RELACIJE AKADEMSKE DAROVITOSTI SA GIMNAZIJSKIM USMERENJEM UČENIKA I NIVOOM OBRAZOVANJA RODITELJA
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Istraživanje prikazano u radu pretenduje da ponudi odgovore na dva pitanja: kakva je struktura razlika u intelektualnim sposobnostima učenika darovitih u dvema široko definisanim područjima znanja ili akademskim domenima, kao i da li se nivo akademske darovitosti gimnazijalaca razlikuje u odnosu na obrazovanje njihovih roditelja. Istraživanje je sprovedeno na uzorku od 177 gimnazijalaca prirodno-matematičkog i društveno- jezičkog smera sa teritorije Srbije, koji su identifikovani kao daroviti na osnovu natprosečnog postignuća na Kibernetičkoj bateriji testova inteligencije - KOG 3 (IQ>120) i odličnog školskog uspeha (prosečna ocena na polugodištu iznad 4,50). Konstrukt akademske darovitosti definisan je kao napredna ovladanost različitim akademskim područjima znanja, koja se temelji na visokim kognitivnim potencijalima, intrinzičkoj motivaciji i kreativnosti. Ovako definisana akademska darovitost merena je skalom od 13 ajtema, koja je konstruisana za potrebe istraživanja. Ispitivanje razlika u intelektualnom profilu učenika darovitih u dva šire definisana akademska domena upućuje na osnovanost razlikovanja dveju osnovnih formi akademskog talenta, od kojih je jedna verbalnog a druga neverbalnog tipa. Preciznije rečeno, dobijeni rezultati upućuju na veću razvijenost verbalnih sposobnosti u grupi akademski darovitih učenika koji pohađaju društveno-jezički smer gimnazije, dok su više sposobnosti vizuelne spacijalizacije registrovane u grupi darovitih učenika prirodno-matematičkog smera. Osim toga, ispitivanjem relacija između nivoa akademske darovitosti i obrazovanja roditelja, ustanovljene su značajne razlike jedino u odnosu na obrazovni nivo majke.
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Pekić, J. (2017). RELACIJE AKADEMSKE DAROVITOSTI SA GIMNAZIJSKIM USMERENJEM UČENIKA I NIVOOM OBRAZOVANJA RODITELJA. Годишњак Филозофског факултета у Новом Саду, 41(2), 367–395. преузето од https://godisnjak.ff.uns.ac.rs/index.php/gff/article/view/1889
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Психологија
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Benbow, C. P., Stanley, J. C., Kirk, M. K. & Zonderman, A. B. (1983). Structure of intelligence in intellectually precocious children and in their parents. Intelligence, 7, 129-152.
Benbow, C. P. & Minor, L. (1990). Cognitive profiles of verbally and mathematically precocious students. Gifted chiled quarterly, 34 (1), 21-26.
Bloom, B. (1985). Developing talent in young people. New York: Ballantine Books.
Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 20-38), New York: Cambridge University Press.
Callahan, C. M. & Miller. E. M. (2005). A child-responsive model of giftedness. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. (str. 38-52), New York, Cambridge University Press.
Casey, M. B. & Brabeck, M. (1989). Exceptions to the male advantage in a spatial task: Family handedness and college major as factors identifying women who excel. Neuropsychologia, 27, 689-696.
Casey, M.B., Winner, E., Brabeck, N. & Sullivan, K. (1990). Visual/spatial abillities in art, math and science majors: Efect of sex, family handedness and spatial experience. U K. Gilhooly, M. Keane, R. Logie & G. Erdos (Eds.), Lines of thinking: Reflections on the psychology of thought. New York: Wiley.
Chan, D.W. (2008). Giftedness of Chinesse students in Honk Kong: percpectives from different conceptions of intelligence. Gifted Child Quarterly, 52(1), 40-54.
Chan, D.W. (2010). Developing the impossible figeres task to assess visual-spatial talents among Chinese students: a Rasch measurement model analysis. Gifted Child Quarterly, 54(1), 59-71.
Colangelo, N. (1981). Counseling the culturally diverse gifted. Gifted Child Quarterly, 25 (1), 27-30.
Coleman, L.J. & Cross, T.L. (2001). Being gifted in school: an introduction to development, guidance and teaching. Waco, TX: Purfock Press.
Cornell, D. G., & Grossberg, I. W. (1987). Family environment and personality adjustment in gifted program children. Gifted Child Quarterly, 31(2), 59–64.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1997). Talented teenagers: the roots of success and failure. New York: Cambridge University Press.
D’Amico, S. & Kimura, D. (1987). Evidence for subgroups of adextrals based on speech lateralization and cognitive patterns (Reserch Bulletin No. 664). Ontario: University of Western Ontario, Department of Psychology.
Detterman, D. K. & Daniel, M. H. (1989). Correlations of mental tests with each other and with cognitive variables are highest for low IQ groups. Intelligence, 13, 349-359.
Durden, W.G. & Tangherlini, A.E. (1993). Smart kids: how academic talents are developed and nurtured in America. Kirkland, WA: Hogrefe & Huber Publishers.
Đorđević, B. (1979). Individualizacija vaspitanja darovitih. Beograd: Prosveta.
Feldhusen, J.F. & Jarwan, F.A. (2000). Identification of gifted and talented youth for educational programs. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 271-282). Oxford: Elsevier science.
Fornia, G. L. & Frame, M.W. (2001). The social and emotional needs of gifted children: Implications for family counseling. The Family Journal, 9, 384-390.
Fox, L.H (1981). Identification of the academically gifted. American Psychologist, 36(10), 1103-1111.
Freeman, J. (1979). Gifted children: Their identification and development in social context. Lancaster: MPT Press Limited.
Freeman, J. (2000). Families: the essential context for gifts and talents. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.). International handbook of giftedness and talent (str. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a devalopmental model. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 98-120). New York: Cambridge University Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Bantam Books.
Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). Three hundred eminent personalities. San Francisco: Jossey-Bass.
Gottfried, A. E (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology,77(6), 631-645.
Gotfried, A. W., Gotfried, A. E., Bathrust, K. & Guerin, D.W. (1994). Gifted IQ: Early developmental aspects. The Fullerton longitudinal study. New York: Plenum.
Gray–Fow, B. (2005). Discovering and developing talent in schools. New York: David Fulton Publisehers.
Gross, M. U. M. (2005). Exceptionally gifted children (2nd ed.). New York: Routledge Falmer.
Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 147-170). New York: Cambridge University Press.
Hermelin, B. & O’Connor, N. (1986b). Spatial representations in mathematically and in artistically gifted children. British Journal of Educational Psychology, 56, 150/157.
Hewton, J. (2002). Definitions of giftedness. Retrieved December 1, 2009 from the World Wide Web: www.qagtc.org.au/definitions_of_giftedness.htm.
Hoge, R. D. (1988). Issues in the definition and measurement of the giftedness construct. Educational Researcher, 17(7), 12-16.
Hoge, R. D. (1989). An examination of the giftedness construct. Canadian Journal of Education, 14(1), 6-17.
Jarwan, F. A. & Feldhusen, J. F. (1993). Residential schools of mathematics and science for academically talented youth: an analysis of admission programs. Retrieved July 17, 2010 from the World Wide Web: http://www.gifted.uconn.edu/NRCGT/reports/ crs93304/crs93304.html
Kerr, B. (2009). Encyclopedia of giftedness, creativity and talent. Thousand Ouks: Sage Publications.
Legree, P. J., Pifer, M. E., & Grafton, F. C. (1996). Correlations among cognitive abilities are lower for higher ability groups. Intelligence, 23, 45–57.
Lewis, M. (1985). Gifted or disfunctional: The child savant. Pediatric Annals, 14(10), 733-742.
Mackenzie, C. (2001). The IQ factor: despite advances in defining gifted children, intelligence testing still plays a large role. Retrieved June 18, 2006 from the World Wide Web: http://www.post-gazette.com/regionstate/20010610giftediqsidereg8.asp
Marland, S. (1972). Education of the gifted and talented. Report to Congress. Washington, DC: U.S. Government Printing Office.
McClellan, E. (1985). Defining giftedness. Retrieved January 15, 2010 from the World Wide Web: http://www.ericdigests.org/pre-923/defining.htm.
Modi, M., Konstantopoulos, S. & Hedges, L. V. (1998). Predictors of academic giftedness among U.S. highschool students: evidence from a nationally representative multivariate analysis. Retrieved July 12, 2010 from the World Wide Web: http://www.eric.ed.gov/PDFS/ED422356.pdf.
Mönks, F. J. (1992). Development of gifted children: the issue of identification and programming. In F.J. Mönks & W.A.M. Peters (Eds.), Talent for the future (str. 191-202). Assen/Maastrichz: Van Gorcum.
Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, 16-20.
Norman, A. D., Ramsay, S.G., Martray, C. R. & Roberts, J. D. (1999). Relationship between levels of giftedness and psychosocial adjustment. Roeper Review, 22(1), 5-18.
Olszewski-Kubilius, P. & Whalen, S. P. (2000). The education and development of verbally talented students. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 397-412). Oxford: Elsevier science.
Pekić, J. (2011). Karakteristike porodica sa akademski darovitim adolescentom. Nepublikovana doktorska disertacija. Odsek za psihologiju, Filozofski fakultet Univerziteta u Novom Sadu.
Pfeiffer, S. I., Petscher, Y. & Kumtepe, A. (2008). The gifted rating scales–school form: A validation study based on age, gender and race. Roeper Review, 30, 140-146.
Pyryt, M.C. (2000). Talent development in science and technology. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 427-437). Oxford: Elsevier science.
Renzulli, J. S. (1978). What makes giftedness? Reexamining definition. Phi Delta Kappan, 60, 180-184.
Renzulli, J. S. (2005). The tree-ring conception of giftedness: A developmental model for creative productivity. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 246-280). New York: Cambridge University Press.
Rimm, S.B. (1994). Keys to parenting the gifted child. Hauppauge: Baron’s Educational Series.
Salvia, J. & Ysseldyke, J.E. (1995). Assesment in special and remedial education (6th ed.). Boston: Houghton-Mifflin.
Schroth, S. T. & Helfer, J. A. (2009). Practitioner’s conceptions of academic talent and giftedness. Journal of Advanced Academics, 20(3), 384-403.
Shea, D. L., Lubinski, D. & Benbow. C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: a 20-year longitudinal study, Journal of Educational Psychology, 93 (3), 604-614.
Silver, S. J. & Clampit, M. K. (1990). WISC-R profiles of high ability children: interpretation of verbal-performance discrpancies. Gifted Child Quarterly, 34(2) 76-79.
Sternberg, R.J. (1985). Beyond I.Q.: a triarchic theory of human intelligence. New York: Cambridge University Press.
Sweetland, J.D., Reina, J.M. & Tatti, A. F. (2006). WICC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7-10.
Štula, J. (2007). Pregled teorijskih koncepcija darovitosti. Godišnjak Filozofskog fakulteta u Novom Sadu, XXXII, 177-207.
Tannenbaum, A. J. (2000). A history of giftedness in scholl and society. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 23-55). Oxford: Elsevier science.
Wieczerkowsky, W., Cropley, A. & Prado, M. (2000). Nurturing talents/gifts in mathematics. U: K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent (str. 413-425). Oxford, Elsevier science.
Wilkinson, S. C. (1993). WISC–R profiles of children with superior intellectual ability.
Gifted Child Quarterly, 37, 84–91.
Winner, E. (1996). Gifted children: Myths and realities. New York, Basic Books.
Winner, E.& Martino, G. (2000). Giftedness in non-academic domains: the case of the visual arts and music. U: K. Heller, F. Mönks, R. Sternberg & R.Subotnik (Eds.), Giftedness and talent (str. 95-110). Oxford: Elsevier science.
Wolf, B., Momirović, K. i Džamonja, Z. (1992). KOG 3. Beograd: Društvo psihologa Srbije.
Ziegler, A. & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 3-23). Oxford: Elsevier science.
Benbow, C. P. & Minor, L. (1990). Cognitive profiles of verbally and mathematically precocious students. Gifted chiled quarterly, 34 (1), 21-26.
Bloom, B. (1985). Developing talent in young people. New York: Ballantine Books.
Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 20-38), New York: Cambridge University Press.
Callahan, C. M. & Miller. E. M. (2005). A child-responsive model of giftedness. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. (str. 38-52), New York, Cambridge University Press.
Casey, M. B. & Brabeck, M. (1989). Exceptions to the male advantage in a spatial task: Family handedness and college major as factors identifying women who excel. Neuropsychologia, 27, 689-696.
Casey, M.B., Winner, E., Brabeck, N. & Sullivan, K. (1990). Visual/spatial abillities in art, math and science majors: Efect of sex, family handedness and spatial experience. U K. Gilhooly, M. Keane, R. Logie & G. Erdos (Eds.), Lines of thinking: Reflections on the psychology of thought. New York: Wiley.
Chan, D.W. (2008). Giftedness of Chinesse students in Honk Kong: percpectives from different conceptions of intelligence. Gifted Child Quarterly, 52(1), 40-54.
Chan, D.W. (2010). Developing the impossible figeres task to assess visual-spatial talents among Chinese students: a Rasch measurement model analysis. Gifted Child Quarterly, 54(1), 59-71.
Colangelo, N. (1981). Counseling the culturally diverse gifted. Gifted Child Quarterly, 25 (1), 27-30.
Coleman, L.J. & Cross, T.L. (2001). Being gifted in school: an introduction to development, guidance and teaching. Waco, TX: Purfock Press.
Cornell, D. G., & Grossberg, I. W. (1987). Family environment and personality adjustment in gifted program children. Gifted Child Quarterly, 31(2), 59–64.
Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1997). Talented teenagers: the roots of success and failure. New York: Cambridge University Press.
D’Amico, S. & Kimura, D. (1987). Evidence for subgroups of adextrals based on speech lateralization and cognitive patterns (Reserch Bulletin No. 664). Ontario: University of Western Ontario, Department of Psychology.
Detterman, D. K. & Daniel, M. H. (1989). Correlations of mental tests with each other and with cognitive variables are highest for low IQ groups. Intelligence, 13, 349-359.
Durden, W.G. & Tangherlini, A.E. (1993). Smart kids: how academic talents are developed and nurtured in America. Kirkland, WA: Hogrefe & Huber Publishers.
Đorđević, B. (1979). Individualizacija vaspitanja darovitih. Beograd: Prosveta.
Feldhusen, J.F. & Jarwan, F.A. (2000). Identification of gifted and talented youth for educational programs. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 271-282). Oxford: Elsevier science.
Fornia, G. L. & Frame, M.W. (2001). The social and emotional needs of gifted children: Implications for family counseling. The Family Journal, 9, 384-390.
Fox, L.H (1981). Identification of the academically gifted. American Psychologist, 36(10), 1103-1111.
Freeman, J. (1979). Gifted children: Their identification and development in social context. Lancaster: MPT Press Limited.
Freeman, J. (2000). Families: the essential context for gifts and talents. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.). International handbook of giftedness and talent (str. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a devalopmental model. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 98-120). New York: Cambridge University Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Bantam Books.
Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). Three hundred eminent personalities. San Francisco: Jossey-Bass.
Gottfried, A. E (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology,77(6), 631-645.
Gotfried, A. W., Gotfried, A. E., Bathrust, K. & Guerin, D.W. (1994). Gifted IQ: Early developmental aspects. The Fullerton longitudinal study. New York: Plenum.
Gray–Fow, B. (2005). Discovering and developing talent in schools. New York: David Fulton Publisehers.
Gross, M. U. M. (2005). Exceptionally gifted children (2nd ed.). New York: Routledge Falmer.
Heller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 147-170). New York: Cambridge University Press.
Hermelin, B. & O’Connor, N. (1986b). Spatial representations in mathematically and in artistically gifted children. British Journal of Educational Psychology, 56, 150/157.
Hewton, J. (2002). Definitions of giftedness. Retrieved December 1, 2009 from the World Wide Web: www.qagtc.org.au/definitions_of_giftedness.htm.
Hoge, R. D. (1988). Issues in the definition and measurement of the giftedness construct. Educational Researcher, 17(7), 12-16.
Hoge, R. D. (1989). An examination of the giftedness construct. Canadian Journal of Education, 14(1), 6-17.
Jarwan, F. A. & Feldhusen, J. F. (1993). Residential schools of mathematics and science for academically talented youth: an analysis of admission programs. Retrieved July 17, 2010 from the World Wide Web: http://www.gifted.uconn.edu/NRCGT/reports/ crs93304/crs93304.html
Kerr, B. (2009). Encyclopedia of giftedness, creativity and talent. Thousand Ouks: Sage Publications.
Legree, P. J., Pifer, M. E., & Grafton, F. C. (1996). Correlations among cognitive abilities are lower for higher ability groups. Intelligence, 23, 45–57.
Lewis, M. (1985). Gifted or disfunctional: The child savant. Pediatric Annals, 14(10), 733-742.
Mackenzie, C. (2001). The IQ factor: despite advances in defining gifted children, intelligence testing still plays a large role. Retrieved June 18, 2006 from the World Wide Web: http://www.post-gazette.com/regionstate/20010610giftediqsidereg8.asp
Marland, S. (1972). Education of the gifted and talented. Report to Congress. Washington, DC: U.S. Government Printing Office.
McClellan, E. (1985). Defining giftedness. Retrieved January 15, 2010 from the World Wide Web: http://www.ericdigests.org/pre-923/defining.htm.
Modi, M., Konstantopoulos, S. & Hedges, L. V. (1998). Predictors of academic giftedness among U.S. highschool students: evidence from a nationally representative multivariate analysis. Retrieved July 12, 2010 from the World Wide Web: http://www.eric.ed.gov/PDFS/ED422356.pdf.
Mönks, F. J. (1992). Development of gifted children: the issue of identification and programming. In F.J. Mönks & W.A.M. Peters (Eds.), Talent for the future (str. 191-202). Assen/Maastrichz: Van Gorcum.
Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, 16-20.
Norman, A. D., Ramsay, S.G., Martray, C. R. & Roberts, J. D. (1999). Relationship between levels of giftedness and psychosocial adjustment. Roeper Review, 22(1), 5-18.
Olszewski-Kubilius, P. & Whalen, S. P. (2000). The education and development of verbally talented students. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 397-412). Oxford: Elsevier science.
Pekić, J. (2011). Karakteristike porodica sa akademski darovitim adolescentom. Nepublikovana doktorska disertacija. Odsek za psihologiju, Filozofski fakultet Univerziteta u Novom Sadu.
Pfeiffer, S. I., Petscher, Y. & Kumtepe, A. (2008). The gifted rating scales–school form: A validation study based on age, gender and race. Roeper Review, 30, 140-146.
Pyryt, M.C. (2000). Talent development in science and technology. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 427-437). Oxford: Elsevier science.
Renzulli, J. S. (1978). What makes giftedness? Reexamining definition. Phi Delta Kappan, 60, 180-184.
Renzulli, J. S. (2005). The tree-ring conception of giftedness: A developmental model for creative productivity. U: R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (str. 246-280). New York: Cambridge University Press.
Rimm, S.B. (1994). Keys to parenting the gifted child. Hauppauge: Baron’s Educational Series.
Salvia, J. & Ysseldyke, J.E. (1995). Assesment in special and remedial education (6th ed.). Boston: Houghton-Mifflin.
Schroth, S. T. & Helfer, J. A. (2009). Practitioner’s conceptions of academic talent and giftedness. Journal of Advanced Academics, 20(3), 384-403.
Shea, D. L., Lubinski, D. & Benbow. C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: a 20-year longitudinal study, Journal of Educational Psychology, 93 (3), 604-614.
Silver, S. J. & Clampit, M. K. (1990). WISC-R profiles of high ability children: interpretation of verbal-performance discrpancies. Gifted Child Quarterly, 34(2) 76-79.
Sternberg, R.J. (1985). Beyond I.Q.: a triarchic theory of human intelligence. New York: Cambridge University Press.
Sweetland, J.D., Reina, J.M. & Tatti, A. F. (2006). WICC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7-10.
Štula, J. (2007). Pregled teorijskih koncepcija darovitosti. Godišnjak Filozofskog fakulteta u Novom Sadu, XXXII, 177-207.
Tannenbaum, A. J. (2000). A history of giftedness in scholl and society. U: K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (str. 23-55). Oxford: Elsevier science.
Wieczerkowsky, W., Cropley, A. & Prado, M. (2000). Nurturing talents/gifts in mathematics. U: K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent (str. 413-425). Oxford, Elsevier science.
Wilkinson, S. C. (1993). WISC–R profiles of children with superior intellectual ability.
Gifted Child Quarterly, 37, 84–91.
Winner, E. (1996). Gifted children: Myths and realities. New York, Basic Books.
Winner, E.& Martino, G. (2000). Giftedness in non-academic domains: the case of the visual arts and music. U: K. Heller, F. Mönks, R. Sternberg & R.Subotnik (Eds.), Giftedness and talent (str. 95-110). Oxford: Elsevier science.
Wolf, B., Momirović, K. i Džamonja, Z. (1992). KOG 3. Beograd: Društvo psihologa Srbije.
Ziegler, A. & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. U: K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.): International handbook of giftedness and talent (str. 3-23). Oxford: Elsevier science.