Page 1342 - theCambridgehandbookofintelligence1

1341 ™LGôªdG

Hunt, E., Frost, N., & Lunneborg, C. (1973). Individual differences in cognition: A new ap-
proach to intelligence. In G. H. Bower (Ed.), The psychology of learning and motiva-
tion: Advances in research and theory. Oxford, UK: Academic Press.

James, W. (1890). The principles of psychology. New, York, NY: Dover.
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
Jiang, Y., & Chun, M. M. (2001). Selective attention modulates implicit learning. Quarterly

Journal of Experimental Psychology, 54A, 1105- 1124.
Jime« nez, L., & Mendez, C. (1999). Which attention is needed for implicit sequence learn-

ing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 25,
236-259.
Johnson, M. K., & Hirst, W. (1993). MEM: Memory subsystems as processes. In A. F. Collins,
S. E. Gathercole, M. A. Conway, & P. E. Morris (Eds.), Theories of memory (pp. 241-
286). Hillsdale, NJ: Erlbaum.
Jung, C. G. (1921/1971). Psychological types (H. G. Baynes, Trans.). Princeton, NJ: Princ-
eton University Press. (revised by R.F.C. Hull).
Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise. American Psychologist,
64, 515-526.
Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution
in intuitive judgment. In T. Gilovich, D. Griffin, & D. Kahneman (Eds.), Heuristics
and biases: The psychology of intuitive judgment (pp. 49-81). New York, NY: Cam-
bridge University Press.
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention
view of working-memory capacity. Journal of Experimental Psychology: General,
130, 169- 183.
Kaufman, S. B. (2007). Creativity. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclo-
pedia of special education (3rd ed.). New York, NY: Wiley.
Kaufman, S. B. (2007). Investigating the role of domain general mechanisms in the acquisi-
tion of domain specific expertise. High Ability Studies, 18, 71-73.
Kaufman, S. B. (2009a). Beyond general intelligence: The dual-process theory of human in-
telligence (Doctoral dissertation). Yale University, New Haven, CT.
Kaufman, S. B. (2009b). Faith in intuition is associated with decreased latent inhibition in a
sample of high-achieving adolescents. Psychology of Aesthetics, Creativity, and the
Arts, 3, 28-34.
Kaufman, S. B., DeYoung, C. G., Gray, J. R., Brown, J., & Mackintosh, N. (2009). Associative
learning predicts intelligence above and beyond working memory and processing
speed. Intelligence, 37, 374-382.