References
- Alexander, H. G. (1967). Language and thinking. Hollinger Road, Toronto: D. VanNostrand Company
- Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple componentmodel. In A. Miyake & P. Shah (Eds.) Models of working memory: Mechanismsof active maintenance and executive control (pp. 28-61). Nεw Y ork: CambridgeUniversity Press
- Carroll, J. B. (1993). Human cognitive abilities: A survey offactor-analytic studies. NewYork: Cambridge University Press
- Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic
- Case, R. (Ed.) (1992). The mind's staircase. Exploring the conceptual underpinnings ofchildren 's thought and knowledge. Hillsdale, NJ: Lawrence Erlbaum
- Case, R., Demetrìou. A., Platsìdou. M., & Kazì. S. (2001). Integratìng concepts and testsof intelligence from the differential and developmental traditions. Intelligence, 29,307-336 https://doi.org/10.1016/S0160-2896(00)00057-X
- Cherkes-Julkowski, M, Sharp, S., & Stolzenberg, J. B. (1997). Rethinking attentiondeficit disorders. Cambridge, MA: Brookline Books
- Clark, B. (2002). Growing up gifted. New Jersey: Pearson Education, Inc
- Cramond, B. (2004). Can we, should we, need we agree on a definition of giftedness? Roeper Review, 27, 15-16 https://doi.org/10.1080/02783190409554282
- Demetriou, A. (2002). Tracing psychology''s invisible giant and its visible guards. In R.Stemberg (Ed.), The general factor of ìntelligence.' How general ìs ìt? (pp.3-18).Mahwah, NJ: Lawrence Erlbaum Associates
- Gardner, H. (1983). Frames of mìnd: The theory of multiple intelligences. New York:Basic Books
- Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39, 3-27 https://doi.org/10.1017/S0021963097001753
- Halford, G. S. (1982). The development of thought. Hillsdale, NJ: Erlbaum
- Halford, G. S., & Maybery, M. T., & 0 ’'Hare, A. W., & Grant, P. (1994). Thedevelopment of memory and processing capacity. Child Development, 65, 1338-56 https://doi.org/10.2307/1131502
- Kalbfleisch, M. L. (2008). Getting to the heart of the brain: Using CognitiveNeuroscience to explore the nature of human ability and performance. RoeperReview, 30, 162-170
- Lovecky, D. (1994). Exceptionally gifted chi1dren: Different mind. Roeper Review, 17,116-122 https://doi.org/10.1080/02783199409553637
- Marini, Z., & Case, R. (1989). Parallels in the development of preschoolers'knowledgeabout their physical and social wor1ds. Merrill-Palmer Quarterly, 35, 63-87
- Matthews, D. J. (1993). Domains of development: Linguistic giftedness understoodcontextually. Exceptionality Education Canada, 3(3), 1-23
- Si1verman, L. K., Chitwood, D. G., & Waters, J. L. (1986). Young gifted chi1dren: Canparen염identify giftedness? Topics in Early Childhood Special Education, 6(1),23-38 https://doi.org/10.1177/027112148600600106
- Song, K. H. (2004). Common and domain-specific cognitive characteristics of giftedstudents: A hierarchical structural model of human abilities. Unpublished MAthesis, University of British Columbia
- Song, K. H. (2009). Understanding g띠dness through general and domain-spec띠aspects of intelligence. Unpublished doctoral dissertation, University of BritishColumbia
- Song, K. H., & Porath, M. (2005). Common and domain-specific cognitive characteristicsof gifted students: An integrated model of human abilities. High Ability Studies,16, 229-246 https://doi.org/10.1080/13598130600618256
- Sternberg, R. (1977). Intelligence, information processing, and analogical reasoning: Thecomponential analysis of human abilities. Hillsdale, NJ: Lawrence ErlaumAssociation
- Sternberg, R. (1988). Beyond IQ: A triarchic theory of human intelligence. Cambridge,MA: Cambridge University Press
- Tuttle, F. B. (1983). Characteristics and ident띠ation of g띠d and talented students.Washington, D. C.: NEA Professional Library, National Education Association
- Winner, E. (1994). Exceptionally gifted chi1dren: Different mind. Roeper Review, 17,116-122 https://doi.org/10.1080/02783199409553637
- Winner, E. (1996). Gifted children. New York: Basic Books
- Zera, D. A., & Lucian, D. G. (2001). Self-organization and learning disabi1ities: Atheoretical perspective for the interpretation and understanding of dysfunction.Learning Disability Quarterly, 24, 107-118 https://doi.org/10.2307/1511067