Referencias

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Conclusiones
 
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Línea 2: Línea 2:
 
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# Anderson, L.W. et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
 
# Anderson, L.W. et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
−
# Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual review of psychology, 63, 1−29.
+
# Baddeley, A. (2012). Working memory: Theories, models, and controversies. ''Annual review of psychology, 63'', 1−29.
−
#Buschkuehl, M.; Jaeggi, S.M. (2010). Improving intelligence: a literature review. Swiss medical weekly, 140, 266−272.
+
#Buschkuehl, M.; Jaeggi, S.M. (2010). Improving intelligence: a literature review. ''Swiss medical weekly,'' 140, 266−272.
−
# Carey, S. (2009). The origins of concepts. Oxford, UK: Oxford University Press.
+
# Carey, S. (2009). ''The origins of concepts.'' Oxford, UK: Oxford University Press.
−
# Ceci, S. (1991). How much does schooling influence general intelligence and its cognitive components? Developmental psychology, 27, 703−722.
+
# Ceci, S. (1991). How much does schooling influence general intelligence and its cognitive components? ''Developmental psychology,'' 27, 703−722.
−
# Demetriou, A. (2013). Learning to learn, know and reason. In: R. Deakin Crick & C. Stringher (Eds.), Learning to learn. London: Routledge
+
# Demetriou, A. (2013). ''Learning to learn'', know and reason. In: R. Deakin Crick & C. Stringher (Eds.), Learning to learn. London: Routledge
−
# Demetriou, A.; Kazi, S. (2001). Unity and modularity in the mind and the self: Studies on the relationships between self-awareness, personality, and intellectual development from childhood to adolescence. London: Routledge.
+
# Demetriou, A.; Kazi, S. (2001). ''Unity and modularity in the mind and the self: Studies on the relationships between self-awareness, personality, and intellectual development from childhood to adolescence.'' London: Routledge.
−
# Demetriou, A.; Kazi, S. (2006). Self-awareness in g (with processing efficiency and reasoning). Intelligence, 34, 297−317.
+
# Demetriou, A.; Kazi, S. (2006). Self-awareness in g (with processing efficiency and reasoning). ''Intelligence,'' 34, 297−317.
−
# Demetriou, A. et al. (2005). The architecture, dynamics, and development of mental processing: Greek, Chinese, or Universal? Intelligence, 33, 109−141.
+
# Demetriou, A. et al. (2005). The architecture, dynamics, and development of mental processing: Greek, Chinese, or Universal? ''Intelligence,'' 33, 109−141.
−
# Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010). The development of mental processing. In: W.F. Overton (Ed.), Biology, cognition and methods across the life-span. Vol. 1: Handbook of life-span development, pp. 306−343. Hoboken, NJ: Wiley.  
+
# Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010). The development of mental processing. In: W.F. Overton (Ed.), ''Biology, cognition and methods across the life-span. Vol. 1: Handbook of life-span development,'' pp. 306−343. Hoboken, NJ: Wiley.  
−
#Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011). Educating the developing mind: Towards an overarching paradigm. Educational psychology review, 23(4), 601−663.
+
#Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011). Educating the developing mind: Towards an overarching paradigm. ''Educational psychology review'', 23(4), 601−663.
−
# Demetriou, A. et al. (2013). Cycles in speed-working memory-G relations: Towards a developmental-differential theory of the mind. Intelligence, 41, 34−50. [doi: 10.1016/j.intell.2012.10.010.]
+
# Demetriou, A. et al. (2013). Cycles in speed-working memory-G relations: Towards a developmental-differential theory of the mind. ''Intelligence,'' 41, 34−50. [doi: 10.1016/j.intell.2012.10.010.]
 
# Demetriou, A., Spanoudis, G., & Shayer, M. (2014). Inference, reconceptualization, isight, and efficiency along intellectual growth: A general theory. Enfance, issue 3, 365−396 [doi: /10.4074/S0013754514003097.]
 
# Demetriou, A., Spanoudis, G., & Shayer, M. (2014). Inference, reconceptualization, isight, and efficiency along intellectual growth: A general theory. Enfance, issue 3, 365−396 [doi: /10.4074/S0013754514003097.]
−
Flynn, J.R. (2009). What is intelligence: Beyond the Flynn effect. Cambridge, UK: Cambridge University Press.
+
# Flynn, J.R. (2009). ''What is intelligence: Beyond the Flynn effect.'' Cambridge, UK: Cambridge University Press.
−
#Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
+
#Gardner, H. (1983). ''Frames of mind: The theory of multiple intelligences.'' New York, NY: Basic Books.
−
# Gustafsson, J.-E. (2008). Schooling and intelligence: Effects of track of study on level and profile of cognitive abilities. In: P.C. Kyllonen, R.D. Roberts & L. Stankov (Eds.), Extending intelligence: Enhancement and new constructs, pp. 37−59. New York, NY: Lawrence Erlbaum Associates.
+
# Gustafsson, J.-E. (2008). Schooling and intelligence: Effects of track of study on level and profile of cognitive abilities. In: P.C. Kyllonen, R.D. Roberts & L. Stankov (Eds.), ''Extending intelligence: Enhancement and new constructs,'' pp. 37−59. New York, NY: Lawrence Erlbaum Associates.
−
#Hunt, E.B. (2011). Human intelligence. New York, NY: Cambridge University Press. Kazi, S. et al. (In press). Mind-culture interactions: How writing molds mental fluidity in early development. Intelligence. <dx.doi.org/10.1016/j.intell.2012.07.001>
+
#Hunt, E.B. (2011). ''Human intelligence.'' New York, NY: Cambridge University Press.  
−
#Kyriakides, L.; Luyten, H. (2009). The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression discontinuity with multiple cut-off points. School effectiveness and school improvement, 20, 167−186.  
+
#Kazi, S. et al. (In press). Mind-culture interactions: How writing molds mental fluidity in early development. Intelligence <dx.doi.org/10.1016/j.intell.2012.07.001>
−
# McBride-Chang, C. et al. (2011). Visual spatial skills: A consequence of learning to read? Journal of experimental child psychology, 109, 256−262.
+
#Kyriakides, L.; Luyten, H. (2009). The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression discontinuity with multiple cut-off points. ''School effectiveness and school improvement,'' 20, 167−186.  
−
# Moshman, D. (2011). Adolescent rationality and development: Cognition, morality, and identity. New York, NY: Psychology Press. (3rd ed.)
+
# McBride-Chang, C. et al. (2011). Visual spatial skills: A consequence of learning to read? ''Journal of experimental child psychology,'' 109, 256−262.
−
# Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. Acta psychologica, 63, 301−345.
+
# Moshman, D. (2011). Adolescent rationality and development: ''Cognition, morality, and identity.'' New York, NY: Psychology Press. (3rd ed.)
−
# iaget, J. (1970). Piaget’s theory. In: P.H. Mussen, (Ed.), Carmichael’s handbook of child development (pp. 703−732). New York, NY: Wiley.
+
# Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. ''Acta psychologica,'' 63, 301−345.
−
# Rindermann, H.; Thomson, J. (2013). Ability rise in NAEP and narrowing ethnic gaps? Intelligence, <dx.doi.org/10.1016/j.intell.2013.06.016>
+
# Piaget, J. (1970). Piaget’s theory. In: P.H. Mussen, (Ed.), ''Carmichael’s handbook of child development'' (pp. 703−732). New York, NY: Wiley.
−
# Weil, G.L. et al. (2013). The development of metacognitive ability in adolescence. Consciousnes and cognition, 22(1), 264−271.
+
# Rindermann, H.; Thomson, J. (2013). Ability rise in NAEP and narrowing ethnic gaps? ''Intelligence,'' <dx.doi.org/10.1016/j.intell.2013.06.016>
−
# Winship, C.; Korenman, S. (1997). Does staying in school make you smarter? The effect of education on IQ in The Bell Curve. In: B. Devlin et al. (Eds.), Intelligence, genes, and success. Scientists respond to the Bell Curve, pp. 215−234. New York, NY: Springer-Verlag.
+
# Weil, G.L. et al. (2013). The development of metacognitive ability in adolescence. ''Consciousnes and cognition,'' 22(1), 264−271.
−
# Zelazo, P.D. (2011). Mindfulness training in childhood. Human development, 54, 61−65.
+
# Winship, C.; Korenman, S. (1997). Does staying in school make you smarter? The effect of education on IQ in The Bell Curve. In: B. Devlin et al. (Eds.), ''Intelligence, genes, and success. Scientists respond to the Bell Curve,'' pp. 215−234. New York, NY: Springer-Verlag.
−
# Zelazo, P.D.; Qu, L.; Müller, U. (2005). Hot and cool aspects of executive function: Relations with early development. In: W. Schneider et al. (Eds). Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. Mahwah, NJ: Lawrence Erlbaum and Associates
+
# Zelazo, P.D. (2011). Mindfulness training in childhood. ''Human development,'' 54, 61−65.
 +
# Zelazo, P.D.; Qu, L.; Müller, U. (2005). Hot and cool aspects of executive function: Relations with early development. In: W. Schneider et al. (Eds). ''Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind.'' Mahwah, NJ: Lawrence Erlbaum and Associates
  
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[[Categoría:Herramientas]]
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[[Categoría:Herramientas]][[Category:Book:Prácticas_educativas_26._Comprender_y_facilitar_el_desarrollo_del_intelecto]]

Revisión actual del 06:17 22 sep 2017


  1. Anderson, L.W. et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
  2. Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual review of psychology, 63, 1−29.
  3. Buschkuehl, M.; Jaeggi, S.M. (2010). Improving intelligence: a literature review. Swiss medical weekly, 140, 266−272.
  4. Carey, S. (2009). The origins of concepts. Oxford, UK: Oxford University Press.
  5. Ceci, S. (1991). How much does schooling influence general intelligence and its cognitive components? Developmental psychology, 27, 703−722.
  6. Demetriou, A. (2013). Learning to learn, know and reason. In: R. Deakin Crick & C. Stringher (Eds.), Learning to learn. London: Routledge
  7. Demetriou, A.; Kazi, S. (2001). Unity and modularity in the mind and the self: Studies on the relationships between self-awareness, personality, and intellectual development from childhood to adolescence. London: Routledge.
  8. Demetriou, A.; Kazi, S. (2006). Self-awareness in g (with processing efficiency and reasoning). Intelligence, 34, 297−317.
  9. Demetriou, A. et al. (2005). The architecture, dynamics, and development of mental processing: Greek, Chinese, or Universal? Intelligence, 33, 109−141.
  10. Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010). The development of mental processing. In: W.F. Overton (Ed.), Biology, cognition and methods across the life-span. Vol. 1: Handbook of life-span development, pp. 306−343. Hoboken, NJ: Wiley.
  11. Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011). Educating the developing mind: Towards an overarching paradigm. Educational psychology review, 23(4), 601−663.
  12. Demetriou, A. et al. (2013). Cycles in speed-working memory-G relations: Towards a developmental-differential theory of the mind. Intelligence, 41, 34−50. [doi: 10.1016/j.intell.2012.10.010.]
  13. Demetriou, A., Spanoudis, G., & Shayer, M. (2014). Inference, reconceptualization, isight, and efficiency along intellectual growth: A general theory. Enfance, issue 3, 365−396 [doi: /10.4074/S0013754514003097.]
  14. Flynn, J.R. (2009). What is intelligence: Beyond the Flynn effect. Cambridge, UK: Cambridge University Press.
  15. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  16. Gustafsson, J.-E. (2008). Schooling and intelligence: Effects of track of study on level and profile of cognitive abilities. In: P.C. Kyllonen, R.D. Roberts & L. Stankov (Eds.), Extending intelligence: Enhancement and new constructs, pp. 37−59. New York, NY: Lawrence Erlbaum Associates.
  17. Hunt, E.B. (2011). Human intelligence. New York, NY: Cambridge University Press.
  18. Kazi, S. et al. (In press). Mind-culture interactions: How writing molds mental fluidity in early development. Intelligence <dx.doi.org/10.1016/j.intell.2012.07.001>
  19. Kyriakides, L.; Luyten, H. (2009). The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression discontinuity with multiple cut-off points. School effectiveness and school improvement, 20, 167−186.
  20. McBride-Chang, C. et al. (2011). Visual spatial skills: A consequence of learning to read? Journal of experimental child psychology, 109, 256−262.
  21. Moshman, D. (2011). Adolescent rationality and development: Cognition, morality, and identity. New York, NY: Psychology Press. (3rd ed.)
  22. Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. Acta psychologica, 63, 301−345.
  23. Piaget, J. (1970). Piaget’s theory. In: P.H. Mussen, (Ed.), Carmichael’s handbook of child development (pp. 703−732). New York, NY: Wiley.
  24. Rindermann, H.; Thomson, J. (2013). Ability rise in NAEP and narrowing ethnic gaps? Intelligence, <dx.doi.org/10.1016/j.intell.2013.06.016>
  25. Weil, G.L. et al. (2013). The development of metacognitive ability in adolescence. Consciousnes and cognition, 22(1), 264−271.
  26. Winship, C.; Korenman, S. (1997). Does staying in school make you smarter? The effect of education on IQ in The Bell Curve. In: B. Devlin et al. (Eds.), Intelligence, genes, and success. Scientists respond to the Bell Curve, pp. 215−234. New York, NY: Springer-Verlag.
  27. Zelazo, P.D. (2011). Mindfulness training in childhood. Human development, 54, 61−65.
  28. Zelazo, P.D.; Qu, L.; Müller, U. (2005). Hot and cool aspects of executive function: Relations with early development. In: W. Schneider et al. (Eds). Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. Mahwah, NJ: Lawrence Erlbaum and Associates
Conclusiones
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