Cambios

#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

#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>

molds mental fluidity in early development. Intelligence. <dx.doi.org/10.1016/j.intell.2012.07.001>

#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.  

#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.  

# McBride-Chang, C. et al. (2011). Visual spatial skills: A consequence of learning to read? Journal of experimental child psychology, 109, 256−262.

# McBride-Chang, C. et al. (2011). Visual spatial skills: A consequence of learning to read? Journal of experimental child psychology, 109, 256−262.