Сделай Сам Свою Работу на 5

Адреса издателей, распространителей и организаций, 5 глава

Antonio, TX: Psychological Corporation. FARR, J. M. (Ed.). (1992). The complete guide for occupational exploration. Indianapolis, IN: JIST. FEAGANS, L. V., SHORT, E.J..&MELTZER, L.J. (Eds.). (1991). Subtypes of learning disabilities: Theoretical perspectives and

research. Hillsdale, NJ: Erlbaum. FEAR, R. A, & CHIRON, R.J. (1990). The evaluation interview (4th ed.). New York: McGraw-Hill. FEDERAL REGISTER. (1977). Handicapped Children Rule, 42(250). Washington, DC: U.S. Government Printing Office. FEDORAK, S., & COLES, E. M. (1979). Ipsative vs. normative interpretation of test scores: A comment on Alien and Forman's

(1976) norms on Edwards Personal Preference Schedule for female Australian therapy students. Perceptual and Motor

Skills, 48,919-922. FEINGOLD, A. (1995). The additive effects of differences in central tendency and variability are important in comparisons

between groups. American Psychologist, 50,5-13. FELDHUSEN, J. E, & KLAUSMEIER, H.J. (1962). Anxiety, intelligence, and achievement in children of low, average, and high

intelligence. Child Development, 33,403-409. FELDMAN, D. H., & BRATTON.J. С (1972). Relativity and giftedness: Implications for equality of educational opportunity.

Exceptional Children, 38,491-492. FELDMAN, J. M. (1986). Instrumentation and training for performance appraisal: A perceptual-cognitive viewpoint. In К. М. Rowland & G. Ferris (Eds.), Research in personnel and human resources management (Vol. 4). Greenwich, CT: JAI Press. FELDT, L. S., & BRENNAN, R. L. (1989). Reliability. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 105-146). New

York: American Council on Education/ Macmillan. FERGUSON, G. A. (1954). On learning and human ability. Canadian Journal of Psychology 8,95-112. FERGUSON, G. A. (1956). On transfer and the abilities of man. Canadian Journal of Psychology, 10,121-131. FERGUSON, R. L., & NOVICK, M. R. (1973). Implementation of a Bayesian system for decision analysis in a program of

individually prescribed instruction (ACT Res. Rep. No. 60). Iowa City: American College Testing Program. FEUER, M. J., & KOBER, N. (Eds.). (1995). Anticipating Goals 2000: Standards, assessment, and public policy. Washington, DC:

National Academy Press. FEUERSTEIN, R. (1979). The dynamic assessment of retarded performers: The Learning Potential Assessment Device, theory,

instruments, and techniques. Baltimore: University Park Press. FEUERSTEIN, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University

Park Press. FEUERSTEIN, R. (1991). Cultural difference and cultural deprivation: Differential patterns of adaptability. In N. Bleichrodt &

P.J. D. Drenth (Eds.), Contemporary issues in cross-cultural psychology (pp. 21-33). Amsterdam: Swets & Zeitlinger. FEUERSTEIN, R., & FEUERSTEIN, S. (1991). Mediated learning experience: A theoretical review. In R. Feuerstein, P. S. Klein,

& A. J. Tannenbaum (Eds.), Mediated learning experience (MLE): Theoretical, psychosocial, and learning implications

(pp. 3-51). London: Freund. FEUERSTEIN, R., RAND, Y., JENSEN, M. R, KANIEL, S, & TZURIEL, D. (1987). Prerequisites for assessment of learning

potential: The LPAD model. In С S. Lidz ( Ed.), Dynamic assessment: An interactive approach to evaluating learning potential

(pp. 35-51). New York: Guilford Press. FEWELL, R. R. (1991). Assessment of visual functioning. In B. A. Bracken (Ed.), The psychoeducational assessment of preschool

children (2nd ed„ pp. 317-340). Boston: Allyn & Bacon. FIGUEROA, R. A. (1990). Assessment of linguistic minority group children. In С R. Reynolds & R. W. Kamphaus (Eds.),

Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 671-696). New York:

Guilford Press. FIGURELLI.J.C, & KELLER, H. R.( 1972). The effects of training and socioeconomic class upon the acquisition of conservation concepts. Child Development, 43,293-298. Finding information about psychological tests. (1995). Washington, DC: American Psychological Association, Science Directorate. FINK, A. (Ed.). (1995). The survey kit (Vols. 1-9). Thousand Oaks, CA: Sage. FINKLE, R. B. (1983). Managerial assessment centers. In M. D. Dunnette (Ed.), Handbook of industrial and organizational

psychology (pp. 861-888). New York: Wiley. FISCHER, C. T. (1985). Individualizing psychological assessment. Monterey, CA: Brooks/Cole. FISCHER, J., & CORCORAN, K. (1994). Measures for clinical practice: A sourcebook (2nd ed., vols. 1-2). New York: Free

Press. FISKE, D. W. (1949). Consistency of the factorial structures of personality ratings from different sources. Journal of Abnormal

and Social Psychology, 44,329-344.


FISKE, D. W. (1973). Can a personality construct be validated empirically? Psychological Bulletin, 80,89-92.

FISKE, M., & CHIRIBOGA, D. A. (1990). Change and continuity in adult life. San Francisco: Jossey-Bass.

FITZGERALD, B. J., PASEWARK, R. A., & FLEISHER, S. (1974). Responses of an aged population on the Gerontological and Thematic Apperception Tests. Journal of Personality Assessment, 38,234-235.

FITZMAURICE, C, & WITT, J. С (1989). Review of the Boehm Test of Basic Concepts-Revised. Tenth Mental Measurements Yearbook, 101-102.

FLANAGAN, D. P., & ALFONSO, V. С (1995). A critical review of the technical characteristics of new and recently revised intelligence tests for preschool children. Journal of Psychoeducational Assessment, 13,66-90.

FLANAGAN, D. P., GENSHAFT.J. L, & HARRISON, P. L. (Eds.). (1997). Contemporary intellectual assessment: Theories, tests, and issues. New York: Guilford Press.

FLANAGAN, J. С (1947). Scientific development of the use of human resources: Progress in the Army Air Forces. Science, 105, 57-60.

FLANAGAN, J. С (1949). Critical requirements: A new approach to employee evaluation. Personnel Psychology, 2,419-425.

FLANAGAN, J. C. (1954). The critical incident technique. Psychological Bulletin, 51,327-358.

FLANAGAN, J. Q (1962). Symposium: Standard scores for aptitude and achievement tests: Discussion. Educational and Psychological Measurement, 22,35-39.

FLAVELL, J. H. (1963). The developmental psychology of Jean Piaget. New York: Van Nostrand-Reinhold.

FLAVELL.J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.

FLEISHMAN, E. A. (1972). On the relation between abilities, learning, and human performance. American Psychologist, 27, 1018-1032.

FLEISHMAN, E. A. (1975). Toward a taxonomy of human performance. American Psychologist, 30,1121-1149.

FLEISHMAN, E. A., & MUMFORD, M. D. (1989). Abilities as causes of individual differences in skill acquisition. Human Performance, 2 (3), 201-223.

FLEISHMAN, E. A., & MUMFORD, M. D. (1991). Evaluating classifications ofjobbehavior: A construct validation of the ability requirement scales. Personnel Psychology, 44,523-575.

FLEISHMAN, E. A., & QUAINT ANCE, M. K. (1984). Taxonomies of human performance: The description of human tasks. Orlando, PL: Academic Press.

FLEISHMAN, E. A., & REILLY, M. E. (1992a). Administrators guide F-JAS: Fleishman Job Analysis Survey. Bethesda, MD: Management Research Institute.

FLEISHMAN, E. A., & REILLY, M. E. (1992b). Handbook of human abilities: Definitions, measurements, and job task requirements. Bethesda, MD: Management Research Institute.

FLEMING, J. S„ & COURTNEY, В. Е. (1984). The dimensionality of self-esteem. II. Hierarchical facet model for revised measurement scales. Journal of Personality and Social Psychology, 46,404-421.

FLEMING, J. S., &WHALEN, D.J. (1990). The Personal and Academic Self-Concept Inventory: Factor structure and gender differences in high school and college samples. Educational and Psychological Measurement, 50, 957-967.

FLYNN, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95,29-51.

FLYNNJ. R. (1987). Massive IQ_ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101,171-191.

FOOTE.J., & KAHN, M. W.(1979). Discriminative effectiveness of the Senior Apperception Test with impaired and nonimpaired elderly persons. Journal of Personality Assessment, 43, 360-364.

FORSTER, A. A., & M ATARAZZO, J. D. (1990). Assessing the intelligence of adolescents with the Wechsler Adult Intelligence Scale-Revised (WAIS-R). In С R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children (pp. 166-182). New York: Guilford Press.

FORTIER, M. S„ VALLERAND, R. J., & GU AY, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20,257-274.

FOUAD, N. A., & DANCER, L. S. (1992). Cross-cultural structure of interests: Mexico and the United States. Journal of Vocational Behavior, 40,129-143.

FOWLER, R. D., & BUTCHER, J. N. (1986). Critique of Matarazzo's views on computerized testing: All sigma and no meaning. American Psychologist, 41,94-96.

FOX, R. A., & MEYER, D.J. (1990). Assessment of adaptive behavior. In A. F. Rotatori, R. A. Fox, D. Sexton, &J. Miller (Eds.), Comprehensive assessment in special education: Approaches, procedures, and concerns (pp. 309-338). Springfield, IL: Charles С Thomas.

FRANSELLA, R., & THOMAS, L (1988). Experimenting with personal construct psychology. London: Routledge, Chapman & Hall.

FRANZ, S. I. (1919). Handbook of mental examination methods (2nd ed.). New York: Macmillan.

FREDERIKSEN, С. Н. (1969). Abilities, transfer, and information retrieval in verbal learning. Multivariate Behavioral Research Monographs, No. 69-2.

FREDERIKSEN, N. (1962). Factors in in-basket performance. Psychological Monographs, 76(22, Whole No. 541).

FREDERIKSEN, N. (1965). Response set scores as predictors of performance. Personnel Psychology, 18,225-244.

FREDERIKSEN, N. (1966). In-basket tests and factors in administrative performance. In A. Anastasi (Ed.), Testing problems in perspective (pp. 208-221). Washington, DC: American Council on Education.

FREDERIKSEN, N., & GILBERT, A. C. F. (1960). Replication of a study of differential predictability. Educational and Psychological Measurement, 20,759-767.

FREDERIKSEN, N„ & MELVILLE, S. D. (1954). Differential predictability in the use of test scores. Educational and Psychological Measurement, 14,647-656.

FREEBERG, N. E. (1969). Relevance ofrater-ratee acquaintance in the validity and reliability of ratings. Journal of Applied Psychology, 53, 518-524.

FREEDENFELD, R. N., ORNDUFF, S. R., & KELSEY, R. M. (1995). Object relations and physical abuse: A TAT analysis. Journal of Personality Assessment, 64,552-568.


FREEDLE, R. (Ed.). (1990). Artificial intelligence and the future of testing. Hillsdale, NJ: Erlbaum.

FRE1LICH, M„ RAYBECK, D., & SAV1SH1NSKY.J. (Eds.). (1991). Deviance: Anthropological perspectives, Westport, CT:

Greenwood. FRENC H,J.W.(1951). The description of aptitude and achievement tests in terms of rotated factors. Psychometric Monographs No. 5.

FRENCH, J. W. (1962). Effect of anxiety on verbal and mathematical examination scores. Educational and Psychological Measurement, 22,553-564.

FRENCH, J. W. (1965). The relationship of problem-solving styles to the factor composition of tests. Educational and Psychological Measurement, 25,9-28.

FRENCH, J. W. (1966). The logic of and assumptions underlying differential testing. In A. Anastasi (Ed.), Testing problemsin

perspective (pp. 321-330). Washington, DC: American Council on Education. FR1SCH, M. B. (1994). QOLI—Quality of Life Inventory: Manual and treatment guide, Minneapolis, MN: National Computer Systems.

FRUZZETTI, A. E., &JACOBSON, N. S. (1992). Assessment of couples. In J. С Rosen & R McReynolds (Eds.), Advances in psychological assessment (Vol. 8, pp. 201-224). New York: Plenum Press.

FRYER, D. (1931). Measurement of interests. New York: Holt.

FUCHS, L. S. (1993). Enhancing instructional programming and student achievement with curriculum-based measurement. In J. Kramer (Ed.), Curriculum-based measurement (pp. 65-104). Lincoln, NE: Buros Institute of Mental Measurements.

FUCHS, L. S., & DENO, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57,488-500.

FUNDER, D. C. (1991). Explorations in behavioral consistency: Properties of persons, situations, and behaviors. Journal of Personality and Social Psychologv, 60, 773-794.

FUNDER, D. C, PARKE, R. D., TOMLINSON-KEASEY, C, & WIDAMAN, K. (Eds.). (1993). Studying lives through time: Personality and development, Washington, DC: American Psychological Association.

FURLONG, M., & KARNO, M. (1995). Review of the Social Skills Rating System. Twelfth Mental Measurements Yearbook, 967-969.

FURNHAM, A. (1995). The relationship of personality and intelligence to cognitive learning style and achievement. In D. H. Sak-lofske & M. Zeidner (Eds.), International handbook of personality and intelligence (pp. 397-413). New York: Plenum Press.

G AGNE, R. (1965). The conditions of learning. New York: Holt, Rinehart & Winston.


GALTON, F. (1883). Inquiries into human faculty and its development. London: Macmillan.

GAMBLE, K. R. (1972). The Holtzman Inkblot Technique: A review. Psychological Bulletin, 77,172-194.

GARDNER, 11.(1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

GARDNER, H. (1992). Assessment in context: The alternative to standardized testing. In B. R. Gifford & M. С O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement and :nstruction (pp. 77-119). Boston: Kluwer.

GARDNER, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

GARDNERJ. W.(1961). Excellence. New York: Harper.

GATEWOOD, R. D„ & FEILD, H. S. (1993). Human resource selection (3rd ed.). Chicago: Dryden Press.

GAUDRY, E., & SPIELBERGER, С D. (1974). Anxietv and educational achievement. New York:Wiley.

GAUGLER, В. В., ROSENTHAL, D. B„ THORNTON, G. C, 111, & BENTSON, С (1987). Meta-analysis of assessment center validity. Journal of Applied Psychology, 72, 493-511.

GDOWSKI, С L„ LACHAR, D., & KLINE, R. B. (1985). A PIG profile typology of children and adolescents: 1. Empirically-derived alternative to traditional diagnosis. Journal of Abnormal Psychology, 94,346-361.

GEARY, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114,345-362.

GEISINGER, K. F. (Ed.). (1992). Psychological testing of Hispanics. Washington, DC: American Psychological Association.

GE1S1NGER, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6,304-312.

GELSO, С J., & FRETZ, B. R. (1992). Counseling psvchology. San Diego, CA: Harcourt Brace Jovanovich.

GENTILE, С A., MARTIN-REHRMANN, J., & KENNEDY, J. H. (1995). Windows into the classroom: NAEP's 1992 writing portfolio study. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

GERBER, M. M., SEMMEL, D. S., & SEMMEL, M. I. (1994). Computer-based dynamic assessment of multidigit multiplication. Exceptional Children, 61,114-125.

GERGEN, K.J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40,266-275.

GESELL, A., et al. (1940). The first five years of life. New York: Harper.

GESELL, A., & AMATRUDA, С S. (1947). Developmental diagnosis (2nd ed.). New York: IIoeber-Harper.

GHISELLI, E. E. (1956). Differentiation of individuals in terms of their predictability. Journal of Applied Psychology, 40,374-377.

GHISELLI,E.E.(1959).The generalization of validity. Personnel Psychology, 12,397-402.

GHISELLI, E. E. (1960). The prediction of predictability. Educational and Psychological Measurement, 20,3-8.

GHISELLI, E. E. (1963). Moderating effects and differential reliability and validity. Journal of Applied Psychology, 47,81—86.

GHISELLI, E. E. (1966). The validity of occupational aptitude tests. New York: Wiley.

GHISELLI, E. E. (1968). Interaction of traits and motivational factors in the determination of the success of managers. Journal of Applied Psychology, 52, 480-483.

GIFFORD, B. R. (Ed.). (1989a). Test policy and test performance: Education, language, and culture. Boston: Kluwer.

GIFFORD, B. R. (Ed.). (1989b). Test policy and the politics of opportunity allocation: The workplace and the law. Boston: Kluwer.

GIFFORD, B. R., & O'CONNOR, M. С (Eds.). (1992). Changing assessments: Alternative views of aptitude, achievement, and instruction. Boston: Kluwer.


GILBE RT, J. A. (1894). Researches on the mental and physical development of school children. Studies from the Yale Psycho-logicaf Laboratory, 2,40-100.

GINSBURG, H., & OPPER, S. (1969). Piaget's theory of intellectual development: An introduction. Englewood Cliffs, NJ: Prentice Hall.

GIRELLLI, S. A., & STAKE, J. E. (1993). Bipolarity in Jungian type theory and the Myers-Briggs Type Indicator. Journal of Personality Assessment, 60, 290-301.

GITOMER, D. H. (1993). Performance assessment and educational measurement. In R. E. Bennett & W. C. Ward (Eds), Construction versus choice in cognitive measurement: Issues in constructed response, performance testing, and portfolio assessment (pp. 241-263). Hillsdale,NJ: Erlbaum.

GLASER, R. (1963). Instructional technology and the measurement of learning outcomes. American Psychologist, 18,519-522.

GLASER, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39,93-104.

GLASS, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5,3-8.

GLOBERSON, Т., & ZELNIKER, T. (Eds.). (1989). Cognitive style and cognitive development. Norwood, NJ: Ablex.

GLUTTING, J. J., & KAPLAN, D. (1990). Stanford-Binet Intelligence Scale: Fourth Edi-tion: Making the case for reasonable interpretations. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and Achievement (pp. 277-295). New York: Guilford Press.

GLUTTING, J. J., & McDERMOTT, P. A. (1990). Principles and problems in learning potential. In С R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 296-347). New York: Guilford Press.

GLUTTING, J. J., McDERMOTT, P. A., PRIFITERA, A., & McGRATH, E. A. (1994). Core profile types for the WISC-III and WIAT: Their development and application in identifying multivariate IQ-achievement discrepancies. School Psychology Review, 23,619-639.

GLUTTING, J. J., McDERMOTT, P. A., PRIFITERA, A., & McGRATH, E. A. (1995). «Core profile types for the WISC-III and WIAT: Their development and application in identifying multivariate IQ-achievement discrepancies»: Errata. School Psychology Review, 24, 123-124.

GLUTTING.J. J., McDERMOTT, P. A.,&STANLEY,J.C.(1987). Resolving differences amongmethods of establishing confidence limits for test scores. Educational and Psychological Measurement, 47,607-614.

GLUTTING, J. J., & OAKLAND, T. (1992). Guide to the Assessment ofTest Session Behavior for the WISC-lIIand the WIAT (GATSB), San Antonio, TX: Psychological Corporation.

GOETZ, E.T, & HALL, R.J. (1984). Evaluation of the Kaufman Assessment Battery for Children from an information-processing perspective. Journal of Special Education, 18,281-296.

GOLDBERG, L. R. (1971). A historical survey of personality scales and inventories. In P. McReynolds (Ed.), Advances in psychological assessment (vol. 2, pp. 293-336). Palo Alto, CA: Science and Behavior Books.

GOLDBERG, L. R. (1991). Human mind versus regression equation: Five contrasts. In D.Cicchetti & W. M. Grove (Eds.), Thinking clearly about psychology: Essays in honor of Paul E. Meehl (Vol. 1, pp. 173-184). Minneapolis: University of Minnesota Press.

GOLDBERG, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48,26-34.

GOLDBERG, L. R., GRENIER, j. R„ GUION, R. M., SECUREST, L. В., & WING, II. (1991). Questionnaires used in the prediction of trustworthiness in pre-employment selection decisions: An АРА task force report, Washington, DC: American Psychological Association.

GOLDBERG, P. A. (1965). A review of sentence completion methods in personality assessment. Journal of Projective Techniques and Personality Assessment, 29,12-45.

GOLDEN, C. J. (1981). The Luria-Nebraska Children's Battery: Theory and formulation. In G. W. Hynd & J. E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 277-302). New York: Grune & Stratton.

GOLDEN, C.J. (1987). Computers in neuropsychology. In J. N. Butcher (Ed.), Computerized psychological assessment A practitioner's guide (pp. 344-354). New York: Basic Books.

GOLDEN, С J., PURISCH, A. D„ & H AMMEKE, T. A. (1985). Luria-Nebraska Neuropsychological Battery: Forms I and II Manual, Los Angeles: Western Psychological Ser-vices.

GOLDEN, С J., ZILLMER, E. A., & SPIERS, M. V. (1992). Neuropsychological assessment and intervention, Springfield, IL: Charles С Thomas.

GOLDFARB, R., & HALPERN, H. (1984). Word association responses in normal adult subjects. Journal of Psycholinguistic Research, 13,37-55.

GOLDFRIED, M. R., & KENT, R. N. (1972). Traditional versus behavioral personality assessment: A comparison of methodological and theoretical assumptions. Psychological Bulletin, 77,409-420.

GOLDING, S. L., & RORER, L. G. (1972). Illusory correlation and subjective judgment. Journal of Abnormal Psychology, 80, 249-260.

GOLDMAN, B. A., & MITCHELL, D. F. (1995). Directory of unpublished experimental mental measures (Vol. 6). Washington, DC: American Psychological Association.

GOLDSCHM1D, ML. (1968). Role of experience in the acquisition of conservation. Proceedings of the 76th Annual Convention of the American Psychological Association, 361-362.

GOLDSCHMID, M. L., & BENTLER, P. M. (1968a). Dimensions and measurements of conservation. Child Development, 39, 787-802.

GOLDSCHMID, M. L., & BENTLER, P. M. (1968b). Manual: Concept Assessment Kit - Conservation, San Diego, CA: Educational and Industrial Testing Service.

GOLDSCHMID, M. L., BENTLER, P. M., DEBUS, R. L, RAWLINSON, R., KOHNSTAMM, D., MODGIL, S.NICHOLLSJ. G., REYKOWSKI, J., STRUPCZEWSKA, B„ WARREN, N. (1973). A cross-cultural investigation of conservation. Journal of Cross-Cultural Psychology, 4, 75-88.


GOLDSMITH, R. E., &NUGENT, N. (1984). Innovativeness and cognitive complexity: A second look. Psychological Reports,

55,431-438. GOLDSTEIN, R C, & LEVIN, H. S. (1985). Intellectual and academic outcome following closed head injury in children and

adolescents: Research strategies and empirical findings. Developmental Neuropsychology, 1,195-214. GOLDSTEIN, G., & HERSEN, M. (Eds.) (1990). Handbook of psychological assessment (2nd ed.). New York: Pergamon Press GOLDSTEIN, I. L., ZEDECK, S„ & SCHNEIDER, B. (1993). An exploration of the job analysis-content validity process. In

N. Schmitt, W. C. Borman, et al. (Eds.), Personnel selection in organizations (pp. 3-34). San Francisco: Jossey-Bass. GOLDSTEIN, K„ & SCHEERER, M. (1941). Abstract and concrete behavior: An experimental study with special tests. Psychological Monographs, 53(2, Whole No. 230). GOLDSTEIN, K. M., & BLACKMAN, S. (1978a). Assessment of cognitive style. In P. McReynolds (Ed.), Advances in psychological assessment (Vol. 4, pp. 462-525). San Francisco: Jossey-Bass. GOLDSTEIN, K. M., & BLACKMAN, S. (1978b). Cognitive style: Five approaches and relevant research. New York: Wiley-

Interscience. GOLEM AN, D.(1995). Emotional intelligence. New York: Bantam Books.

GONCALVES, A. A., WOODWARD, M. J., & MILLON, T. (1994). Millon Clinical Multiaxial Inventory-II. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcome assessment (pp. 161 -184). Hillsdale, NJ: Erl-baum. GONZALEZ, R. (1996). Circles and squares, spheres and cubes: What's the deal with circumplex models? Journal of Vocational

Behavior, 48, 77-84. GOODENOUGH, D. R. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83,675-694. GOODENOUGH, F. L. (1949). Mental testing: Its history, principles, and applications. New York: Rinehart. GOODGLASS, H. (1986). The flexible battery in neuropsychological assessment. In T. Incagnoli, G. Goldstein, & C.J. Golden

(Eds.), Clinical application of neuropsychological test batteries (pp. 121-134). New York: Plenum Press. GOODMAN, J. R. (1990). Infant intelligence: Do we, can we, should we assess it? In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 183-208). New York: Guilford Press. GOODNOW, J. J. (1976). The nature of intelligent behavior: Questions raised by cross-cultural studies. In L. B. Resnick (Ed.),

The nature of intelligence (pp. 169-188). Hillsdale, NJ: Erlbaum. GOODYEAR, R. K. (1990). Research on the effects of test interpretation: A review. Counseling Psychologist, 18,240-257. GORDEN, R. L. (1992). Basic interviewing skills, Itasca, 1L: F. E. Peacock.

GORDON, L. V, & ALF, E. F. (1960). Acclimatization and aptitude test performance. Educational and Psychological Measurement, 20,333-337. GORDON, M. A. (1953). A study of the applicability of the same minimum qualifying scores for technical schools to White males,

WAF, and Negro males (Tech. Rep. No. 53-34). Lackland Air Force Base, TX: Personnel Research Laboratory. GORMLY, A. V., & BRODZINSKY, D. M. (1993). Life-span human development (5th ed.). San Diego, CA: Harcourt Brace Jova-

novich. GOTTFREDSON, G. D. (1996). Prestige in vocational interests. Journal of Vocational Behavior, 48,68-72. GOTTFREDSON, G. D„ & HOLLAND, J. L. (1989). Dictionary of Holland occupational codes (DHOC) (2nd ed.). Odessa, FL:

Psychological Assessment Resources. GOTTFREDSON, L. S. (Ed.). (1986a). The g factor in employment. Journal of Vocational Behavior, 29,293-450. GOTTFREDSON, L. S. (1986b). Special groups and the beneficial use of vocational interest inventories. In W. B. Walsh & S. H. Osi-pow (Eds.), Advances in vocational psychology: Vol. 1. The assessment of interests (pp. 127-198). Hillsdale, NJ: Erlbaum. GOTTFREDSON, L. S. (1994). The science and politics of race-norming. American Psychologist, 49,955-963. GOTTFRIED, A. W., & BRODY, N. (1975). Interrelationships between and correlates of psychometric and Piagetian scales of

sensorimotor intelligence. Developmental Psychology, 11,379-381. GOTTM AN, J. M. (1994). What predicts divorce? The relationship between marital processes and marital outcomes, Hillsdale,

NJ: Erlbaum. GOTTMAN.J. M. (Ed.). (1995). The analysis of change, Hillsdale, NJ: Erlbaum. GOTTMAN, J. M. (Ed.). (1996). What predicts divorce?: The measures, Mahwah, NJ: Erlbaum. GOUGH, II. G. (1960). The Adjective Check List as a personality assessment research technique. Psychological Reports, 6,107—

122. GOUGH, H. G. (1984). A managerial potential scale for the California Psychological Inventory. Journal of Applied Psychology,

69,233-240. GOUGH, H. G. (1985). A work orientation scale for the California Psychological Inventory. Journal of Applied Psychology, 70,

505-513. GOUGH, H. G. (1987). California Psychological Inventory Administrator's guide, Palo Alto, CA: Consulting Psychologists

Press. GOUGH, H. G., & BRADLEY, P. (1996). CPI manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press. GOUGH, H. G., & HEILBRUN, А. В., JR. (1980). The Adjective Check List bibliography, Palo Alto, CA: Consulting Psychologists Press. GOUGH, H. G., & HEILBRUN, А. В., JR. (1983). The Adjective Check List manual (rev. ed.). Palo Alto, CA: Consulting Psychologists Press. GRAHAM.J.R. (1993). MMPI-2: Assessing personality and psychopathology (2nd ed.). New York: Oxford University Press.

GRAVES, L. M. (1993). Sources of individual differences in interviewer effectiveness: A model and implications for future

research. Journal of Organizational Behavior, 14,349-370. GRAVES, L. M., & POWELL, G. N. (1988). An investigation of sex discrimination in recruiters evaluations of actual applications.

©2015- 2020 stydopedia.ru Все материалы защищены законодательством РФ.