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Research Article

The Future of Individual Differences

Carl Bereiter
Harvard Educational Review July 1969, 39 (2) 310-318; DOI: https://doi.org/10.17763/haer.39.2.c7l5842j4n426314
Carl Bereiter
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References

  1. Bereiter, C. A non-psychological approach to compensatory education. In M. Deutsch, I. Katz, and A. R. Jensen (Eds.), Social class, race, and psychological development. New York: Holt, Rinehart & Winston, 1968.A non-psychological approach to compensatory education. Social class, race, and psychological development.
  2. Bereiter, C. and Engelmann, S. Teaching disadvantaged children in the preschool. Englewood Ciffs, N. J.: Prentice-Hall, 1966.Teaching disadvantaged children in the preschool.
  3. Bereiter, C, Engelmann, S., Osborn, J., and Reidford, P. An academically-oriented preschool for disadvantaged children. In F. M. Hechinger (Ed.), Preschool education today. Garden Hills, New York: Doubleday, 1966, pp. 105-135.An academically-oriented preschool for disadvantaged children. Preschool education today, 105–135.
  4. Bloom, B. S. and Broder, L. J. Problem-solving processes of college students. Chicago: University of Chicago Press, 1950.Problem-solving processes of college students.
  5. Cattell, R. B. Personality: A systematical theoretical and factual study. New York: McGraw-Hill, 1950.Personality: A systematical theoretical and factual study.
  6. Gagne, R. M. Human problem solving: internal and external events. In B. Kleinmuntz (Ed.), Problem solving: Research, method, and theory. New York: Wiley, 1966.Human problem solving: internal and external events. Problem solving: Research, method, and theory.
  7. Guilford, J. P. The nature of human intelligence. New York: McGraw-Hill, 1967.The nature of human intelligence.
  8. Karnes, M. B., Teska, J. A., Hodgins, A. S. A longitudinal study of disadvantaged children who participated in three different preschool programs: Traditional, direct verbal, and amelioration of learning deficits. Paper read at American Education Research Association, Los Angeles, February, 1969.
  9. Payne, D. A., Krathwohl, D. R., and Gordon, J. The effect of sequence on programmed instruction. American Educational Research Journal, 1967, 4, pp. 125-132.The effect of sequence on programmed instruction. American Educational Research Journal 4:125–132.
  10. Rimoldi, H. J. A. The central intellective factor. Psychometrika, 1951, 16, pp. 75-102.The central intellective factor. Psychometrika 16:75–102.
  11. Thompson, W. R., Multivariate experiment in behavior genetics. In R. B. Cattell (Ed.), Handbook of Multivariate Experimental Psychology. Chicago: Rand-McNally, 1966, pp. 711-731.Multivariate experiment in behavior genetics. Handbook of Multivariate Experimental Psychology, 711–731.
  12. Young, M. The rise of the meritocracy. London: Thames & Hudson, 1958.The rise of the meritocracy.
  13. Zeaman, D., and House, B. J. The role of attention in retardate discrimination learning. In N. Ellis (Ed.), Handbook on Mental Deficiency. New York: McGraw-Hill, 1963.The role of attention in retardate discrimination learning. Handbook on Mental Deficiency.
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Harvard Educational Review
Vol. 39, Issue 2
1 Jul 1969
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The Future of Individual Differences
Carl Bereiter
Harvard Educational Review Jul 1969, 39 (2) 310-318; DOI: 10.17763/haer.39.2.c7l5842j4n426314

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The Future of Individual Differences
Carl Bereiter
Harvard Educational Review Jul 1969, 39 (2) 310-318; DOI: 10.17763/haer.39.2.c7l5842j4n426314
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