Page 147 - HANDBOOKOFGIFTEDEDUCATION
P. 147
References وجهة نظر عن الموهبة: الذكاءات المتعددة142
Binet, A., & Simon, T. (1905). Méthodes nouvelles pour le Guilford, J. P. (1967). The nature of human intelligence.
diagnostique du niveau intellectuel des anormaux. New York: McGraw-Hill.
L’année Psychologique, 11, 245–336.
Kornhaber, M., Fierros, E., & Veenemam, S. (in press).
Ceci, S. J. (1990). On intelligence—more or less: A bio- Multiple intelligences: Best ideas from practice and
ecological treatise on intellectual development. Project Zero. Boston: Allyn & Bacon.
Englewood Cliffs, NJ: Prentice Hall.
Krechevsky, M. (1998). Project Spectrum: Preschool as-
Chen, J.-Q., Krechevsky, M., Viens, J., & Isberg, E. sessment handbook. Project Zero frameworks for early
(1998). Building on children’s strengths: The experi- childhood education. (Vol. 3). Williston, VT: Teachers
ence of Project Spectrum. Project Zero frameworks for College Press.
early childhood education. (Vol. 1). Williston, VT:
Teachers College Press. Moreale, C. (1995). An equal opportunity to struggle.
Highly Gifted Children, 10(4), 4.
Chen, J.-Q., Isberg, E., & Krechevsky, M. (Eds.). (1998).
Project Spectrum: Early learning activities. Project Morelock, M. J. (1992). Giftedness: The view from within.
Zero frameworks for early childhood education. (Vol. Understanding Our Gifted, 4(3), 11–15.
2). Williston, VT: Teachers College Press.
Renzulli, J. S., & Smith, L. H. (1980, Nov.–Dec.). An al-
Csikszentmihalyi, M. (1988). Society, culture, and person: ternative approach to identifying and programming for
A systems view of creativity. In R. J. Sternberg (Ed.), gifted and talented students. Gifted Child Today, 15,
The nature of creativity: Contemporary psychological 4–11.
perspectives (pp. 325–339). New York: Cambridge
University Press. Shih, M., Pittinsky, T. L., & Ambady, N. (1999). Stereotype
susceptibility: Identity salience and shifts in quantita-
Feldman, D. H. (1980). Beyond universals in cognitive tive performance. Psychological Science, 10(1), 80–
development. New York: Ablex. 83.
Feldman, D. H. (1992). The theory of co-incidence: How Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999).
giftedness develops in extreme and less extreme cases. Stereotype threat and women’s math performance.
In F. J. Mönks & W. A. M. Peters (Eds.), Talent for the Journal of Experimental Social Psychology, 35(1),
future (pp. 10–22). Maastricht, The Netherlands: Van 4–28.
Gorcum, Assen.
Steele, C. M. (1997). A threat in the air: How stereotypes
Gardner, H. (1975). The shattered mind: The person after shape intellectual identity and performance. American
brain damage. New York: Basic Books. Psychologist, 52, 613–629.
Gardner, H. (1983/1994). Frames of mind: The theory of Steele, C. M., & Aronson, J. (1995). Stereotype threat and
multiple intelligences. New York: Basic Books. the intellectual test performance of African Americans.
Journal of Personality & Social Psychology, 69, 797–
Gardner, H. (1991a). The unschooled mind: How children 811.
think and how schools should teach. New York: Basic
Books. Sternberg, R. J. (1986). A triarchic theory of intellectual
giftedness. In R. J. Sternberg & J. E. Davidson (Eds.),
Gardner, H. (1991b). Assessment in context: The alterna- Conceptions of giftedness (pp. 223–243). New York:
tive to standardized testing. In B. Gifford & M. C. Cambridge University Press.
O’Connor (Eds.), Future assessments: Changing views
of aptitude, achievement, and instruction (pp. 77–119). Terman, L. M. (1925). Genetic studies of genius. (Vol. 1).
Boston: Kluwer. Stanford: Stanford University Press.
Gardner, H. (1993). Multiple intelligences: The theory in Thurstone, L. (1938). Primary mental abilities. Chicago:
practice. New York: Basic Books. University of Chicago Press.
Gardner, H. (1998). A multiplicity of intelligences. Torrance, E. P. (1981). Emerging conceptions of gifted-
Scientific American, 9(4), 19–23. ness. In W. B. Barbe & J. S. Renzulli (Eds.), Psychology
and the education of the gifted (3rd ed., pp. 47–54).
Gardner, H. (1999). Intelligence reframed: Multiple intel- New York: Irvington.
ligences for the 21st century. New York: Basic Books.
von Károlyi, C. (2001). Early issue awareness in young
Gardner, H. (2000a). The disciplined mind: Beyond facts highly gifted children: Do the claims hold up? In C.
and standardized tests, the K-12 education that every von Károlyi (Chair), Issue awareness and the highly
child deserves. New York: Penguin USA. gifted: Following up on Leta Hollingworth’s work.
Symposium for the Biennial meeting of the Society for
Gardner, H. (2000b). The giftedness matrix: A develop- Research in Child Development (SRCD). Minneapolis,
mental perspective. In R. C. Friedman, B. M. Shore, et Minnesota.
al. (Eds.), Talents unfolding: Cognition and develop-
ment (pp. 77–88). Washington, DC: American Winner, E. (1996). Gifted children: Myths and realities.
Psychological Association. New York: Basic Books.
Getzels, J. W., & Jackson, P. W. (1961). Family environ- Wolf, D. P., Bixby, J., Glenn, J., & Gardner, H. (1991). To
ment and cognitive style: A study of the sources of use their minds well: Investigating new forms of stu-
highly intelligent and of highly creative adolescents. dent assessment. In G. Grant (Ed.), Review of research
American Sociological Review, 26(3), 351–359. in education (Vol. 17, pp. 31–74). Washington, DC:
American Educational Research Association.
Getzels, J. W., & Jackson, P. W. (1962). Creativity and
intelligence: Explorations with gifted students. New
York: Wiley.