Talento y Altas Capacidades

Monográfico: Alta capacidad y desarrollo del talento: aspectos críticos

Revista de Educación (2015). Monográfico: Alta capacidad y desarrollo del talento: aspectos críticos. Revista de Educación, 368.

Estimulación neurocognitiva en el aula: propuesta de intervención

Portellano Pérez, J. A. (2016). Estimulación neurocognitiva en el aula: propuesta de intervención. Polibea, 119, pp.12-18.

De los genes al talento: la perspectiva DMGT/CMTD

Gagné, F. (2015). De los genes al talento: la perspectiva DMGT/CMTD. Revista de educación, 368, 12-39.

A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis

Yeh, Y. C., Tsai, J. L., Hsu, W. C., & Lin, C. F. (2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13, 153-167. doi: 10.1016/j.tsc.2014.04.003

Intellectual ability as a predictor of performance on the Wisconsin Card- Sorting Test

Tanabe, M. K., Whitaker, A. M., O’Callaghan, E. T., Murray, J., & Houskamp, B. M. (2014). Salto de líneaIntellectual ability as a predictor of performance on the Wisconsin Card- Sorting Test. Salto de líneaApplied Neuropsychology: Child, 3 (4), 275-283. doi:10.1080/21622965.2012.757700

Intervención psicoeducativa en la alta capacidad: funcionamiento intelectual y enriquecimiento extracurricular

Sastre-Riba, S. (2014). Intervención psicoeducativa en la alta capacidad: funcionamiento Salto de líneaintelectual y enriquecimiento extracurricular. Rev. Neurol., 58 (Supl. 1), S89-98.

Speed of information processing in generally gifted and excelling-in-mathematics adolescents

Paz-Baruch, N., Leikin, M., Aharon-Peretz, J., y Leikin, R. (2014). Speed of information processing in generally gifted and excelling-in-mathematics adolescents. High Ability Studies, 25 (2), 143-167. doi: 10.1080/13598139.2014.971102

Creative artists and creative scientists: Where does the buck stop?

Noonan, J. & Gardner, H. (2014). Creative artists and creative scientists: Where does the buck stop? En S. Moran, D. Cropley y J. C. Kaufman (Eds.), The ethics of creativity (pp. 92-116). New York: Palgrave MacMillan.

The psychology experiment building language (pebl) and pebl test battery

Mueller, S. T. & Piper, B. J. (2014). The psychology experiment building language (pebl) and pebl test battery. Journal of neuroscience methods, 222, 250-259.

El estudio de la alta capacidad intelectual en España: Análisis de la situación actual

Hernández-Torrance D. y Gutiérrez-Sanchez, M. (2014). El estudio de la alta capacidad intelectual en España: Análisis de la situación actual. Psicodidáctica. 2014-364-261. doi:10.4438/1988-592X-RE-2014-364-261.

The Relationship of Cognitive and Executive Functioning With Achievement in Gifted Kindergarten Children

Finch, M. E. H., Neumeister, K. L. S., Burney, V. H., & Cook, A. L. (2014). The Relationship of Cognitive and Executive Functioning With Achievement in Gifted Kindergarten Children. Gifted Child Quarterly, 58, 167–182. doi: 10.1177/0016986214534889.

Evaluación neuropsicológica de las funciones ejecutivas mediante realidad virtual

Climent-Martínez, G., Luna-Lario, P., Bombín-González, I., Cifuentes-Rodríguez, A., Tirapstárroz, J. & Díaz-Orueta, U. (2014). Evaluación neuropsicológica de las funciones ejecutivas mediante realidad virtual. Revista de Neurología, 58, 465-475.

The differentiation of executive functions in middle and late childhood: A longitudinal latent-variable analysis

Brydges, C. R., Fox, A. M., Reid, C. L. & Anderson, M. (2014). The differentiation of executive functions in middle and late childhood: A longitudinal latent-variable analysis. Intelligence, 47, 34-43. doi: 10.1016/j.intell.2014.08.010

The roles of associative and executive processes in creative cognition

Beaty, R. E., Silvia, P. J., Nusbaum, E. C., Jauk, E., & Benedek, M. (2014b). The roles of associative and executive processes in creative cognition. Memory & Cognition, 42, 1186-1197. doi: 10.3758/s13421-014-0428-8

The speed of information processing of 9-to 13-yearold intellectually gifted children

Duan, X., Dan, Z. & Shi, J. (2013). The speed of information processing of 9-to 13-yearold intellectually gifted children. Psychological reports, 112(1), 20-32. doi: 10.2466/04.10.49.PR0.112.1.20-32

Enable, enhance, and transform: How technology use can improve gifted education

Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166–176. doi:10.1080/02783193.2013.794892

Reflections on the Development of Executive Function: Commentary on Knapp and Morto, Munakata et al., Rueda and Paz-Alonso, Benson and Sabbagh, Hook et al., and Blair

Zelazo, P. D. (2013). Reflections on the Development of Executive Function: Commentary on Knapp and Morto, Munakata et al., Rueda and Paz-Alonso, Benson and Sabbagh, Hook et al., and Blair. Encyclopedia on Early Childhood Development [online]. Recuperado de http://www.child-encyclopedia.com/executive-functions/according-experts/reflections-development-executive-function-commentary-knapp

Reexamining the Role of Gifted Education and Talent Development for the 21st Century A Four-Part Theoretical Approach

Renzulli, J. S. (2012). Reexamining the Role of Gifted Education and Talent Development for the 21st Century A Four-Part Theoretical Approach. Gifted Child Quarterly, 56 (3), 150-159. doi:10.1177/0016986212444901

Niños con altas capacidades intelectuales. Signos de alarma. Perfil neuropsicológico y sus dificultades académicas

García Ron, A., Sierra Vázquez, J. (2011). Niños con altas capacidades intelectuales. Signos de alarma. Perfil neuropsicológico y sus dificultades académicas. An Pediatr Contin; 9:69-72 - Vol. 9 Núm.1 DOI: 10.1016/S1696-2818(11)70010-5.