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Last revised on Friday, 01 February, 2008
Author Index C
Calvin, William H. The Emergence of Intelligence
Campbell, B. (1994). The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, Wash.: Campbell and Associates, Inc.
Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching and Learning Through Multiple Intelligences. Needham Heights, Mass.: Allyn and Bacon/Simon and Schuster.
Campione, J. C., Brown, A. L., & Ferrara, R. A. (1982). Mental retardation and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 392-490). New York: Cambridge University Press.
Caramazza, A., Zurif, E. B., & Gardner, H. (1978). Sentence memory in aphasia. Neuropsychologia, 16(6), 661-669.
Carothers, T., & Gardner, H. (1979, September). When children's drawings become art: The emergence of aesthetic production and perception. Developmental Psychology, 15(5), 569-580.
Carroll, John The Bell Curve
Carroll, John, B. (1982). The measurement of intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 29-120). New York: Cambridge University Press.
Carroll, John, B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
This book offers the most extensive factor-analysis of mental tests. Carroll finds it interesting "that the kinds of 'intelligences' described by Gardner show a fairly close correspondence with the broad domains of ability" as suggested by Raymond Cattell and John Horn. For example, Carroll believes that Gardner's linguistic intelligence corresponds closely to the concepts of Cattell and Horn's crystallized intelligence. Carroll also views Gardner's logical-mathematical and visual-spatial intelligence suspiciously similar to the concept of fluid intelligence and visual perception, respectively (p. 641; for a similar critique, see Bouchard 1984, p. 507).
Carroll, John, B. (1995). Reflections on Stephen Jay Gould's The Mismeasure of Man (1981): A retrospective review. Intelligence, 21, 121-134.
Carroll, John, B. (1997). Psychometrics, intelligence, and public perception [Special Issue]. Intelligence, 24(1), 25-52.
Carson, Andrew
To read how Carson cites five (5) reasons "for why vocational psychologists have largely ignored Gardner's work in general and his MI theory in particular", click here
Carver, C. S., & Scheier, M. F. (1994). Self-focus and self-attention. In M. W. Eysenck (Ed.), The Blackwell Dictionary of Cognitive Psychology (pp. 317-325) Cambridge, MA: Blackwell Publishers.
Case, Robbie (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
Casse, Daniel, (1998, August 1). IQ since "The Bell Curve", Commentary, 106, pp. 33(7).
Ceci, Steven
Ceci, a developmental psychologist at Cornell, praises Gardner as "a wonderful communicator" who has publicized "a much more egalitarian view of intelligence." But he points out that Gardner's approach of constructing criteria and then running candidate intelligences through them, while suggestive, provides no hard evidence -- no test results, for example -- that his colleagues could evaluate. Ceci adds: "The neurological data show that the brain is modular, but that does not address the issue of whether all these things are correlated or not." Track-and-field athletes, he notes, may have special gifts in one particular event, but they will score better than the average person on every event. Psychological tests show the same kind of correlation. ..."
Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of evidence. Developmental Psychology, 27(5), 703-722.
Ceci, S. J. (1996). On intelligence: A bioecological treatise on intellectual development. Expanded Edition. Cambridge, Massachusetts: Harvard University Press.
Ceci, S. J., Ramey, S. L., & Ramey, C. T. (1990). Framing intellectual assessment in terms of a person-process-context model. Educational Psychologist, 25(3&4), 269-291.
Chabris, Christopher, F. (1998b, August). IQ since "The Bell Curve", Commentary, 106(2), 33-40.
Chabris, Christopher, F. et al. (1998a, November). Does IQ matter? Commentary, 106(5), 13-23.
Chapman, Carolyn, (1993). If the Shoe Fits ...: How to Develop Multiple Intelligences in the Classroom. Palatine, Illinois: IRI/Skylight Publishing.
Chase, W. G., & Ericsson, K. A.. (1981). Skilled memory. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 141-189). Hillsdale , NJ : Lawrence Erlbaum Associates.
Chase, W. G., & Ericsson, K. A. (1982). Skill and working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 16, pp. 1-58). New York: Academic Press.
In his summary review of this book chapter, author David Zach Hambrick reviews skill memory theory and relevant findings. He states: "Briefly, a positive effect of experience on memory for domain-specific information has been demonstrated in a wide range of domains. For example, Egan and Schwartz demonstrated the skilled memory effect using diagrams of circuits. Akin showed that architects recall building plans in terms of ordered patterns. Shneiderman showed that expert computer programmers had superior memory for lines of code from a meaningful, but not from a nonsense, FORTRAN computer program. Why are these findings important? After all, it only makes sense that experts would have better memory for domain-specific material than novices."
Chen, Jie-Qi & Garder H. (1997). Alternative assessment from a multiple intelligences theoretical perspective. In Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 105-121) New York: Guilford Press.)
Cheng, C., Bond, M. H., & Chan, S. C. (1995, February). The perception of ideal best friends by Chinese adolescents. International Journal of Psychology, 30(1), 91-108.
Chiu, L. H. (1985). The reliability and validity of the Coopersmith Self-Esteem Inventory: Form B. Educational and Psychological Measurement, 45, 945-949.
Chorney, M. J., y, Chorney, K., Seese, N., Owen, M. J., Daniels, J., McGuffin, P., Thompson, L. A., Detterman, D. K., Benbow, C., Lubinski, D., Eley, T., & Plomin, R. (1998, May). A qualitative trait locus associated with cognitive ability in children. Psychological Science, 9(3), 159-166.
[see also * Plomin, Robert & DeFries, John, C. (1998, May). The genetics of cognitive abilities and disabilities. Scientific America. 278(5), 62-69. Here, the studies of twins and adoptees suggest that about half the variations seen in verbal and spatial ability is genetically based. The authors are searching for the genes responsible and for genes involved in such cognitive disabilities as dyslexia. See also Wright, Karen (1998, May). How do cognitive abilities relate to general intelligence? Scientific America. 278(5), 64.
Cicone, M., Wapner, W., & Gardner, H. (1980, March). Sensitivity to emotional expressions and situations in organic patients. Cortex, 16(1), 145-158.
Cicone, M., Gardner, H., & Winner, E. (1981, February). Understanding the psychology in psychological metaphors. Journal of Child Language, 8(1), 213-216.
Clark, Barbara (1997). Growing up gifted: Developing the potential of children at home and at school (5th ed.). Columbus, Ohio: Prentice-Hall.
Cohen, D. Gene. (2005). The Mature Mind: The Positive Power of the Aging Brain, New York: Basic Books.
Here, Cohen sets out a positive scaffold for a relatively new perspective on aging. Cast in the light of four novel stages of psychological development during the later years of life, Cohen conceptualizes the aging process as neither a period involving deterioration of the mind and body nor as a phase of life characterized by an attempt to minimize inevitable decline. Rather, the aging process of older adults is presented as a time for potential new direction involving intellectual development, creative growth, and blossoming social relationships. Drawing on his own personal clinical experience, Cohen discusses a fluid and dynamic approach to the aging process that involves acquisition of advanced forms of thinking and reasoning that can be attained only from years of life experience. Indeed, throughout the text, he shares anecdotal accounts drawn from his personal interactions with family members and patients. On the basis of the findings of his own groundbreaking research, he presents retirement not as a negative concept characterized by boredom and deterioration but as a new phase of life filled with seemingly boundless opportunities for positive growth heretofore unavailable owing to time constraints associated with occupational responsibilities. To sum, in the context of providing a realistic but more optimistic perspective of aging, Cohen presents an excellent overview, in easy-to-read language, of contemporary and important research in the fields of developmental neuroscience. I found this book to be an excellent work which was both informative and enjoyable to read. It is written such that it would be beneficial for both laypersons and health care professionals.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
Cole, Mike The Illusion of Culture-free Intelligence Testing
Cole, M., Levitin, K., & Luria, A. L. (2005). The Autobiography of Alexander Luria A Dialogue with The Making of Mind. New Jersey: Lawrence Erlbaum Associates, Publishers. Reviewed at (http://www.igs.net/~cmorris/review_the_making_of_mind.htm).
Collier, Christopher Percy. (November 2006). The Expert on Experts: An Expert Guide to Expertise, Fast Company.com, Issue 110, p. 116.
In a recent interview, Collier asked Ericsson to respond to the following four questions: (1) Is talent overrated? (2) What do you have to do to become the best? (3) Can you explain how deliberate practice works? and (4) So does experience matter?
Collins, James. (1998, October 19). Seven kinds of smarts. Time Magazine, 152(16), pp. 62-64.
Cooley, C. H. (1964). Human nature and the social order. New York: Charles Schribner's Sons. (Original work published 1902)
Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: Freeman.
Coopersmith, S. (1975a). Building self-esteem in the classroom. In S. Coopersmith (Ed.), Developing motivation in young children. San Francisco: Alton Publishing.
Coopersmith, S. (1975b). Coopersmith Self-Esteem Inventory Technical Manual. Palo Alto, CA: Consulting Psychologists Press.
Coopersmith, S. (1981b). SEI (Self-Esteem Inventories). Palo Alto, CA: Consulting Psychologists Press.
Cox, June & Kelly, Judith (1989, March-April). Nurturing Talent in 2000 A.D. Gifted-Child-Today, 12(2), 2-4 (ERIC Document Reproduction Service No. EJ 392 116)
Cowley, G. (1994, October 24). Testing the science of intelligence. Newsweek, pp. 56-60.
Cox, S. (1987). Peer and self-assessment. Nursing Times, 83(33), 62-64.
Coyle, Daniel. (2007, March 04). How to grow a super-athlete New York Times Sports Magazine. Section 6, p. 36, Column 1.
"Every talent, according to Ericsson, is the result of a single process: deliberate practice, which he defines as "individuals engaging in a practice activity with full concentration on improving some aspect of their performance. Deliberate practice means working on technique, seeking constant critical feedback and focusing ruthlessly on improving weaknesses."
Crawford, Lyall, An Interpretive Approach to Human Communication Study. (ERIC Document Reproduction Service No. ED 304 718)
Critchfield, Thomas, S. (2007). Behavior Analysis and the Best of the Best: A Review of The Cambridge Handbook of Expertise and Expert Performance, Association for Behavior Analysis International Newsletter, 30(1).
" ... For those interested in a behavior analytic approach to exceptional performance, the Handbook provides an invaluable perspective on how others have explored this topic. It contains detailed descriptions of what expert performers do differently than others, how they acquire their skills, and how these things manifest in a variety of skill domains (including chess, medicine, mathematics, and software design). The most useful, and challenging, chapters for behavior analysts, however, are those that explain the scientific methods that have been used to study expertise."
" ... Would that some guidance existed about how to undertake a systematic investigation of elite human performance! As it happens, a great deal has been written about expertise and methods for studying it, a literature that is nicely summarized in The Cambridge Handbook of Expertise and Expert Performance (Ericsson, Charness, Feltovich, & Hoffman, 2006). The volume is essential reading for anyone who believes in the capacity of behavior analysis to make a difference in high-level human affairs. To be sure, this is not a behavior-analytic treatise, and challenges exist for those who imagine transporting behavior analysis into domains of peak expertise (more on this shortly). An important point not to be lost in the meantime is that that studies of expertise converge on a perspective that should hearten functional thinkers everywhere."
Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey-Bass Publishers.
Crutcher, R. J., & Ericsson , K. A.. (2000). The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1297-1317.
Crutcher, R. J., Ericsson, K. A., & Wichura, C. A. (1994). Improving the encoding of verbal reports using MPAS: A computer-aided encoding system. Behavior Research Methods, Instruments, & Computers, 26(2), 167-171.
Csikszentmihalyi, Mihaly. (1990a). Flow: The psychology of optimal experience. New York: Harper Collins.
Csikszentmihalyi, M. (1990b, Spring). Literacy and intrinsic motivation. Daedalus, 119(2), 115-140.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
Ottawa | education | expertise | home | human intelligences | journal of human intelligences | journals/newspapers | learning styles | | reviews | sayings | sports & education
author index a b c d e f g h ij k l m no p qr s t uv w xyz | home | name index a b c d e f g h ij k l m no p qr s t uv w xyz
Last revised on Friday, 01 February, 2008