Page 51 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 51
Exploring Dutch Students’ Implicit Theories of an Intelligent Person
Frith, U., & Frith, C. (2010). The social brain: Allowing humans to boldly go where
no other species has been. Philosophical Transactions of the Royal Biological
Sciences Society, 365(1537), 165–176.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and
personal development of children and young people. International Journal
of Music Education, 28(3), 269–289.
Han, S., & Northoff, G. (2008). Culture-sensitive neural substrates of human
cognition: Transcultural neuroimaging approach. Nature Reviews Neuro-
sciences, 9, 646–654.
Händel, M., & Ziegler, A., (2012). Integrated STEM for regular and gifted students
in Germany. In K. Tae-wan & L. Gwang-Hyeong (Eds.), Promoting the gifted
to be real- world problem- solver through interdisciplinary education (pp. 99–
112). Daejeon, Korea: Kaist.
Hetland, L. (2008). Het spoor van vier onderzoeken [The trail of four studies]. Cul-
tuur en Educatie, 23, 54–84.
Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education. In E.
Eisner, & M. Day (Eds.), Handbook of research and policy in art education (pp.
135–162). Alexandria, VA: National Art Education Association.
Ho, Y. C., Cheung, M. C., & Chan, A. S. (2003). Music training improves verbal
but not visual memory: Cross sectional and longitudinal explorations in
children. Neuropsychology, 17, 439–450.
Klepsch, M., & Logie, L. (1982). Children draw and tell: An introduction to the pro-
jective uses of children’s human figure. New York, NY: Brunner/Mazel.
Knoop, H. (2015, August). Positive psychology in education: How fairness, well-
being and performance are mutually depending aspects of future education.
Paper presented at the 21st Biennial World Conference of the WCGTC,
Odense, Denmark.
Kordes, J., Bolsinova, M., Limpens, G., & Stolwijk, R. (2013). Resultaten Pisa – 2012
[Results Pisa – 2012]. Arnhem, The Netherlands: CITO.
Krabbendam, A. C. (2012, March). Niemand stapt tweemaal in dezelfde rivier [No-
body enters the same river twice] (Inaugural oration). Vrije Universiteit,
Amsterdam, The Netherlands.
Law, Y.-K. (2009). The role of attribution beliefs, motivation and strategy use in
fifth-graders’ reading comprehension. Educational Research, 51(1), 77–79.
Leder, H., Forster, M., & Gerger, G. (2011). The glasses stereotype revisited: Effects
of eyeglasses on perception, recognition, and impression of faces. Swiss
Journal of Psychology, 70, 211–222.
Li, J. (2002). A cultural model of learning: Chinese ‘heart and mind for wanting
to learn.’ Journal of Cross-Cultural Psychology, 33, 248–269.
Manabu, S. (2002, July). Can post-modern science teachers change modern chil-
dren’s images of science. Paper presented at the 33 Annual Conference of
the Australasian Science Education Research Association, Townsville, Aus-
tralia.
49
Frith, U., & Frith, C. (2010). The social brain: Allowing humans to boldly go where
no other species has been. Philosophical Transactions of the Royal Biological
Sciences Society, 365(1537), 165–176.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and
personal development of children and young people. International Journal
of Music Education, 28(3), 269–289.
Han, S., & Northoff, G. (2008). Culture-sensitive neural substrates of human
cognition: Transcultural neuroimaging approach. Nature Reviews Neuro-
sciences, 9, 646–654.
Händel, M., & Ziegler, A., (2012). Integrated STEM for regular and gifted students
in Germany. In K. Tae-wan & L. Gwang-Hyeong (Eds.), Promoting the gifted
to be real- world problem- solver through interdisciplinary education (pp. 99–
112). Daejeon, Korea: Kaist.
Hetland, L. (2008). Het spoor van vier onderzoeken [The trail of four studies]. Cul-
tuur en Educatie, 23, 54–84.
Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education. In E.
Eisner, & M. Day (Eds.), Handbook of research and policy in art education (pp.
135–162). Alexandria, VA: National Art Education Association.
Ho, Y. C., Cheung, M. C., & Chan, A. S. (2003). Music training improves verbal
but not visual memory: Cross sectional and longitudinal explorations in
children. Neuropsychology, 17, 439–450.
Klepsch, M., & Logie, L. (1982). Children draw and tell: An introduction to the pro-
jective uses of children’s human figure. New York, NY: Brunner/Mazel.
Knoop, H. (2015, August). Positive psychology in education: How fairness, well-
being and performance are mutually depending aspects of future education.
Paper presented at the 21st Biennial World Conference of the WCGTC,
Odense, Denmark.
Kordes, J., Bolsinova, M., Limpens, G., & Stolwijk, R. (2013). Resultaten Pisa – 2012
[Results Pisa – 2012]. Arnhem, The Netherlands: CITO.
Krabbendam, A. C. (2012, March). Niemand stapt tweemaal in dezelfde rivier [No-
body enters the same river twice] (Inaugural oration). Vrije Universiteit,
Amsterdam, The Netherlands.
Law, Y.-K. (2009). The role of attribution beliefs, motivation and strategy use in
fifth-graders’ reading comprehension. Educational Research, 51(1), 77–79.
Leder, H., Forster, M., & Gerger, G. (2011). The glasses stereotype revisited: Effects
of eyeglasses on perception, recognition, and impression of faces. Swiss
Journal of Psychology, 70, 211–222.
Li, J. (2002). A cultural model of learning: Chinese ‘heart and mind for wanting
to learn.’ Journal of Cross-Cultural Psychology, 33, 248–269.
Manabu, S. (2002, July). Can post-modern science teachers change modern chil-
dren’s images of science. Paper presented at the 33 Annual Conference of
the Australasian Science Education Research Association, Townsville, Aus-
tralia.
49
