Vive la douance à l’ère de l’effet Flynn inversé!

Larivée, Serge

doi:https://doi.org/10.7202/1066150ar

Alexandre, L. (2017). La guerre des intelligences : Intelligence Artificielle versus Intelligence Humaine. Paris, France : JCLattès.

Google Scholar

Andersson, H., Lovén, J. et Bergman, L. R. (2014). The importance of high competence in adolescence for career outcomes in midlife. Research in Human Development, 11(3), 204-216. Doi: 10.1080/15427609.2014.936180.

10.1080/15427609.2014.936180 Google Scholar

Brody, N. (2003a). Construct of validation of the Sternberg Triarchic Abilities Test. Comment and analysis. Intelligence, 31, 319-329. Doi:10.1016/S0160-2896(01)00087-3.

10.1016/S0160-2896(01)00087-3 Google Scholar

Brody, N. (2003b). What Sternberg should have concluded. Intelligence, 31, 339-342. Doi:10.1016/S0160-2896(02)00190-3.

10.1016/S0160-2896(02)00190-3 Google Scholar

Dobzhansky, T. (1978). Le droit à l’intelligence. Génétique et égalité. Paris, France : Éditions Complexe.

Google Scholar

Fagan, J. F., Holland, C. R., & Wheeler, K. (2007). The prediction, from infancy, of adult IQ and achievement. Intelligence, 35(3), 225-231. Doi:10.1016/j.intell.2006.07.007.

10.1016/j.intell.2006.07.007 Google Scholar

Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95(1), 29-51. http://dx.doi.org/10.1037/0033-2909.95.1.29.

10.1037/0033-2909.95.1.29 Google Scholar

Flynn, J. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101, 171-191. Doi:10.1037/0033-2909.101.2.171.

10.1037/0033-2909.101.2.171 Google Scholar

Gagné, F. (2009a). Building gifts into talents: Detailed overview of the DMGT 2.0. Dans B. MacFarlane et T. Stambaugh (dir.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (p.61-80). Waco, TX: Prufrock Press.

Google Scholar

Gagné, F. (2009b). Construire les talents à partir de la douance : bref survol du MDDT 2.0. Montréal, QC : Université du Québec à Montréal.

Google Scholar

Gardner, H. (1983 / 1993). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.

Google Scholar

Gardner, H. (1991). Assessment in context: The alternative to standardized testing. Dans B. R. Gilford et M. C. O’Connor (dir.), Changing Assessments: Alternative Views of Aptitude, Achievement, and Instruction (p.77-120). Boston: Kluerwer.

Google Scholar

Gardner, H. (1996). L’intelligence et l’école. La pensée de l’enfant et les visées de l’enseignement. Paris, France : Retz.

Google Scholar

Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21^st Century. New York, NY: Basic Books.

Google Scholar

Gardner, H. (2016). Multiple intelligences: Prelude, theory, and aftermath. Dans R. J. Sternberg, S. Fiske et D. J. Foss (dir.). Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (p.167-170). Cambridge, UK: Cambridge University Press.

Google Scholar

Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatures, history and bibliography. Intelligence, 24(1), 13-23.

10.1016/S0160-2896(97)90011-8 Google Scholar

Gottfredson, L. S. (1998). Le facteur global d’intelligence. Pour la science, 254, 144-149.

Google Scholar

Gottfredson, L. S. et Saklofske, D. H. (2009). Intelligence: Foundations and issues in assesment. Canadian Psychology, 50(3), 183-195. http://dx.doi.org/10.1037/a0016641.

10.1037/a0016641 Google Scholar

Guez, A., Peyre, H., Le Cam, M., Gauvrit, N. et Ramus, F. (2018). Are high-IQ students more at risk of school failure? Intelligence, 71, 32-40. https://doi.org/10.1016/j.intell.2018.09.003.

Google Scholar

Haier, R. J. (2018). The Neuroscience of Intelligence. New York, NY: Cambridge University Press.

Google Scholar

Hegelund, E. R., Flensborg-Madsen, T., Dammeyer, J. et Mortensen, E. L. (2018). Low IQ as a predictor of unsuccessful educational and occupational achievement: A register-based study of 1,098,742 men in Denmark 1968-2016. Intelligence, 71, 46-53. https://doi.org/10.1016/j.intell.2018.10.002.

10.1016/j.intell.2018.10.002 Google Scholar

Herrnstein, R. et Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York, NY: Free Press.

Google Scholar

Horn, J. L. et Stankov, L. (1982). Auditory and visual factors of intelligence. Intelligence, 6(2), 165-185. https://doi.org/10.1016/0160-2896(82)90012-5.

10.1016/0160-2896(82)90012-5 Google Scholar

Hunt, E. B. (2011). Human intelligence. Cambridge, NY: Cambridge University Press.

Google Scholar

Koke, L. C. et Vernon, P. A. (2003). The Sternberg Triarchic Abilities Test (STAT) as a measure of academic achievement and general intelligence. Personality and Individual Differences, 35(8), 1803-1807. Doi:10.1016/S0191-8869(03)00005-9.

10.1016/S0191-8869(03)00005-9 Google Scholar

Larivée, S. (1981). Les handicapés par le haut : les surdoués. Revue Canadienne de Psycho-éducation, 10(2), 87-96.

Google Scholar

Larivée, S. (2007a). La théorie triarchique de Sternberg. Dans S. Larivée (dir.), L’intelligence, Tome 1. Les approches biocognitives, développementales et contemporaines (p.275-294). Montréal, Qc : ERPI.

Google Scholar

Larivée, S. (2007b). Le modèle de Gardner : l’intelligence au pluriel. Dans S. Larivée (dir.), L’intelligence, Tome 1. Les approches biocognitives, développementales et contemporaines (p.341-358). Montréal, Qc : ERPI.

Google Scholar

Larivée, S. (2008). La tradition de Binet ou l’étude des habiletés supérieures. Dans S. Larivée (dir.), Le QI, ses déterminants et son avenir (p.87-157). Québec, Qc, Multimondes.

Google Scholar

Larivée, S. (2010). Las inteligencias multiples de Gardner. ¿Descubrimiento del siglo o simple rectitud política? Revista Mexicana de Investigación en Psicología, 2 (2), 115-126.

Google Scholar

Larivée, S. (2016). Lorsque Piaget, Siegler et Flynn rencontrent Darwin. Revue Québécoise de psychologie, 37(2), 236-261. https://doi.org/10.7202/1040045ar.

Google Scholar

Larivée, S. et Sénéchal, C. (2010). El modelo de Gardner: excessos y falsas esperanzas. Revista Mexicana de Investigación en Psicología, 2(2), 148-155.

Google Scholar

Larivée, S., Sénéchal, C. et Audy, P. (2012). L’ « effet Flynn » et ses paradoxes. L’Année psychologique, 112(3), 465-497. https://doi.org/10.4074/S0003503312003065.

10.4074/S0003503312003065 Google Scholar

Larivée, S., Sénéchal, C. & St-Onge, Z. (2018). Le biais de confirmation en clinique. Enfance, 4(4), 575-592.

10.3917/enf2.184.0575 Google Scholar

Larivée, S., Sénéchal, C., St-Onge, Z. & Sauvé, M.R. (2019). Le biais de confirmation en recherche. Revue de psychoéducation, 48(1), 245-263.

10.7202/1060013ar Google Scholar

Leclerc, M., Larivée, S., Archambault, I., & Janosz, M. (2010). Le sentiment de compétence, modérateur du lien entre le QI et la performance scolaire. Revue canadienne de l’éducation, 33(1), 31-56.

Google Scholar

Lynn, R. et Vanhanen, T. (2002). IQ and the wealth of nation. Westport, CT: Praeger.

Google Scholar

Mackintosh, N. J. (2004). QI et intelligence humaine. Bruxelles, Belgique : De Boeck.

Google Scholar

Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review, 24, 10-17. https://doi.org/10.1080/02783199909553991.

Google Scholar

Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F. et Turkheinmer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130-159. Doi: 10.1037/a0026699.

10.1037/a0026699 Google Scholar

Oden, M. H. (1968). The fulfilment of promise: 40-year follow-up of the Terman gifted group. Genetic Psychology Monographs, 77, 3-93.

Google Scholar

Plomin, R. et Petrill, S. A. (1997). Genetics and intelligence: What’s new? Intelligence, 24(1), 53-77. https://doi.org/10.1016/S0160-2896(97)90013-1.

Google Scholar

Sénéchal, C. et Larivée, S. (2013). Le QI, Flynn et Piaget à la rescousse des condamnés. Psychologie Canadienne, 54(3), 186-199. http://dx.doi.org/10.1037/a0033163.

10.1037/a0033163 Google Scholar

Sénéchal, C., Larivée, S., Audy, P. et Richard, E. (2007). L’effet Flynn et la déficience intellectuelle. Canadian Psychology/Psychologie canadienne, 48(4), 256-270. http://dx.doi.org/10.1037/cp2007022.

10.1037/cp2007022 Google Scholar

Shearer, C. B. et Karanian, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 6, 211-223. https://doi.org/10.1016/j.tine.2017.02.002.

Google Scholar

Shore, B. M., Gagné, F., Larivée, S., Tali, R. H. et Tremblay, R. E. (1983). Face to face with giftedness. New York, NY: Trillium Press, Inc.

Google Scholar

Siaud-Facchin, J. (2008). Trop intelligent pour être heureux? L’adulte doué. Paris, France : Odile Jacob.

Google Scholar

Sternberg, R. J. (1981). A componential theory of intellectual giftedness. Gifted Child Quarterly, 25, 86-93.

10.1177/001698628102500208 Google Scholar

Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. New York, NY: Cambridge Univversity Press.

Google Scholar

Sternberg, R. J. (1986). A triarchic theory of intellectual giftedness. Dans R. J. Sternberg et J. E. Davidson (dir.), Conceptions of Giftedness (p.223-243). Cambridge, UK: Cambridge University Press.

Google Scholar

Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York, NY: Viking.

Google Scholar

Sternberg, R. J. (1990). What constitutes a “good” definition of giftedness? Journal for the Education of the Gifted, 14, 96-100. https://doi.org/10.1177/016235329001400110.

Google Scholar

Sternberg, R. J. (1993). Sternberg Triarchic ability test. Test inédit.

Google Scholar

Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22(4), 231-235. https://doi.org/10.1080/02783190009554044.

10.1080/02783190009554044 Google Scholar

Sternberg, R. J., Castejòn, J. L., Prieto, M. D., Hautamäki, J. et Grigorenko, E. L. (2001). Confirmatory factor analysis of the Sternberg Triarchic Abilities Test in three international samples: An empirical test of the triarchic theory of intelligence. European Journal of Psychology Assessment, 17(1), 1-16. Doi: 10.1027//1015-5759.17.1.1

10.1027//1015-5759.17.1.1 Google Scholar

Sternberg, R. J., Ferrari, M., Clinkenbeard, P. et Grigorenko, E. L. (1996). Identification, instruction and assessment of gifted children: A construct validation of a triarchic model. Gifted Child Quaterly, 40, 129-137. https://doi.org/10.1177/001698629604000303.

10.1177/001698629604000303 Google Scholar

Sternberg, R. J., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, P. (1999). A triarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment, 15(1), 3-13. Doi:10.1027//1015-5759.15.1.3.

10.1027//1015-5759.15.1.3 Google Scholar

Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35(5), 201-426. https://doi.org/10.1016/j.intell.2006.09.004.

10.1016/j.intell.2006.09.004 Google Scholar

Terman, L. M. (1925). Genetics studies of genius: Mental and physical traits of a thousand gifted children (vol. 1). Stanford, CA: Stanford University Press.

Google Scholar

Terman, L. M. et Oden M. H. (1947). The gifted child grows up (Genetic studies of genius, vol. IV). Stanford, CA: Stanford University Press.

Google Scholar

Terman, L. M. et Oden (1959). Genetic studies of genius: Vol. 5. The gifted group at mid-life: Thirty-five years follow-up of the superior child. Stanford, CA: Stanford University Press.

Google Scholar

Wonderlick, E. F. (1992). Wonderlic Personnel Test and Scholastic Level Exam: User’s manual. Libertyville, IL: Author.

Google Scholar

Vive la douance à l’ère de l’effet Flynn inversé!Long live giftedness in the era of the inverted Flynn effect![Notice]

Bibliographie

Parties annexes

Bibliographie

Outils de citation

Citer cet article

Exporter la notice de cet article