. Y.: Academic Press, 1988.

Horn J. M., Loehlin J. C., Willerman L. Intellectual resemblance among adoptive and biological relatives: the Texas adoption project // Behavior Genetics. 1979. 9. P. 177–207.

Howard-Jones P. A., Murray S. Ideational productivity, focus of attention, and context // Creativity Research Journal. 2003. V. 15. №№ 2 & 3. P. 153–166.

Howe M. J. A. The Origins of Exceptional Abilities. Blackwell, Oxford UK, Cambridge, USA, 1992.

Howe M. J. A. The childhoods and early lives of geniuses: combining psychological and biographical evidence // K. A. Ericsson (ed.). The road to excellence. New Jersey, 1996. P. 255–270.

Howley A., Howley C., Pendarvis E. Teaching gifted children: Principles and strategies. Boston: Little, Brown, 1986.

Hunt E. Mechanics of verbal ability // Psychological Review. 1978. 85. P. 10 9–1 3 0.

Hunt E. The role of intelligence in modern society // American Scientist. 1995. 83 (4). P. 356–368.

Hunt E. Nature vs. nurture: The feeling of vuja de // R. J. Sternberg, E. Grigorenko. Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 531–551.

Hunt E., Wittman W. National intelligence and national prosperity // Intelligence. 2008. 36 (1). P. 1–9.

Hunter J. E. Cognitive ability, cognitive aptitudes, job knowledge, and job performance // Journal of Vocational Behavior. 1986. 29. P. 340–362.

Hunter J. E., Hunter R. F. Validity and utility of alternative predictors of job performance // Psychological Bulletin. 1984. 96. P. 72–98.

Hunter J. E., Schmidt F. L., Judiesch M. K. Individual differences in output variability as a function of job complexity // Journal of Applied Psychology. 1990. 75. P. 28–42.

Huteau M., Loarer E. Comment valuer les mthodes d’ducabilit cognitive? // L’Orientation Scolaire et Professionelle. 1992. 21. P. 47–74.

Jacobs B. S., Moss H. A. Birth order and sex of sibling as determinants of mother and infant interaction // Child Development. 1976. 47. P. 315–322.

Jamison K. Touched with fire. Manic-depressive illness and the artistic temperament. N. Y.: Simon & Schuster, 1996.

Jensen A. R. Reaction time and psychometric g // H. J. Eysenck (ed.). A model for intelligence. Berlin: Springer Verlag, 1982. P. 93–132.

Jensen A. R. The puzzle of nongenetic variance // R. J. Sternberg, E. Grigorenko. Intelligence, heredity, and environment. Cambridge University Press, 1997. P. 42–88.

Jensen A. R. The g factor. Westport, CT: Praeger, 1998.

Johnson W., Bouchard T. J. The structure of intelligence: it is verbal. Perceptual, and mental rotation (VPR), not fluid and crystallized // Intelligence. 33. 2005. P. 393–416.

Johnson W., Bouchard T. J. The MISTRA data: Forty-two mental ability tests in three batteries // Intelligence. 39. 2011. P. 82–88.

Johnson-Laird P. Mental models: towards the cognitive science of language, inference, and consciousness. Cambridge: Cambridge University Press, 1983.

Jones G., Schneider J. Intelligence, Human Capital, and Economic Growth: A Bayesian Averaging of Classical Estimates (BACE) Approach. 2006.

Jones H. E., Bayley N. The Berkley Growth Study // Child development. 1941. 12. P. 167–173.

Inhelder B., Sinclaire H., Bovet M. Apprentissage et structures de la connaissance. Paris: PUF, 1974.

Isen A. M. Positive affect, cognitive processes, and social behavior // L. Berkowitz (ed.). Advances in Experimental Social Psychology. N. Y.: Academic Press, 1987. P. 203–253.

Kagan J., Moss H. A. Stability and validity of achievement fantasy // Journal of abnormal social psychology. 1959. 58. P. 357–364.

Kahneman D. Tversky A. Prospect theory: An analyses of decision making under risk // Econometrica. 1979. 47. P. 263–291.

Kallio K. D. Developmental change on a five-term transitive inference // Journal of Experimental Child Psychology. 1982. 33. P. 142–163.

Kamin L. J. The science and politics of IQ. Potomac, MD: Erlbaum, 1974.

Karlson J. L. Inheritance of creative intelligence. N. Y.: McGrow-Hill, 1978.

Keil F. C. Concepts, kinds and cognitive development. Cambridge, London: MIT Press, 1988.

Kelley H. H. Attribution theory in social psychology // K. Levine (ed.). Nebraska symposium on motivation. Linkoln. 1967. P. 193–220.

Kerr B. A. Smart girls, gifted women. Columbus, OH: Ohio Psychology Press, 1985.

Kincaid D. J. A story of highly gifted pupils // Educating the Ablest. Illinois: Peacock Publishers, 1971.

Knapp R. H., Goodrich H. B. Origins of American Scientists. Chicago: Chicago University Press, 1952.

Knowlton B. J., Squire L. R. Artificial grammar depends on implicit acquisition of both abstract and exemplar-specific information // Journal of Experimental Psychology: Learning, Memory, and Cognition. 1996. V. 22. P. 169–181.

Kohn M. L., Schooler C. Work and personality. Norwood, NJ: Ablex, 1983.

Kulik J. A., Kulik C. C. Effects of accelerated instruction on students // Revue of Educational Research. 1984. 54. P. 409–425.

Kyllonen P., Christal R. Reasoning ability is (little more than) working memory // Intelligence. 1990. 14. P. 389–433.

Lancer J., Rim Y. Intelligence, family size, and sibling age spacing // Personality and Individual Differences. 1984. 5. P. 151–157.

Lautrey J. Esquisse d’un modle pluraliste du dveloppement cognitif // M. Reuchlin, J. Lautrey, C. Marendaz, T. Ohlmann (eds). Cognition: l’individuel et l’Universel. Paris: PUF, 1990. P. 185–216.

Lehman H. C. Age and achievement. Princeton, NJ: Princeton University Press, 1953.

Lewis M., Kreitzberg V. S. Effect of birth order and spacing on mother – infant interaction // Merrill-Palmer Quarterly. 1979. 15. P. 81–100.

Lewontin R. C. Human diversity. N. Y.: Scientific American Books, 1982.

Little A. A longitudinal study of cognitive development in young children // Child development. 1972. 43. P. 1025–1034.

Lieberman M. Intuition: A social cognitive neuroscience approach // Psychological Bulletin. 2000. V. 126. 1. P. 109–137.

Loarer E. L’ducabilit cognitive: repre historiques et enjeux actuels // L’Orientation Scolaire et Professionelle. 1992. 21. P. 3–11.

Loarer E., Chartier D., Huteau M., Lautrey J. Peut-on duquer l’intelligence? L ’valuation des effets d’une mthode de remdiation cognitive. Berne: Peter Lang, 1995.

Ludwig A. M. Creative achievement and psychopathology: Comparison among professions // American Journal of Psychotherapy. 1992. 46. P. 330–356.

Lynn R. The social ecology of intelligence in the British Isles // British Journal of Social and Clinical Psychology. 1979. 18. P. 1–12.

Lynn R. The social ecology of intelligence in France // British Journal of Social and Clinical Psychology. 180. 19. P. 325–331.

Lynn R. The social ecology of intelligence in the British Isles, France and Spain // M. P. Friedman, J. P. Das and N. O’Connor (eds). Intelligence and Learning. N. Y.: Plenum, 1981.

Lynn R. Eugenics: a reassessment. Westpoint: Praeger Publishers, 2001.

Lynn R., Vanhanen T. IQ and the Wealth of Nations. Westport, CT: Praeger Publishers, 2002.

McClelland D. C. The achieving society. Princeton, NJ: Van Nostrand, 1961.

McClelland D. C. The United States and Germany: A comparative study of national character // Roots of consciousness / D. C. McClelland (ed.). 1964. Princeton, NJ: Van Nostrand, P. 62–92.

McHenry J. J., Hough L. M., Toquam J. L., Hanson M. A., Ashworth S. Project A validity results: The relationship between predictor and criterion domains // Personnel Psychology. 1990. 43. P. 335–354.

Mackintosh N. J. IQ and human intelligence. Oxford, UK: Oxford University Press, 1998.

Maier N. R. F. Reasoning in humans. The solution of a problem and its appearance in consciousness // P. C. Wason. P. N. Johnson-Laird (eds). Thinking and reasoning. Penguin Books, London. 1972. P. 17–27.

Maker C. J. Identification of gifted minority students: A national problem, needed changes and promising solution // Gifted Child Quarterly. 1996. 40. P. 41–50.

Manza L., Reber A. C. Representing artificial grammars: Transfer across stimulus forms and modalities // Berry D. (Ed.) How implicit is implicit learning. N. Y.: Oxford University Press, 1997. P. 73–106.

Marendaz C. Selection of the reference frame and the “vicariance” of perceptual system // Perception. 1989. 18. P. 739–751.

Markman E. M. Empirical versus logical solutions to part – whole comparison problems concerning classes and collections // Child development. 1978. 49. P. 168–179.

Marland S. Education of the gifted and talented: Report to Congress. Washington, DC: U. S. Office of Education, 1972.

McCarthy D. McCarthy Scales of Children Abilities. San Antonio, Tex.: Psychological Corporation, 1972.

McClearn G. E., Johansson B., Berg S., Pedersen N. L., Ahern F., Petrill S. A., Plomin R. Substantial genetic influence on cognitive abilities in twins 80+ years old // Science. 1997. 276. P. 1560–1563.

McClelland D. C. The achieving society. Princeton, NJ: Van Nostrand, 1961.

McClelland D. C. The United States and Germany: A comparative study of national character // D. C. McClelland (ed.). Roots of consciousness. Princeton, NJ: Van Nostrand, 1964. P. 62–92.

McClelland D. C., Baldwin A. L., Bronfenbrenner U., Strodtbeck F. L. Ta lent and society. Princeton, NJ: Van Nostrand, 1958.

McGraw M. Growth: a study of Johnny and Jimmy. N. Y.: Appleton-Century-Crofts, 1935.

McGue M., Bouchard T. J., Iacono W. G., Lykken D. T. Behavioral genetics of cognitive ability: A life-span perspective // R. Plomin, G. E. McClearn (eds). Nature, nurture and psychology. Washington, DC: APA, 1993. P. 59–76.

Mednick S. A., Mednick M. T. An associative interpretation of the creative process // C. W. Taylor (ed.). Widening horizons in creativity. N. Y.: Wiley, 1964 P. 54–68.

Meeker M. The structure of intellect: Its interpretation and uses. Columbus, OH: Charles E. Merrill, 1969.

Meeker M., Meeker R. SOI learning abilities test (rev. ed.). El Segundo, CA: SOI Institute, 1969.

Mendelsohn G. Associative and attentional processes in creative performance // Journal of Personality. 1976. 44. P. 341–396.

Mendelsohn G., Griswold B. Differential use of incidental stimuli of problem solving as a function of creativity // Journal of Abnormal and Social Psychology. 1964. V. 68. № 4. P. 431–436.

Mill J. S. Autobiography. London: Oxford University Press, 1971.

Mimo M., Cantor J. H., Riley C. A. The development of representation skills in transitive reasoning based on relations of equality and inequality // Child Development. 1983. 54. P. 1457–1469.

Moffitt T. E., Caspi A., Harkness A. R., Silva P. A. The natural history of changes in intellectual performance: Who changes? How much? Is it meaningful? // Journal of Abnormal Psychology. 1993. 90. P. 152–156.

Moles A. Information theory and esthetic perception. Urbana: University of Illinois Press, 1968.

Monteil J.-M. Elments pour une exploration des dimensions du conflit socio-cognitif: une exprimentation chez l’adulte // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Thories implicites et conflits cognitifs. Suisse, Cousset: Del Val. 1987. P. 499–518.

Neisser U. Memory observed. N. Y.: Freeman, 1982.

Newell A. Dunker on thinking: An inquiry into progress in cognition // S. Koch, D. Leary (eds). A Century of Psychology as Science: Retrospections and Assessment. N. Y.: McGraw-Hill, 1981.

Nguyen-Xuan A. Apprentissage par l’action d’un domaine de connaissance et apprentissage par l’action du fonctionnement d’un dispositif de commande // J.-M. Hoc, P. Mendelsohn (eds). Les language informatiques dans l’enseignement. 1988.

Nuttall R. L. Some correlates of high need for achievement among urban northern Negroes // Journal of Abnormal Social Psychology. 1964. 68. P. 593–600.

Ohlmann T. Processus vicariants et thorie neutraliste de l’volution: une ncessaire convergence // J. Lautrey (ed.). Universel et Diffrentiel en Psychologie. Paris: PUF, 1995.

Page E. B., Grandon G. M. Family configuration and mental ability: two theories contrasted with U. S. data // American Educational Research Journal. 1979. 16. P. 257–272.

Pags R. Navette d’chelles en sociopsychologie politique // Bulletin de psychologie. 15. 1986. 379. P. 233–250.

Pags R. L’intelligence entre le confit et l’amnit: propos du conflit sociocognitif // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Thories implicites et conflits cognitifs. Suisse, Cousset: Del Val, 1987. P. 249–284.

Pags R. La socit humaine n’tant pas une termitire vit de psychodiversit dans la biodiversit // Communication au 2-e congrs international d’Eurotalent. Milan-Vercelli, 1993.

Pags R., Derghal M. Reduire ou faciliter l’expression de l’idiosyncrasie individuelle: concepts et esquisse experimentale // Bulletin de Psychologie. 1984. 37. 11–14. P. 695–711.

Pasqual-Leone J. Organismic processes for neo-Piagetian theories: a dialectical causal account of cognitive development // International Journal of Psychology. 1987. 22. P. 25–64.

Pedersen N. L., Plomin R., McClearn G. E. Is there G beyond g (is there genetic influence on specific cognitive abilities independent of genetic influences on general cognitive ability?) // Intelligence. 1994. 18. P. 133–143.

Pegnato C., Birch J. Locating gifted children in junior high school // Exceptional children. 1959. 25 (7). P. 300–304.

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, Niestl, 1947.

Planche P. Modalites fonctionnelles et conduites de resolution de problmes chez l’enfant de cin, 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 congrs 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 dcentration centration spatio-cognitive chez les enfants intellectuellement prcoces 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 diffrences 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.