Учебное пособие, Пер с англ. М.: Апрель Пресс, Изд-во эксмо-пресс, 2001. 752 с.

БИБЛИОГРАФИЯ

4. Burt, C. Intelligence and fertility. London: Hamilton, 1946.

5. Casey, Mary L., Davidson, Helen P., and Harter, Doris I. Three studies on the effect of training in similar and identical material upon Stanford-Binet test scores. 2?^h Yearb., Nat. Soc. Stud. Educ, 1928, Parti. 431-439.

6. Cattell, R. B. Psyche. Constant changes in Stanford-Binet IQ. J. edic. Psychol., 1931, 22, 544-550.

7. Cattell, R. B. The fate of national intelligence: a test of a thirteen-year prediction. Eugen. Rev., 1951, 42, 136—148.

8. Cattell, R. В., Feingold, S. N., and Sarason, S. B. A culture-free intelligence test: H. Evalnation of cultural influences on test performance. /. educ. Psychol., 1941, 32, 81 -100.

9. Crane, V. R., and Heim, Alice W. The effects of repeated retesting: III. Further experiments and general conclusions. Quart. J. exp. Psychol., 1950, 2, 182-197.

10. Dearborn, W. F., and Rothney, /. Predicting the child's development. Cambridge, Mass.: Sci-Art Pub., 1941.

11. De Groot, A. D. War and the intelligence of youth. /. abnorm. Soc. Psychol., . 1951, 46, 596-597.

12. Dempster, J. J. B. Symposium on the effects of coaching and practice in intelligence tests. III. Southampton investigation and procedure. Brin. J. educ. Psychol., 1954, 24, 1—4.

13. Emmett, W. G. The trend of intelligence in certain districts of England. Popul. Stud., 1950, 3, 324-337.

14. Finch, F. H. Enrollment increases and changes in the mental level. Appl. Psychol. Monogr., 1946, No. 10.

15. French. J. W. An answer to test coaching. College Board Rev., 1955, 27, 5-7.

16. Garrett, H. E. Variability in learning under massed and spaced practice. /. exp. Psychol., 1940, 26, 547-567.

17. Goodenoudh, Florence L. New evidence on environmental influence on intelligence. 39^h Yearb., Nat. Soc. Stud. Educ, 1940, Part I, 307— 365.

18. Goodenough, Florence L. Some special problems of nature-nurture research. 39'" Yearb., Nat. Soc. Stud. Educ, 1940, Part I, 367-384.

19. Goodenough, Florence L., Foster, J. G., and Van Wagenen, M. J. The Minnesota Preschool Tests. Minneapolis: Educ. Test Bur., 1932.

20. Goodenough, Florence L., and Maurer, {Catherine M. The mental development of nursery-school children compared with that of non-nursery school children. 39^h Yearb., Nat. Soc. Stud. Educ, 1940, Part II, 161-178.

21. Grant, D. A. On "the analysis of variance in psychological research". Psychol. Bull., 1944, 41, 158-166.

22. Greene, К. В. Practice effects on various types of standarb tests. Amer. J. Psychol., 1937, 49, 67-75.

23. Greene, Katharine B. The influence of specialized training on tests of general intelligence. 2?^h Yearm., Nat. Soc. Stud. Educ, 1928, Part I, 421-428.

24. Hamilton, Mildred E. The contribution of practice differences to group variability. Arch. Psychol., 1943, No. 278.

25. Heim, Alice W., and Wallace, Jean G. The effects of repeatedly retesting the same group on the same intelligence test. Part I: Normal adults. Quart. J. exp. Psychol., 1949, 1, 151 —159.

26. Heim, Alice W., and Wallace, Jean G. The effects of repeatedly retesting the same group on the same intelligence test: II, High grade mental defectives. Quart. J. exp. Psechol., 1950, 2, 19—32.

27. Hertzman, M. Specificity of correlations between initial and final abilities in Iteming. Psychol. Rev., 1939, 46, 163—175.

28. Holloway, H. D. Effects of training on the SRA Primary Mental Abilities (Primary) and WISC. Child Develpm., 1954, 25, 253-263.

29. Husen, T. Testresultatensprognosvarde. Stockholm: Gebert, 1950. (English summary.)

30. Husen, T. The influence of schooling upon IQ. Theoria, 1951, 17, 61—88.

31. James, W. S. Symposium on the effects of coaching and practice in , intelligence tests. II. Coaching for all recommended. Brit. J. Psychol., 1953, 23, 155-162.

32. Jarl, V. Coucheron. Intellectual abilities and schooling as a psychological and social issue. Paper read at Fourteenth Intematl. Congr. Psychol., Montreal, June, 1954.

33. Jones, H. E., and Jorgensen, A. P. Mental growth as related to nurseryschool attendance. 39t' Yearb., Nat. Soc. Stud. Educ, 1940, Part II, 207-222.

34. Kincaid, Margaret. A study of individual differences in learning. Psychol. Rev., 1925, 32, 34-53.

35. Lamson, Edna E. To what extent are intelligence quotients increased by children who participate in a rich, vital school curriculum? /. educ. Psychol., 1938, 29, 67-70.

36. Lorge, I. Schooling makes a difference. Teach. Coll. Rec, 1945, 483—492.

37. McNemar, Q. A critical examination of the University of Iowa studies of environmental influences upon the IQ. Psychol. Bull, 1940, 37, 63-92.

38. McNemar, Q. More on the Iowa IQ studies. /. Psychol., 1940, 10, 237—240.

39. McNemar, Q. Note on Wellman's re-analysis of IQ changes of orphanage preschool children. /. genet. Psychol., 1945, 67, 215—219.

40. Melzer, J. H. Functional logic. J. higher Educ, 1949, 20, 143—146, 170.

41. Owens, W. A., Jr. Intra-individual differences versus inter-individual differences in motor skills. Educ. Psychol. Measmt., 1942, 2, 299-314.

42. Owens, W. A., Jr. A new technic in studying the effects of practice upon individual differences. /. exp. Psychol., 1942, 30, 180—183.

43. Owens, W. A., Jr. Age and mental abilities: a longitudinal study. Genet. Psychol., Monogr., 1953, 48, 3—54. 44 Peel, E. A. A note on practice effects in intelligence tests. Brit. J. educ. Psychol., 1951, 21, 122-125.

45. Peel, E. A. Practice effects between three consecutive tests of intelligence. Brit. J. educ. Psychol., 1952, 22, 196-199.

46. Pritchard, Miriam C, Horan, Kathryn M., and Hollingworth, Leta S. The course of mental development in slow learners under an «experience curriculum». 39^h Yearb., Nat. Soc. Stud. Educ, 1940, Part II, 245-254.

47. Rodger, A. G. The application of six group intelligence tests to the same children and the effects of practice. Brit. J. educ. Psychol., 1936, 6, 291-305.

48. Scottish Council for Research in Education. The intelligence of Scottish children: a national survey of an age group. London: Univer. London Press, 1933.

49. Scottish Council for Research in Education. The trend of Scottish intelligence. London: Univer. London Press, 1949.

50. Scottish Cjuncil for Research in Education. Social implications of the 1947mental survey. London: Univer. London Press, 1953.

51. Smith, S. Language and non-verbal test performance of racial groups in Honolulu before and after a 14-year interval. J. gen. Psychol., 1942, 26, 51-93.

52. Terman, L. M., and Merrill, Maud A. Measuring intelligence. Boston: Houghton Mifflin, 1937.

53. Thorndike, E. L. Practice effects on intelligence tests. /. exp. Psychol., 1922, 5, 101-107.

54. Thorndike, E. L. Heredity and environment. J. educ. Psychol., 1938, 29, 161-166.

55. Thorndike, R. L. Regression fallacies in the matched groups experiment. Psychometrika, 1942, 7, 85-102.

56. Thorndike, R. L., et al. Retest changes in the IQ in certain superior schools.

39^h Yearb., Nat. Soc. Stud. Educ, 1940, Part II, 351-361.

57. Thurstone, Thelma G. Learning to think series. The red book. Chicago: Science Research Associates, 1948.

276 Дифференциальная психология

58. Thurstone, Thelma G. Learning to think series. Teacher's manual for play and learn. The red book. Chicago: Science Research Associates, 1948.

59. Tilton, J. W. The effect of forgetting upon individual differences. Psychol. Monogr., 1936, 47, 173-185.

60. Trainor, J. C. Experimental results of training in general semantics upon intelligence scores. Papers from the First American Congress for General Semantics, Ellensburg, Wash., March, 1935, 58—67.

61. Tuddenham, R. D. Soldier intelligence in World Wars I and II. Amer. Psychologist, 1948, 3, 54-56.

62. United States Army, The Adjutant General's Office, Personnel Research Section. The Army General Classification Test. Psychol. Bull., 1945, 42, 760-768.

63. Vernon, P. E. Symposium on the effects of coaching and practice in intelligence tests: V. Conclusions. Brit. J. educ. Psychol., 1954, 24, 57-63.

64. Wellman, Beth L. Growth in intelligence under differing school environments. /. exp. Educ, 1934—35, 3, 59—83.

65. Wellman, Beth L. Iowa studies on the effects of schooling. 39'' Yearb., Nat.Soc. Stud. Educ, 1940, Part II, 377-399.

66. Wellman, Beth L. IQ changes of preschool and non-preschool groups during the preschool years: a summary of the literature. /. Psychol., 1945, 20, 347-368.

67. Wellman, Beth L., and Pegram, Edna L. Binet IQ changes of orphanage preschool children: a re-analysis. /. genet. Psychol., 1944, 65, 239-263.

68. Wellman, Beth L., Skeels, H. M., and Skodak, Marie. Review of McNemar's critical examination of Iowa studies. Psychol. Bull., 1940, 37, 93-111.

69. Wheeler, L. R. A comparative study of the intelligence of East Tennessee mountain children. /. educ. Psychol., 1942, 33, 321—334.

70. Wiseman, S. Symposium on the effects of coaching and practice in intelligence tests. IV. The Manchester experiment. Brit. J. educ Psychol., 1954, 24, 5-8.

71. Wiseman, S., and Wrigley, J. The comparative effects of coaching and practice on the results of verbal intelligence tests. Brit. J. Psychol., 1953, 44, 83-94.

72. Worbois, G. M. Changes in Stanford-Binet IQ for rural consolidated and rural one-room school children. /. exp. Educ, 1942, 11, 210— 214.

73. Yates, A. Symposium on the effects of coaching and practice in intelligence tests. Brit. J. educ. Psychol., 1953, 23, 147—154.

74. Yerkes, R. M. (Ed.) Psychological examining in the United States Army. Mem. Nat. Acad. Sci., 1921, 15.