Чтение онлайн

McGue M., Bouchard T. J., Iacono W. G., Lykken D. T. Behavioral genetics of cognitive ability: A life-span perspective // R. Plomin, G. E. McClearn (eds). Nature, nurture and psychology. Washington, DC: APA, 1993. P. 59–76.

Mednick S. A., Mednick M. T. An associative interpretation of the creative process // C. W. Taylor (ed.). Widening horizons in creativity. N. Y.: Wiley, 1964 P. 54–68.

Meeker M. The structure of intellect: Its interpretation and uses. Columbus, OH: Charles E. Merrill, 1969.

Meeker M., Meeker R. SOI learning abilities test (rev. ed.). El Segundo, CA: SOI Institute, 1969.

Mendelsohn G. Associative and attentional processes in creative performance // Journal of Personality. 1976. 44. P. 341–396.

Mendelsohn G., Griswold B. Differential use of incidental stimuli of problem solving as a function of creativity // Journal of Abnormal and Social Psychology. 1964. V. 68. № 4. P. 431–436.

Mill J. S. Autobiography. London: Oxford University Press, 1971.

Mimo M., Cantor J. H., Riley C. A. The development of representation skills in transitive reasoning based on relations of equality and inequality // Child Development. 1983. 54. P. 1457–1469.

Moffitt T. E., Caspi A., Harkness A. R., Silva P. A. The natural history of changes in intellectual performance: Who changes? How much? Is it meaningful? // Journal of Abnormal Psychology. 1993. 90. P. 152–156.

Moles A. Information theory and esthetic perception. Urbana: University of Illinois Press, 1968.

Monteil J.-M. El'ements pour une exploration des dimensions du conflit socio-cognitif: une exp'erimentation chez l’adulte // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Th'eories implicites et conflits cognitifs. Suisse, Cousset: Del Val. 1987. P. 499–518.

Neisser U. Memory observed. N. Y.: Freeman, 1982.

Newell A. Dunker on thinking: An inquiry into progress in cognition // S. Koch, D. Leary (eds). A Century of Psychology as Science: Retrospections and Assessment. N. Y.: McGraw-Hill, 1981.

Nguyen-Xuan A. Apprentissage par l’action d’un domaine de connaissance et apprentissage par l’action du fonctionnement d’un dispositif de commande // J.-M. Hoc, P. Mendelsohn (eds). Les language informatiques dans l’enseignement. 1988.

Nuttall R. L. Some correlates of high need for achievement among urban northern Negroes // Journal of Abnormal Social Psychology. 1964. 68. P. 593–600.

Ohlmann T. Processus vicariants et th'eorie neutraliste de l’'evolution: une n'ecessaire convergence // J. Lautrey (ed.). Universel et Diff'erentiel en Psychologie. Paris: PUF, 1995.

Page E. B., Grandon G. M. Family configuration and mental ability: two theories contrasted with U. S. data // American Educational Research Journal. 1979. 16. P. 257–272.

Pag`es R. Navette d’'echelles en sociopsychologie politique // Bulletin de psychologie. 15. 1986. 379. P. 233–250.

Pag`es R. L’intelligence entre le confit et l’am'enit'e: `a propos du conflit sociocognitif // J.-L. Beauvois, R.-V. Joule, J.-M. Monteil (eds). Perspectives cognitives et conduites sociales. 1. Th'eories implicites et conflits cognitifs. Suisse, Cousset: Del Val, 1987. P. 249–284.

Pag`es R. La soci'et'e humaine n’'etant pas une termiti'ere vit de psychodiversit'e dans la biodiversit'e // Communication au 2-e congr`es international d’Eurotalent. Milan-Vercelli, 1993.

Pag`es R., Derghal M. Reduire ou faciliter l’expression de l’idiosyncrasie individuelle: concepts et esquisse experimentale // Bulletin de Psychologie. 1984. 37. 11–14. P. 695–711.

Pasqual-Leone J. Organismic processes for neo-Piagetian theories: a dialectical causal account of cognitive development // International Journal of Psychology. 1987. 22. P. 25–64.

Pedersen N. L., Plomin R., McClearn G. E. Is there G beyond g (is there genetic influence on specific cognitive abilities independent of genetic influences on general cognitive ability?) // Intelligence. 1994. 18. P. 133–143.

Pegnato C., Birch J. Locating gifted children in junior high school // Exceptional children. 1959. 25 (7). P. 300–304.

Perner J. Understanding the representational mind. Cambridge, London: MIT Press, 1991.

Perner J., Steiner G., Staehelin C. Mental representation of length and weight series and transitive inferences in young children // Journal of Experimental Child Psychology. 1981. 31. P. 177–182.

Piaget J. Cognitions and conservations: two views // Contemporary Psychology. 1967. 12. P. 532–533.

Piaget J. Quantification, conservation and nativism // Science. 1968. 162. P. 976–979.

Piaget J., Inhelder B. La representation de l’espace chez l’enfant. Neuchatel: Delachau, Niestl'e, 1947.

Planche P. Modalites fonctionnelles et conduites de resolution de probl'emes chez l’enfant de cinq, six et sept ans d’age chronologique // Archives de psychologie. 1985. 53. 207. P. 411–415.

Planche P. Precocite intellectuelle: fonctionnement cognitif et dysharmonie // Actes du XXVIe congr'es de psychologie a Montreal. International journal of psychology. 1996. 31. P. 371.

Planche P. La construction des notions spatiales chez les enfants intellectuellement precoces, ages de 6 a 8 ans // Enfance. 1998. 2. P. 159–171.

Planche P. Les strategies de d'ecentration centration spatio-cognitive chez les enfants intellectuellement pr'ecoces de 6 ans // Bulletin de psychologie. 1999. 52 (4). P. 473–480.

Plomin R. Development, genetics and psychology. Lawrence Erlbaum Ass., 1986.

Plomin R., DeFries J. C. A parent-offspring adoption study of cognitive abilities in early childhood // Intelligence. 1985. 9. P. 341–356.

Politzer G., Nguyen-Xuan A. Reasoning about conditional promises and warnings: Darwinian algorithms, mental models, relevance judgements or pragmatic schemas? // Quarterly Journal of Experimental Psychology. 1992. 44 (3). P. 401–421.