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YARATICILIK VE ÜSTÜN YETENEKLİLİĞİN BAZI ZEKA KURAMLARI AÇISINDAN DEĞERLENDİRİLMESİ

Yıl 2015, Sayı: 40, 86 - 107, 01.12.2015

Öz

21.yy becerileri arasında önemli olarak gösterilen “girişimcilik, karmaşık problemleri çözme, yaratıcılık ve inovasyon” becerilerinin zeka ile yakın ilişkileri kurulmaya çalıştığını görebilirsiniz. Bu eğilimlerin doğal sonucu olarak zeka, yetenek ve yaratıcılık konularının, içinde bulunduğumuz yüzyılda da  araştırmacıların gözde konuları içerisinde olmaya devam edeceği aşikardır. Zeka, yaratıcılık ve yetenek konularının çok boyutlu ve disiplinler arası etkileşimle psikoloji, biyoloji, eğitim gibi bilim alanlarının sık sık çalıştığı terimler olduğu söylenebilir. Bu terimlerin her biri için tek bir tanım kullanılmadığı gibi terimlerin birbirlerine karıştığını kolaylıkla söyleyebiliriz. Bu çalışmanın amacı yaratıcılık ve üstün yetenekliliğin farklı zeka kuramları açısından incelenmesi ile yaratıcılık ve üstün yeteneklilik tanımlarının farklı açılardan karşılaştırılabilmesini sağlamaktır.

Kaynakça

  • Alder, H. (2004). Yaratıcı Zeka İstanbul: Hayat Yayınları.
  • Ambrose, L. ve Machek, G. R. (2014). Identifying Creatively Gifted Students: Necessity of a Multi-Method Approach. Contemporary School Psychology, 1-7.
  • Arık, A. (1990) Yaratıcılık. Ankara: Kültür Bakanlığı Yayınları.
  • Barnett, L. A. ve Fiscella, J. (1985). A child by any other name... A comparison of the playfulness of gifted and nongifted children. Gifted Child Quarterly, 29(2), 61-66.
  • Batıbay,D.(2011). Piyano Eğitiminde Yaratıcı Ve Analitik Yaklaşımlar, 2nd International Conference on New Trends in Education and Their Implications
  • 29 April, 2011 Antalya-Turkey.
  • Bleichrodt, N., Hoksbergen, R. A., & Khire, U. (1999). Cross-cultural testing of intelligence. Cross-cultural research, 33(1), 3-25.
  • Borland, J. H. ve Wright, L. (1994). Identifying Young, Potentially Gifted, Economically Disadvantaged Students. Gifted Child Quarterly.
  • Calvin, W. H. (2002). Pumping up intelligence: Abrupt climate jumps and the evolution of higher intellectual functions during the Ice Ages. In R. J. Sternberg & J. C. Kaufman (Ed.) içinde, The evolution of intelligence (pp. 97–116). Mahwah, NJ:Erlbaum.
  • Caropreso, E. J., & White, C. S. (1994). Analogical reasoning and giftedness: A comparison between identified gifted and nonidentified children. The Journal of Educational
  • Research, 87(5), 271-278.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies.New York: Cambridge University Press.
  • Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston: Houghton Mifflin.
  • City of Edinburgh Council (2001) A Framework for Gifted and Talented Pupils, Edinburgh: City of Edinburgh Council.
  • Coon, H., Carey, G. ve Fulker, D. W. (1992). Community influences on cognitive ability. Intelligence, 16(2), 169–188.
  • Corballis, M. C. (2002). Evolution of the generative mind. In R. J. Sternberg & J. C. Kaufman (Ed.) içinde, The evolution of intelligence (pp. 117–144). Mahwah, NJ:Erlbaum.
  • Cosmides, L., & Tooby, J. (2002). Unraveling the enigma of human intelligence: Evolutionary psychology and the multimodular mind. In R. J. Sternberg & J. C. Kaufman (Eds.), The evolution of intelligence (pp. 145–198). Mahwah, NJ: Erlbaum.
  • Csikszentmihalyi, M. Ve Robinson, R. E. (1986).Culture, time, and the development of talent. İçinde R. J. Sternberg ve J. E. Davidson (Ed.), Conceptions of giftedness (syf. 264–284). New York: Cambridge University Press.
  • Csikszentmihalyi, M. (1996). Creativity. New York: HarperCollins.
  • Cutts, N.,E. & Moseley, N. (2004). Üstün Zekâlı ve Yetenekli Çocukların Eğitimi. İsmail Ersevim (Çev.). İstanbul: Özgür Yayınları.
  • Dale, B. A., Finch, M. H., Mcintosh, D. E., Rothlisberg, B. A. ve Finch, W. H. (2014). Utility Ethnically Diverse Preschoolers. Psychology In The Of The
  • Stanford–Binet Intelligence Scales, With Schools.
  • Davis, G. A. ve Rimm, S. B. (2003). Education of the gifted and talented (5. Baskı.). Boston, MA: Allyn ve Bacon.
  • Delisle, J. R. ve Lewis, B. A. (2003). The survival guide for teachers of gifted kids. USA: Barnes and Noble Publishing.
  • Demirci, C.(2000). Yaratıcı Düşünce, Dil Dergisi, Sayı: 88, s. 5-14, Ankara.
  • Dixon, R. A. (1992). 13 Contextual approaches to adult intellectual development. Intellectual development, 350.
  • Eby, J. W., & Smutny, J. F. (1991). A thoughtful overview of gifted education. New York: Longman.
  • Feldhusen, J. F. (1986).Aconception of giftedness. İçinde R. J. Sternberg ve J. E. Davidson (Ed.), Conceptions of giftedness (syf. 112–127). New York: Cambridge University Press.
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. İçinde R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2. Baskı, syf. 64–79). New York: Cambridge University Press.
  • Flanagan, D. P. ve Harrison, P. L. (Ed.). (2012). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Press.
  • Gagne, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18(2), 103-111.
  • Gagne, F. (2000). A Differentiated Model of Giftedness and Talent. Year 2000 Update.
  • Gardner, H. E. (2000). Intelligence Reframed: Multiple Int. Perseus Books Group.
  • Gardner, H. (2004) Zihin Çerçeveleri İstanbul: Alfa Yayınları
  • Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
  • Garlick, D. (2002). "Understanding the nature of the general factor of intelligence: the role of individual differences in neural plasticity as an explanatory mechanism". Psychological Review 109 (1): 116–136.
  • Grimshaw, Gina M.; Ana Adelstein; M. Philip Bryden; G. E. MacKinnon (1998)."First-Language Acquisition in Adolescence: Evidence for a Critical Period for Verbal Language Development" (PDF). Brain and Language 63 (2): 237–255..
  • Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
  • Guilford, J. P. (1968). Intelligence has three facets. Science, 60(3828), 615–620.
  • Hall, E.G. ve Skinner, N. (1980) Identifying Gifted Preschoolers. Somewhere to Turn: Strategies for Parents of the Gifted and Talented Children, New York: Teachers College Press.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
  • Heller, K.A., Perleth, C. ve Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R.J. Sternberg & J.E. Davidson (Ed.), Conceptions of giftedness (2. Baskı, syf. 147–170). New York: Cambridge University Press.
  • Jackson, N. (1992). Precocious reading of English: Origins, structure, and predictive significance. İçinde P. S. Klein ve A. J. Tannenbaum (Ed.), To be young and gifted (syf. 171-203). Norwood, NJ: Able.
  • Jensen, A. R. (1982). The chronometry of intelligence. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (1. Baskı, syf. 255–310). Hillsdale, NJ: Erlbaum.
  • Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
  • Karabey, B. (2010). İlköğretimdeki Üstün Yetenekli Öğrencilerin Yaratıcı Problem Çözmeye Yönelik Erişi Düzeylerinin Ve Kritik Düşünme Becerilerinin Belirlenmesi. Yayınlanmış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Karadağ, F. (2015) Okul Öncesi Dönemde Potansiyel Üstün Zekalı Çocukların Belirlenmesi, Yayınlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Kaufman, A. S. ve Harrison, P. L. (1986). Intelligence tests and gifted assessment: What are the positives? Roeper Review, 8, 154-159.
  • Kaufman, J. C. ve Sternberg, R. J. (Eds.). (2006). The international handbook of
  • creativity. New York: Cambridge University Press.
  • Margulies, A. S. ve Floyd, R. G. (2004). Book review: Gifted Rating Scales (GRS). Journal
  • of Psychoeducational Assessment, 22(3), 275-282.
  • Mather, N. ve Wendling, B. J. (2010). Woodcock-Johnson III: Test of Cognitive Abilities and Achievement.
  • Matthew, J. L., Golin, A. K., Moore, M. W. ve Baker, C. (1992). Use of SOMPA in identification of gifted African-American children. Journal for the Education of the Gifted, 15(4), 344-356.
  • Neisser, U., Boodoo, G., Bouchard Jr, T.J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D.F., Loehlin, J.C., Perloff, R., Sternberg, R.J., Others, (1998). "Intelligence: Knowns and Unknowns". Annual Progress in Child Psychiatry and Child Development 1997. Retrieved on 2008-03-18.
  • Perez, G. S. (1980). Perceptions of the young gifted child. In R. Brodsky (Ed.), The young gifted child. Roeper Review, 3, 5-17
  • Peters, S. J., & Gentry, M. (2009). Identifying gifted, talented, and high-ability students Conference for
  • Gifted and Talented Children, Vancouver, Canada.
  • Pfouts, Jane H (1980). "Birth Order, Age Spacing, IQ Differences and Family Relations". Journal of Marriage and Family 42 (3): 517–531.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180.
  • Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K. ve Westberg, superior students.
  • Mansfield Center, CT: Creative Learning Press.
  • Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3-54.
  • Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10(2), 67-75.
  • Ruf, D. L. (2005). Losing our minds: Gifted children left behind. Scottsdale: Great Potential Press, Inc.
  • Sak, U. (2012). Üstün Zekâlılar, Özellikleri, Tanılanmaları, Eğitimleri (2. Baskı). Ankara: Vize Yayınevi.
  • Sak, U. (2014). Üstün Zekâlılar, Özellikleri, Tanılanmaları, Eğitimleri (4. Baskı). Ankara: Vize Yayınevi.
  • San, İ., (1979). Sanatsal Yaratma, Çocukta Yaratıcılık, 2. Baskı, Türkiye İş Bankası Kültür Yayınları, , Sosyal ve Felsefi Eserler Dizisi: 17, Ankara.
  • Sönmez,V.(1993). Yaratıcı Okul,Öğretmen, Öğrenci. Türk Eğitim Derneği XVII. Toplantısı.
  • Spearman, C. (1904). "General Intelligence," objectively determined and measured. The American Journal of Psychology, 15(2), 201-292.
  • Spearman, C. (1927). The abilities of man. London: Macmillan.
  • Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning:The componential analysis of human abilities. Hillsdale, NJ: Erlbaum.
  • Sternberg, R. J. ve Detterman, D. K. (Editör.). (1986). What is intelligence? Norwood, NJ: Ablex.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
  • Sternberg, R. J. (1988a). The triarchic mind: A new theory of human intelligence. New York: Viking.
  • Sternberg, R. J. (1988b).Atriarchic view of intelligence in cross–cultural perspective.
  • Sternberg, R. J. ve Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94.
  • Sternberg, R. J. (1996). Successful Intelligence. New York: Simon & Schuster.
  • Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
  • Sternberg, R. J. (1999). The theory of successful intelligence. Review of General psychology, 3(4), 292.
  • Sternberg, R. J. (2000). The theory of successful intelligence. Gifted education international, 15(1), 4-21.
  • Sternberg, R. J. (2005). The theory of successful intelligence. Revista interamericana de psicología= Interamerican journal of psychology, 39(2), 189-202.
  • Sternberg, R. J. (2012). The Triarchic Theory of Successful Intelligence. İçinde Flanagan, D. P. ve Harrison, P. L. (Ed). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Press.
  • Sternberg, R. J., Jarvin, L. ve Grigorenko, E. L. (2010). Explorations in giftedness. Cambridge University Press.
  • Sungur, N., (1992), Yaratıcı Düşünce, 1. Baskı, Özgür Yayınları, İstanbul.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
  • Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. İçinde R. J. Sternberg ve J. E. Davidson (Ed.),Conceptions of giftedness (pp. 21–52).New York:Cambridge University Press.
  • Thurstone, L. L. (1924/1973). The nature of intelligence. London: Routledge
  • Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL:University of Chicago Press.
  • Thurstone, L. L. ve Thurstone, T. G. (1941). Factorial studies of intelligence.Psychometric monographs.
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  • Öncü,T. (1999). Lev’s Vygotsky Theory of Development, Ankara Üniversitesi DTCF Felsefe Bölümü Dergisi, 227-236.
  • Vernon, P. E. (1971). The structure of human abilities. London: Methuen.
  • Wechsler, D. (2003). Wechsler intelligence scale for children–Fourth Edition (WISC-IV). San
  • Antonio, TX: The Psychological Corporation.
  • Vexliard, A. (1966). Yaratıcılık Teorileri ve Eğitim. Ankara Üniversitesi DTCF Felsefe Bölümü Dergisi, 107-153.

A REVIEW FOR CREATIVITY AND GIFTEDNESS WITH PERSPECTIVE OF INTELLIGENCE THEORIES

Yıl 2015, Sayı: 40, 86 - 107, 01.12.2015

Öz

People trying to find close relations between “Entrepreneurship, complex problem solving, creativity, innovation” abilities and intelligence in 21st Centuries. Due to natural tendencies of those relations, it is obvious to see that researching area of “intelligence, talent and creativity” is still famous areas for researchers in this century as well. Research area of Intelligence, creativity and talent is studying area of multidisciplinary and multidimesions interactions between psychology, biology and education. The purpose of this research to analyze and to compare interaction between intelligence theories and creativity-giftedness.

Kaynakça

  • Alder, H. (2004). Yaratıcı Zeka İstanbul: Hayat Yayınları.
  • Ambrose, L. ve Machek, G. R. (2014). Identifying Creatively Gifted Students: Necessity of a Multi-Method Approach. Contemporary School Psychology, 1-7.
  • Arık, A. (1990) Yaratıcılık. Ankara: Kültür Bakanlığı Yayınları.
  • Barnett, L. A. ve Fiscella, J. (1985). A child by any other name... A comparison of the playfulness of gifted and nongifted children. Gifted Child Quarterly, 29(2), 61-66.
  • Batıbay,D.(2011). Piyano Eğitiminde Yaratıcı Ve Analitik Yaklaşımlar, 2nd International Conference on New Trends in Education and Their Implications
  • 29 April, 2011 Antalya-Turkey.
  • Bleichrodt, N., Hoksbergen, R. A., & Khire, U. (1999). Cross-cultural testing of intelligence. Cross-cultural research, 33(1), 3-25.
  • Borland, J. H. ve Wright, L. (1994). Identifying Young, Potentially Gifted, Economically Disadvantaged Students. Gifted Child Quarterly.
  • Calvin, W. H. (2002). Pumping up intelligence: Abrupt climate jumps and the evolution of higher intellectual functions during the Ice Ages. In R. J. Sternberg & J. C. Kaufman (Ed.) içinde, The evolution of intelligence (pp. 97–116). Mahwah, NJ:Erlbaum.
  • Caropreso, E. J., & White, C. S. (1994). Analogical reasoning and giftedness: A comparison between identified gifted and nonidentified children. The Journal of Educational
  • Research, 87(5), 271-278.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies.New York: Cambridge University Press.
  • Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston: Houghton Mifflin.
  • City of Edinburgh Council (2001) A Framework for Gifted and Talented Pupils, Edinburgh: City of Edinburgh Council.
  • Coon, H., Carey, G. ve Fulker, D. W. (1992). Community influences on cognitive ability. Intelligence, 16(2), 169–188.
  • Corballis, M. C. (2002). Evolution of the generative mind. In R. J. Sternberg & J. C. Kaufman (Ed.) içinde, The evolution of intelligence (pp. 117–144). Mahwah, NJ:Erlbaum.
  • Cosmides, L., & Tooby, J. (2002). Unraveling the enigma of human intelligence: Evolutionary psychology and the multimodular mind. In R. J. Sternberg & J. C. Kaufman (Eds.), The evolution of intelligence (pp. 145–198). Mahwah, NJ: Erlbaum.
  • Csikszentmihalyi, M. Ve Robinson, R. E. (1986).Culture, time, and the development of talent. İçinde R. J. Sternberg ve J. E. Davidson (Ed.), Conceptions of giftedness (syf. 264–284). New York: Cambridge University Press.
  • Csikszentmihalyi, M. (1996). Creativity. New York: HarperCollins.
  • Cutts, N.,E. & Moseley, N. (2004). Üstün Zekâlı ve Yetenekli Çocukların Eğitimi. İsmail Ersevim (Çev.). İstanbul: Özgür Yayınları.
  • Dale, B. A., Finch, M. H., Mcintosh, D. E., Rothlisberg, B. A. ve Finch, W. H. (2014). Utility Ethnically Diverse Preschoolers. Psychology In The Of The
  • Stanford–Binet Intelligence Scales, With Schools.
  • Davis, G. A. ve Rimm, S. B. (2003). Education of the gifted and talented (5. Baskı.). Boston, MA: Allyn ve Bacon.
  • Delisle, J. R. ve Lewis, B. A. (2003). The survival guide for teachers of gifted kids. USA: Barnes and Noble Publishing.
  • Demirci, C.(2000). Yaratıcı Düşünce, Dil Dergisi, Sayı: 88, s. 5-14, Ankara.
  • Dixon, R. A. (1992). 13 Contextual approaches to adult intellectual development. Intellectual development, 350.
  • Eby, J. W., & Smutny, J. F. (1991). A thoughtful overview of gifted education. New York: Longman.
  • Feldhusen, J. F. (1986).Aconception of giftedness. İçinde R. J. Sternberg ve J. E. Davidson (Ed.), Conceptions of giftedness (syf. 112–127). New York: Cambridge University Press.
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. İçinde R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2. Baskı, syf. 64–79). New York: Cambridge University Press.
  • Flanagan, D. P. ve Harrison, P. L. (Ed.). (2012). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Press.
  • Gagne, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18(2), 103-111.
  • Gagne, F. (2000). A Differentiated Model of Giftedness and Talent. Year 2000 Update.
  • Gardner, H. E. (2000). Intelligence Reframed: Multiple Int. Perseus Books Group.
  • Gardner, H. (2004) Zihin Çerçeveleri İstanbul: Alfa Yayınları
  • Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
  • Garlick, D. (2002). "Understanding the nature of the general factor of intelligence: the role of individual differences in neural plasticity as an explanatory mechanism". Psychological Review 109 (1): 116–136.
  • Grimshaw, Gina M.; Ana Adelstein; M. Philip Bryden; G. E. MacKinnon (1998)."First-Language Acquisition in Adolescence: Evidence for a Critical Period for Verbal Language Development" (PDF). Brain and Language 63 (2): 237–255..
  • Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
  • Guilford, J. P. (1968). Intelligence has three facets. Science, 60(3828), 615–620.
  • Hall, E.G. ve Skinner, N. (1980) Identifying Gifted Preschoolers. Somewhere to Turn: Strategies for Parents of the Gifted and Talented Children, New York: Teachers College Press.
  • Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
  • Heller, K.A., Perleth, C. ve Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R.J. Sternberg & J.E. Davidson (Ed.), Conceptions of giftedness (2. Baskı, syf. 147–170). New York: Cambridge University Press.
  • Jackson, N. (1992). Precocious reading of English: Origins, structure, and predictive significance. İçinde P. S. Klein ve A. J. Tannenbaum (Ed.), To be young and gifted (syf. 171-203). Norwood, NJ: Able.
  • Jensen, A. R. (1982). The chronometry of intelligence. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (1. Baskı, syf. 255–310). Hillsdale, NJ: Erlbaum.
  • Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
  • Karabey, B. (2010). İlköğretimdeki Üstün Yetenekli Öğrencilerin Yaratıcı Problem Çözmeye Yönelik Erişi Düzeylerinin Ve Kritik Düşünme Becerilerinin Belirlenmesi. Yayınlanmış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Karadağ, F. (2015) Okul Öncesi Dönemde Potansiyel Üstün Zekalı Çocukların Belirlenmesi, Yayınlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Kaufman, A. S. ve Harrison, P. L. (1986). Intelligence tests and gifted assessment: What are the positives? Roeper Review, 8, 154-159.
  • Kaufman, J. C. ve Sternberg, R. J. (Eds.). (2006). The international handbook of
  • creativity. New York: Cambridge University Press.
  • Margulies, A. S. ve Floyd, R. G. (2004). Book review: Gifted Rating Scales (GRS). Journal
  • of Psychoeducational Assessment, 22(3), 275-282.
  • Mather, N. ve Wendling, B. J. (2010). Woodcock-Johnson III: Test of Cognitive Abilities and Achievement.
  • Matthew, J. L., Golin, A. K., Moore, M. W. ve Baker, C. (1992). Use of SOMPA in identification of gifted African-American children. Journal for the Education of the Gifted, 15(4), 344-356.
  • Neisser, U., Boodoo, G., Bouchard Jr, T.J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D.F., Loehlin, J.C., Perloff, R., Sternberg, R.J., Others, (1998). "Intelligence: Knowns and Unknowns". Annual Progress in Child Psychiatry and Child Development 1997. Retrieved on 2008-03-18.
  • Perez, G. S. (1980). Perceptions of the young gifted child. In R. Brodsky (Ed.), The young gifted child. Roeper Review, 3, 5-17
  • Peters, S. J., & Gentry, M. (2009). Identifying gifted, talented, and high-ability students Conference for
  • Gifted and Talented Children, Vancouver, Canada.
  • Pfouts, Jane H (1980). "Birth Order, Age Spacing, IQ Differences and Family Relations". Journal of Marriage and Family 42 (3): 517–531.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180.
  • Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K. ve Westberg, superior students.
  • Mansfield Center, CT: Creative Learning Press.
  • Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3-54.
  • Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10(2), 67-75.
  • Ruf, D. L. (2005). Losing our minds: Gifted children left behind. Scottsdale: Great Potential Press, Inc.
  • Sak, U. (2012). Üstün Zekâlılar, Özellikleri, Tanılanmaları, Eğitimleri (2. Baskı). Ankara: Vize Yayınevi.
  • Sak, U. (2014). Üstün Zekâlılar, Özellikleri, Tanılanmaları, Eğitimleri (4. Baskı). Ankara: Vize Yayınevi.
  • San, İ., (1979). Sanatsal Yaratma, Çocukta Yaratıcılık, 2. Baskı, Türkiye İş Bankası Kültür Yayınları, , Sosyal ve Felsefi Eserler Dizisi: 17, Ankara.
  • Sönmez,V.(1993). Yaratıcı Okul,Öğretmen, Öğrenci. Türk Eğitim Derneği XVII. Toplantısı.
  • Spearman, C. (1904). "General Intelligence," objectively determined and measured. The American Journal of Psychology, 15(2), 201-292.
  • Spearman, C. (1927). The abilities of man. London: Macmillan.
  • Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning:The componential analysis of human abilities. Hillsdale, NJ: Erlbaum.
  • Sternberg, R. J. ve Detterman, D. K. (Editör.). (1986). What is intelligence? Norwood, NJ: Ablex.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
  • Sternberg, R. J. (1988a). The triarchic mind: A new theory of human intelligence. New York: Viking.
  • Sternberg, R. J. (1988b).Atriarchic view of intelligence in cross–cultural perspective.
  • Sternberg, R. J. ve Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94.
  • Sternberg, R. J. (1996). Successful Intelligence. New York: Simon & Schuster.
  • Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
  • Sternberg, R. J. (1999). The theory of successful intelligence. Review of General psychology, 3(4), 292.
  • Sternberg, R. J. (2000). The theory of successful intelligence. Gifted education international, 15(1), 4-21.
  • Sternberg, R. J. (2005). The theory of successful intelligence. Revista interamericana de psicología= Interamerican journal of psychology, 39(2), 189-202.
  • Sternberg, R. J. (2012). The Triarchic Theory of Successful Intelligence. İçinde Flanagan, D. P. ve Harrison, P. L. (Ed). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Press.
  • Sternberg, R. J., Jarvin, L. ve Grigorenko, E. L. (2010). Explorations in giftedness. Cambridge University Press.
  • Sungur, N., (1992), Yaratıcı Düşünce, 1. Baskı, Özgür Yayınları, İstanbul.
  • Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
  • Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. İçinde R. J. Sternberg ve J. E. Davidson (Ed.),Conceptions of giftedness (pp. 21–52).New York:Cambridge University Press.
  • Thurstone, L. L. (1924/1973). The nature of intelligence. London: Routledge
  • Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL:University of Chicago Press.
  • Thurstone, L. L. ve Thurstone, T. G. (1941). Factorial studies of intelligence.Psychometric monographs.
  • Öncü,T. (1992). Yaratıcılığın Betimlenmesi ve Yaratıcılık Üzerine Çevresel Etkiler. Ankara Üniversitesi DTCF Felsefe Bölümü Dergisi, 255-264.
  • Öncü,T. (1999). Lev’s Vygotsky Theory of Development, Ankara Üniversitesi DTCF Felsefe Bölümü Dergisi, 227-236.
  • Vernon, P. E. (1971). The structure of human abilities. London: Methuen.
  • Wechsler, D. (2003). Wechsler intelligence scale for children–Fourth Edition (WISC-IV). San
  • Antonio, TX: The Psychological Corporation.
  • Vexliard, A. (1966). Yaratıcılık Teorileri ve Eğitim. Ankara Üniversitesi DTCF Felsefe Bölümü Dergisi, 107-153.
Toplam 96 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA44SK62DZ
Bölüm Makaleler
Yazarlar

Burak Karabey

Kemal Yürümezoğlu

Yayımlanma Tarihi 1 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 40

Kaynak Göster

APA Karabey, B., & Yürümezoğlu, K. (2015). YARATICILIK VE ÜSTÜN YETENEKLİLİĞİN BAZI ZEKA KURAMLARI AÇISINDAN DEĞERLENDİRİLMESİ. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(40), 86-107.