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Üstün zekâyı yeteneğe dönüştürmek: gelişimsel bir teori olarak ayrımsal üstün zekâ ve yetenek modeli

Yıl 2013, Cilt: 14 Sayı: 01, 1 - 20, 01.02.2013
https://doi.org/10.1501/Ozlegt_0000000174

Öz

Kaynakça

  • Anastasi, A. (1980). Abilities and the measurement of achievement. In W. B. Schrader (Ed.), Measuring achievent: Progress over a decade (pp,1-10). San Francisco: Jossey-Bass.
  • Anastasi, A., Urbina, S.(1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Angoff, W.H. (1988). The nature-nurture debate, aptitudes,and group differences. American Psychologist, 41, 713-720 .
  • Atkinson, J. W. (1978). Motivational determinants of intellective performance and cumulative achievement. In J. W. Atkinson & J. O. Raynor (Eds.), Personality, motivation, and achievement (pp. 221-242). New York: Wiley.
  • Australian Sport Commission. (1994). The search is over: Norms for sportrelated fitness tests in Australian students aged 12-17 years. Canberra, Australia: Author.
  • Bartholomew, A. (1997, March)i the gift of music was his passport. Readers’ Digest, 149-154.
  • Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine Books.
  • Bouchard, C., Malina, R. M., & Perusse, L. (1997). Genetics of fitness and physical performance. Champaign, IL: Human Kinetics.
  • Bouchard, T. J. (1997). IQ similarity in twins reared apart: Finding and responses to critics. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, hereditary, and enviroment, pp. 126-160. New York: Cambridge University Press.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambrige University Press.
  • Cohen, D. B. (1999). Stranger in the nest. New York: Wiley.
  • Cohen, J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic Press.
  • College Board. (2001). Advanced placement program. [Available at: www.collegeboard.org/ap/].
  • Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for Nature and Nurture. American Psychologist, 55, 218-232.
  • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.
  • Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 19, 301-341.
  • Cox, J., Daniel, N., & Boston, B. O. (1985). Educating able learners: Programs and promising practices. Austin: University of Texas Press.
  • Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. In M. R. Rozenzweig & L. W. Porter (Eds.), Annual Review of Psychology (Vol. 41, pp. 417-440). Palo Alto, CA: Annual Reviews.
  • Ericson, K. A. (Ed.) (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.
  • Ericson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747.
  • Feldhusen, J. F. (1986). A conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 112-127). New York: Cambridge University Press.
  • Feldhusen, J. F. (1992). Talent identification and development in education (TIDE). Sarasota, FL: Center for Creative Learning.
  • Gagne, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103-112.
  • Gagne, F. (1991). Toward a differentiated model of giftedness and talent. In N. Colangelo & G. A. Davis (Eds.) Handbook of gifted education (pp. 65-80). Boston: Allyn and Bacon.
  • Gagne, F. (1993). Constructs and models pertaining to exceptional human abilities. In K. A. Heller, F. J. Mönks,& A. H. Passow (Eds.), Internetional handbook of research and development of giftedness and talent (pp. 63-85). Oxford: Permagon Press.
  • Gagne, F. (1997). Critique of Morelock’s (1996) definitions of giftedness and talent. Roeper Review,20, 76-85.
  • Gagne, F. (1998a, November). Individual differences are MUCH larger than you think Paper presented at the meeting of the National Association for Gifted Children, Louisville, KY.
  • Gagne, F. (1998b). The prevalence of gifted, talented, and multitalented individuals: Estimates from peer and teacher nominations. In R.C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 101-126). Washington, DC: American Psychological Association.
  • Gagne, F. (1998c). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, 87-95.
  • Gagne, F. (1999a). Is there any light at the end of the tunnel? Journal for the Education of the Gifted, 22, 191- 234.
  • Gagne, F. (1999b). The multigifts of multitalented individuals. In S. Cline & K. T. Hegeman (Eds.), Gifted education in the twenty-first century: Issuesand concerns (pp. 17-45). Delray Beach, FL: Winslow Press.
  • Gagne, F. (1999c). Review of D. K. Simonton’s (1994) “Greatness: Who makes history and why.” High Ability Studies, 10,113-115.
  • Gagne, F. (2000). Understanding the complex choreography talent development through DMGT-based analysis. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. Subotnik (Eds.), Internetional handbook of research and development of giftedness and talent (2nd ed. pp. 67-79). Oxford: Pergamon Press.
  • Gagne, F., & St. Pere, F. (2002). When IQ is controlled does motivation still predict achievement? Intelligence, 30, 71-100.
  • Gagne, F., Neveu, F., Simard, L., & St. Pere, F. (1996). How a search for multitalented individuals challenged the concept itself. Gifted and Talent International, 11,4-10.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intellegences. New York: Basic Books.
  • Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (1998). Cognitive neuroscience: The biology of mind. New York: Norton.
  • Gottfredson, L. S. (1997). Why g matters: The complexity of everday life. Intelligence, 24, 79-132,
  • Harris, J. R. (1998). The nature assumption. New York: Free Press.
  • Haskins, R. (1989). Beyond metaphor: The efficacy of early childhood education. American Psychologist, 44, 274-287.
  • Hemery, D. (1986). The pursuit of sporting excellence: A study of sport’s highest achivers. London: Willow Books.
  • Hoover, H. D., Hieronymus, A. N., Frisbie, D. A. & Dunbar, S. B. (1993). Norms and score conversios: Form K, levels 7-14 of the ITBS SurveyBattery. Chicago: Riverside.
  • Howe, M. J. A., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: Realityor myth? Behavioral and Brain Sciences, 21, 399-442.
  • Jensen, A. R. (1980). Bias in mental testing, New York: Free Press.
  • Jensen, A. R. (1998). The g factor: The science of mental ability. Wesport, CT: Praeger.
  • Kuhl, J., & Beckmann, J. (Eds)(1985). Action control: From cognition to behavior. New York: Springer-Verlag.
  • Marland, S. P. (1972). Eduction of the gifted and talented: Report to the Congress of the United States by the U. S. Commissioner of Education. Washington, DC: U. S. Government Printing Office.
  • Masse, P. & Gagne, F. (1983). Observations on enrichment and acceleration. In B. M. Shore, F. Gagne, S. Larivee, R. H. Tali, & R. E. Tremblay (Eds.), Face to facewith giftedness (pp. 395-413). Monroe, NY: Trillium Press.
  • Mayer, J. D., Caruso D. R., & Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
  • McCrae, R. R., & Costa, P. T. Jr., (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 139-153). New Uork: Guilford Press.
  • McCrae, R. R., & Costa, P. T. Jr., Ostendrof, F., Angleitner, A., Hrebickova, M., Avia, M. D., Sanz, J., Sanchez- Bernardos, M. L., Kusdil, M. E., Wooldfield, R., Saunders, P. R. & Smith, P. B. (2000). Nature over nurture: Temperament, personality, and life span development. Journal of Personality and Social Psychology, 78, 173-186.
  • Mitchell, B. M. (1988). The latest National Assessment of Gifted Education. Roeper Review, 10, 239-240.
  • Moon, S. (in press). Personal talent: What is ıt and how can we study it? In N. Colangelo & S.Assouline (Eds.), Talent Development VI: Proceedings from the 2000 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. Scottsdale, AZ: Gifted Psychology Press.
  • Morelock, M. (1996). On the nature of giftedness and talent: Imposing orderon chaos. Roeper Review, 19, 4-12.
  • O’Connel Higgins, G. (1994). Resilient adults: Overcoming a cruel past. San Francisco: Jossey-Bass.
  • Orlick, T. (1986). Psyching for sport: Mental trainning for athletes. Champaign, IL: Human Kinetics.
  • Pinker, S. (1997). How the mind works. New York: Norton.
  • Plomin, R., & McClearn, G. E. (Eds.) (1993). Nature, nurture, and psychology.Washington, DC: American Psychological Association.
  • President’s Council on Physical Fitness and Sports (2001). Presedent’s challenge: Physical fitness program packet. Retrieved from http://www. Fitness.gov/challenge/challenge.htmal.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg and J. E. Davidson (Eds.). Conceptions of giftedness (pp.53-92). New York: Cambridge University Press.
  • Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78, 122-135.
  • Rowe, D. C. (1994). The limits of family influence: genes, experience, and behavior. New York: Guilford Press.
  • Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Developmental Psychology, 63,1-19.
  • Scarr, S., & Carter-Saltzman, L. (1982). Genetics and intelligence. On R. J. Sternberg (Ed.), Handbook of human intelligence (p. 792-896). New York: Cambridge University Press.
  • Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262- 274.
  • Simonton, D. K. (1994). Who makes history and why. New York: Guilford Press.
  • Sternberg, R. J. (1985). Beyond IQ:A triarchic theory of human intelligence. New York: Cambridge University Press.
  • Sternberg, R. J.,& Wagner, R. K. (Eds.)(1986). Practical intelligence. New York: Cambridge University Press.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educatinal perspectives. New York: Macmillan.
  • Terman, L. M. (1925). Genetic studies of genius: Vol:1. Mental and physical traits of a thousand gifted cildren. Stanford: Stanford University Press.
  • Tooby, J., & Cosmides, L. (1992). The pshychological foundations of culture. In J. M. Barkow. L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and generation of culture (pp. 19-136). New York: Oxford University Press.
  • U. S. Department of Education (1993), National Excellence: A case for developing America’s talent. Washington, DC: U. S. Government Printing Office.
  • Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
  • Zimmerman, B. J. (1998). Academic studying and the development of personel skill: A self-regulatary perspective. Educational Psychologist,33, 73-86.

Üstün Zekâyı Yeteneğe Dönüştürmek: Gelişimsel Bir Teori Olarak Ayrımsal Üstün Zekâ ve Yetenek Modeli

Yıl 2013, Cilt: 14 Sayı: 01, 1 - 20, 01.02.2013
https://doi.org/10.1501/Ozlegt_0000000174

Öz

Kaynakça

  • Anastasi, A. (1980). Abilities and the measurement of achievement. In W. B. Schrader (Ed.), Measuring achievent: Progress over a decade (pp,1-10). San Francisco: Jossey-Bass.
  • Anastasi, A., Urbina, S.(1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Angoff, W.H. (1988). The nature-nurture debate, aptitudes,and group differences. American Psychologist, 41, 713-720 .
  • Atkinson, J. W. (1978). Motivational determinants of intellective performance and cumulative achievement. In J. W. Atkinson & J. O. Raynor (Eds.), Personality, motivation, and achievement (pp. 221-242). New York: Wiley.
  • Australian Sport Commission. (1994). The search is over: Norms for sportrelated fitness tests in Australian students aged 12-17 years. Canberra, Australia: Author.
  • Bartholomew, A. (1997, March)i the gift of music was his passport. Readers’ Digest, 149-154.
  • Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine Books.
  • Bouchard, C., Malina, R. M., & Perusse, L. (1997). Genetics of fitness and physical performance. Champaign, IL: Human Kinetics.
  • Bouchard, T. J. (1997). IQ similarity in twins reared apart: Finding and responses to critics. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, hereditary, and enviroment, pp. 126-160. New York: Cambridge University Press.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambrige University Press.
  • Cohen, D. B. (1999). Stranger in the nest. New York: Wiley.
  • Cohen, J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic Press.
  • College Board. (2001). Advanced placement program. [Available at: www.collegeboard.org/ap/].
  • Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for Nature and Nurture. American Psychologist, 55, 218-232.
  • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.
  • Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 19, 301-341.
  • Cox, J., Daniel, N., & Boston, B. O. (1985). Educating able learners: Programs and promising practices. Austin: University of Texas Press.
  • Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. In M. R. Rozenzweig & L. W. Porter (Eds.), Annual Review of Psychology (Vol. 41, pp. 417-440). Palo Alto, CA: Annual Reviews.
  • Ericson, K. A. (Ed.) (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.
  • Ericson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747.
  • Feldhusen, J. F. (1986). A conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 112-127). New York: Cambridge University Press.
  • Feldhusen, J. F. (1992). Talent identification and development in education (TIDE). Sarasota, FL: Center for Creative Learning.
  • Gagne, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29, 103-112.
  • Gagne, F. (1991). Toward a differentiated model of giftedness and talent. In N. Colangelo & G. A. Davis (Eds.) Handbook of gifted education (pp. 65-80). Boston: Allyn and Bacon.
  • Gagne, F. (1993). Constructs and models pertaining to exceptional human abilities. In K. A. Heller, F. J. Mönks,& A. H. Passow (Eds.), Internetional handbook of research and development of giftedness and talent (pp. 63-85). Oxford: Permagon Press.
  • Gagne, F. (1997). Critique of Morelock’s (1996) definitions of giftedness and talent. Roeper Review,20, 76-85.
  • Gagne, F. (1998a, November). Individual differences are MUCH larger than you think Paper presented at the meeting of the National Association for Gifted Children, Louisville, KY.
  • Gagne, F. (1998b). The prevalence of gifted, talented, and multitalented individuals: Estimates from peer and teacher nominations. In R.C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 101-126). Washington, DC: American Psychological Association.
  • Gagne, F. (1998c). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, 87-95.
  • Gagne, F. (1999a). Is there any light at the end of the tunnel? Journal for the Education of the Gifted, 22, 191- 234.
  • Gagne, F. (1999b). The multigifts of multitalented individuals. In S. Cline & K. T. Hegeman (Eds.), Gifted education in the twenty-first century: Issuesand concerns (pp. 17-45). Delray Beach, FL: Winslow Press.
  • Gagne, F. (1999c). Review of D. K. Simonton’s (1994) “Greatness: Who makes history and why.” High Ability Studies, 10,113-115.
  • Gagne, F. (2000). Understanding the complex choreography talent development through DMGT-based analysis. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. Subotnik (Eds.), Internetional handbook of research and development of giftedness and talent (2nd ed. pp. 67-79). Oxford: Pergamon Press.
  • Gagne, F., & St. Pere, F. (2002). When IQ is controlled does motivation still predict achievement? Intelligence, 30, 71-100.
  • Gagne, F., Neveu, F., Simard, L., & St. Pere, F. (1996). How a search for multitalented individuals challenged the concept itself. Gifted and Talent International, 11,4-10.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intellegences. New York: Basic Books.
  • Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (1998). Cognitive neuroscience: The biology of mind. New York: Norton.
  • Gottfredson, L. S. (1997). Why g matters: The complexity of everday life. Intelligence, 24, 79-132,
  • Harris, J. R. (1998). The nature assumption. New York: Free Press.
  • Haskins, R. (1989). Beyond metaphor: The efficacy of early childhood education. American Psychologist, 44, 274-287.
  • Hemery, D. (1986). The pursuit of sporting excellence: A study of sport’s highest achivers. London: Willow Books.
  • Hoover, H. D., Hieronymus, A. N., Frisbie, D. A. & Dunbar, S. B. (1993). Norms and score conversios: Form K, levels 7-14 of the ITBS SurveyBattery. Chicago: Riverside.
  • Howe, M. J. A., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: Realityor myth? Behavioral and Brain Sciences, 21, 399-442.
  • Jensen, A. R. (1980). Bias in mental testing, New York: Free Press.
  • Jensen, A. R. (1998). The g factor: The science of mental ability. Wesport, CT: Praeger.
  • Kuhl, J., & Beckmann, J. (Eds)(1985). Action control: From cognition to behavior. New York: Springer-Verlag.
  • Marland, S. P. (1972). Eduction of the gifted and talented: Report to the Congress of the United States by the U. S. Commissioner of Education. Washington, DC: U. S. Government Printing Office.
  • Masse, P. & Gagne, F. (1983). Observations on enrichment and acceleration. In B. M. Shore, F. Gagne, S. Larivee, R. H. Tali, & R. E. Tremblay (Eds.), Face to facewith giftedness (pp. 395-413). Monroe, NY: Trillium Press.
  • Mayer, J. D., Caruso D. R., & Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
  • McCrae, R. R., & Costa, P. T. Jr., (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 139-153). New Uork: Guilford Press.
  • McCrae, R. R., & Costa, P. T. Jr., Ostendrof, F., Angleitner, A., Hrebickova, M., Avia, M. D., Sanz, J., Sanchez- Bernardos, M. L., Kusdil, M. E., Wooldfield, R., Saunders, P. R. & Smith, P. B. (2000). Nature over nurture: Temperament, personality, and life span development. Journal of Personality and Social Psychology, 78, 173-186.
  • Mitchell, B. M. (1988). The latest National Assessment of Gifted Education. Roeper Review, 10, 239-240.
  • Moon, S. (in press). Personal talent: What is ıt and how can we study it? In N. Colangelo & S.Assouline (Eds.), Talent Development VI: Proceedings from the 2000 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. Scottsdale, AZ: Gifted Psychology Press.
  • Morelock, M. (1996). On the nature of giftedness and talent: Imposing orderon chaos. Roeper Review, 19, 4-12.
  • O’Connel Higgins, G. (1994). Resilient adults: Overcoming a cruel past. San Francisco: Jossey-Bass.
  • Orlick, T. (1986). Psyching for sport: Mental trainning for athletes. Champaign, IL: Human Kinetics.
  • Pinker, S. (1997). How the mind works. New York: Norton.
  • Plomin, R., & McClearn, G. E. (Eds.) (1993). Nature, nurture, and psychology.Washington, DC: American Psychological Association.
  • President’s Council on Physical Fitness and Sports (2001). Presedent’s challenge: Physical fitness program packet. Retrieved from http://www. Fitness.gov/challenge/challenge.htmal.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg and J. E. Davidson (Eds.). Conceptions of giftedness (pp.53-92). New York: Cambridge University Press.
  • Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78, 122-135.
  • Rowe, D. C. (1994). The limits of family influence: genes, experience, and behavior. New York: Guilford Press.
  • Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Developmental Psychology, 63,1-19.
  • Scarr, S., & Carter-Saltzman, L. (1982). Genetics and intelligence. On R. J. Sternberg (Ed.), Handbook of human intelligence (p. 792-896). New York: Cambridge University Press.
  • Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262- 274.
  • Simonton, D. K. (1994). Who makes history and why. New York: Guilford Press.
  • Sternberg, R. J. (1985). Beyond IQ:A triarchic theory of human intelligence. New York: Cambridge University Press.
  • Sternberg, R. J.,& Wagner, R. K. (Eds.)(1986). Practical intelligence. New York: Cambridge University Press.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educatinal perspectives. New York: Macmillan.
  • Terman, L. M. (1925). Genetic studies of genius: Vol:1. Mental and physical traits of a thousand gifted cildren. Stanford: Stanford University Press.
  • Tooby, J., & Cosmides, L. (1992). The pshychological foundations of culture. In J. M. Barkow. L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and generation of culture (pp. 19-136). New York: Oxford University Press.
  • U. S. Department of Education (1993), National Excellence: A case for developing America’s talent. Washington, DC: U. S. Government Printing Office.
  • Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19-27.
  • Zimmerman, B. J. (1998). Academic studying and the development of personel skill: A self-regulatary perspective. Educational Psychologist,33, 73-86.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Rukiye Çev.: Baltacı Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 14 Sayı: 01

Kaynak Göster

APA Çev.: Baltacı, R. (2013). Üstün Zekâyı Yeteneğe Dönüştürmek: Gelişimsel Bir Teori Olarak Ayrımsal Üstün Zekâ ve Yetenek Modeli. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(01), 1-20. https://doi.org/10.1501/Ozlegt_0000000174




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