Page 1475 - theCambridgehandbookofintelligence1

AÉcòs ∏d êójôѪ«c á©eÉL π«dO 1474

R. Hoffman (Eds.), Cambridge handbook on expertise and expert performance (pp.
683- 703). New York, NY: Cambridge University Press.
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition.
American Psychologist, 49, 725-747.
Ericsson, K. A., Krampe, R. T., & Tesch-Ro¬ mer, C. (1993). The role of deliberate practice
in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of
maximal adaptation to task constraints. Annual Review of Psychology, 47, 273- 305.
Ferguson, G. A. (1956). On transfer and the abilities of man. Canadian Journal of Psychol-
ogy, 10, 121-131.
Gibson, J., & Light, P. (1992). Intelligence among university scientists. In R. S. Albert (Ed.),
Genius and eminence (2nd ed.). International series in experimental social psychol-
ogy, 22, 109-111. Elmsford, NY: Pergamon Press.
Gobet, F., & Charness, N. (2006). In A. Ericsson, P. Feltovich, N. Charness, & R. R. Hoffman
(Eds.), Cambridge handbook on expertise and expert performance (pp. 523-538).
New York, NY: Cambridge University Press.

Halpern, D. F., & Wai, J. (2007). The world of competitive Scrabble: Novice and expert dif-
ferences in visuospatial and verbal abilities. Journal of Experimental Psychology:
Applied, 13, 79-94.

Hebb, D. O. (1942). The effect of early and late brain injury upon test scores, and the na-
ture of normal adult intelligence. Proceedings of the American Philosophical Society,
85(3), 275-292.

Hill, L. B. (1934). A quarter century of delayed recall. Journal of Genetic Psychology, 44,
231- 238.

Hill, L. B. (1957). A second quarter century of delayed recall, or relearning at eighty. Journal
of Educational Psychology, 48, 65-69.

Hill, L. B., Rejall, A. E., & Thorndike, E. L. (1913). Practice in the case of typewriting. Peda-
gogical Seminary, 20, 516-529.

Horn, J. L. (1968). Organization of abilities and the development of intelligence. Psycho-
logical Review, 75, 242-259.

Horn, J. L. (1989). Cognitive diversity: A framework of learning. In P. L. Ackerman, R. J.
Sternberg, & R. Glaser (Eds.), Learning and individual differences. Advances in the-
ory and research (pp. 61-116). New York, NY: W. H. Freeman.

Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized
general intelligences. Journal of Educational Psychology, 57, 253-270.

Horn, J., & Masunaga, H. (2006). A merging theory of expertise and intelligence. In A. Er-
icsson, P. Feltovich, N. Charness, & R. R. Hoffman (Eds.), Cambridge handbook on