SCIENTIFIC ARTICLES ON GIFTEDNESS

Ballam, N. (2009, 07 23). Gifted and growing up in a low income family: Mindsets, resilience, and interventions. Teachers and Curriculum, 11.

Bouchard, T. J. (2013). « The Wilson Effect: The Increase in Heritability of IQ with Age ». Twin Research and Human Genetics. 16 (05), 923–930.

Brault-Labbé, A., Poirier, J., & Brassard, A. (2023, juin). État des connaissances, perceptions et besoins professionnels de psychologues québécois face à la douance : une étude exploratoire. Revue québécoise de psychologie, 44(1), pp. 127–153.

Dai, Y. D. et Renzulli, J. S. (2008). Snowflakes, Living systems, and the Mistery of Giftedness. Gifted Child Quartely, 52, 114-130.

Devlin, B. Daniels, M., Roeder, K. (1997). The Heritability of IQ. Nature, 388 (6641), 468–471

Ferrando, M., Ferrándiz, C., Llor, L. & Sainz, M. (2016). Successful Intelligence and Giftedness: an Empirical Study. Anales de Psicología, 32, 672-683.

Gagné, F. (2020). Differentiating Giftedness from Talent: The DMGT Perspective on Talent Development. Routledge.

Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5, 5-19.

Gagné, F. (2015). From Genes to Talent: DMGT/CMTD Perspective. Revista de Education, 328, 12-37.

Giuliani, F., & Couchepin, B. (2016, décembre). Haut Potentiel Intellectuel et Syndrome d’Asperger : vers une meilleure connaissance et reconnaissance des capacités. Revue économique et sociale, 4.

Gross, M. U. (2009). Highly Gifted Young People: Development from Childhood to Adulthood. In Shavinina, L.V. (eds) International Handbook on Giftedness. Dordrecht: Springer.

Haier, R. J., Jung, R. E., Yeo, R. A., Head, K. & Alkire, M. T. (2004). Structural Brain Variation and General Intelligence. NeuroImage, 23, 425-433.

Jaffré, Y.-G., Dulon, L., & Verbeek, S. (2019, novembre 20). Travail, emploi et douance. Perspectives interdisciplinaires sur le travail et la santé, 21(1).

Jambaqué, I. (2004). Analyse de la littérature : Contribution de la neuropsychologie développementale à l’étude des sujets à haut potentiel : une revue de question. Psychologie française, 49, 267-276.

Jaušovec, N. (2000). Differences in Cognitive Processes between Gifted, Intelligent, Creative, and Average Individuals While Solving Complex Problems: An EEG Study. Intelligence, Vol 28 (3), 2000, 213-237.

Jaušovec, N. (1996). Differences in EEG Alpha Activity Related to Giftedness. Intelligence, 23 (3), 159–173.

Jung, R. E., et Haier, R. J. (2007). The Parieto-Frontal Integration Theory (P-FIT) of Intelligence: Converging Neuroimaging Evidence. Behavioral and Brain Sciences, 30, 135-187

Kotleras, R. (2007). The Workplace Mobbing of Highly Gifted Adults: An Unremarked Barbarism. Advanced Development Journal, 11, pp. 130-148.

Long, D., McCoach, D. B., Siegle, D., Callahan, C., & Gubbins, E. J. (2023, décembre). Inequality at the Starting Line: Underrepresentation in Gifted Identification and Disparities in Early Achievement. AERA Open, 9(1), pp. 1-25.

Melnick, M. D., Harrison, B.R., Park, S., Bennetto, L., Tadin, D. (2013). A Strong Interactive Link between Sensory Discriminations and Intelligence. Curr Biol., 23 (11), 1013-1017.

Mestre, J. M., MacCann, C., Guil, R. & Roberts, R. D. (2016). Models of Cognitive Ability and Emotion Can Better Inform Contemporary Emotional Intelligence Frameworks. Emotion Review, 8 (4), 322 –330.

Meyer, C. S., Hagmann-von Arx, P., Lemola, S. & Grob, A. (2010). Correspondence Between the General Ability to Discriminate Sensory Stimuli and General Intelligence. Journal of Individual Differences, Vol 31 (1), 46-56.

Renzulli, T. S. (1978). What Makes Giftedness? Re-examining a Definition. Phi Delta Kappan, 60, 180-184, 261.

Renzulli, J. S. (1999). What Is This Thing Called Giftedness, and How Do We Develop It? A Twenty-Five Year Perspective. Journal for the Education of the Gifted, 23 (1), 3-54.

Şentürk, Ş., Kefeli, İ., & Emecan, B. İ. (2022). Conceptual Analysis of Twice Exceptionality. Education Quarterly Reviews, 5(2), pp. 644-655.

Shearer, C. B. & Karanian, J. M. (2017). The Neurosciences of Intelligence: Empirical Support for the Theory of Multiple Intelligence. Trends in Neuroscience and Education, 6, 211-223.

Sternberg, R. J. (2000). Patterns of Giftedness: A Triarchic Analysis. Roeper Review, 22 (4), 231-235.

Sternberg, R. J., Castejon, J. L., Prieto, M. D., Hautamaki, J. & Grigorenko, E. L. (2001). Confirmatory Factor Analysis of the Sternberg Triarchic Abilities Test in Three International Samples. European Journal of Psychological Assessment, 17, 1-16.

Thompson, L. A., & Oehlert, J. (2010). The Etiology of Giftedness. Learning and Individual Differences, 20, 298-307.

Wai, J., & Lovett, B. (2021, juin 13). Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems. Journal of Intelligence, 9(31).

Worrell, F. C., & Wai, J. (2020, novembre 23). How talented low-income kids are left behind. Kappan, 102(4), pp. 26-29.

Zenasni, F., Mourgues, C., Nelson, J., Muter, C., Myszowski, N. (2016). How Does Creative Giftedness Differ from Academic Giftedness? A Multidimensional Conception. Learning and Individual Differences. http://dx.doi.org/10.1016/j.lindif.2016.09.003.

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* Many of these items require access to paid catalogs or can be viewed through access through your local library, so links are not provided.