Page 1439 - theCambridgehandbookofintelligence1
P. 1439
AÉcòs ∏d êójôѪ«c á©eÉL π«dO 1438
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves
cognitive control. Science, 318(5855), 1387-1388.
Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool
children: Effects of “executive skills” training. Developmental Psychobiology, 36(2),
161-174.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting ac-
ademic performance of adolescents. Psychological Science, 16(12), 939-944.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development.
New York, NY: Psychology Press.
Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and
reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267-285.
Dweck, C. S., & Leggett, E. L. (1988). A socialcognitive approach to motivation and person-
ality. Psychological Review, 95(2), 256-273.
Dweck, C. S. (2009a). Foreword. In F. D. Horowitz, R. F. Subotnik, & D. Matthews (Eds.),
The development of giftedness and talent across the life-span (pp. xi-xiv). Wash-
ington, DC: American Psychological Association.
Dweck, C. S. (2009b). Self-theories and giftedness: A reflective conversation. In T. Balchin,
Hymer, & D. J. Matthews (Eds.), The Routledge international companion to gifted
education (pp. 308-316). New York, NY: Routledge.
Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in
Psychological Science, 11(1), 19-23.
Ericsson, K. A., Krampe, R. T., & Tesch-Ro¬ mer, (1993). The role of deliberate practice in
the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004).
The contribution of executive functions to emergent mathematic skills in preschool
children. Developmental Neuropsychology, 26(1), 465-486.
Gagne« , F. (2009). Talent development as seen through the differentiated model of tal-
ent and giftedness. In T. Balchin, B. Hymer, & D. J. Matthews (Eds.), The Routledge
international companion to gifted education (pp. 32-41). New York, NY: Routledge.
Galton, F. (1883). Inquiries into human faculty and its development. London, UK: Macmil-
lan.
Galton, F. (1892). Hereditary genius: An inquiry into its laws and consequences. London, UK:
Macmillan.
Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and
double-minority status on the test performance of Latino women. Personality and
Social Psychology Bulletin, 28(5), 659-670.