Читать «Психологическая диагностика одаренности школьников проблемы, методы, результаты исследований и практики by Щебланова Е.И.» онлайн - страница 375

Неизвестно

C sikszentmihalyi M. Talented teenagers . Th e roots of success and failure /

Barkley R. A. A tten tio n deficit hyperactivity disorder: a handboo k for diagno-M . C sikszentm ihalyi, K. R a t hunde , S. W halen. — C am bridge: C am bridge Uni-sis and tr ea t m en t / — Creative L earning Press, 1990.

versity Press, 1993.

Barone W. P. A longitudinal study of underachieving gifted students /

D efinitions of giftedness // C o mm un ica to r. California association for th e W . P. B arone, F. M . Ribich // M axim izing po ten tial: lengthening and strengthe-gifted. - 2000/ - Vol. 31 , № 2. - P. 16 - 17 .

356

357

Delcourt M. Characteristics of high-level creative productivity: a longitudinal

G uilford J. P. Intelligence, creativity and the ir educa tiona l im plications. —

study of students identified by R enzulli's Three- R ing C onc ep ti ono f Giftednes s //

San D iego: R obert K. K napp , 1968.

R. F. Subotnik, K. D. Arnold (Eds.). Beyond Term an: con tem porary longitudinal

G uilford J. P. Cognitive psychology's ambiguities: som e suggested rem edies //

studies of giftedness and talent. — N orwood, 1994. — P. 401— 436.

Psychological review. - 1982. - Vol. 89. - P. 4 8 - 5 9 .

Detterman D . K . G iftednes s an d in te lligence : on e an d t h e sa m e ? //

1

G yarmarthy E. D evelop m en tal learning disabilities an d giftedness // VH"

G . R . Bock, K . Ackrill ( Ed s.) . Th e o rigi n an d deve lop m en t of high ability. —

Eu ropea n C on ference on D evelopm ental Psychology: Book of abstracts, Kra-C h i c h e s t er : Joh n W iley an d s on s , 1993. — P. 22 — 43 .

kow, 2 3 - 2 7 augus t 1995. - Krakow, 1995. - P. 163.

Dunn R. Th e learning styles of gifted ado lescents in n in e culturally diverse na-

Hany E. A. D o t e ac h e r identify gifted st uden t s on t h e basis of tip ica l or of tion s // International educa tion . Th e association fo rth e advance m en t o f interna-d iagnos tica l charac t er isti cs ? // E . A . H any, K . A . H e ll e r ( Ed s.) . C o m pe t enc e tiona l educa tion . — 1993. — Vol. 20, № 64. — P. 4— 6.

an d responsibility. — Seattle et al, 1993a. — P. 52 — 53 .

Ellston T. Gifted and learning disabled: a paradox? // Gifted child child quar-

Hany E. A. Th e gifted st uden t as a social categor y in t each ers ' t hough t //

terly. - 1993. - Vol. 16, № 1. - P. 1 7 - 19 .

E. A. H any, K . A. H e lle r ( Ed s.). C o m pe t enc e an d responsibility. — Seattle et al,

Facaoara C . Kreativitat in wissenschaft und technik. — Bern: H ans Huber, 1985.

1993B. - P. 5 5 - 5 6 .

Feldman D. H. Th e t heo r y of co- i nc i dence : how giftednes s develops in ext-

Hany E. A. Th e develop m ent of basic cognitive co m ponen t s of techn ica l cre-rem e an d less ex tre m e c a s e s/ / F . J . M onk s , W A. M . Peters (Ed s.).Talen t for fu-ativity: a longitudinal ca m pa riso n of ch ild ren and you th with high and average in-t u re . — A ssen: Van G o rc u m , 1992. — P. 10—22.