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
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.
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