Persoonlijke verschillen (differentiële psychologie)

literatuurbak

Ben Wilbrink

See also heritability.htm

NB: er zit geen speciale orde in dit bestand, behalve dat meest recente toevoegingen aan het einde zijn te vinden.

Weng-Tink Chooi, Holly E. Long & Lee A. Thompson (2014). The Sternberg Triarchic Abilities Test (Level-H) is a Measure of g. Journal of Intelligence, 2, 56-67. free access

Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9, 106-119. pdf

Linda S. Gottfredson (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 343-397 pdf

Gottfredson accuses Sternberg et al (2000) Practical intelligence in everyday life of sloppy if not misleading reporting of research. Heavy. The abstract shows what I mean.

• Situational judgment test research: Informing the debate on practical intelligence theory. McDaniel, Michael A.; Whetzel, Deborah L. Intelligence, Vol 33(5), Sep-Oct 2005, 515-525. doi: 10.1016/j.intell.2005.02.001 abstract and pdf

Jianghong Liu & Richard Lynn (2014). An increase of intelligence in China 1986-2012. Intelligence, 41, 479-481. [Flynn effect] free access

Ida Jeltova, Damian Birney, Nancy Fredine, Linda Jarvin, Robert J. Sternberg & Elena Grigorenko (2011). Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics. Journal of Learning Disabilities, 44, 381-395. [geen pdf opgehaald] abstract

Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L. (2014). Testing the theory of successful intelligence in teaching grade 4 language arts, mathematics, and science. Journal of Educational Psychology (online first) [geen pdf opgehaald] abstract

Scott Barry Kaufman (2013). The Complexity of Greatness. Beyond Talent or Practice. Oxford University Press. [nog niet als eBook in KB gevonden: maart 2014] blog

R. Keith Sawyer (2013 2nd). Explaining Creativity. The Science of Human Innovation. Oxford University Press. [als eBook in KB] info

Gary P. Latham & Craig C. Pinder (2005). Workmotivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56, 485-516. pdf

Judith L. Meece, Eric M. Anderman & Lynley H. Anderman (2006). CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION, AND ACADEMIC ACHIEVEMENT. Annual Review of Psychology, 57, 487-503. abstract

Miranda J. Lubbers, Margaretha P. C. van der Werf, Hans Kuyper & A. A. Jolijn Hendriks (2010). Learning and Individual Differences, 20, 203-208.

Lee Anne Thompson & Jeremy Oehlert (2010). The etiology of giftedness. Learning and Individual Differences, 20, 298-307.

Robert J. Sternberg (2010). Assessment of gifted students for identification purposes: New techniques for a new millennium. Learning and Individual Differences, 20, 327-336.

Rena F. Subotnik & Rochelle Rickoff (2010). Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research Learning and Individual Differences, 20, 358-364.

'Ik maak zelf wel uit hoe gelukkig ik ben.' Interview met A. D. De Groot. Intermediair, 16, nr 6, 8 februari 1980, 1-11. Daaraan toegevoegd de tekst van zijn afscheidsrede.

Jonathan Wai, David Lubinski & Camilla P. Benbow (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101, 817-835.pdf

Elena L. Grigorenko, Linda Jarvin, Ray Diffley III, Julie Goodyear, Edward J. Shanahan & Robert J. Sternberg (2009). Are SSATs and GPA enough? A theory-based approach to predicting academic success in secondary school. Journal of Educational Psychology, 101, 964-981.

Hester de Boer, Roel J. Bosker & Margaretha P. C. van der Werf (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102, 168-179.

Boer, H. de, Hendriks, A. A. J., Kuyper, H., & Werf, M. P. C. van der (2010). VOCL'99: De middellange termijn. Schoolloopbanen van leerlingen tot en met het eindexamen. Groningen : GION. (nog geen bestand?)

James C. Kaufman & Elena L. Grigorenko (Eds.) (2009). The essential Sternberg. Essays on intelligence, psychology, and education. Springer.

Mark A. Constas & Robert J. Sternberg (Eds) (2006). Translating theory and research into educational practice. Developments in content domains, large-scale reform, and intellectual capacity. Lawrence Erlbaum. sample ch. 4

Andy Hede (2003). A Critical Review of Learning Styles in Higher Education. Maroochydore, Qld: University of the Sunshine Coast. pdf

Jelte M. Wicherts & Harrie C. M. Vorst (2010). The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities. Learning and Individual Differences, 20, 494-500. pdf [NB: Corrigendum to ''The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities'' [Learning and Individual Differences 20 (2010) 494-500]]

Li-fang Zhang (2011). The developing field of intellectual styles: Four recent endeavours. Learning and Individual Differences, 21, 311-318. abstract

Li-fang Zhang, Robert J. Sternberg & Stephen Rayner (Eds.) (2012). Handbook of Intellectual Styles. Preferences in Cognition, Learning and Thinking. Springer. Scribd full text inhoudsopgave; frontmatter + ch. 1

Maria Kozhevnikov (2007). Cognitive Styles in the Context of Modern Psychology: Toward an Integrated Framework of Cognitive Style. Psychological Bulletin, 133, No. 3, 464-481. pdf

David H. Cropley, Arthur J. Cropley, James C. Kaufmann & Mark A. Runco (Eds.) (2010). The Dark Side of Creativity. Cambridge University Press. 
[Als eBook beschikbaar voor abonnees van de Koninklijke Bibliotheek] 
site

• 

Het aardigste hoofdstuk daarin, voor mij althans, is dat van Sternberg: The dark side of creativity and how to combat it. abstract: [http://goo.gl/XwbRh ] 
Voor Sternberg, en vele anderen, is creativiteit een moreel neutraal begrip, en is wijsheid nodig om er het goede mee te doen. Uit zijn conclusie citeer ik het begin:
  Creativity has a dark side. So does intelligence. Our schools teach children in ways that seem largely oblivious to the dark sides to which knowledge, intelligence and creativity can be put.

  Tot die donkere kanten behoren ongeveer alle kwaden die dagelijks in de media passeren: opwarming van de atmosfeer, terrorisme, verspreiding van kernwapens, aantasting van de ozon-laag, toenemend ongelijke inkomensverdeling. In een andere publicatie heeft Sternberg de hyperintelligente juristen en fiscalisten opgeleid aan Harvard en andere Ivy League instellingen scherp gehekeld: zij zijn met hun amorele creatieve activiteiten direct verantwoordelijk voor de financiële wereldcrisis van vandaag. Harvard University heeft een mega-probleem.

  Meer een aardig onderzoekje, geloof ik, maar wel online beschikbaar: Francesca Gino & Dan Ariely (2012). The dark side of creativity: Original thinkers can be more dishonest. Journal of Personality and Social Psychology, Vol. 102, No. 3, 445-459. http://www.apa.org/pubs/journals/releases/psp-102-3-445.pdf Personality Trait Structure as a Human Universal , McCrae, Robert R ; Costa, Paul T, American Psychologist, 1997, Vol.52(5), p.509-516

Dean Keith Simonton (2003). Scientific creativity as constrained stochastic behavior: The integration of product, process, and person perspectives. Psychological Bulletin, 129, 475-494. abstract

• I argue that these real-life data all converge on a single implication: Genuine instances of scientific creativity at the behavioral level display the telltale characteristics of a constrained stochastic process. That is, creative behavior in science demands the intrusion of a restricted amount of chance, randomness, or unpredictability.

  p. 476

• It is worth pointing out that the foregoing results apply not just, to scientific creativity,  but to any form of creativity (Huber, 2000; Qué´telet, 1835/1968; Simonton, 1977, 1997). In either case,  quality, is a probabilistic consequence of quantity,  and the time pattern, of output is random and Poisson distributed.

  477

• Each scientific or technological specialty contains two, essential components, namely what Csikszentmihalyi, (1990, 1999) called the domain and the field.

  478

• The disciplinary ideas making up each creator’s sample, are then subjected to free,  relatively unconstrained,  or, quasi-random recombination,  with the aim of finding, original and useful permutations (Campbell, 1960; James, 1880). Because these combinations are “blindly formed,” to use Poincaré’s (1921, p. 392) phrase,  the scientist cannot accurately foresee which ideas will bear, fruit and which will prove sterile (Simonton, 1995). As a, consequence,  these ideational variations actually have a relatively low probability of arriving at a creative combination, because a large amount of time is spent shifting, through useless combinations. Fortunately,  however,  the low likelihood of success is partially compensated by the large number of trials. Each creator working within a given field presumably engages in this combinatory process for many years.

  478

• Hence, the central features of productivity across and within careers can be explicated by assuming that creativity operates like a stochastic combinatorial procedure.

  Hier dringt zich de vergelijkin gop met mijn inzicht-model (1998). Ook dat beschouw ik als een ‘stochastic combinatorial procedure’, het verschil is dat bij toetsen het domein scherp is gedefinieerd, en klein, zodat een hoge hit-rate bereikbaar is. (en hier ben ik kennelijk gestopt met lezen van dit artikel . . . )

• Dean Keith Simonton (2004). Creativity in science: Chance, logic, genius and zeitgeist. Cambridge University Press. [Nog niet gezien, niet in UB Leiden].

Jan te Nijenhuis, Elsbeth Tolboom, Wilma Resing & Nico Bleichrodt (2004). Does cultural background influence the intellectual performance of children from immigrant groups? The RAKIT Intelligence Test for Immigrant Children. European Journal of Psychological Assessment, 20, . 10-26. pdf

De leeftijdsgroep is hier 7 jarigen. Er loopt een rekentest of -toets mee, ik zie zo gauw niet welke dat is (correleert .5 met g, wat ik behoorlijk laag vind. De verklaring daarvoor is dat er helemaal geen rekentoets is gebruikt, maar leerkrachten is gevraagd de kinderen te beoordelen op vijfpuntsschaaltjes. Dit schiet niet op.

Michael A. Woodley, Jan te Nijenhuis & Raegan Murphy (2013 voorpublicatie). Were the Victorians cleverer than us? The decline in general intelligence estimated from a meta-analysis of the slowing of simple reaction time. Intelligence online first. abstract

Ik schat in dat dit een onvoorzichtige publicatie is. Dat is in de tekst al af te lezen uit het slordige gebruik van de termen 'IQ' en 'intelligentie' voor heel verschillende zaken. En zeker uit het ter sprake brengen van erfelijkheid van verschillen in intelligentie, bovendien in relatie tot een 'dysgenic trend'. Ik denk niet dat we hiermee gelukkig moeten zijn. Tenzij het spijkerhard onderzoek is, natuurlijk, maar hoe kan daar sprake van zijn wanneer je onderzoeken samenneemt die tot meer dan een eeuw uit elkaar liggen? We zullen het merken. Om reactietijden tot 'g' te bombarderen, lijkt ook niet helemaal vanzelfsprekend.

Jonathan Wai (2013). Investigating America's elite: Cognitive ability, education, and sex differences. Intelligence 41, 203-211. pdf

Jonathan Wai, David Lubinski & Camilla P. Benbow (2005). Creativity and Occupational Accomplishments Among Intellectually Precocious Youths: An Age 13 to Age 33 Longitudinal Study. Journal of Educational Psychology, 97, 484-492. abstract

Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane Halpern & Eric Turkheimer (2012). Intelligence: New findings and theoretical developments. American Psychologist. pdf

• discussion with Diane F. Halpern in Psychology Today

James Flynn (2016). Does your Family Make You Smarter? Nature, Nurture, and Human Autonomy. info.

Belangrijke plaats ingeruimd (zie p. 151-2) voor de intelligentie-theorie van Han van der Maas c.s. 2006. Peter Wilby (27 September 2016) interviews James Flynn blog

James R. Flynn (2012). Are We Getting Smarter? Rising IQ in the Twenty-First Century. a href="http://www.cambridge.org/us/knowledge/isbn/item6835805/" target='_blank'>Cambridge University Press. Bijzondere TEDx-talk TEDx

James R. Flynn (2012). IQ gains in Argentina between 1964 and 1998. Intelligence, 40, 145-150. pdf

James R. Flynn (2010). The spectacles through which I see the race and IQ debate. Intelligence, 38, 363-366. pdf

James R. Flynn (2010). Problems With IQ Gains: The Huge Vocabulary Gap. Journal of Psychoeducational assessment, 28, 412. pdf

James R. Flynn (2009). The WAIS-III and WAIS-IV: Daubert motions favor the certainly false over the approximately true. Applied Neuropsychology, 16, 98-104. . pdf

Flynn, James R. (2007/2009). What Is Intelligence? Beyond the Flynn Effect. Cambridge University Press.

• review: Jelte M. Wicherts*Netherlands Journal of Psychology jaargang 64, nummer 1 (March 2008) p. 41-43

James R. Flynn (2008). The history of the American mind in the 20th century: A scenario to explain IQ gains over time and a case for the irrelevance of g. Geen kopie, hoewel het een heel aardig hoofdstuk is; ik ben met dit onderwerp toch niet zo bezig. Het is wel een originele uiteenzetting, geen samenvatting van elders gepubliceerd werk, geloof ik.

James R. Flynn & Keith F. Widaman (2008). The Flynn effect and the shadow of the past: Mental retardation and the indefensible en indispensable role of IQ. International Review of Research in Mental Retardation, volume 35, 122-138. pdf

James R. Flynn & Lawrence G. Weiss (2007). American IQ Gains From 1932 to 2002: The WISC Subtests and Educational Progress. International Journal of Testing, 7, 209-224. pdf

James R. Flynn (2006). Tethering the elephant. Capital cases, IQ, and the Flynn effect. Psychology, Public Policy, and Law, 12, 170-189. pdf

James R. Flynn (2006). Towards a theory of intelligence beyond g. Behavioral and Brain Sciences, 29, 132-133.pdf

James R. Flynn (2003). Movies about intelligence: The limitations of g. Current Directions in Psychological Science.pdf

James R. Flynn (2000). The hidden history of IQ and special education. Can the problems be solved? Psychology, Public Policy, and Law, 6, 191-198. pdf

James R. Flynn (1999). Searching for justice. The discovery of IQ gains over time. American Psychologist, 54, 5-20. pdf

James R. Flynn (1998). IQ gains over time: Towards finding the causes. [Hoofdstuk 2 in Neisser, Ulric (Ed), (1998). The rising curve: Long-term gains in IQ and related measures. UBL PSYCH P4.2.1.-37 ]pdf

Neisser, Ulric (Ed), (2002). The rising curve: Long-term gains in IQ and related measures. UBL PSYCH P4.2.1.-37

James R. Flynn (1998). Israeli military IQ tests: Gender differences small; IQ gains large. J. Biosoc. Sci., 30, 541-553. pdf

James R. Flynn (1998). WAIS-III and WISC-III IQ gains in the United States from 1972 to 1995: How to compensate for obsolete norms. Perceptual and Motor Skills, 86, 1231-1239. pdf

Flynn, J. R. (1987). Massive IQ gains in 14 nations: what IQ tests really measure. Psychological Bulletin, 101, 171-191. abstract of lees het hier. researchgate pdf

Flynn, J. R. (1984). The mean IQ of Americans: massive gains 1932 to 1978. Psychological Bulletin, 95, 29-51. abstract; related

Tim N. Höffler(2010). Spatial Ability: Its Influence on Learning with Visualizations--a Meta-Analytic Review. Educational Psychology Review, 22, 245-269. abstract

Daniel L. Shea, David Lubinsky & Camilla P. Benbow (2001). Importance of Assessing Spatial Ability in Intellectually Talented Young Adolescents: A 20-Year Longitudinal Study. Journal of Educational Psychology, 93, 604-614. pdf

Harrison J. Kell, David Lubinsky & Camilla P. Benbow (2013). Who rises to the top? Early indicators.. Psychological Science, 24, 648-659. pdf

Study of Mathematically Precocious Youth SMPY (Simpy). webpage [more publications here]

Hans Kuyper & Greetje van der Werf (14-6-2012). Excellente leerlingen in het voortgezet onderwijs. Schoolloopbanen, risicofactoren en keuzen. GION abstract

Social Consequences of Experiential Openness. Psychological Bulletin, 120, 323-337. abstract

• wiki

Howard Gardner (1999). Intelligence reframed. Multiple intelligences for the 21st century. Basic Books. isbn 0465026109 site

Blockmans, J. Adema, K. L. van der Zee & H. T. van der Molen (2000). De relatie tussen leerstijl en persoonlijkheid. Tijdschrift voor Onderwijsresearch, 24, 275-287. online

P. van Petege & S. de Maeyer (2000). Het ILS-instrument voor leerstijlen: een methodologische kanttekening. Tijdschrift voor Onderwijsresearch, 24 online

Joachim Tiedemann (1989). Measures of cognitive styles: a critical review. Educational Psychologist, 24, 261-276. abstract

Roy D. Goldman & Rebecca Warren (1973). Discriminant analysis of study strategies connected with college grade success in different major fields. Journal of Educational Measurement, 10, 39-47. abstract

Robert J. Sternberg and James C. Kaufman (1998). Human abilities. Annual Review of Psychology, 49, 479-502. abstract

B. G. Palland (1935). Een intelligentieonderzoek op een tiental Amsterdamse scholen. Mededelingen van het Nutsseminarium voor Paedagogiek aan de Universiteit van Amsterdam. No. 25. J. B. Wolters Uitgevers-Maatschappij. pdf 30Mb scan

Nutsseminarium (1938). Rapport van het Nutsseminarium aan de directeuren, vereniging van hogere burgerscholen in de voormalige 5e inspectie, naar aanleiding van de proef in September 1936 genomen met taal- en rekenwerk in den geest van het rapport-Bolkestein. Mededelingen van het Nutsseminarium voor Paedagogiek aan de Universiteit van Amsterdam. No. 32. J. B. Wolters Uitgevers-Maatschappij. pdf 13Mb scan

T. Kuiper (1929). De plaats van het testonderzoek in de aansluiting tussen lager- en middelbaar onderwijs. Mededelingen van het Nutsseminarium voor Paedagogiek aan de Universiteit van Amsterdam. No. 7. J. B. Wolters Uitgevers-Maatschappij. pdf 19Mb scan

Philip A. Vernon (Ed.) (1987). Speed of information-processing and intelligence. Ablex. isbn 0893914274

• Original contributions by a.o. Hans J. Eysenck, Arthur R. Jensen, Douglas K. Detterman, Robert J. Sternberg, Earl Hunt

See also Leah D. Sheppard & Philip A. Vernon (2008). Intelligence and speed of information-processing: A review of 50 years of research. Personality and Individual Differences, 44, 535-551. abstract and pdf

• Philip Vernon: New developments in reaction time research 1
• Hans J. Eysenck: Speed of information processing, reaction time, and the theory of intelligence 21
• Jerry S. Carlson & Keith F. Widaman: Elementary cognitive correlates of g: progress and prospects 69
• Arthur R. Jensen: Individual differences in the Hick paradigm 101
• Douglas K. Detterman: What does reaction time tell us about intelligence? 177
• John L. Horn: A context for understanding information processing studies of human abilities 201
• Daniel P. Keating & Darla J. MacLean: Cognitive processing cognitive ability, and development: a reconsideration 239
• Diana B. Marr & Robert J. Sternberg: The role of mental speed in intelligence: a triarchic perspective 271
• Ted Nettlebeck: Inspection time and intelligence 295
• Earl Hunt: The next word on verbal ability (1) 347

Lauren B. Resnick (Ed.) (1976). The nature of intelligence. Erlbaum. isbn0470013842

This is an amazing book, in the sense that it shows how little stillis known about 'intelligence' at this point in time, nowithstanding the rich testing traditions and the works of e.g. Raymond Cattell.

• a.o.:
• Leone E. Tyler: The intelligence we test - An evolving concept 13-26
• John B. Carroll: Psychometric tests as cognitive tasks: A new 'structure of intellect' 27-56 -
• William W. Cooley: Who needs general intelligence? 57-63
• Herbert A. Simon: Identifying basic abilities underlying intelligent performance of complex tasks 65-98 -
• David Klahr: Steps toward the simulation of intellectual development 99-134 -
• Ulric Neisser: General, academic, and artificial intelligence 135-145 -
• Lauren B. Resnick and Robert Glaser: Problem solving and intelligence 205-230 -
• John H. Flavell: Metacognitive aspects of problem solving 231-236 -
• Earl Hunt: Varieties of cognitive power 237-260
• W. K. Estes: Intelligence and cognitive psychology 295-306
• Lloyd G. Humphreys: A factor model for research on intelligence and problem solving 329-340
• Robert Glaser: The processes of intelligence and education 341-351

Oort, A. H. (1928). Proeven over verstandelijke ontwikkeling op Leidsche scholen. Leiden: Van Doesburg. Tweede druk aangevuld met nieuwe proeven en proeven in het Nederlandsche leger.

Robert J. Sternberg &John Kolligian, Jr. ((Eds) (1990). Competence considered. Yale University Press. isbn 0300045670 info

• a.o.:
• John G.Nicholls: What is ability and why are we mindful of it? A developmental perspective 11-40
• Deborah A. Phillips and Marc Zimmerman: The developmental course of perceived competence and incompetence among competent children: 41-66
• Paul M.Janos: The self-perceptions of uncommonly bright youngsters 98-116
• Robert J. Sternberg: The prototypes of competence and incompetence 117-145
• Ellen J. Langer & Kwangyang Park: Incompetence: A conceptual reconsideration 149-166
• Albert Bandura: Conclusion: Reflections on nonability determinants of competence 315-360

Robert J. Sternberg (1988). The triarchic mind. A new theory of human intelligence. New York: Viking. isbn 0670803642

James J. Heckman, John Eric Humphries & Tim Kautz (Eds.) (2014). The myth of achievement tests. The GED and the role of character in American life. University of Chicago Press. [Als eBook te leen in de KB] info

De GED is een test voor General Educational Development. Lastig uit te leggen, maar de Wiki heeft er werk van gemaakt: http://en.wikipedia.org/wiki/General_Educational_Development. Pretty essential for the Heckman-theme is the following development:

• “On January 2, 2014, GED Testing Service unveiled a new test for all jurisdictions (except Canada and International). The new assessment continues to provide the opportunity to earn a high school credential, but it also measures career- and college-readiness skills. The new test also has four content areas—literacy, mathematics, science, and social studies—that measure a foundational core of knowledge and skills that are essential for career and college readiness.”

Interessant detail: de test wordt geproduceerd door Pearson Education.

• contents
  

  1. Achievement Tests and the Role of Character in American Life - James J. Heckman and Tim Kautz
  2. An Institutional History of the GED - Lois M. Quinn
  3. Growth in GED Testing - John Eric Humphries
  4. Who Are the GEDs? - James J. Heckman, John Eric Humphries, and Tim Kautz
  5. The Economic and Social Benefits of GED Certification - James J. Heckman, John Eric Humphries, and Tim Kautz
  6. The Military Performance of GED Holders - Janice H. Laurence
  7. The GED Testing Program Induces Students to Drop Out - James J. Heckman, John Eric Humphries, Paul A. LaFontaine, and Pedro L. Rodríguez
  8. High- Stakes Testing and the Rise of the GED - Andrew Halpern- Manners, John Robert Warren, and Eric Grodsky
  9. Fostering and Measuring Skills: Interventions That Improve Character and Cognition - James J. Heckman and Tim Kautz
  10. What Should Be Done? - James J. Heckman, John Eric Humphries, and Tim Kautz

Tim Kautz, James J. Heckman, Ron Diris, Bas ter Weel & Lex Borghans (November 25, 2014). Fostering and measuring skills. Improving cognitive and non-cognitive skills to promote lifetime success. OECD Education Working Paper download

James J. Heckman & Tim Kautz (2014). Fostering and measuring skills: Interventions that improve character and cognition. NBER Working Paper 19656

Neil Humphrey, Ann Lendrum & Michael Wigelsworth (2014). Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. Department for Education. Research Report DFE-RR049 download

Lex Borghans, Ron Diris & Bas ter Weel (2014). CPB. download

Character education conference: contents now available including the Geneva Declaration webpage, all presentations available here

• • Presentation: Importance of Character Education to OECD and all countries - Andreas Schleicher (Director, Education and Skills Directorate, OECD)
  • Presentation: Why Character Education? Exponential technologies and their impact on humankind - Charles Fadel (Center for Curriculum Redesign)
  • Presentation: Human Enhancements redefining what it means to be human - Richard Sandford (Researcher, U. of Bristol)
  • Presentation: Developing Courage - Bernard Harris (First African-American astronaut to perform a spacewalk)
  • Talk: Wilful Blindness and the need for deep integrity - Margaret Heffernan (author, "Wilful blindness" and TEDGlobal presenter) - WATCH VIDEO (see instructions below)
  • Conference notes: Education, "Bildung" and Mindfulness - Han de Wit (Acharya, Shambhala; representative of Sakyong Mipham for Europe)
  • Presentation: Leadership for humanity's best instincts - Carsten Sudhoff (Founder, The Circular Society, and former Chief Human Resources Officer, World Economic Forum)
  • Presentation: Intellectual Virtues: What they are and Why We Need Them."- Barry Schwartz (Professor, Swarthmore College, and TED.com presenter)
  • Presentation: OECD's Research on "Social and Emotional Skills" - Dirk Van Damme (Head of CERI, Directorate for Education and Skills, OECD)
  • Presentation: Assessing Character - Shanette Porter (Professor, U. of Chicago)
  • Presentation: The Pornified Life: What is the impact of these messages and what can be done? - Mary Anne Layden (Department of Psychiatry, University of Pennsylvania) - WATCH VIDEO (see instructions below)
  • Presentation: Moral and social development priorities in child-raising - Richard Weissbourd (Director, Human Development and Psychology program, Harvard Graduate School of Education)
  • Talk: Courage: can it still blossom in an era of over-protection? Gerard D'Aboville (First person to cross the Atlantic and Pacific oceans by rowing, solo; author, "Alone") - WATCH VIDEO (see instructions below)
  • Presentation and Paper: Awakening student curiosity - Dr Conrad Hughes (Director of Education, ISG)
  • Presentation: The importance of Mindset - Eduardo Briceño (CEO, Mindset Works, collaborator of Stanford University's Carol Dweck on "Mindset")
  • Presentation: How Schools Can Develop Character: Teaching for Social / Emotional Learning - Linda-Darling-Hammond (Professor, Stanford University)
  • Presentation: Character education framework for the 21st century (Charles Fadel, Founder of CCR)

Peera Wongupparaja, Veena Kumaria & Robin G. Morris (2015). A Cross-Temporal Meta-Analysis of Raven's Progressive Matrices: Age groups and developing versus developed countries. Intelligence, 49, 1-9. free access

David P. Baker, Paul J. Eslinger, Martin Benavidese, Ellen Peters, Nathan F. Dieckmann, Juan Leone (2015). The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ. Intelligence, 149, 144-158. abstract

Maria Kozhevnikov (2007). Cogntive styles in the context of modern psychology: towards an integrated framework of cognitive style. Psychological Bulletin, 133, 464-481. pdf

Heinz Heckhausen, Heinz-Dieter Schmalt and Klaus Schneider (1979/1985). Achievement motivation in perspective. Academic Press. isbn 0123361605

Joris van Agt en anderen (Red.) (z.d.). Genialiteit. Groniek 108 (geen jaartal vermeld) isbn 9072918053

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Gabriele Oettingen & Peter M. Gollwitzer (Eds.) (2015). Self-regulation in adolescence. Cambridge University Press.

Richard J. Herrnstein & Charles Murray (1994). The Bell curve. Intelligence and class structure in American life. New York: The Free Press. isbn 0029146739

• inserted: . - Douglas S. Massey(1995). Review Essay 'The bell curve' American Journal of Sociology, 101, 747-753. - Leon J. Kamin (1995). Book review: Behind the curve. Scientific American, 82-86. - J. Philippe Rushton (1997). Race, IQ, and the APA Report on The bell curve. And reactions by many others. The American Psychologist, 69-81 - Ulric Neisser (1997). Never a dull moment. The American Psychologist, 79-81. (rejoinder)

Elisabeth Wegner & Matthias Nückles (2015). Training the brain or tending a garden? Students' metaphors of learning predict self-reported learning patterns. Frontline Learning Research, 3 open access

Interesting. Learning styles or cognitive styles? Multiple discriminant analysis used on a ridiculously small number of subjects, however. No cross-validation?

Patrick Vermeren (2013). De ongewenste populariteit van typologieën Gedrag en Organisatie, 26, 405-430. pdf

Jump the gun and you will be shot down. Stuart J. Ritchie (University of Edinburgh) responds to Oliver James's letter from the December edition. webpage

Howard Gardner: 'Multiple intelligences' are not 'learning styles' The Washington Post web

Piet van der Ploeg (concept) Meervoudige Intelligentie doorgelicht. Over de werkbaarheid van de evidence‐informed norm.

IPIP International Personality Item Pool. A Scientific Collaboratory for the Development of Advanced Measures of Personality and Other Individual Differences site

Sarah Mathew, Charles Perreault (2015). Behavioural variation in 172 small-scale societies indicates that social learning is the main mode of human adaptation. Proceedings of the Royal Society B: Biological Sciences, 282 Published 17 June 2015.DOI: 10.1098/rspb.2015.0061abstract

Steven Pinker (2009?). The cognitive niche: Coevolution of intelligence, sociality, and language. PNAS abstract

pdf available free.

Angela Duckworth (march 26, 2016). Don't Grade Schools on Grit. Sunday Review, opinion webpage

Duckworth gelooft heilig in een en ander, maar schrikt van high stakes testing van haar geliefde grit. Geloof? Ja, op grond van oa deze meta-analyse:

Joseph A. Durlak a.o. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

The authors seem to use 21st century skills jargon. The Secretary of Education is involved in what is called SEL programming. SEL: Social and Emotional Learning.

Jerry Useem (May 2016). Is Grit Overrated? The downsides of dogged, single-minded persistence.webpage

Angela Duckworth (2016). Grit. The power of passion and perseverance.

Ethan Ris (2016) The problem with teaching 'grit' to poor kids? They already have it. Here's what they really need. post

Post written by Ethan Ris, a doctoral candidate in education at Stanford University. His research is on the history and practice of reform in both K-12 and higher education.

Kennon M. Sheldon, Paul E. Jose, Todd B. Kashdan, Aaron Jarden (2015). Personality, Effective Goal-Striving, and Enhanced Well-Being. Comparing 10 Candidate Personality Strengths. Personality and Social Psychology Bulletin 1, 1-11. pdf

Angela L. Duckworth, Christopher Peterson, Michael D. Matthews & Dennis R. Kelly (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101. pdf

IPIP International Personality Item Pool. A Scientific Collaboratory for the Development of Advanced Measures of Personality and Other Individual Differences site

Alfie Kohn (Fall 2016). GRIT. A Skeptical Look at the Latest Educational Fad. post

"This article is adapted from The Myth of the Spoiled Child, which contains references to the relevant research." A bit fuzzy. Has some good points, next to some bad ones ;-)

Mike Rose (2016). Why teaching kids to have 'grit' isn't always a good thing post

Cervone, Daniel, & Yuichi Shoda (Eds) (1999)— The coherence of personality. Social-cognitive bases of consistency, variability, and organization.— The Guilford Press. isbn 1572304367

• 1 Social Cognitive Theories and the Coherence of Personality. Daniel Cervone and Yuichi Shoda - 2 Personality Coherence and Dispositions in a Cognitive-Affective Personality System (CAPS) Approach. Walter Mischel - 3 Persons and Situations: Unique Explanatory Principles or Variability in General Principles? E. Tory Higgins - 4 Personality Development from the Bottom Up. Arnaldo Zelli and Kenneth A. Dodge - 5 Relational Schemas: Research into Social-Cognitive Aspects of Interpersonal Experience. Mark W. Baldwin - 6 Behavioral Expressions of a Personality System: Generation and Perception of Behavioral Signatures. Yuichi Shoda - 7 Social Cognitive Theory of Personality. Albert Bandura - 8 Yin and Yang of the Japanese Self: The Cultural Psychology of Personality Coherence. Shinobu Kitayama and Hazel Rose Markus - 9 Bottom-Up Explanation in Personality Psychology: The Case of Cross-Situational Coherence. Daniel Cervone - 10 A Goal Analysis of Personality and Personality Coherence . Heidi Grant and Carol S. Dweck - 11 A Life Task Perspective on Personality Coherence: Stability versus Change in Tasks, Goals, Strategies, and Outcomes. Catherine A. Sanderson and Nancy Cantor

Yeager, David S.; Romero, Carissa; Paunesku, Dave; Hulleman, Christopher S.; Schneider, Barbara; Hinojosa, Cintia; Lee, Hae Yeon; O'Brien, Joseph; Flint, Kate; Roberts, Alice; Trott, Jill; Greene, Daniel; Walton, Gregory M.; Dweck, Carol S (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374-391. http://dx.doi.org/10.1037/edu0000098 Special Section: Motivating Classroom Learning. abstract [researchgate.net]

Willem Hofstee, Jos ten Berge en Pieter Drenth (1998). Intelligentie en herkomst. Een normatieve analyse. De Psycholoog, 451-454. [niet online]

W. K. B. Hofstee and J. M. F. ten Berge (2004). Personality in proportion. A bipolar proportional scale for personality assessments and its consequences for trait structure. Journal of Personality Assessment, 83, 120-127.

+ Robert E. McGrath: The making of meaning. Comments on Hofstee and Ten Berge. 1280-130. Daniel J. Ozer: Personality out of proportion? 131-135. Willem K. B. Hofstee and Jos M. F. Ten Berge: Representing assesments: Reply to McGrath and Ozer. 136-140.abstract

• Ineke Mosterman en Willem K. B. Hofstee (2007). Requiem voor de NVM. Een analyse van relatieve en absolute scores. De Psycholoog, 42, 473-479. abstract

• Insofar as education can be regarded as a form of therapy, or vice versa, this distinction between absolute and relative measurement is highly relevant to achievement testing as well.

Johnmashall Reeve, Glen Nix & Diane Hamm (2003). Testing models of the experience of self-determination in intrisic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392. pdf

Sebastiaan Dovis, Saskia van der Oord, Reinout Wiers & Pier Prins (2016). Een nieuwe kijk op adhd. De rol van executief functioneren en motivatie. De Psycholoog 11-23. pdf ophalen

Role of test motivation in intelligence testing Angela Lee Duckworth, Patrick D. Quinn, Donald R. Lynam, Rolf Loeber, and Magda Stouthamer-Loeber PNAS 7716-7720 | PNAS | May 10, 2011 | vol. 108 | no. 19 www.pnas.org/cgi/doi/10.1073/pnas.1018601108 pdf

Peter C. M. Molenaar (2004). A Manifesto on Psychology as Idiographic Science: Bringing the Person Back Into Scientific Psychology, This Time Forever Measurement, 2, 201-218. pdf

Philip Yam (Ed. issue). Exploring intelligence. A search in the human, animal, machine and extraterrestrial domains. Scientific American Quarterly volume 9 #4

• • Robert J. Sternberg: How intelligent is intelligence testing?

Jonathan Wai, Megan Cacchio, Martha Putallaz, Matthew C. Makel (2010). Sex differences in the right tail of cognitive abilities: A 30 year examination. Intelligence, 38, 412-423. pdf

Elsje van Bergen, Titia van Zuijen, Dorothy Bishop & Peter F. de Jong (2016). Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal Reading Research Quarterly [academica.https://vu-nl.academia.edu/EvanBergen ] academia.edu

Neal M. Ashkanasy, Rebecca J. Bennett & Mark J. Martinko (Eds.) (2016). Understanding the high performace workplace. The line between motivation and abuse. Routledge info

Willem K. B. Hofstee (1994). Who should own the definition of personality? European Journal of Personality, 8, 149-162. pdf

Patrick C. Kyllonen, Anastasiya A. Lipnevich, Jeremy Burrus & Richard D. Roberts (2014). Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development. Educational Testing Service ETS Research Report Series ISSN 2330-8516. download here

Paul Kirschner (2016). Stop propagating the learning styles myth. Computers and Education, 106, 166-171. open access

Han L. J. van der Maas, Conor V. Dolan, Raoul P. P. P. Grasman, Jelte M. Wicherts, Hilde M. Huizenga, and Maartje E. J. Raijmakers (2006). A Dynamical Model of General Intelligence: The Positive Manifold of Intelligence by Mutualism Psychological Review, 113, 842-861. pdf

Ulric Neisser (Ed.) (1998). The rising curve. Long term gains in IQ and related measures. American Psychological Association. [PSYCHO P4.2.1-37] info

• • a.o.
  • Introduction: Rising Test Scores and What They Mean; Ulric Neisser
  • I. Gains on Intelligence Tests
  • IQ Gains Over Time: Toward Finding the Causes; James R. Flynn
  • Environmental Complexity and the Flynn Effect; Carmi Schooler
  • The Cultural Evolution of IQ; Patricia M. Greenfield
  • Are We Raising Smarter Children Today? School- and Home-Related Influences on IQ; Wendy M. Williams
  • The Role of Nutrition in the Development of Intelligence; Marian Sigman and Shannon E. Whaley
  • Nutrition and the Worldwide Rise in IQ Scores; Reynaldo Martorell
  • In Support of the Nutrition Theory; Richard Lynn
  • II. A Narrowing Gap in School Achievement
  • Trends in Black-White Test Score Differentials: I. Uses and Misuses of NAEP/SAT Data; Robert M. Hauser
  • Exploring the Rapid Rise in Black Achievement Scores in the United States (1970-1990); David W. Grissmer, Stephanie Williamson, Sheila Nataraj Kirby, and Mark Berends
  • The Shrinking Gap Between High- and Low-Scoring Groups: Current Trends and Possible Causes; Stephen J. Ceci, Tina B. Rosenblum, and Matthew Kumpf
  • Trends in Black-White Test Score Differentials: II. The WORDSUM Vocabulary Test; Min-Hsiung Huang and Robert M. Hauser
  • III. The Hypothesis of Dysgenic Trends
  • The Decline of Genotypic Intelligence; Richard Lynn
  • Problems in Inferring Dysgenic Trends for Intelligence; Irwin D. Waldman
  • Differential Fertility by IQ and the IQ Distribution of a Population; Samuel H. Preston
  • Whither Dysgenics? Comments on Lynn and Preston; John C. Loehlin

Han L. J. Van Der Maas, Kees-Jan Kan, Maarten Marsman and Claire E. Stevenson (2017). Network Models for Cognitive Development and Intelligence. J. Intell. 2017, 5(2), 16; doi:10.3390/jintelligence5020016 open access

Kees-Jan Kan (2011). The nature of nurture. The role of gene-environment interplay in the development of intelligence. Dissertation Amsterdam University. open access

de Leeuw, J., & Meester, A. C. (1984). Over het intelligentie-onderzoek bij de militaire keuringen vanaf 1925 tot heden. Mens en Maatschappij, 59, 5-26. [flynn-effect] pdf

[gevonden in gehetna: 93, Handleiding ten dienste van het onderzoek naar de Algemeene praktische intelligentie bij de keuringsraden. 1925 1 deel (nog geen scans van beschikbaar). Zie ook Haas (1995) Op de juiste plaats. De opkomst van de bedrijfs- en schoolpsychologische beroepspraktijk in Nederland. p. 92-94

Francis Galton (1869/1892/1979). Francis Galton Hereditary genius. An inquiry into its laws and consequences. London: Julian Friedman Publishers. isbn 0904014460

Childhood intelligence predicts voter turnout, voting preferences, and political involvement in adulthood: The 1970 British Cohort Study. Ian J. Deary, G. David Batty, Catharine R. Gale (2008). Intelligence, 36, 548-555 abstract

NB corrigendum

• Wait a sec. SES is not mentioned by Deary cs. Occupational class is not of parents, however, but current/actual OC of participants at 34 yr.
• This simply can't be true: teachers always have expectations of their pupils.
  553 By age 10, the subjects had been involved in primary school education only, and up to this stage there is no differentiation of the curriculum according to ability.

Individual differences in human brain development Timothy T. Brown WIREs Cogn Sci 2017, 8:e1389. doi: 10.1002/wcs.1389 temp. open access

What does it take to learn a word? Larissa K. Samuelson1,2* and Bob McMurray WIREs Cogn Sci 2017, 8:e1421. doi: 10.1002/wcs.1421 temp. open access

World-class expertise: a developmental model Scott Barry Kaufman1* and Angela L. Duckworth WIREs Cogn Sci 2017, 8:e1365. doi: 10.1002/wcs.1365 temp. open access

Expertise and individual differences: the search for the structure and acquisition of experts' superior performance K. Anders Ericsson WIREs Cogn Sci 2017, 8:e1382. doi: 10.1002/wcs.1382 temp. open access

What is the Flynn Effect, and how does it change our understanding of IQ? David Shenk WIREs Cogn Sci 2017, 8:e1366. doi: 10.1002/wcs.1366 temp. open access

Lynn Waterhouse (2006): Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review, Educational Psychologist, 41:4, 207-225

Marion Perlmutter (Ed.) Perspectives on intellectual development. The Minnesota Symposia on Child Psychology LEA 0898597846 [UBL PSYCHO M1.2.-8]

• • among others:
  • Robert S. Siegler: Unities across domains in children's strategy choices. 1-48
  • Howard Gardner & Ellen Winter: Attitudes and attributes: Children's uderstanding of metaphor and sarcasm. 131-152
  • Lauren B. Resnick: The development of mathematical intuition. 159-194
  • Robert J. Sternberg & Judith G. Suben: The socialization of intelligence 201-236

Phillip L. Ackerman (2014). Adolescent and Adult Intellectual Development. Current Directions in Psychological Science abstract & references [pdf requested July 2017]

• Implications for understanding intelligence during adulthood and college-major choices are discussed from a perspective that combines intelligence as process, personality, and interests as they determine the development of intelligence as knowledge.

von Stumm S, Ackerman PL. Investment and intellect: a review and meta-analysis. Psychological Bulletin. 139: 841-69. PMID 23231531 DOI: 10.1037/a0030746 abstract & pdf

Nisbett, R. E. (2009). Intelligence and how to get it: Why schools and cultures count. New York, NY: Norton. [UBL PSYCHO C6.-148] info

• Richard E. Nisbett (Ed.) (1992). Rules for reasoning Erlbaum.
• Richard E. Nisbett (2003). The geography of thought: How Asians and Westerners think differently . . . and why. Free Press. info
• Richard E. Nisbett, G. T. Fong, D. R. Lehman & P. W. Cheng (1987). Teaching reasoning. Science, 238, 625-631.

Mihaly Csikszentmihalyi & Reed Larson (1984). Being adolescent. Conflict and growth in the teenage years. Basic Books. isbn 0465006469 flow, motivation

Richard E. Nisbett (2009). Intelligence and how to get it. W W. Norton. [The publisher: "A bold refutation of the belief that genes determine intelligence"] [UBL PSYCHO C6.-148]

Intellectual talent: Psychometric and social issues. Baltimore, MD: Johns Hopkins University Press. [UB Leiden PSYCHO P4.2.2.-67]

Wendy Berliner & Deborah Eyre (2017). Great minds and how to grow them. Routledge. 9781138284609 info

John Protzko (2016). Effects of cognitive training on the structure of intelligence Psychonomic Bulletin & Review researchgate

Roger Staff, PhD; Michael J Hogan, PhD; Lawrence J Whalley (2014). Ageing trajectories of fluid intelligence in late life: the influence of age, practice and childhood IQ on Raven's Progressive Matrices. Intelligence, 47, 194-201. draft

Richard J. Haier (2017). The neuroscience of intelligence. Cambridge UP [PSYCHO P4.2.1.-89] (nog niet geleend) info

Patrick Kyllonen, CristinaAnguiano Carrasco and Harrison J. Kell (2017). Fluid Ability (Gf) and Complex Problem Solving (CPS) . Journal of Intelligence. open access

The Impact of Symmetry: Explaining Contradictory Results Concerning Working Memory, Reasoning, and Complex Problem Solving. Alexandra Zech, Markus Bühner, Stephan Kröner, Moritz Heene and Sven Hilbert (2017). Journal of Intelligence. open access

[levels of aggregation]

Survey of Expert Opinion on Intelligence: Causes of International Differences in Cognitive Ability Tests. Heiner Rindermann, David Becker and Thomas R. Coyle (2016). Frontiers in Psychology open access

Hickendorff, M., Edelsbrunner, P.A., Schneider, M., Trezise, K., & McMullen, J. (2017 in press). Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analyses. Learning and Individual Differences.doi:10.1016/j.lindif.2017.11.001 preprint

Data-driven brain-types and their cognitive consequences. Joe Bathelt, Amy Johnson, Mengya Zhang, the CALM team & Duncan E. Astle (2017). preprint

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory. Andreas Demetriou ao (in press). Human Development researchgate

Blog on 'IQ decline and Piaget: Does the rot start at the top?' Original Research Article by James R. Flynn, Michael Shayer (2017). blog

Childhood IQ and survival to 79: Follow-up of 94% of the Scottish Mental Survey 1947. Iva Cukić, Caroline E. Brett, Catherine M. Calvin, G. David Batty, Ian J. Deary (). Intelligence Volume 63, July 2017, Pages 45-50 open access

The interplay of g and mathematical abilities in large-scale assessments across grades. Intelligence, Volume 63, July 2017, Pages 33-44. Steffani Sa&szelig;, Nele Kampa, Olaf Köller (2017). open access

Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory. Andreas Demetriou, Nikolaos Makris, George Spanoudis, Smaragda Kazi, Michael Shayer and Elena Kazali (in press). Human Development, in press. researchgate

• Our results provide evidence that LSAs [large scale assessments] in mathematics measure domain-specific abilities, at least to a certain degree. Specifically, domain-specific abilities contributed to performance beyond g, and the two cognitive factors correlated differently with the student characteristics considered.

Ph. Kohnstamm (1952). Keur uit het didactisch werk. Wolters.

(vooral: intelligentie en het testen daarvan voor en in school; over het rapport Bolkestein)

Aron K. Barbey (2018). Network Neuroscience Theory of Human Intelligence Trends in Cognitive Sciences, open access

REVIEW Individual Differences: Case Studies of Rodent and Primate Intelligence Louis D. Matzel and Bruno Sauce. Journal of Experimental Psychology: Animal Learning and Cognition 2017, Vol. 43, No. 4, 325-340 researchgate.net

J. P. Guilford (1967). The nature of human intelligence McGraw-Hill. lccc 67-11207

Howard Gardner (1985). Frames of mind. The theory of multiple intelligences. London: Heinemann. isbn 0434282456 (Publication from the Project of Human Potential, Harvard University, Bernard van Leer Foundation of The Hague) https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/ Multiple Intelligences: Prelude, Theory, and Aftermath https://howardgardner01.files.wordpress.com/2016/11/scientists-making-a-difference_gardner.pdf

Robert M. Gagné (Ed.) (1967). Learning and individual differences. A Symposium of the Learning Research and Development Center, University of Pittsburgh. Columbus: Merrill. sbn 67509819X

• o.a.:
  • Lee J. Cronbach: How can instruction be adapted to individual differences? 23-39 (comment: John Carroll 23-44)
  • Arthur R. Jensen: Varieties of individual differences in learning 117-135
  • David Zeaman & Betty J. House: The relation of IQ and learning 192-212

B. A. Prinsen (1935). Intellectmetingen bij kinderen. Bijdrage tot een vergelijkend onderzoek van stad en platteland. proefschrift Utrecht. scan

Lawrence A. Pervin (Ed.) (1990 1st). Handbook of personality theory and research. The Guildford Press. isbn 0898624304 introduction, 3rd edition

• • a.o.:
  • Lawrence A. Pervin: A brief history of modern personality theory. 3-20
  • Oliver P. John: The 'Big Five' factor taxonomy: dimensions of personality in the natural language and in questionnaires 66-100
  • Raymond B. Cattell: Advances in Catellian personality theory 101-110
  • Nancy Cantor & Sabrina Zirkel: Personality, cognition, and purposive behavior 135-164
  • Seymour Epstein: Cognitive-experiential self-theory 165-192
  • David Magnusson: Personality development from an interactional perspective 193-223
  • Robert Plomin, Heather M. Chipuer & John C. Loehlin: Behavior genetics and personality 225-243
  • Hans J. Eysenck: Biological dimensions of personality 244-276
  • Michael Lewis: Self-knowledge and social development in early life 277-300
  • E. Tory Higgins: Personality, social psychology, and person-situation relations: standards and knowledge activation as a common language 303-338
  • Jerome L. Singer & George A. Bonanno: Personality and private experience: Individual variations in consciousness and in attention to subjective phenomena 419-444
  • Bernard Weiner: Attribution in personality psychology 465-485
  • Richard Koestner & David C. McClelland: Perspectives on competence motivation 527-548 [achievement motivation competenties]
  • Avchalom Caspi and Daryl J. Bem: Personality continuity and change across the life course 549-575
  • Richard J. Contrada, Howard Leventhal, an dAnn 'Leary: Personality and health 638-668
  • Dean Keath Simonton: Personality and politics 670-692
  • Leonard G. Rorer: Personality assessment: A conceptual survey 693-721

Phillip L. Ackerman (2018). The Search for Personality - Intelligence Relations: Methodological and Conceptual Issues. J. Intell., 6(1), 2; doi:10.3390/jintelligence6010002 open access

Complex Problem Solving and Its Position in the Wider Realm of the Human Intellect. Samuel Greiff and Ronny Scherer (2018). Editorial Journal of Intelligence open

Andreas Demetriou, George Spanoudis, Smaragda Kazi, Antigoni Mougi, Mislav Stjepan Žebec, Elena Kazali, Hudson Golino, Karin Bakracevic, Michael Shayer (2017). Developmental Differentiation and Binding of Mental Processes with g through the Life-Span. Journal of Intelligence , Volume 5; doi:10.3390/jintelligence5020023 open

Phillip L. Ackerman (2018). The Search for Personality-Intelligence Relations: Methodological and Conceptual Issues. Journal of Intelligence, 6 open access

• Now, where are those soft skills economists like Heckman (and in his following the OECD) are boasting of? Read the article: no grit, no mindfulness, no growth mindset to be found. Conscientiousness, one of the Big Five personality factors: no relation with intelligence.

Richard E. Nisbett (2003 ). The geography of thought. How Asians and Westerners think differently .. and why. Free Press. isbn 9780743255356 pdf

• The only passages on itelligence in the book: p. 212 ff on the concept of culture fairness of intelligence tests [there is no such thing as culture fairness .. ]

Dan Willingham (2018). Ask te Cognitive Scientist. Does Tailoring Instruction to "Learning Styles" Help Students Learn? long read

John B. Carroll (1993). Human cognitive abilities. Cambridge UP. [UB Leiden PSYCHO C6.1.-102 geleend] info

• 'Mathematical ability ( . . . ) must be regarded as an inexact, unanalyzed popular concept that has no scientific meaning unless it is referred to the structure of abilities that comprise it. It cannot be expected to constitute a higher-level ability.

  Similar statements could be made about other everyday concepts like 'musical ability', 'problem-solving ability', and the like.

  For that matter, a similar conclusion can be reached regarding the concept of 'intelligence', which is also an inexact, unanalyzed popular concept that has no scientific status unless it is restated to refer to the abilities that compose it, as described in the present volume. ( . . . ) The long-discussed problem of defining intelligence is transformed into one of defining the various factorial constructs that underlie it and specifying their structure.

  [p. 627 in John B. Carroll (1993). Human cognitive abilities] . Cambridge University Press.

Sam Goldstein, Dana Princiotta & Jack A. Naglieri (Eds.) (2015). Handbook of Intelligence. Evolutionary Theory, Historical Perspective, and Current Concepts. Springer. [UB Leiden? No] info

• • a.o.
  • Jordan Rigby: The Life and Evolution of Early Intelligence Theorists: Darwin, Galton, and Charcot 93-104
  • David C. Geary: Social Competition and the Evolution of Fluid Intelligence 105-121 [beter see his 2005 book]
  • John D. Greenwood: Intelligence Defined: Wundt, James, Cattell, Thorndike, Goddard, and Yerkes . 123-136
  • Amber Esping and Jonathan A. Plucker : Alfred Binet and the Children of Paris 153-162
  • Jonathan A. Plucker, Amber Esping, James C. Kaufman, and Maria J. Avitia : Creativity and Intelligence 283-293 researchgate.net [this is an individual differences approach, usings tests to define what creativity is ;-) ]
  • Jack A. Naglieri: Hundred Years of Intelligence Testing: Moving from Traditional IQ to Second-Generation Intelligence Tests 295-315
  • Christopher Jones, Peggy L. Tarpley, and Douglas Blancero: The Evolution of Intelligence: Implications for Educational Programming and Policy 459-469
  • James R. Flynn: The March of Reason: What Was Hidden in Our Genes 471-490 >/li?

Geary, D. C. (2015). Social competition and evolution of fluid intelligence. For D. Princiotta, S. Goldstein, & J. Naglieri (Eds.), Handbook of intelligence: Evolutionary theory, historical perspectives, and current concepts (pp. 105-119). New York: Springer. researchgate.net

Somewhat the same material as in his (2005)

Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. Cambridge University Press. [UB Leiden PSYCHO C6-100]

• The prehistory of my search began when I was a primary school student and turned in a dismal performance on the required group tests. I was so text-anxious I could hardly get myself to answer the test questions. When I heard other students turn the test pages, it was all over for me. For three years, my teachers thought me stupid, and I obliged, pleasing them by confirming their self-fulfilling prophecies for me. They were happy, I was happy; everyone was pretty damn happy.

  In grade 4, at age nine, I had a teacher who believed in me, and to please her, I became an ‘A’ student. I also learned that, when authority figures set high expectations for a student, it is amazng how quickly that student can defy earlier low expectations.

  p x in Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.

Carol Dweck (June 2018). Growth mindset interventions yield impressive results blog

Afhankelijk van het weer pleit Carol Dweck voor minset-activiteiten in het onderwijs, of juist om daar veel en veel voorzichtiger mee om te gaan dan op veel plekken gebeurt. Hier is het mooi weer voor positieve mindsets ;-)

Deborah Brunton (Ed.) (2004). Health, disease and society in Europe 1800-1930. A source book.Manchester University Press. isbn 0719067391 info

• a.o., in the part on eugenics, fragments from:
• Charles Darwin (1874/1883). The descent of man, and selection in relation to sex John Murray. pp133-140, 143, 617-618. Volume I 1871 edition online Darwin attributed the conditions of the poor to personal characteristics, not to societal ones. A serious misunderstanding, to say the least.
  With savages, the weak in body or mind are soon eliminated; and those that survive commonly exhibit a vigorous state of health. We civilized men, on the other hand, do our utmost to check the process of elimination. We build asylums for the imbecile, the maimed and the sick; we institute poor-laws; and our medical men exert their utmost skill to save the life of every one to the last moment. There is reason to believe that vaccination has preserved thousands, who from a weak constitution would formerly have succumbed to small-pox. Thus the weak members of civilized societies propagate their kind. No one who has attended to the breeding of domestic animals will doubt that this must be highly injurious to the race of man. It is surprising how soon a want of care, or care wrongly directed, leads to the degeneration of a domestic race; but excepting in the case of man himself, hardly anyone is so ignorant as to allow his worst animals to breed.

  Brunton p. 204-5

• Francis Galton (1909). Eugenics, its definition, scope and aims. In his Essays on eugenics, pp 35-43. London: Eugenics Eudacation Society. online
• M. Burleigh and W. Wippermann (1991). The racial state: Germany 1933-1945. Cambridge UP. pp 304-7
• M. Burleigh (1994). Death and deliverance: 'Euthanasia' in Germany, c. 1900-1945. Pan Books. pp 183-5.
• Dorothy Porter (1991). Enemies of the race: biologism, environmnetalism, and public health in Edwardian England. Victorian Studies,34, 164-74. pp 159-79 [sic]
• F. A. E. Crew et al. (1939). Social biology and population improvement. Nature, 14 (16 Sept.), pp 521-2

James R.Flynn & Michael Shayer (2018). IQ decline and Piaget: Does the rot start at the top? Intelligence, 66, 112-121. open

Ruth I. Karpinski, Audrey M. Kinase Kolb, Nicole A. Tetreault, Thomas B. Borowski (2018). High intelligence: A risk factor for psychological and physiological overexcitabilities. Intelligence, 66, 8-23.

Leah D. Sheppard & Philip A. Vernon (2008). Intelligence and speed of information-processing: A review of 50 years of research. Personality and Individual Differences, 44, 535-551. sci-hub

Brain white matter structure and information processing speed in healthy older age. Ksenia A. Kuznetsova, Susana Muñoz Maniega, Stuart J. Ritchie, Simon R. Cox, Amos J. Storkey, John M. Starr, Joanna M. Wardlaw, Ian J. Deary and Mark E. Bastin (2016). Brain Struct Funct. 221 3223-3235. open access

The Relationship between Processing Speed and Regional White Matter Volume in Healthy Young People. Daniele Magistro and many others. open access

Maturation of White Matter is Associated with the Development of Cognitive Functions during Childhood. Zoltan Nagy, Helena Westerberg, and Torkel Klingberg (2014) Journal of Cognitive Neuroscience 16, 1227-1233 pdf

Longitudinal Evidence Linking Processing Speed to the Development of Reasoning. Robert V. Kail, Arne Lervåg, and Charles Hulme (2016). Dev Sci., 19, 1067-1074. open access

[no mention of myelination (white matter)]

Terrie E. Moffitt, Avshalom Caspi, Allan R. Harkness, Phil A. Silva (1993). The Natural History of Change to Intellectual Performance: Who Changes? How Much? Is it Meaningful? The Journal of Child Psychology and Psychiatry https://doi.org/10.1111/j.1469-7610.1993.tb01031.xabstract [I have no access]

Wiebke Bleidorn Patrick Hill Mitja Back Jaap Denissen Marie Hennecke Christopher Hopwood Markus Jokela Christian Kandler Richard Lucas Maike Luhmann Ulrich Orth Jenny Wagner Cornelia Wrzus Johannes Zimmermann Brent Roberts (2019). The Policy Relevance of Personality Traits. PsyArXiv preprint

Carl Bereiter (1969). The Future of Individual Differences. Harvard Educational Review 310-318 pdf

Hamaker, E. L., Nesselroade, J. R., and Molenaar, P. C. M. (2007). The integrated trait-state model. Journal of Research in Personality, 41(2), 295-315. doi: 10.1016/j.jrp.2006.04.003researchgate.net

(2020). Education and income show heterogeneous relationships to lifespan brain and cognitive differences across European and US cohorts open

Carolyn MacCann ao (2020). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146, 150-186. open

Frank Pajares (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66, No. 4, pp. 543-578. pdf

Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. [This article examines the classroom learning environment in relation to achievement goal theory of motivation.] pdf

Ames, C., & Ames, R. (1981). Competitive versus individualistic goal structures: the salience of past performance information for causal attributions and effect. JEP, 73, 411-418.

Ames, R., & C. Ames (eds), Research on motivation in education (vol. 1) New York: Academic Press, 1984.

Ames, R., & Lau, S. (1982). An attributional analysis of student help-seeking in academic settings. JEP, 74, 414-423. "... those most likely to seek academic help were those who had performed poorly in the past, who attributed their poor performance to factors that could be remediated by help sessions, and who received information about the potential usefulness of the sessions. Ability, effort, and a variety of external attributions appeared to play a significant role in determining help-seeking behavior."

Phillip L. Ackerman & Heggestad, E. D. (1997). Intelligence, personality, and interests: evidence for overlapping traits. Psychological Bulletin, 121, 219-245. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural. researchgate.net

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. pdf

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.pdf

• (voorspellen studieresultaten). p. 122; Indeed, people often do not behave optimally, even though they know what to do. This is because self-referent thought also mediates the relationship between knowledge and action. The issues addressed in this line of inquiry are concerned with how people judge their capabilities and how, through their self-percepts of efficacy, they affect their motivation and behavior. p/123 Salomon (in press) provids some evidence bearing on this issue. He found that perceived self-efficacy as a learner is associated with heavy investment of cognitive effort and superior learning from instructional media that children consider difficult, but with less investment of effort and poor learning from media that they believe to be easy. Thus some uncertainty has preparatory benefits. p. 125; Because people are influenced more by how they read their performance suvccess than by the successes per se, perceived self-efficacy was a better predictor of subsequent behavior than was performance attainment in treatment. The finding that self-percepts of efficacy often surpass final performance as predictors of future performance receives support from other studies concerned with markedly different activities (noemt een reeks studies). Vgl. de uitspraak van De Groot en vele anderen dat niets studieresultaten beter voorspelt dan eerdere studieresultaten: Bandura logenstraft dat.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Ed Psychol, 28, 117-148. gezien Aardig overzichtsartikel

Gerald V. Barrett & Robert L. Depinet (1991). A reconsideration of testing for competence rather than for intelligence. AP, 46, 1012-1024. [over competenties ... Wat een vreemde stellinname van McClelland, trouwens] pdf

Bereiter, C., & Freedman, M. B. (19??). Fields of study and the people in them. In Sanford, N. (Ed.) The American college. A psychological and social interpretation of the higher learning. New York: Wiley. p. 563-596. Relevant voor onderscheid tussen disciplines, en dus ook voor mijn multiple discriminant analyse van 7 studierichtingen in Eindhoven ... abstract

John T. Cacioppo, Richard E. Petty, Jeffrey A. Feinstein & W. Blair G. Jarvis (1996). Dispositional differences in cognitive motivation: the life and times of individuals varying in need for cognition. Psychological Bulletin, 119, 197-253. pdf

John B. Carroll (1993). On human cognitive abilities: a survey of factor analytic studies. Cambridge: Cambridge University Press.

Carroll, J. B. (1995). Reflections on Jay Gould's The mismeasure of man (1981): a retrospective view. Intelligence, 21, 121-134.

Carroll, J.B. (1978). How shall we study individual differences in cognitive abilities? Methodological and theoretical perspectives. Intelligence, 2, 87-115.

Carroll, J.B., New perspectives in the analysis of abilities. In Ronning e.a. 1987, 267-284.

Gretchen B. Chapman and Clark McCauley (1993). Early Career Achievements of National Science Foundation (NSF) Graduate Applicants: Looking for Pygmalion and Galatea Effects on NSF Winners. Journal of Applied Psychology, 78, No. 5, 815-820 10.1037/0021-9010.78.5.815 abstract

• Gretchen B. Chapman and Clark McCauley Pygmalion Effect The Pygmalion effect is the influence of one person's expectations on the behavior of another person. The expectations are somehow communicated to the target individual, whose behavior is subsequently changed toward confirming these expectations (Rosenthal, 1966). Although the precise mechanism by which expectations influence behavior is controversial, one proposal (e.g., Rosenthal, 1981) is that the perceiver's expectations affect the perceiver's behavior toward the target, consequently altering the target's selfexpectations. The target's behavior is then influenced by selfexpectations, possibly because of increased motivation (Eden, 1984). An alternative model (M. Snyder, 1984) contends that the target's behavior can be affected before his or her selfexpectations are altered. The effect of teachers' expectations on student performance has been a controversial research topic since Rosenthal & Jacobson (1968; Rosenthal, 1966) reported increased IQ scores for a random sample of elementary school children that were identified to their teachers as likely to show dramatic intellectual growth. In an edited volume reviewing this controversy (Dusek, 1985), Hall and Merkel (1985) concluded that subsequent classroom experiments attempting to replicate the Pygmalion effect on IQ scores have failed and suggested that this failure is consistent with research on the effects of Operation Head Start that found IQ scores very difficult to change (see also Meyer, 1985). In contrast, Pygmalion effects on student academic achievement appear much more robust. Rosenthal (1985), in the same volume, provided a metaanalysis of 47 experiments in which the dependent variable was academic performance; he reported that the average effect size could be represented as a correlation of .15 between manipulated teacher expectation and student performance. Because expectancy effects range in size, recent research has examined mediating variables that can predict when teacherexpectancy effects will tend to be large and when they will tend to be small or nonexistent. Raudenbush (1984), for instance, reviewed 18 experiments assessing the effect of teacher expectancy on student IQ and concluded that a greater number of weeks of teacherstudent contact before expectancy induction was associated with smaller expectancy effects (see also Cooper, 1985; Eden & Shani, 1982). Teachers who knew their students better were presumably less accepting of the experimental induction of positive expectancy for some of these students. Raudenbush also found that expectancy effects were larger for children in Grades I and 2 than for children in Grades 36, although significant expectancy effects reappeared for Grade 7. According to Raudenbush, the expectancy effect in Grade 7 may be attributable to the fact that the Grade 7 experiments took special care to prevent prior teacher knowledge of students from diluting the manipulated expectancy. Raudenbush noted that Grade 7 is the beginning of junior high school and that junior high school teachers have little contact with their students' previous elementary school teachers. The experiments reviewed by Raudenbush (1984) are representative of most of the research on teacherexpectancy effects in focusing on elementary school teachers and students. Cooper (1985) suggested two reasons that expectancy effects may be smaller in higher grades of schooling, including high school and college. First, students in the higher grades may be less susceptible to adult influence as they become more susceptible to peer influence. And second, students tend to spend less time with any particular teacher in the higher grades. Cooper was thus led to suspect that expectation effects may again be large in graduate school, as "teachers again become significant others (their value as role models increases) and the teaching situation regains much of its personal, dyadic character" (1985, p. 140). Pygmalion at the Graduate Level? In the present study, we examined the effect of expectations associated with being named a National Science Foundation (NSF) Graduate Fellow. This prestigious award goes to approximately 10% of a selfselected group of NSF applicants who are either applying to or are first year students in graduate studies in physical, social, or engineering science, An NSF fellowship pays (for 19921993 winners) a stipend of $14,000 per year and all graduate tuition and fees for 3 years. The national competition for NSF fellowships, as well as their substantial dollar value, make these awards very prestigious. We believe it is fair to say that particularly high performance expectancies are applied to graduate students who have won an NSF fellowship. The research just reviewed led us to predict that this award would have positive effects on the graduate and professional performance of the students who received the award. As already noted, Cooper (1985) explicitly suggested that expectation effects should be large in graduate school, even as he acknowledged the lack of research on teacherexpectancy effects at this level of schooling. Expectancy effects for NSF fellow are also suggested by Raudenbush's (1984) emphasis on lack of teacherstudent acquaintance as potentiating teacherexpectancy effects. In graduate school, the NSF fellow is evaluated by teachers who typically have little contact with the fellow's previous undergraduate school teachers, but who typically will know which students are NSF fellows. Thus, the positive expectancies associated with winning an NSF fellowship are not likely to be diluted by previous knowledge of the student. Beyond the PhD, the high expectancies associated with winning an NSF fellowship should continue to influence performance. New science PhDs are typically hired into their first jobs by faculty or managers who have had relatively little contact with the PhUs previous graduate school teachers. The NSF winner should thus be helped toward getting a job, and toward getting a better job, by his or her award. Indeed, it is interesting to note that one of the earliest discussions of expectancy effects, Merton's (1968) The Matthew Effect in Science, asserted just this prediction of the rich getting richer and the poor getting poorer. Merton argued that when two equally sound proposals are submitted for funding, the one written by the more renowned scholar is more likely to be funded. For scholars just out of graduate school, the renown of being named an NSF fellow should lead to greater opportunities and successes than would accrue to equally able scholars who did not receive this award. Galatea at the Graduate Level? Performance is not only affected indirectly by the expectations of others but may also be influenced directly by selfexpectations. The Galatea (Eden, 1984), or selfexpectancy, effect (Eden & Ravid, 1982; Zanna, Sheras, Cooper, & Shaw, 1975) is the direct effect of manipulating the expectations a target has for himself or herself. Several studies have demonstrated that raising selfexpectations is sufficient to influence behavior. For example, Eden & Ravid (1982) demonstrated a selfexpectancy effect in military trainees enrolled in a training course. Some trainees were directly informed that they had a high success potential. Other trainees were described to their instructors as having high success potential. Still other trainees served as controls. Performance was augmented both by instructor expectations (the Pygmalion effect) and by trainee selfexpectations (the Galatea effect). Because NSF fellowship winners (and honorable mentions) are informed of their own award status, early career success could be influenced by Galatea as well as by Pygmalion manipulations. That is, the positive selfexpectations associated with winning an NSF fellowship should encourage higher motivation for graduate study and higher aspirations when job seeking and should increase the likelihood that a young PhD will submit grant applications. Conclusion Our results are limited by the availability of followup data on NSF applicants. It would be useful to know more about what goes on in graduate school between receiving an NSF fellowship and receiving the PhD, not least because it is surprising that only about 70% of the able students who are awarded an NSF fellowship actually go on to complete the PhD. (The completion rate may be a few percentage points higher if some individuals finished their PhDs after 1984.) Similarly, it would be desirable to have direct measures of the selfexpectations and teacher expectations for NSF fellows, where we have had to infer the expectancy effects for winners of this prestigious award. Despite these limitations, we believe the weak award effects in our results are consistent with accumulating evidence that expectation effects account for only a small percentage of the variance in academic performance (Brophy, 1983; Meyer, 1985). Most generally, our results offer a note of caution against radical claims about the power of belief to create reality (M. Snyder, 1984); we follow Jussim (199 1) in suggesting that social perception is at least as much reflection as construction.

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Suzanne Hidi, & Judith M. Harackiewicz (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179. https://doi.org/10.2307/1170660 abstract

John L. Holland (1996). Exploring careers with a typology. What we have learned and some new directions. AP 51, 397-406. 10.1037/0003-066X.51.4.397 abstract

Lloyd G. Humphreys, David Lubinski, and Grace Yao (1993). Utility of Predicting Group Membership and the Role of Spatial Visualization in Becoming an Engineer, Physical Scientist, or Artist. Journal of Applied Psychology, 78, 250-261. researchgate.net

• tekst op p. 250:

  The Standards for Educational and Psychological Testing (American Educational Research Association [AERA1, American Psychological Association, & National Council on Measurement in Education, 1985) discusses criterion-related evidence and lists specific standards solely in terms of relations between individual differences on predictor tests and in criterion performance. Consider, for example, the following quotation that was presented by the authors as the central question in criterion-related validation: "How accurately can criterion performance be predicted from scores on the tests?" (p. 11). It is not obvious to us, however, that this is the only question or always the most important question. We argue that the prediction of group membership also is a desirable criterion for consideration in predictive validation. To illustrate the importance of predicting group membership, we exemplify how spatial ability tests are useful in predicting group membership in various engineering and physical science educational/occupational categories. This empirical demonstration not only reveals the usefulness of this methodology but also has implications for identifying individuals, at both the undergraduate and graduate level, with exceptional talent for and commitment to engineering and physical science disciplines, the second objective of this article. Before proceeding, however, a brief review of the traditional form of predictive validation is necessary to point out its distinctiveness from the group membership approach.

  Regressions of criterion performance on predictors may be considered the "classic" approach. Although this approach has much to offer, it also has numerous problems associated with it, as illustrated in the discussion in Standards (AERA, 1985) concerning the evaluation of criteria documents. Research in both civilian occupations and military assignments, extending over many years, points clearly to two concerns: First, any one criterion measure contains a substantial quantity of unique variance, and a composite of several measures of performance having widely varying methods variance components is likely to be the most valid (Carroll, 1985; Humphreys, 1985; Lubinski & Dawis, 1992). A second problem with the classic approach to predictive validation arises from the instability of individual differences in performance over successive occasions of measurement during training, from training to performance on the job, and over occasions on the job. Hulin, Henry, and Noon (1990) have recently reviewed this literature, which led to the following question: How many different time periods between testing on predictors and obtaining criterion measures are required in studies of predictive validity? We really do not know.

Robert .J. Sternberg (1999). Intelligence as developing expertise Contemporary Educational Psychology, 24, 359-375. https://doi.org/10.1006/ceps.1998.0998 abstract

Een bijzonder interessante constructie van het begrip intelligentie.

Wagner, R. K., & Sternberg, R. J. (1984). Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 54, 179-223. JSTOR read online