Диссертация (1099176), страница 26

Просмтор этого файла доступен только зарегистрированным пользователям. Но у нас супер быстрая регистрация: достаточно только электронной почты!

Текст из файла (страница 26)

адетской одаренности // Психология. Журнал Высшей школы экономики, 2009. Т.6. №3. С. 117-125.

1. Корнилов Ю.К. Мышление в производственной деятельности. Ярославль: ЯрГУ, 1984. 80 с.

2. Корнилова Т.В., Корнилов С.А., Чумакова М.А. Лонгитюдное исследование динамики успешности решения студентами аналитических, творческих и практических задач // Психологическая наука и образование, 2009. №1. С. 55-68.

3. Корнилова Т.В., Чумакова М.А., Корнилов С.А., Новикова М.А. Психология неопределенности: Единство интеллектуально-личностного потенциала человека. М.: Смысл, 2010. 334 с.

4. Коул М. Культурно-историческая психология. М.: Когито-центр, 1997. 432 с.

5. Коул М., Скрибнер С. Культура и мышление. Психологический очерк. М.: Прогресс, 1977. 261 с.

6. Леонтьев А.Н. Мышление / Хрестоматия по общей психологии. Психология мышления. / Ред. Ю.Б. Гиппенрейтер, В.В. Петухов. М.: Изд-во МГУ, 1981. С. 60-71.

7. Лурия А.Р. Мозг человека и психические процессы. М.: Педагогика, 1970. 495 с.

8. Лурия А.Р. Об историческом развитии познавательных процессов. Экспериментально-психологическое исследование. М.: Наука, 1974. 122 с.

9. Миронова Е.В., Анисимова Н.В. Исследование факторов, влияющих на успешность обучения школьников // Известия пензенского государственного педагогического университета, 2008. Т.10. №14. С. 109-111.

10. Нисбетт Р., Пенг К., Чой И., Норензаян А. Культура и системы мышления: сравнение холистического и аналитического познания // Психологический журнал, 2011. Т.32. №1. С. 55-86.

Новикова М.А. Имплицитные теории ума и их связь с принятием решений в ситуации неопределенности. Курс. раб. факультета психологи

иМосковского государственного университета имени М.В. Ломоносова. М.:

2008.

1. О педологических извращениях в системе наркомпросов: Постановление ЦК ВКП(б) 4 июля 1936 г. (1974) / Народное образование в СССР. Общеобразовательная школа. Сборник документов. 1917 - 1973 гг. / Ред. А. А. Абакумов, Н.П. Кузин, Ф.И. Пузырев, Л.Ф. Литвинов. М.: Педагогика, 1974. С. 173-175.

2. Ожиганова Г.В. Психологические аспеты духвности. Часть 1. Духовный интеллект // Психологический журнал, 2010. Т.31. №4. С. 21-34.

3. Палей И.М. К дифференциально-психологическому исследованию студентов в связи с задачами изучения потенциалов развития взрослого человека // Современные психолого-педагогические проблемы высшей школы, 1974. №2. С. 133-143.

4. Панасюк А.Ю. Адаптированный вариант методики Д. Векслера ШКС. М.: МЗ СССР, 1973. 79 с.

5. Петровский А.В., Ярошевский М.Г. Краткий психологический словарь. М.: Политиздат, 1985. 431 с.

6. Пиаже Ж. Избранные психологические труды. Психология интеллекта. Генезис числа у ребенка. Логика и психология. М.: Просвещение, 1969. 644 с.

7. Пономарев Я. А. Психология творчества. М.: Наука, 1976. 303 с.

8. Пономарев Я. А. Основные звенья психологического механизма творчества / Интуиция, логика, творчество / Ред. М.И. Панов. М.: Наука, 1987. С. 5-23.

9. Прянишникова О.Е. Воспитательная функция оценки при использовании полностью положительной десятибалльной шкалы // Вестник Московского государственного областного университета. Серия Педагогика, 2008. №4. С. 70-74.

10. Равен Дж. Компетентность в современном обществе: выявление, развитие и реализация. М.: Когито-Центр, 2002. 396 с.

11. Рубинштейн С.Л. Основы общей психологии. М.: Гос. УЧПЕДГИЗ, 1946. 704 с.

12. Рубинштейн С.Л. Проблема способностей и вопросы психологической теории // Вопросы психологии, 1960. №3. С. 3-15.

13. Ружгис П. Культура и интеллект: изучение имплицитных теорий интеллекта // Вопросы психологии, 1994. №1. С. 142-146.

14. Смирнов С.Д. Психологические факторы успешной учебы студентов вуза // Вестник Московского университета. Серия 14. Психология, 2004. №1. С. 10­

35.

1. Смирнов С.Д. Педагогика и психология высшего образования: от деятельности к личности. М.: Академия, 2009. 400 с.

2. Смирнова Н.Л. Образ умного человека: российское исследование / Российский менталитет. Вопросы психологической теории и практики / Ред. К. А. Абульханова, А.В. Брушлинский, М.И. Воловикова. М.: Изд-во ИП РАН, 1997. СС. 112-130.

3. Стернберг Р.Дж., Форсайт Д.Б., Хедланд Д., Григоренко Е.Л. Практический интеллект. СПб: Питер, 2002. 272 с.

4. Талызина Н.Ф. Педагогическая психология. М.: "Академия", 1998. 288 с.

5. Талызина Н.Ф., Карпов Ю.В. Педагогическая психология: Психодиагностика интеллекта. М.: Изд-во МГУ, 1987. 63 с.

6. Татур Ю.Г. Образовательный процесс в вузе. Методология и опыт проектирования. М.: Изд-во МГТУ, 2005. 224 с.

7. Тельтевская Н.В. Проверка и оценка знании“ учащихся. Саратов: Изд-во саратовского университета, 1984. 32 с.

8. Теплов Б.М. Психология музыкальных способностей. М.: Изд-во АПН РСФСР, 1947. 355 с.

9. Теплов Б.М. Практическое мышление / Хрестоматия по общей психологии. Психология мышления / Ред. Ю.Б. Гиппенрейтер, В. В. Петухов. М.: Изд-во МГУ, 1981. С. 145-149.

10. Теплов Б.М. Избранные труды: в 2-х т. М.: Педагогика, 1985. 328 с.

11. Тихомиров О.К. Психология мышления. М.: Изд-во МГУ, 1984. 270 с.

12. Трост Г. Возможность предсказания выдающихся успехов в школе, университете, на работе // Иностранная психология, 1999. №1. С. 19-29.

13. Урбан К.К. Поощрение и поддержка креативности в школе // Иностранная психология, 1999. №11. С. 41-51.

14. Ушаков Д. В. Интеллект: структурно-динамическая теория. М.: ИП РАН, 2003а. 264 с.

15. Ушаков Д.В. Мышление и интеллект / Психология XXI века / Ред. В.Н. Дружинин. М.: ПерСЭ, 2003б. С. 291-353.

16. Ушаков Д.В. Интеллект и исследовательское поведение / Исследовательская деятельность учащихся: теория, методика, практика организации: Научно-методический сборник в двух томах. Т.1. / Ред. А.С. Обухов. М.: Библиотека журнала "Исследовательская работа школьников", 2007.

17. Ушаков Д.В., Ивановская, А.Е. Практический интеллект и адаптация к среде у школьников / Социальный интеллект: теория, измерение, исследования / Ред. Д.В. Люсин, Д.В. Ушаков. М.: ИП РАН, 2004. С. 161-175.

18. Ушаков Д.В., Лобанов А.Г. Цена интеллекта: от психологических категорий к экономическим // Психологическая наука и образование, 2009. №4. С. 15-30.

19. Холодная М.А. Психология интеллекта: Парадоксы исследования. СПб: Питер, 2002. 272 с.

20. Холодная М.А. Перспективы исследований в области психологии способностей // Психологический журнал, 2007. Т. 28. №1. С. 28-37.

21. Холодная М.А. Структурно-интегративная методология в исследовании интеллекта / Теория развития: Дифференционно-интеграционная парадигма / Ред. Н.И. Чуприкова. М.: Языки славянских культур, 2009. С. 196-204.

22. Холодная М.А., Берестнева О.Г., Кострикина И.С. Когнитивные и метакогнитивные предпосылки интеллектуальной компетентности в научно­технической деятельности // Психологический журнал, 2005. Т.26. №1. С. 29­37.

23. Чумаков А.А. Методика конструирования тестов профессиональных достижений с использованием Интернет-технологий. Текст дис. канд. псих. наук. М.: факультет психологии Московского государственного университета имени М.В. Ломоносова, 2006.

24. Шадриков В. Д. Вопросы психологической теории способностей // Психология. Журнал Высшей школы экономики, 2010. Т.7. №3. С. 41-56.

25. Шульга Е.П. Структура и развитие креативных способностей младших школьников. Автореферат на соискание ученой степени кандидата психологических наук. М., 2010. 22 с.

26. Шумакова Н.Б. Обучение и развитие одаренных детей. Воронеж: МОДЭК, 2004. 336 с.

27. Ясвин В.А. Образовательная среда: от моделирования к проектированию. М.: Смысл, 2001. 365 с.

28. Abad F.J., Colom R., Juan-Espinosa M., Garcia L.F. Intelligence differentiation in adult samples // Intelligence, 2003. V.31. №2. P. 157-166.

29. Abdi H. Bonferroni and Sidak Corrections for Multiple Comparisons / Encyclopedia of Measurement and Statistics / Ed. N.J. Salkind. Thousand Oaks, CA: Sage, 2007. P. 103-107.

30. Ackerman P.L. Individual Differences in Skill Learning: An Integration of Psychometric and Information Processing Perspectives // Psychological Bulletin, 1987. V.102. №1. P. 3-27.

31. Ackerman P.L. A theory of adult intellectual development: Process, personality, interests, and knowledge // Intelligence, 1996. V.22. №2. P. 227-257.

32. Ackerman P.L., Beier M.E., Boyle M. Working Memory and Intelligence: The Same or Different Constructs // Psychological Bulletin, 2005. V.131. №1. P. 30-60.

33. Alexander J.R.M., Smales S. Intelligence, learning, and long-term memory // Personality and Individual Differences, 1997. V.23. №5. P. 815-825.

34. Alexander R., Alliger G.M., Hanges P.J. Correcting for Range Restriction When Population Variance is Unknown // Applied Psychological Measurement, 1984. V.8. №4. P. 431-437.

35. Allal L., Ducrey G. P. Assessment of - or in - the zone of proximal development // Learning and Instruction, 2000. №10. P. 137-152.

36. Allen M.J., Yen W.M. Introduction to Measurement Theory. Belmont, CA: Wadsworth, 1979. 310 p.

37. Altman W.S. Creativity and Academic Success. Doctoral Dissertation, Cornell University, 1999.

38. Amabile T.M. Social Psychology of Creativity: A Consensual Assessment Technique // Journal of Personality and Social Psychology, 1982. №43. P. 997-1013.

39. Bandura A. Social Cognitive Theory in Cultural Context // Applied Psychology: an International Review, 2002. V.51. №2. P. 269-290.

40. Barnett S.M., Rindermann H., Williams W.M., Ceci S.J. Society and Intelligence / Cambridge Handbook of Intelligence / R. J. Ed. R.J. Sternberg, S.B. Kaufman. NY: Cambridge University Press, 2011. P. 666-682.

41. Barrett P. Structural Equation Modelling: Adjudging Model Fit // Personality and Individual Differences, 2007. №42. P. 815-824.

42. Batey M., Furnham A. Creativity, Intelligence, and Personality: A Critical Review of the Scattered Literature // Genetic, Social, and General Psychology Monographs, 2006. V.132. №4. P. 355-429.

43. Baumert J., Ludtke O., Trautwein U., Brunner U. Large-scale student assessment studies measure the results processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement // Educational Research Review, 2009. №4. P. 165-176.

44. Bempechat J., Drago-Severson E. Cross-national differences in academic achievement: beyond etic conceptions of children’s understandings // Review of Educational Research, 1999. V.69. №3. P. 287-314.

45. Bempechat J., Jimenez N.V., Boulay B.A. Cultural-Cognitive Issues in Academic Achievement: New Directions for Cross-National Research /

Methodological Advances in Cross-National Surveys of Educational Achievement / Ed. A.C. Porter, A. Gamoran. Washington, DC: National Academic Press, 2002. P. 115-149.

1. Berg C.B., Klaczynsky P.A. Contextual Variability in the Expression and Meaning of Intelligence / The general factor of intellgence: How general is it? / Ed. R.J. Sternberg, E.L. Grigorenko. Mahwah, NJ: Lawrence Erlbaum, 2002. P. 381-412.

2. Berry J.W. On cross-cultural comparability // International Journal of Psychology, 1969. №4. P. 119-128.

3. Berry J.W. Radical cultural relativism and the concept of intelligence / Culture and cognition: Readings in cross-cultural psychology / Ed. J.W. Berry, P.R. Dasen. London: Methuen, 1974. P. 225-229.

4. Besemer S.P., O'Quin K. Assessing creative products: Progress and potentials / Nurturing and developing creativity: The emergence of a discipline / Ed. S.G. Isaksen, M.C. Murdok, R.L. Firestien, D. J. Treffinger. Norwood, NJ: Ablex, 1993. P. 261-277.

5. Binet A., Simon T. Methodes nouvelles por le diagnostic du nuveau intellectuel des anormaux // L'Annee Psychologique, 1905. №11. P. 191-244.

6. Bloom B.S. Taxonomy of educational objectives. Handbook I: Cognitive domain. Handbook II: Affective domain. NY: David McKay, 1956. 201 p.

7. Bond T.G., Fox C.M. Applying The Rasch Model: Fundamental Measurement in the Human Sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2007. 352 p.

8. Boring E.G. Intelligence as the Tests Test It // New Republic, 1923. №6. P. 35­

37.

1. Brody N. History of Theories and Measurements of Intelligence. / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 16­

33.

1. Bronfenbrenner U. Making human being humans: bioecological perspectives on human development. London: Sage, 2005. 336 p.

2. Budoff M. Measures for assessing learning potential / Dynamic Assessment: An interactional approach to evaluation learning potential / Ed. C. Lidz. NY: Guilford Press, 1987. P. 52-81.

3. Byrne B.M. Structural Equation Modeling with EQS: Basic Concepts, Applications, and Programming (2nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2006. 456 p.

4. Caprara G.V., Vecchione M., Alessandri G., Gerbino M., Barbaranelli C. The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study // British Journal of Educational Psychology, 2011. V.81. №1. 78­

96.

1. Carroll J.B. Human Cognitive Abilities: A survey of Factor-Analytic Models. NY: Cambridge University Press, 1993. 828 p.

2. Cattell R.B. Theory of Fluid and Crystallized Intelligence: A Critical Experiment // Journal of Educational Psychology, 1963. №54. P. 1-22.

3. Cattell R.B. Abilities, their structure, growth, and action. Boston: Houghton Mifflin, 1971. 694 p.

4. Cattell R.B., Cattell H.E.P. Measuring intelligence with the culture fair tests. Champaign,IL: Institute for Personality and Ability Testing, 1973.

5. Ceci S.J. On Intelligence: A Bioecological Treatise on Intellectual Development. Cambridge, MA: Harvard University Press, 1996. 312 p.

6. Chamorro-Premuzic T. Creativity versus Conscientiousness: Which is a Better Predictor of Student Performance? // Applied Cognitive Psychology, 2006. V.20. №4. P. 521-531.

7. Chamorro-Premuzic T., Arteche A. Intellectual Competence and Academic Performance: Preliminary Validation of a Model // Intelligence, 2008. №36. P. 564­573.

8. Chart H.E., Grigorenko E.L., Sternberg R.J. Identification: The Aurora Battery / Critical issues and practices in gifted education / Ed. J.A. Plucker, C.M. Callahan. Waco, TX: Prufrock, 2008. P. 281-301.

9. Chen J., Gardner H. Alternative Assessment from a Multiple Intelligences Theoretical Perspective / Contemporary Intellectual Assessment: Theories, Tests, and Issues / Ed. J.L. Genshaft, P.L. Harrison. NY: Guilford Press, 1997. P. 105-121.

10. Chen J., Moran S., Gardner H. Multiple Intelligence around the World. San Francisco: Wiley, 2009. 432 p.

11. Chiape D., MacDonald K. The Evolution of Domain-General Mechanisms in Intelligence and Learning // The Journal of General Psychology, 2005. V.132. №1. P. 5-40.

12. Cicirelli V.G. Form of the relationship between creativity, IQ, and academic performance // Journal of Educational Psychology, 1965. V.56. №6. P. 303-308.

13. Clanciolo A.T., Grigorenko E.L., Jarvin L., Gil G., Drebot M.E., Sternberg R.J. Practical intelligence and tacit knowledge: Advancements in the measurement of developing expertise // Learning and Individual Differences, 2006. V.16. №3. P. 235-253.

14. Cohen J. A coefficient of agreement for nominal scales // Educational and Psychological Measurement, 1960. V.20. №1. P. 37-46.

15. Cox G.M. Early Mental Traits of Three Hundred Geniuses. Stanford, CA: Stanford University Press, 1926. 865 p.

16. Crano W.D., Kenny D.A., Cambpell D.T. Does Intelligence Cause Achievement?: A Cross-Lagged Panel Analysis // Journal of Educational Psychology, 1972. V.63. №3. P. 258-275.

17. Cronbach L.J. Coefficient alpha and the internal structure of tests // Psychometrika, 1951. №16. P. 297-334.

18. Cronbach L.J., Meehl P.E. Construct validity in psychological tests // Psychological Bulletin, 1955. №52. P. 281-302.

19. Daniel M.H. Intelligence Testing: Status and Trends // American Psychologist,

1. V.52. №10. P. 1038-1045.

1. Davidson J.E., Downing C.L. Contemporary Models of Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press,

1. P. 34-49.

1. Davies G., Tenese A., Payton A., Yang J., Harris S.E., Liewald D., et al. Genome-wide association studies establish that human intelligence is higly heritable and polygenic // Molecular Psychiatry, 2011. №9. P. 1-10.

2. Davies P. What is evidence-based education? // British Journal of Educational Studies, 1999. V.47. №2. P. 108-121.

3. De Maesschalck R., Jouan-Rimbaud D., Massart D.L. The Mahalanobis distance // Chemometrics and Intelligent Laboratory Systems, 2000. №50. P. 1-18.

4. Deary I. Simple Information Processing and Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 267-284.

5. Deary I., Der G., Ford G. Reaction times and intelligence differences: A population-based cohort study // Intelligence, 2001. №29. P. 389-399.

6. Deary I., Strand S., Smith P., Fernandes C. Intelligence and educational achievement // Intelligence, 2007. №35. P. 13-21.

7. Dodonova Y.A., Dodonov Y.S. Processing speed and intelligence as predictors of school achievement: Mediation or unique contribution? // Intelligence, 2012. №40. P. 163-171.

8. Elliott J.G., Tudge J.R.H. The impact of the west on post-soviet Russian education: change and resistance to change // Comparative Education, 2007. V.43. №1. P. 93-112.

9. Embretson S. A Cognitive Design Approach to Generating Valid Tests: Application to Abstract Reasoning // Psychological Methods, 1998. №3. P. 300-396.

10. Embretson S. The Second Century of Ability Testing: Some Predictions and Speculations // Measurement: Interdisciplinary Research and Perspectives, 2004. V.2. №1. P. 1-32.

11. Embretson S., Gorin J. Improving Construct Validity with Cognitive Principles // Journal of Educational Measurement, 2001. V.38. №4. P. 343-368.

12. Embretson S., Reise S.P. Item response theory for psychologists. Mahwah, NJ: Erlbaum, 2000. 384 p.

13. Embretson, S., Schmidt McCollam K.M. Psychometric Approaches to Understanding and Measuring Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 423-444.

14. Eysenck H.J. A theory of intelligence and the psychophysiology of cognition / Advances in the psychology of human intelligence / Ed. R.J. Sternberg. Hillsdale, NJ: Erlbaum, 1988. V.3. P. 1-34.

15. Fabio R.A. Dynamic Assessment of Intelligence Is a Better Reply to Adaptive Behaviour and Cognitive Plasticity // The Journal of General Psychology, 2005. V.132. №1. P. 41-64.

16. Ferguson G.A. On transfer and the abilities of man // Canadian Journal of Psychology, 1956. №10. P. 121-131.

17. Feuerstein R., Rand Y., Hoffman M.B. The dynamic testing of retarded performers: the learning potential testing device: Theory, instruments, and techniques. Baltimore: University Park Press, 1979. 413 p.

18. Flugel J. An inquiry as to popular views on intelligence and related topics // British Journal of Educational Psychology, 1947. №27. P. 140-152.

19. Gagne F., Pere F.S. When IQ is controlled, does motivation still predict achievement? // Intelligence, 2002. V.30. №1. P. 71-100.

20. Gardner H. Frames of Mind: The Theory of Multiple Intelligences (10th ed.). NY: Basic Books, 1993. 496 p.

21. Garrett H.E. A developmental theory of intelligence // The American Psychologist, 1946. №1. P. 372-378.

22. Gebauer G.F., Mackintosh N.J. Psychometric Intelligence Dissociates Implicit and Explicit Learning // Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007. V.33. №1. P. 34-54.

23. Georgas J. Cross-cultural psychology, intelligence, and cognitive processes / Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III / Ed. J. Georgas, L.G. Weiss, F. van de Vijver, D.H. Saklofske. San Diego, CA: Academic Press, 2003. P. 23-37.

24. Gottfredson L.S. g: Highly General and Highly Practical / The General Factor of Intelligence: How General Is It? / Ed. R.J. Sternberg, E.L. Grigorenko. Mahwah, NJ: Lawrence Erlbaum, 2002a. P. 331-380.

25. Gottfredson L.S. Where and why g matters: Not a mystery // Human Performance, 2002b. V.15. №1/2. P. 25-46.

26. Gottfredson L.S. Dissecting practical intelligence theory: Its claims and evidence // Intelligence, 2003. V.31. №4. P. 343-397.

27. Gough H.G. A creative personality scale for the Adjective Check List // Journal of Personality and Social Psychology, 1979. №37. P. 1398-1405.

28. Grigorenko E.L. Is It Possible to Study Intelligence Without Using the Concept of Intelligence? / International Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2004. P. 171-211.

29. Grigorenko E.L., Geissler P.W., Prince R., Okatcha F., Nokes C., Kenny D. A., et al. The organisation of Luo conceptions of intelligence: a study of implicit theories of Kenya village // International Journal of Behavioral Development, 2001. V.25. №4. P. 367-378.

30. Grigorenko E.L., Jarvin L., Diffley R., Goodyear J., Shanahan E.J., Sternberg R.J. Are SSATs and GPA enough? A Theory-based approach to predicting academic success in secondary school // Journal of Educational Psychology, 2009. V.101. №4. P. 964-981.

31. Grigorenko E.L., Kornev A.N., Rakhlin N., Krivulskaya S. Reading-related skills, reading achievement, and inattention: a correlational study // Journal of Cognitive Education and Psychology, 2011. V.10. №2. P. 140-156.

32. Grigorenko E.L., Sternberg R.J. Dynamic Testing // Psychological Bulletin,

1. V.124. №1. P. 75-111.

1. Grigorenko E.L., Sternberg R.J. Analytical, Creative, and Practical Intelligence as Predictors of Adaptive Functioning: A Case Study in Russia // Intelligence, 2001. V.29. №1. P. 57-73.

2. Guilford J.P. Creativity // American Psychologist, 1950. №5. P. 444-454.

3. Guilford J.P. The Nature of Human Intelligence. NY: Macmillian, 1967. 538 p.

4. Guthke J., Beckmann J.F., Dobat H. Dynamic Testing - Problems, Uses, Trends, and Evidence of Validity // Educational and Child Psychology, 1993. №14. P. 17-32.

5. Hambleton R.K., Merenda P.F., Spielberger C.D. Adapting Educational and Psychoeducational Tests for Cross-Cultural Assessment. Mahwah, NJ: Lawrence Erlbaum, 2005. 392 p.

6. Harackiewicz J.M., Tauer J.M., Barron K.E., Elliot A.J. Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation // Journal of Educational Psychology, 2002. V.93. №3. P. 562-575.

7. Harris J.A. Measured intelligence, achievement, openness to experience, and creativity // Personality and Individual Differences, 2004. №36. P. 913-929.

8. Heckman J.T., Rubistein Y. The Importance of Noncognitive Skills: Lessons from the GED Testing Program // The American Economic Review, 2001. V.91. №2. P. 145-149.

9. Hedlund J., Wilt J.M., Nebel K.L., Ashford S.J., Sternberg R.J. Assessing practical intelligence in business school admisstions: A supplement to the gradutte management admisstions test // Learning and Individual Differences, 2006. №16. P. 101-127.

10. Helmstadter G. Principles of Psychological Measurement. NY: Appleton- Century-Crofts, 1964. 248 p.

11. Herrnstein R.J., Murray C.A. The Bell Curve: Intelligence and Class Structure in American Life. NY: Free Press, 1994. 912 p.

12. Hill N.E., Tyson D.F. Parental Involvement in Middle School: A Meta- Analytic Assessment of the Strategies That Promote Achievement // Developmental Psychology, 2009. V.45. №3. P. 740-763.

13. Horn J.L., Cattell, R.B. Refinement and Test of the Theory of Fluid and Crystallized Intelligence // Journal of Educational Psychology, 1966. №57. P. 253­

270.

1. Howell D.C. Fundamental Statistics for the Behavioral Sciences. Belmont, CA: Cengage Wadsworth, 2010. 652 p.

2. Huang C.D., Church A.T., Katigbak M.S. Identifying cultural differences in items and traits: Differential Item Functioning in the NEO Personality Inventory // Journal of Cross-Cultural Psychology, 1997. V.28. №2. P. 192-218.

3. Hufton N.R., Elliott J.G., Illushin L. Teachers’ beliefs about student motivation: similarities and differences across cultures // Comparative Education, 2003. V.39. №3. P. 367-389

4. Hui C.H., Triandis H.C. Measurement in Cross-Cultural Psychology: A Review and Comparison of Strategies // Journal of Cross-Cultural Psychology, 1985. V.16. №2. P. 131-152.

5. Hunt E., Wittmann W.W. National intelligence and national prosperity // Intelligence, 2008. V.36. №1. P. 1-9.

6. Hunter J.E., Schmidt F.L. Intelligence and Job Performance: Economic and Social Implications // Psychology, Public Policy, and Law, 1996. V.2. №3/4. P. 447­472.

7. Irvine S.H. The place of factor analysis in cross-cultural methodology and its contribution to cognitive theory / Cross-cultural contributions to psychology / Ed. L.H. Eckensberger, W.J. Lonner, Y.H. Poortinga. Lisse: Swets & Zeitlinger, 1979. P. 300-341.

8. Irvine S.H. Berry J.W. The abilities of a mankind: A revaluation / Human abilities in cultural context / Ed. S.H. Irvine, J.W. Berry. NY: Cambridge University Press, 2010. P. 3-59.

9. Irvine S.H., Kyllonen P.C. Item generation for test development. Mahwah, NJ: Lawrence Erlbaum, 2002. 448 p.

10. Jensen A.R. The g factor. Westport, CT: Praeger-Greenwood, 1998. 664 p.

11. Jensen A.R. The Theory of Intelligence and Its Measurement // Intelligence, 2011. №39. P. 171-177.

12. Johnson W., McGue M., Iacono W.G. Genetic and Environmental Influences on Academic Achievement Trajectories During Adolescence // Developmental Psychology, 2006. V.42. №3. P. 514-532.

13. Juan-Espinosa M., Garcia L.F., Colom R., Abad F.J. Testing the age-related differentiation hypothesis through the Wechsler’s scales // Personality and Individual Differences, 2000. V.29. №6. P. 1069-1075.

14. Kaufman A.S. King WISC the Third assumes the throne // Journal of School Psychology, 1993. №31. P. 345-354.

15. Kaufman A.S. Tests of Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 445-476.

16. Kaufman S.B., DeYoung C.G., Gray J.R., Brown J., Mackintosh N.J. Associative learning predicts intelligence above and beyond working memory and processing speed // Intelligence, 2009. №37. P. 374-382.

17. Kaufman S.B., Reynolds M.R., Liu X., Kaufman A.S., McGrew K.S. Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock-Johnson and Kaufman tests // Intelligence, 2012. №40. P. 123-138.

18. Keith T.Z. Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests / Contemporary intellectual assessment: Theories, tests, and issues / Ed. L. Genshaft, L. Patti. NY: Guilford Press, 1997. P. 373-402.

19. Kelderman H., Mellenbergh G.J., Elshout J.J. Guilford's Facet Theory of Intelligence: An Empirical Comparison of Models // Multivariate Behavioral Research, 1981. №16. P. 37-61.

20. Klauer K.J., Phye G.D. Inductive Reasoning: A Training Approach // Review of Educational Research, 2008. V.78. №1. P. 85-123.

21. Klein P.D. Rethinking the Multiplicity of Cognitive Resources and Curricular Representations: Alternatives to 'Learning Styles' and 'Multiple Intelligences' // Journal of Curriculum Studies, 2003. V.35. №1. P. 45-81.

22. Kornilov S.A., Tan M., Elliot J., Sternberg R.J., Grigorenko E.L. Widening the spotlight: Identifying gifted with Aurora // Journal of Psychoeducational Assessment, 2012. V.30. №1. P. 117-133.

23. Kornilova T.V., Kornilov S.A. The Use of Foreign Psychodiagnostic Inventories in Differing Methodological Contexts / Multicultural Psychoeducational Assessment / Ed. E.L. Grigorenko. NY: Springer Publishers, 2009. P. 351-374.

24. Kornilova T.V., Kornilov S.A., Chumakova M.A. Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population // Learning and Individual Differences, 2009. V.19. №4. P. 596-608.

25. Kroeber A.L., Kluckhon C. Culture: A critical review of concepts and definitions. Cambridge, MA: Peabody Museum, 1952. 223 p.

26. Kyllonen P.C. Knowledge, speed, strategies, or working- memory capacity? A systems perspective / The general factor of intelligence: how general is it? / Ed. R.J. Sternberg, E.L. Grigorenko / Mahwah, NJ: Lawrence Erlbaum, 2002. P. 415-445.

27. Kyllonnen P.C., Christal R.E. Reasoning Ability is (little more than) working- memory capacity?! // Intelligence, 1990. №14. P. 389-433.

28. Lan X., Legare C.H., Ponitz C.C., Li S., Morrison F.J. Investigating the links between the subcomponents of executive functioning and academic achievement: A cross-cultural analysis of Chinese and American preschoolers // Journal of Experimental Child Psychology, 2011. №108. P. 677-692.

29. Lautrey J. Is there a general factor of cognitive development? / The general factor of intelligence: How general is it? / Ed. E.L. Grigorenko, R.J. Sternberg. Mahwah, NJ: Lawrence Erlbaum, 2002. P. 117-148.

30. Legg S., Hutter M. A Collection of Definitions of Intelligence / Advances in Artificial General Intelligence: Concepts, Architectures and Algorithms / Ed. B. Goertzel, P. Wang. Amsterdam, NL: IOS Press, 2007. P. 17-24.

31. Li Z., Zumbo B.D. Impact of Differential Item Functioning on Subsequent Statistical Conclusions Based on Observed Test Score Data // Psicologica, 2009. №30. P. 343-370.

32. Linacre J.M. Many-Facet Rasch Measurement (2nd ed.). Chicago: MESA Press, 1994. 200 p.

33. Linacre J.M. Facets Rasch Measurement Computer Program, version 3.67.1. Chicago: Winsteps.com, 2010.

34. Linn R.L. Educational Testing and Assessment: Research Needs and Policy // American Psychologist, 1986. V.41. №10. P. 1153-1160.

35. Linn R.L. The Measurement of Student Achievement in International Studies / Methodological Advances in Cross-National Surveys of Educational Achievement / Ed. A.C. Porter, A. Gamoran. Washington, DC: National Academic Press, 2002. P. 27-56.

36. Lohman D.F. Complex Information Processing and Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 286-340.

37. Lorenzo-Seva U., ten Berge J.M.F. Tucker's Congruence Coefficient as a Meaningful Index of Factor Similarity // Methodology, 2006. V.2. №2. P. 57-64.

38. Lubart T.I. Connecting learning, individual differences, and creativity // Learning and Individual Differences, 2008. №18. P. 361-362.

39. Lubinski D., Webb R.M., Morelock M.J., Benbow C.P. Top 1 in 10,000: A 10- year follow-up of the profoundly gifted // Journal of Applied Psychology, 2001. №86. P. 718-729.

40. Ma H. The effect size of variables associated with creativity: A meta-analysis // Creativity Research Journal, 2009. V.21. №1. P. 30-42.

41. MacKinnon D.W. The nature and nurture of creative talent // American Psychologist, 1962. №17. P. 484-495.

42. Mackintosh N.J. IQ and Human Intelligence (2nd ed.). Oxford: Oxford University Press, 2006. 419 p.

43. Marsh H.W., Martin A. J. Academic self-concept and academic achievement: Relations and causal ordering // British Journal of Educational Psychology, 2011. V.81. №1. P. 59-77.

44. Mayer R.E. Intelligence and Education / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 519-533.

45. Mayer R.E. Intelligence and Achievement / The Cambridge Handbook of Intelligence / Ed. R.J. Sternberg, S.B. Kaufman. NY: Cambridge University Press, 2011. P. 739-747.

46. McDaniel M., Nguyen N.T. Situational judgment tests: a review of practice and constructs assessed // International Journal of Selection and Assessment, 2001. №9. P. 103-113.

47. McGrew K.S., Wendling B.J. Cattell-Horn-Carroll Cognitive-Achievement Relations: What We Have Learned from the Past 20 Years of Research // Psychology in the School, 2010. V.47. №7. P. 651-675.

48. Millsap R.E. Statistical Approaches to Measurement Invariance. NY: Routledge, 2011. 367 p.

49. Naglieri J.A., Das J.P. Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes as a Model for Intelligence // Journal of Psychoeducational Assessment, 1990. №8. P. 303-337.

50. Neisser U. The concept of intelligence / Human intelligence: Perspectives on its theory and measurement / Ed. R.J. Sternberg, D.K. Detterman. Norwood, NJ: Ablex, 1979. P. 179-189.

51. Neisser U., Boodoo G., Bouchard T.J., Wade Boykin A., Brody N., Ceci S.J., et al. Intelligence: Knowns and Unknowns // American Psychologist, 1996. V.51. №2. P. 77-101.

52. Nell V. Cross-cultural neuropsychological assessment: Theory and practice. Mahwah, NJ: Erlbaum, 2000. 312 p.

53. Ng K., Early P.C. Culture + Intelligence: Old Constructs, New Frontiers // Group & Organization Management, 2006. V.31. №1. P. 4-19.

54. Nicholls J.G. What is ability and why are we mindful of it? A developmental perspective. / Competence considered / Ed. R.J. Sternberg, J. Kolligian. New Haven: Yale University Press, 1990. P. 11-45.

55. Nicholls J.G., Patashnick M., Mettetal G. Conceptions of ability and intelligence // Child Development, 1986. №57. P. 636-645.

56. Nickerson R.S. Enhancing Creativity / Handbook of Creativity / Ed. R.J. Sternberg. NY: Cambridge University Press, 1999. P. 392-340.

57. Niu W., Brass J. Intelligence in Worldwide Perspective / Cambridge Handbook of Intelligence / Ed. R.J. Sternberg, S.B. Kaufman. NY: Cambridge, 2011. P. 623­646.

58. Nunnally J.C. Psychometric Theory. NY: McGraw-Hill, 1967. 736 p.

59. Nunnally J.C. Introduction to Psychological Measurement. NY: Mcgraw-Hill, 1970. 640 p.

60. Nurm J.-E., Aunola K. How does academic achievement come about: cross- cultural and methodological issues // International Journal of Educational Research,

1. №35. P. 403-409.

1. Oswald F.L., Schmitt N., Kim B.H., Ramsay L.J., Gillespie, M.A. Developing a biodata measure and situational judgement inventory as predictors of college success // Journal of Applied Psychology, 2004. №89. P. 187-208.

2. Park G., Lubinski D., Benbow C.P. Ability Differences Among People Who Have Commensurate Degrees Matter for Scientific Creativity. Psychological Science, 2008. V.19. №10. P. 957-961.

3. Parker J.D.A., Summerfeldt L.J., Hogan M.J., Majeski S.A. Emotional intelligence and academic success: examining the transition from high school to university // Personality and Individual Differences, 2004. V.36. №1. P. 163-172.

4. Plant W.T., Richardson, H. The IQ of the average college student // Journal of Counseling Psychology, 1958. №5. P. 229-231.

5. Plucker J.A., Renzulli J.S. Psychometric Approaches to the Study of Human Creativity / Handbook of Creativity / Ed. R.J. Sternberg. NY: Cambridge University Press, 1999. P. 35-61.

6. Poortinga Y.H. Equivalence of Cross-Cultural Data: An Overview of Basic Issues // International Journal of Psychology, 1989. V.24. №1. P. 737-756.

7. Popham W.J. Classrom Assessment: What teachers need to know (5th ed.). Boston: Allyn & Bacon, 2005. 528 p.

8. Poropat A.E. A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance // Psychological Bulletin, 2009. V.135. №2. P. 322-338.

9. Powers D.E., Kaufman J.C. Do standardized tests penalize deep-thinking, creative, or conscientious students? Some personality correlates of Graduate Record Examination test scores // Intelligence, 2004. №32. P. 145-153.

10. Primi R., Ferrao M.E., Almeida L.S. Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math // Learning and Individual Differences, 2010. №20. P. 446-451.

11. Ransdell S., Hawkins C. M., Adams. R. Results of the study // International Journal of Educational Research, 2001. V.35. №4. P. 373-389.

12. Rasch G. Probabilisti Models for Some Intelligence and Attainment Tests. Chicago, IL: University of Chicago Press, 1960. 199 p.

13. Raudenbush S.W., Bryk A.S. Hierarchical Linear Models: Applications and Data Analysis Methods (2nd ed.). London: Sage, 2002. 512 p.

14. Raven J.C., Court J.H., Raven J. Manual for Raven’s Progressive Matrices and Mill Hill Vocabulary Scales. Oxford: Oxford Psychologists Press, 1992. 350 p.

15. Rhodes M. An Analysis of Creativity / Frontiers of creativity research: Beyond the basics / Ed. S.G. Isaksen. Buffalo, NY: Bearly, 1987. P. 216-222.

16. Richards R., Kinney D.K., Benet M., Merzel A.P. Assessing Everyday Creativity: Characteristics of the Lifetime Creativity Scales and Validation with Three Large Samples // Journal of Personality and Social Psychology, 1988. V.54. №3. P. 476-485.

17. Rindermann H., Ceci S.J. Educational Policy and Country Outcomes in International Cognitive Competence Studies // Perspectives on Psychological Science, 2009. V.4. №6. P. 551-577.

18. Rindermann H., Flores-Mendoza C., Mansur-Alves M. Reciprocal effects between fluid and crystallized intelligence and their dependence on parents' socioeconomic status and education // Learning and Individual Differences, 2010. №20. P. 544-548.

19. Rindermann H., Thompson J. Cognitive Capitalism: The Effect of Cognitive Ability on Wealth, as Mediated Through Scientific Achievement and Economic Freedom // Psychological Science, 2011. V.22. №6. P. 754-763.

20. Rogoff B., Chavajay R. What's become of research on the cultural basis of cognitive development? // American Psychologist, 1995. №50. P. 859-877.

21. Roth P.L., Bevier C.A., Bobko P., Switzer F.S., Tyler P. Ethnic group differences in cognitive ability in employment and educational settings: A meta­analysis // Personell Psychology, 2001. №54. P. 297-330.

22. Roth P.L., Clarke R.L. Meta-analyzing the relation between grades and salary // Journal of Vocational Behavior, 1998. №53. P. 386-400.

23. Runco M.A. Creativity // Annual Review of Psychology, 2004. №55. P. 657­687.

24. Rushton J.P., Jensen A.R. Thirty years of research on race differences in cognitive ability // Psychology, Public Policy, and Law, 2005. V.11. №2. P. 235-294.

25. Ruzgis P., Grigorenko E.L. Cultural meaning systems, intelligence, and personality / Personality and intelligence / Ed. R.J. Sternberg, P. Ruzgins. NY: Cambridge University Press, 1994. P. 248-270.

26. Sackett P.R., Yang H. Correction for Range Restriction: An Expanded Typology // Journal of Applied Psychology, 2000. V.85. №1. P. 112-118.

27. Schmitt N., Oswald F.L., Kim B.H., Imus A., Merritt S., Friede A., et al. The Use of Background and Ability Profiles to Predict College Student Outcomes // Journal of Applied Psychology, 2007. V.93. №1. P. 165-179.

28. Serpell R. Intelligence and Culture / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 549-577.

29. Serpell R., Haynes B.P. The cultural practice of intelligence testing: Problems of international export. Culture and competence: Contexts of life success / R.J. Sternberg, E.L. Grigorenko. NY: APA, 2004. P. 163-185.

30. Shapiro E.S. Academic Skills Problems: Direct Assessment and Intervention. NY: Guilford, 2004. 190 p.

31. Sirin S.R. Socioeconomic Status and Academic Achievement: A Meta- Analytic Review of Research // Review of Educational Research, 2005. V.75. №3. P. 417-453.

32. Spearman C. "General Intelligence" Objectively Determined and Measured // American Journal of Psychology, 1904a. №15. P. 201-293.

33. Spearman C. The proof and measurement of association between two things // American Journal of Psychology, 1904b. №15. P. 72-201.

34. Spearman C. The Nature of Intelligence and the Principles of Cognition. London: Macmillian, 1923. 358 p.

35. Steinmayr R., Spinath B. The Importance of Motivation as a Predictor of School Achievement // Learning and Individual Differences, 2009. V.19. №1. P. 80­

90.

1. Stemler S.E., Grigorenko E.L., Sternberg R.J. Using the theory of successful intelligence as a basis for augmenting AP exams in Psychology and Statistics // Contemporary Educational Psychology, 2006. №31. P. 344-376.

2. Stemler S.E., Sternberg R.J. Using Situational Judgment Tests to Measure Practical Intelligence / Situational Judgment Tests: Theory, Measurement, and Application / Ed. J.A. Weekley, R.E. Ployhart. NY: Lawrence Erlbaum Associates, 2005. P. 107-129.

3. Stemler S.E., Sternberg R.J., Grigorenko E.L., Jarvin L., Sharpes K. Using the theory of successful intelligence as a framework for developing assessments in AP physics // Contemporary Educational Psychology, 2009. V.34. №3. P. 195-209.

4. Stepanossova O.V., Grigorenko E.L. Creativity in Soviet-Russian Psychology / The International Handbook of Creativity / Ed. J.C. Kaufman, R.J. Sternberg. NY: Cambridge University Press, 2006. P. 235-269.

5. Stern W.L. Psychologishen Methoden der Intelligen-Pruifung. Leipzig: Barth, 1912. 501 p.

6. Sternberg R.J. Component Processes in Analogical Reasoning // Psychological Review, 1977. V.84. №4. P. 353-378.

7. Sternberg R.J. Metaphors of mind: Conceptions on the nature of intelligence. NY: Cambridge University Press, 1990. 364 p.

8. Sternberg R.J. The Concept of Intelligence and Its Role in Lifelong Learning and Success // American Psychologist, 1997. V.52. №10. P. 1030-1037.

9. Sternberg R.J. A Propulsion Model of Types of Creative Contribution // Review of General Psychology, 1999a. V.3. №2. P. 83-100.

10. Sternberg R.J. A Triarchic Approach to the Understanding and Assessment of Intelligence in Multicultural Populations // Journal of School Psychology, 1999b. V.37. №2. P. 145-159.

11. Sternberg R.J. Intelligence as Developing Expertise // Contemporary Educational Psychology, 1999c. V.24. P. 359-375.

12. Sternberg R.J. The theory of successful intelligence // Review of General Psychology, 1999d. V.3. №4. P. 292-316.

13. Sternberg R.J. Issues in the theory and measurement of successful intelligence: A reply to Brody // Intelligence, 2003 a. V.31. №4. P. 331-337.

14. Sternberg R.J. Our research program validating the triarchic theory of successful intelligence: reply to Gottfredson // Intelligence, 2003b. V.31. №4. P. 399-413.

15. Sternberg R.J. What is an expert student? // Educational Researcher, 2003c. V.32. №8. P. 5-9.

16. Sternberg R.J. Culture and Intelligence // American Psychologist, 2004. V.59. №5. P. 325-338.

17. Sternberg R.J. The scientific basis for the theory of successful intelligence // Scientific Basis of Educational Productivity, 2006a. №.300. P. 161-184.

18. Sternberg R.J. Wisdom, Intelligence, and Creativity Synthesized. NY: Cambridge University Press, 2006b. 246 p.

19. Sternberg R.J., Catejon J., Prieto M.D., Hautamaki J., Grigorenko E.L. Confirmatory factor analysis of the Sternberg Triarchi Abilities Test in three international samples: an empirical test of the triarchic theory of intelligence // European Journal of Psychological Assessment, 2001. V.17. №1. P. 1-16.

20. Sternberg R.J., The Rainbow Project Collaborators. The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills // Intelligence, 2006. V.34. №4. P. 321-350.

21. Sternberg R.J., Conway B.E., Ketron J.L., Bernstein M. People's Conceptions of Intelligence. Journal of Personality and Social Psychology, 1981. V.41. №1. P. 37-55.

22. Sternberg R.J., Detterman D.K. What is Intelligence? Contemporary Viewpoints on its Nature and Definition. NY: MacMillan, 1986. 176 p.

23. Sternberg R.J., Grigorenko E.L. Dynamic Testing: The Nature and Measurement of Learning Potential. NY: Cambridge University Press, 2002. 232 p.

24. Sternberg R.J., Grigorenko E.L., Bundy D.A. The Predictive Value of IQ // Merrill-Palmer Quarterly, 2001. V.47. №1. P. 1-41.

25. Sternberg R.J., Grigorenko E.L., Hart L., Jarvin L., Kwiatkowski J., Newman T., et al. Transitions in the development of giftedness (RM07230). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut, 2007. 217 p.

26. Sternberg R.J., Grigorenko E.L., Ferrari M., Clinkenbeard P. A triarchic analysis of an aptitude-treatment interaction // European Journal of Psychological Assessment, 1999. №15. P. 1-11.

27. Sternberg R.J., Grigorenko E.L., Kidd K.K. Intelligence, Race, and Genetics // American Psychologist, 2005. V.60. №1. P. 46-59.

28. Sternberg R.J., Grigorenko E.L., Ngorosho D., Tantufuye E., Mbise A., Nokes C., et al. Assessing intellectual potential in rural Tanzanian school children // Intelligence, 2002. №30. P. 141-162.

29. Sternberg R.J., Lubart T.I. Investing in Creativity // Psychological Inquiry, 1993. V.4. №3. P. 229-234.

30. Sternberg R.J., Nokes C., Geissler P.W., Prince R., Okatcha F., Bundy D.A., et al. The Relationship between Academic and Practical Intelligence: A Case Study in Kenya // Intelligence, 2001. V.29. №5. P. 401-418.

31. Sternberg R.J., Torff B., Grigorenko E.L. Teaching triarchically improves school achievement // Journal of Educational Psychology, 1998. V.90. №3. P. 374­384.

32. Sternberg R.J., Williams W.M. Does the graduate record examination predict meaningful success in the graduate training of psychologists? A case study // American Psychologist, 1997. №52. P. 630-641.

33. Tabachnick B.G., Fidell L.S. Using Multivariate Statistics. Boston, MA: Allyn & Bacon, 2001. 880 p.

34. Tamez E., Myerson J., Hale S. Learning, working memory, and intelligence revisited // Behavioural Processes, 2008. №78. P. 240-245.

35. Tan M., Aljughaiman A., Elliott J.G., Kornilov S.A., Ferrando Prieto M., Bolden D.S., et al. Considering Language, Culture and Cognitive Abilities: The International Translation and Adaptation of the Aurora Assessment Battery / Multicultural Psychoeducational Assessment / Ed. E.L. Grigorenko. NY: Springer,

1. P. 443-468.

1. Tatsuoka K.K. Architecture of Knowledge Structures and Cognitive Diagnosns: A Statistical Pattern Recognition and Classification Approach / Cognitive Diagnostic Assessment / Ed. P.D. Nichols, S.F. Chipman, R.L. Brennan. Hillsdale, NJ: Erlbaum, 1995. P. 327-359.

2. Terman L.M., Oden M.H. The gifted group at mid-life: 35 years' follow-up of the superior child. Stanford, CA: Stanford University Press, 1959. 300 p.

3. Thurstone L.L. Multiple Factor Analysis // Psychological Review, 1931. №38. P. 406-427.

4. Torrance E.P. Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service, 1990.

5. Tucker L.R. A method for synthesis of factor analysis studies. Washington, DC: Department of the Army, 1951. 128 p.

6. Ushakov D.V. Olympics of the mind as a method to identify giftedness: Soviet and Russian experience // Learning and Individual Differences, 2010. №20. P. 337­344.

7. van de Vijver F., Leung, K. Methods and Data Analysis for Cross-Cultural Research. Thousand Oaks, CA: Sage, 1997. 200 p.

8. Vernon P.A., Wickett J.C., Bazana G., Stelmack R.M. The Neuropsychology and Psychophysiology of Human Intelligence / Handbook of Intelligence / Ed. R.J. Sternberg. NY: Cambridge University Press, 2000. P. 245-266.

9. Voelkle M.A., Wittmann W.W., Ackerman P.L. Abilities and skill acquisition: A latent growth curve approach // Learning and Individual Differences, 2006. V.16. №4. P. 303-319.

10. Wagner R.K., Sternberg R.J. Practical Intelligence in Real-World Pursuits: The Role of Tacit Knowledge // Journal of Personality and Social Psychology, 1985. V.49. №2. P. 438-458.

11. Weekley J.A., Ployhart R.E. An Introduction to Situational Judgement Testing / Situational Judgment Tests: Theory, Measurement, and Application / Ed. J.A. Weekley, R.E. Ployhart. NY: Lawrence Erlbaum Associates, 2005. P. 1-9.

12. Wilkinson G.S. The Wide Range Achievement Test, Revised (WRAT-3). Wilmington, DE: Wide Range, 1993.

13. Williams W.M., Blythe T., White N., Li J., Gardner H., Sternberg R.J. Practical Intelligence for School: Developing Meta-Cognitive Sources of Achievement in Adolescence // Developmental Review, 2002. №22. P. 162-210.

14. Winne P.H., Nesbit J.C. The Psychology of Academic Achievement // Annual Review of Psychology, 2010. №61. P. 653-678.

15. Wissler C. The correlates of mental and physical tests // Psychological Review, 1901. V.3. №6. P. 1-62.

16. Woolfolk A. Educational Psychology. Upper Saddle River, NJ: Pearson, 2010. 720 p.

17. Wright B.D., Masters G.N. Rating Scale Analysis: Rasch Measurement. Chicago: Mesa Press, 1982. 284 p.

18. Xiaoxia A. Creativity and Academic Achievement: An Investigation of Gender Differences // Creativity Research Journal, 1999. V.12. №4. P. 329-338.

19. Yamamoto K. A further analysis of the role of creative thinking in high school achievement // Journal of Psychology, 1964. №58. P. 277-283.

20. Yang, S.-Y., Sternberg R.J. Taiwanese Chinese people's conceptions of intelligence // Intelligence, 1997. №25. P. 21-36.

21. Yekovich F. Current issues in research on intelligence. Washington, DC: ERIC Clearninghouse on Assessment and Evaluation, 1994. 320 p.

22. Yuan K.H., Bentler P.M. A Unified Approach to Multi-Group Structural Equation Modeling with Nonstandard Samples / Advanced Structural Equation Modeling: New Developments and Techniques / Ed. G.A. Marcoulides, R.E. Schumacker. Mahwah, NJ: Lawrence Erlbaum, 2001. P. 35-56.

Zeng L., Proctor R.W., Salvendy G. Can Traditional Divergent Thinking Tests Be Trusted in Measuring and Predicting Real-World Creativity? // Creativity Research Journal, 2011. V.23. №1. P. 24-37.Приложение 1. Психометрические свойства заданий Словарного субтеста

1	1	2	3	4	5	6	7	8	9	10	11	12	13	14 15
2	.01
3	.00	.00
4	.05	-.01	-.04
5	-.04	.01	.02	-.07
6	-.01	.02	-.02	.01	.05
7	.02	-.02	.02	.06	.01	-.06
8	.01	.00	.02	.03	-.03	.04	-.02
9	.02	.01	-.03	-.02	.00	.02	.01	.03
10	.04	-.02	-.06	-.07	.06	-.03	.03	.01	.06
11	-.02	.00	.00	-.04	.04	.02	-.02	-.02	-.03	.05
12	.03	-.02	-.02	.03	-.01	-.02	.01	.01	-.03	.05	.01
13	.01	-.03	.07	-.01	-.03	-.02	.05	.00	.04	-.08	-.01	.04
14	-.03	.02	.02	.00	-.01	.00	.01	-.02	.00	.01	.02	-.04	-.03
15	.01	.01	-.01	.06	-.05	-.03	.02	.04	-.04	-.05	-.05	.00	.03	.05
16	-.05	.04	-.01	.02	.03	.03	-.07	-.04	.01	-.03	.03	-.03	.00	.01 .03

Примечание. 1 - Классификация, 2 - Топология, 3 - Словарный субтест, 4 - Оригинальность, 5 - Сложность, 6 -Эмоциональность, 7 - Описательность, 8-16

• ситуации 1-10 (за исключением 4) из CLQ

1	1	2	3	4	5	6	7	8	9	10	11	12	13	14 15
2	.02
3	.01	-.04
4	.02	-.02	-.01
5	.02	-.01	-.01	.03
6	-.03	-.01	.02	-.02	-.02
7	-.03	.04	.00	-.01	-.01	.02
8	-.01	.04	-.03	-.01	.00	-.04	.03
9	.06	.01	-.05	.00	.02	-.06	.02	.04
10	.04	-.02	-.01	.01	-.01	.00	-.01	.00	.05
11	-.01	.03	-.02	-.02	-.03	.01	.03	-.01	.00	.00
12	.02	-.05	.03	-.04	-.01	.06	-.02	.00	.02	.09	.06
13	-.02	.01	.01	.02	.00	.01	-.01	.02	-.03	-.02	-.04	-.01
14	-.01	.00	.01	.00	.04	-.02	-.02	-.01	.00	.01	.00	-.02	-.01
15	-.04	-.02	.03	.04	-.01	.01	.00	-.02	-.02	-.09	.00	-.09	.08	.01
16	-.05	.01	.01	-.01	.00	.03	-.01	-.03	-.06	-.04	.00	-.04	.00	.01 .14

Примечание. 1 - Классификация, 2 - Топология, 3 - Словарный субтест, 4 - Оригинальность, 5 - Сложность, 6 -Эмоциональность, 7 - Описательность, 8-16

Характеристики

Список файлов диссертации