Page 1234 - theCambridgehandbookofintelligence1
P. 1234
1233 ™LGôªdG
Dawson, T. L., & Stein, Z. (2008). Cycles of research and application in science education:
Learning pathways for energy concepts. Mind, Brain, and Education, 2, 89-102.
Dawson, T. L., Xie, Y., & Wilson, J. (2003). Domain-general and domain-specific devel-
opmental assessments: Do they measure the same thing? Cognitive Development,
18(2003), 61-78.
Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York, NY:
Oxford.
Detterman, D. K., & Sternberg, R. J. (1993). Transfer on trial: Intelligence, cognition, and
instruction. Norwood, NJ: Ablex.
Dewey, J. (1963). Experience and education. New York, NY: Macmillan.
Epstein, J. M. (1997). Nonlinear dynamics, mathematical biology, and social science (Vol. 4).
Cambridge, MA: Perseus Press.
Eysenck, H. J. (1986). The theory of intelligence and the psychophysiology of cognition. In
R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 3, pp.
1 - 34). Hillsdale, NJ: Erlbaum.
Fischer, K. W. (1980). A theory of cognitive development: The control and construction of
hierarchies of skills. Psychological Review, 87, 477- 531.
Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring
growth in mind, brain, and education. In A.M. Battro, K. W. Fischer, & P. Le« na
(Eds.), The educated brain (pp. 127-150). Cambridge, UK: Cambridge University
Press.
Fischer, K. W. (2009). Mind, brain, and education: Building a scientific groundwork for
learning and teaching. Mind, Brain, and Education, 3, 2-15.
Fischer, K. W., & Bidell, T. (1991). Constraining nativist inferences about cognitive capaci-
ties. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and
cognition. The Jean Piaget Symposium series (pp. 199-235). Hillsdale, NJ: Erlbaum.
Fischer, K. W., & Ayoub, C. (1994). Affectivesplitting and dissociation in normal and mal-
treated children: Developmental pathways for self in relationships. In D. Cicchetti &
S.L. Toth (Eds.), Disorders and dysfunctions of the self (Vol. 5, pp. 149-222). Roch-
ester, NY: Rochester University Press.
Fischer, K. W., Ayoub, C. C., Noam, G. G., Singh, I., Maraganore, A., & Raya, P. (1997).
Psychopathology as adaptive development along distinctive pathways. Development
and Psychopathology, 9, 751-781.
Fischer, K. W., Bernstein, J. H., & Immordino-Yang, M. H. (Eds.). (2007). Mind, brain, and
education in reading disorders. Cambridge, UK: Cambridge University Press.
Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in
action and thought. In R. M. Lerner (Ed.), Theoretical models of human development
(5th ed., Vol. 1, pp. 467-561). New York, NY: Wiley.