Page 103 - CONCEPTIONSOFGIFTEDNESS
P. 103
áÑgƒªdG º«gÉØe 102
Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to chal-
lenge the above average. Educational Leadership, 50(2), 51–57.
Scarr, S. (1997). Behavior–genetic and socialization theories of intel-
ligence: Truce and reconciliation. In R. J. Sternberg & I. Grigorenko
(Eds.), Intelligence, heredity, and environment (pp. 3–41). New York:
Cambridge University Press.
Schunck, D. H. (1987) Peer models and children’s behavioral changes.
Review of Educational Research, 57(2), 149–174.
Schunck, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning
and performance. Hillsdale, NJ: Lawrence Erlbaum Associates.
Simonton, D. K. (1994). Greatness. New York: Guilford Press.
Simonton, D. K. (1997). When giftedness becomes genius: How does tal-
ent achieve eminence? In N. Colangelo & G. A. Davis (Eds.), Handbook
of gifted education (pp. 335–352). Boston: Allyn & Bacon.
Snow, R. E. (1996). Abilities as aptitudes and achievements in learning
situations. In J. J. McArdle & R.W.Woodcock (Eds.), Human cognitive
abilities in theory in and practice. Mahwah, NJ: Lawrence Erlbaum As-
sociates.
Stanley, J.C. (1978). Educational non-acceleration: Aninternational trag-
edy. G/C/T/, 3, 2–5, 53–57, 60–64.
Stanley, J. C. (1984). Use of general and specific aptitude measures in
identification: Some principles and certain cautions. Gifted Child Quar-
terly, 28, 177– 180.
Steinberg, L. (1996). Beyond the classroom. New York: Simon & Schus-
ter.
Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong
learning and success. American Psychologist, 52, 1030–1037.
Tannenbaum, A. J. (1983). Gifted children: Psychological and education-
al perspectives. New York: Macmillan.
Terman, L. M., & Oden, M. H. (1959). The gifted group at mid-life. Stan-
ford, CA: Stanford University Press.
Thurstone, C. L. (1936). A new concept of intelligence and a new meth-
od of measuring primary abilities. Educational Record, 17 (Suppl. 10),
124–138.