Page 67 - HANDBOOKOFGIFTEDEDUCATION
P. 67
References تربية الموهوبين بين ذكاء العلم وال�سيا�سات62
Baltes, P. B. (1993). The aging mind: Potential and limits. ity of everyday life. Intelligence, 24(1), 79–132.
The Gerontologist, 33(5), 580–594.
Gottfredson, L. S. (2000a). Pretending that intelligence
Bouchard, T. J., Jr. (1998). Genetic and environmental in- doesn’t matter. Cerebrum, 2(3), 75–96.
fluences on adult intelligence and special mental abili-
ties. Human Biology, 70(2), 257–279. Gottfredson, L. S. (2000b). Skills gaps, not tests, make
racial proportionality impossible. Psychology, Public
Bouchard, T. J., Jr., Lykken, D. T., Tellegen, A., & McGue, Policy, and Law, 6(1), 129–143.
M. (1994). Genes, drives, environment, and experi-
ence: EPD theory revised. In C. P. Benbow & D. Gottfredson, L. S. (in press a). Dissecting practical intel-
Lubinski (Eds.), Intellectual talent: Psychometric and ligence: Its claims and evidence. Intelligence.
social issues (pp. 5–43). Baltimore: Johns Hopkins
University Press. Gottfredson, L. S. (in press b). g, jobs, and life. In H.
Nyborg (Ed.), The scientific study of mental ability:
Brody, N. (1992). Intelligence (2nd ed.). San Diego: Tribute to Arthur R. Jensen. New York: Pergamon.
Academic Press.
Herrnstein, R. J., & Murray, C. (1994). The bell curve:
Carroll, J. B. (1993). Human cognitive abilities: A survey Intelligence and class structure in American life. New
of factor-analytic studies. Cambridge: Cambridge York: Free Press.
University Press.
Hunt, E. B. (2001). Multiple views of multiple intelligence
Colangelo, N., & Davis, G. A. (1997). Introduction and [Review of Intelligence reframed: Multiple intelli-
overview. In N. Colangelo & G. A. Davis (Eds.), gence in the 21st century]. Contemporary Psychology,
Handbook of gifted education (2nd ed., pp. 3–9). 46(1), 5–7.
Boston: Allyn & Bacon.
Jencks, C., Bartlett, S., Corcoran, M., Crouse, J.,
Deary, I. J. (2000). Looking down on intelligence: From Eaglesfield, D., Jackson, G., McClelland, K., Mueser,
psychometrics to the brain. Oxford: Oxford University P., Olneck, M., Schwartz, J., Ward, S., & Williams, J.
Press. (1979). Who gets ahead? The determinants of eco-
nomic success in America. New York: Basic Books.
de Tocqueville, A. (1990/1835). Democracy in America.
New York: Vintage. Jensen, A. R. (1980). Bias in mental testing. New York:
Free Press.
Detterman, D. K., & Daniel, M. H. (1989). Correlations
of mental tests with each other and with cognitive Jensen, A. R. (1996). Giftedness and genius: Crucial dif-
variables are highest for low IQ groups. Intelligence, ferences. In C. P. Benbow & D. Lubinski (Eds.),
13, 349–359. Intellectual talent: Psychometric and social issues (pp.
393–411). Baltimore: Johns Hopkins University Press.
Eysenck, H. J. (1995). Genius: The natural history of cre-
ativity. Cambridge: Cambridge University Press. Jensen, A. R. (1998). The g factor: The science of mental
ability. Westport, CT: Praeger.
Gallagher, J. J. (1995, January). Education of gifted stu-
dents: A civil rights issue? Phi Delta Kappan, 408– Kulik, J. A., & Kulik, C.-L. C. (1997). Ability grouping. In
410. N. Colangelo & G. A. Davis (Eds.), Handbook of
gifted education (2nd ed., pp. 230–242). Boston: Allyn
Gardner, H. (1983). Frames of mind: The theory of multi- & Bacon.
ple intelligences. New York: Basic Books.
Lubinski, D., & Benbow, C. P. (1992). Gender differences
Gardner, J. W. (1984). Excellence: Can we be equal and in abilities and preferences among the gifted:
excellent too? (2nd ed.). New York: Norton. Implications for the math-science pipeline. Current
Directions in Psychological Science, 1(2), 61–66.
Glazer, S. (1990). Why schools still have tracking.
Congressional Quarterly’s Editorial Research Reports, Lykken, D. T. (1982). Research with twins: The concept of
1(48), 746–759. emergenesis. Psychophysiology, 19, 361–373.
Gottfredson, L. S. (1997a). Editorial: Mainstream science Matarazzo, J. D. (1972). Wechsler’s measurement and ap-
on intelligence: An editorial with 52 signatories, his- praisal of adult intelligence. Baltimore: Williams &
tory, and bibliography. Intelligence, 24(1), 25–52. Wilkins.
Gottfredson, L. S. (1997b). Why g matters: The complex- Moffitt, T. E., Caspi, A., Harkness, A. R., & Silva, P. A.
(1993). The natural history of change in intellectual
performance: Who changes? How much? Is it mean-