References
- Arnold, K. D. & Subotnik, R.F. (1994), ‘Lessons from Contemporary longitudinal studies’, in R. F. Subotnik, & K.D. Arnold, (Eds.) Beyond Terman: contemporary longitudinal studies of giftedness and talent. New Jersey: Ablex Publishing.
- Bloom, B.S. (Ed.) (1985). Developing Talent in Young People. New York: Ballantine Books.
- Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1993). Talented Teenagers. The Roots of Success and Failure. Cambridge: Cambridge University Press.
- Czeschlik, T. & Rost, D.H. (1995), ‘Sociometric types and children’s intelligence’. British Journal of Developmental Psychology, 13, 177–189.
- Eysenck, H.J. (1995), Genius: the Natural History of Creativity. Cambridge: Cambridge University Press.
- Flynn, J. R. (1991). Asian Americans: Achievement Beyond I.Q. London: Erlbaum.
- Freeman, J. (1995), ‘Conflicts in creativity’ European Journal for High Ability, 6, 188–200.
- Freeman, J. (1998), Educating the Very Able: Current International Research. London: The Stationery Office. (Free on www.joanfreeman.com).
- Freeman, J. (2000a), ‘Families, the essential context for gifts and talents’, in K. A. Heller, F. J. Monks, R. Sternberg & R. Subotnik, International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon Press, (669–683). (Free on www.joanfreeman.com).
- Freeman, J. (2000b), ‘Teaching for talent: lessons from the research’, in Lieshout, C.F.M. & Heymans, P.G. (Eds.) Developing Talent Across the Lifespan, (pp. 231–248) London: Psychology Press.
- Freeman, J. (2001), Gifted Children Grown Up. London: David Fulton Publications; Philadelphia: Taylor and Francis.
- Freeman, J. (2002), ‘Out of School Educational Provision for the Gifted and Talented around the World’, Report for the Department for Education and Skills (UK Government). (Free on www.joanfreeman.com).
- Freeman, J. (2004), ‘Cultural influences on gifted gender achievement’, High Ability Studies, 15, 7–24.
- Freeman, J. (due 2005), ‘Permission to be gifted: how conceptions of giftedness can change lives’, in R. Sternberg & J. Davidson, Conceptions of Giftedness, Cambridge: Cambridge University Press.
- Gross, M.U.M., (2004). Exceptionally Gifted Children London: Routledge Falmer.
- Heller, K.A. (1991). The nature and development of giftedness: a longitudinal study. European Journal for High Ability, 2, 174–178.
- Hess, R. D. & Azuma, H. (1991), ‘Cultural support for schooling: Contrasts between Japan and the United States.’ Educational Researcher, 20, 2–9.
- Holahan, C.K. & Sears, R.R. (1995). The Gifted Group in Later Maturity. Stanford, CA: Stanford University Press.
- Kaufman, F.A. (1992), ‘What educators can learn from gifted adults’, in F.J. Monks & W. Peters (Eds.), Talent for the Future, Maastricht: Van Gorcum.
- Lazarus, R.S. & Folkman, S. (1984), Stress, Appraisal and Coping. New York: Springer.
- Luthar, S.S., Zigler, E. & Goldstein, D. (1992), ‘Psychosocial adjustment among intellectually gifted adolescents: the role of cognitive-developmental and experiential factors’, J. Child Psychology and Psychiatry, 33, 361–373.
- Marjoriebanks, T. (1992), ‘Ability and personality correlates of children’s abilities and aspirations’, Psychological reports, 17, 847–850.
- Marsh, H.W., Chessor, D., Craven, R. & Roche, L. (1995), ‘The effect of gifted and talented programs on academic self-concept: the big fish strikes again’. American Educational Research Journal, 32, 285–319.
- Mischel, W., Shoda, Y. & Rodriguez, M. (1989), ‘Delay of gratification in children’, Science, 244, 933–938.
- Monks, F.J. & van Boxtei, H.W. (1985). ‘Gifted adolescents: a developmental perspective’, in J. Freeman (Ed.), The Psychology of Gifted Children. Chichester: John Wiley.
- Olszewski-Kubilius, P.M., Kulieke, M, & Krasney, N. (1988). ‘Personality dimensions of gifted adolescents: a review of the empirical literature’, Gifted Child Quarterly, 2, 347–352.
- Reiss, S.M. & Callahan, C.M. (1989), ‘Gifted females: they’ve come a long way - or have they?’ Journal for the Education of the Gifted, 12, 99–117.
- Ronald, A., Spinath, F.M., & Plomin, R. (2002) ‘The aetiology of high cognitive ability in early childhood’. High Ability Studies, 13, 103–114.
- Rost, D.H. & Czeschlik (1994), ‘The psycho-social adjustment of gifted children in middle-childhood’. European Journal of Psychology of Education, IX, 15–25.
- Shavinina, L. V. & Ferrari, M. (Eds.) (2004), Beyond Knowledge. Extracognitive Aspects of Developing High Ability. Mahwah, New Jersey: Erlbaum.
- Southern, W.T. & Jones, E.D. (Eds.) (1991), The Academic Acceleration of Gifted Children. New York: Teachers College Press.
- Subhi, T. (1997), ‘Who is gifted? A computerised identification procedure’, High Ability Studies, 8, 189–211.
- Subhi, T., & Maoz, N. (2000), ‘Middle East Region: efforts, policies, programs and issues’, in K.A. Heller, F.J. Mönks R. Sternberg & R. Subotnik, International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon Press.
- Subotnik, R., Kassan, L., Summers, E. & Wasser, A. (1993). Genius Revisited: High IQ Children Grow Up. New Jersey: Ablex.
- Terman, L. M. (1925-1929). Genetic Studies of Genius Vols I-V, Stanford: Stanford University Press.
- Yewchuk, C. & Jobagy, S. (1991). Gifted adolescents: at risk for suicide, European Journal for High Ability, 2, 73–85.