Page 70 - CONCEPTIONSOFGIFTEDNESS
P. 70
69 πØ£dG áÑgƒªd áHÉéà°S’G êPƒªf
™LGôªdG
Amabile, T. (1996). Creativity in context. Boulder, CO: Westview Press.
Benbow, C. P., & Lubinski, D. (1997). Intellectually talented children:
How can we best meet their needs? In N. Colangelo and G. A. Davis
(Eds.), Handbook of gifted education (2nd ed., pp. 155–169). Needham
Heights, MA: Allyn & Bacon.
Butterfield, E. C., & Ferretti, R. P. (1987). Toward a theoretical integration
of cognitive hypotheses about intellectual differences among children.
In J. G. Borkowski & J.D.Day(Eds.), Cognition in special children: Com-
parative approaches to retardation, learning disabilities, and giftedness
(pp. 195–233). Norwood, NJ: Ablex.
Clark, B. (1992). Growing up gifted (4th ed.). New York: Macmillan.
Coleman, E. B., & Shore, B. (1991). Problem-solving processes of high
and average performers in physics. Journal for the Education of the
Gifted, 14, 366–379.
Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R.
Sternberg (Ed.), Handbook of creativity (pp. 297–312).NewYork: Cam-
bridge University Press.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.
New York: HarperCollins.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of dis-
covery and invention. New York: HarperCollins.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teen-
agers: The roots of success and failure. New York: Cambridge Univer-
sity Press.
Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research
approaches to creativity: Implications of a systems perspective for cre-
ativity in education. In K. Heller, F. MÖnks, R. Sternberg, & R. Subotnik
(Eds.), International handbook of giftedness and talent (2nd ed., pp.
81–93). New York: Elsevier.
Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work ad-
justment. Minneapolis: University of Minnesota Press.
Gardener, H. (1983). Frames of mind: The theory of multiple intelligenc-
es. New York: Basic Books.
Gardener, H. (1991). The unschooled mind: How children think, how
schools should teach. New York: Basic Books.

