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对元认知和智力超常关系的探讨

桑标

桑标. 对元认知和智力超常关系的探讨[J]. 华东师范大学学报(教育科学版), 1999, 17(3): 75-80. doi: 10.16382/j.cnki.1000-5560.1999.03.010
引用本文: 桑标. 对元认知和智力超常关系的探讨[J]. 华东师范大学学报(教育科学版), 1999, 17(3): 75-80. doi: 10.16382/j.cnki.1000-5560.1999.03.010

对元认知和智力超常关系的探讨

doi: 10.16382/j.cnki.1000-5560.1999.03.010
  • 图  1  超常的4×4×3结构模型

    图  2  超常的星状定义

    图  3  超常的五角内隐理论

  • [1] Alexander, J. M., Carr, M. & Schwanenflugel, P.J. (1995).Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1-37.
    [2] Borkowski, J.G., Carr, M., & Pressley, M. (1987). Spontaneous strategy use: Perspective from metacognitive theory.Intelligence, 11, 61-75.
    [3] F1avell, J.H. (1979).Metacognition and the cognitive monitoring: A new area of cognitive development inquiry.American Psychologist, 34, 906-911.
    [4] Monks, F.J., & Mason, E.J. (1993).Developmental theories and giftedness.In K.A.Heller, F.J.Monks & A.H.Passow(Eds.), International Handbook of Research and Development of Giftedness and Talent(pp. 89-101), Pergamon Press.
    [5] Renzulli, J.S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J.Sternberg & J.E. Davison(ds.), Conceptions of giftedness(pp.53-92).Cambridge, England: Cambridge.
    [6] Shore, B.M., & Dover, A. C.(1987). Metacognition, intelligence, and giftedness. Gifted Child Quarterly, 31(1), 37-39.
    [7] Slife, B. D., Weiss, J., & Bell, T. (1985).Separability of metacognition and cognition: Problem solving in learning disabled and regular students. Journal of Educational Psychology, 77(4), 437-445.
    [8] Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
    [9] Sternberg, R. J. & Davison, J.E. (1983). Insight in the gifted. Educational Psychologist, 18(1), 51-57.
    [10] Sternberg, R. J. & Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94.
    [11] Swanson, H. L.(1992).The relationship between metacognition and problem solving in gifted children. Roeper Review, 15(1), 43-48.
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