都来读提示您：看后求收藏（国际视野中的资优教育），接着再看更方便。
granott， n.， & parziale， j.（2002）. microdevelopment: a process�oriented perspective for studying development and learning. in n. granott & j. parziale（eds.），microdevelopment: transition processes in development and learning（pp.1-28）. cambridge， england:cambridge university press.
gruber， h.e.（1986）. the self�construction of the extraordinary. in r.j. sternberg & j.e. davidson （eds.）， conceptions of giftedness （pp.247-263）. cambridge， england:cambridge university press.
horowitz， f.d. （2009）. introduction: a developmental understanding of giftedness and talent. in f.d. horowitz，r.f. subotnik， & d.j. matthews （eds.）， the development of giftedness and talent across the lifespan（pp.3-19）. washington，dc:american psychological association.
just， m.a.， & carpenter， p.a.（1992）. a capacity theory ofprehension: individual differences in working memory. psychological review， 99，122-149.
keating， d.p.（2009）. developmental science and giftedness: an integrated lifespan framework. in f.d. horowitz，r.f. subotnik & d.j. matthews （eds.）， the development of giftedness and talent across the lifespan（pp.189-208）. washington:american psychological association.
kimble， g.a.（1984）. psychology�s two cultures. american psychologist， 39，833-839.
kuhn， d.（2002）. a multiponent system that constructs knowledge: insights from microgenetic study. in n. granott & j. parziale（eds.）， microdevelop�ment: transition processes in development and learning （pp.109-130）. cambridge， england:cambridge university press.
kyllonen， p.c.， & christal， r.（1990）. reasoning ability is （little more than） working�memory capacity? intelligence， 14，389-433.
leung， a.k.， maddux， w.w.， galinsky， a.d.， & chiu， c.（2008）. multicultural experience enhances creativity:the when and how. american psychologist， 63，169-181.
lohman， d.f.（1994b）. spatially gifted， verbally inconvenienced. in n. colangelo，s.g. assouline & d. l. ambroson（eds.），talent development（vol. 2， pp.251-263）.
lohman， d.f.（2005a）. an aptitude perspective on talent identification: implications for identification of academically gifted minority students. journal for the education of the gifted， 28，333-360.
lohman， d.f.， & korb， k.a.（2006）. gifted today but not tomorrow? longitudinal changes in ability and achievement during elementary school. journal for the education of the gifted 29，451-484.
lubinski， d.（2004）. introduction to the special section on cognitive abilities: 100 years after spearman�s （1904） “‘general intelligence’, objectively determined and measure”. journal of personality and social psychology， 86，96-111.
lubinski， d.， & benbow， c.p.（2006）. study of mathematically precious youth after 35 years. perspectives on psychological science， 1，316-345.
matthews， d.j.， & foster， j.f.（2006）. mystery to mastery: shifting paradigms in gifted education. roeper review， 28，64-69.
matthews， d.j.， subotnik， r.f.， & horowitz， f.d.（2009）. a developmental perspective on giftedness and talent: implications for research， policy， and practice. in horowitz， f.d.， subotnik， r.， & matthews， d.j.（eds.） the development of giftedness and talent across the lifespan. washington， dc:american psychological association.
mcadams， d.p.， & pals， j.l.（2006）. a new big five: fundamental principles for an integrative science of personality. american psychologist， 61，204-217.
moran， s.， & john�steiner， v.（2003）. creativity in the making: vygotsky�s contemporary contribution to the dialectic of development and creativity. in r.k. sawyer， v. john�steiner， s. moran，r.j. sternberg， d.h. feldman， j. nakamura & m. csikszentmihayi （eds.）， creativity and development（pp.61-90）. oxford， england:oxford university press.
neisser， u.， boodoo， g.， bouchard， t.j.， boykin， a.w.， brody， n.， ceci， s.j.， et al.（1996）. intelligence:knowns and unknowns. american psychologist， 51，77-101.
nisbett， r.e.（2009）. intelligence and how to get it: why schools and culture count. new york:w.w. norton &pany.
papierno， p.b.， ceci， s.j.， makel， m.c.， & williams， w.w.（2005）. the nature and nurture of talent: a bioecological perspective on the ontogeny of exceptional abilities. journal for the education of the gifted， 28，312-331.
perkins， d.， & ritchhart， r.（2004）. when is good thinking. in d.y. dai & r.j. sternberg （eds.）， motivation， emotion， and cognition: integrative perspectives on intellectual functioning and development（pp.351-384）. mahwah，nj:lawrence erlbaum.
plomin， r.（1997）. identifying genes for cognitive abilities and disabilities. in r.j. sternberg & e.l. grigorenko （eds.），intelligence， heredity， and environment（pp.89-104）. new york:cambridge university press.
robinson， n.m.（2005）. in defense of a psychometric approach to the definition of academic giftedness: a conservative view from a die�hard liberal. in r.j. sternberg & j.e. davidson （eds.）， conceptions of giftedness （2 ed.， pp.280-294）. cambridge， england:cambridge university press.
rogoff， b.（2003）. the cultural nature of human development. oxford， england:oxford university press.
sawyer， r.k.（2003）. emergence in creativity and development. in r.k. sawyer，v. john�steiner， s. moran， r.j. sternberg， d.h. feldman， j. nakamura & m. csikszentmihayi （eds.）， creativity and development（pp.12-60）. oxford， uk:oxford university press.
shavinina， l.（1999）. the psychological essence of the child prodigy phenomenon: sensitive periods and cognitive experience. gifted child quarterly， 43，25-38.
simonton， d.k.（1999）. talent and its development: an emergenic and epigenetic model. psychological review， 3，435-457.
simonton， d.k.（2005）. giftedness and genetics: the emergenic�epigenetic model and its implications. journal for the education of the gifted， 28，270-286.
snow， c.e.（1999）. social perspectives on the emergence of language. in b. macwhinney （ed.）， the emergence of language （pp. 257-276）. mahwah，nj:erlbaum.
snow， c.p.（1967）. the two cultures and a second look. london:cambridge university press.
sosniak， l.a.（2006）. retrospective interviews in the study of expertise and expert performance. in k.a. ericsson，n. charness， p.j. feltovich & r.r. hoffman （eds.）， the cambridge handbook of expertise and expert performance （pp.287-301）. new york:cambridge university press.
sternberg， r.j.（1995）. a thriarchic approach to giftedness （research monograph 95126）. storrs， ct: the national research center on the gifted and talented.
sternberg， r.j.（1999a）. a propulsion model of types of creative contributions. review of general psychology， 3，83-100.
subotnik， r.f.， & jarvin， l.（2005）. beyond expertise: conceptions of giftedness as great performance. in r.j. sternberg & j.e. davidson （eds.）， conceptions of giftedness （2 ed.， pp.343-357）. cambridge， england:cambridge university press.
tannenbaum， a.j.（1997）. the meaning and making of giftedness. in n. colangelo & g.a. davis（eds.）， handbook of gifted education（2 ed.，pp.27-42）. boston， ma.
triandis， h.c.（1989）. the self and social behavior in differing cultural contexts. psychological review， 96，506-520.
vygotsky， l.s.（1978）. mind in society: the development of higher psychological processes. cambridge， ma:harvard university press.
ziegler， a.（2005）. the actiotope model of giftedness. in r.j. sternberg & j.e. davidson （eds.）， conceptions of giftedness （2 ed.，pp.411-436）. cambridge，england:cambridge university press.
ziegler， a.， & heller， k.a.（2000）. conceptions of giftedness from a meta�theoretical perspective. in k.a. heller， f.j. monk， r.j. sternberg & r.f. subotnik （eds.）， international handbook of giftedness and talent （2nd ed.，pp.3-21）. amsterdam:elsevier science ltd.
zuckerman， h.（1983）. the scientific elite: nobel laureates� mutual influences. in r.s. albert（ed.）， genius and eminence: the social psychology of creativity and exceptional achievement （pp.241-252）. oxford， uk:pergamon press.
zuckerman， m.（2004）. the shaping of personality: genes， environments， and chance encounters. journal of personality assessment， 82，11-22.