| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applying the Theory of Successful Intelligence to Education—The Good, the Bad, and the Ogre: Commentary on Sternberg et al. (2008)
|
Hunt, Earl
|
|
2008
|
3 |
6 |
p. 509-515
|
artikel
|
| 2 |
A Reply to Two Stylish Critiques: Response to Hunt (2008) and Mayer (2008)
|
Sternberg, Robert J.
|
|
2008
|
3 |
6 |
p. 516-517
|
artikel
|
| 3 |
Incorporating Individual Differences Into the Science of Learning: Commentary on Sternberg et al. (2008)
|
Mayer, Richard E.
|
|
2008
|
3 |
6 |
p. 507-508
|
artikel
|
| 4 |
Sex Differences in Variability in General Intelligence: A New Look at the Old Question
|
Johnson, Wendy
|
|
2008
|
3 |
6 |
p. 518-531
|
artikel
|
| 5 |
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance
|
Credé, Marcus
|
|
2008
|
3 |
6 |
p. 425-453
|
artikel
|
| 6 |
Styles of Learning and Thinking Matter in Instruction and Assessment
|
Sternberg, Robert J.
|
|
2008
|
3 |
6 |
p. 486-506
|
artikel
|
| 7 |
Thought Speed, Mood, and the Experience of Mental Motion
|
Pronin, Emily
|
|
2008
|
3 |
6 |
p. 461-485
|
artikel
|
| 8 |
Volume 3, 2008
|
|
|
2008
|
3 |
6 |
p. 532-532
|
artikel
|
| 9 |
Why Precedent in Law (and Elsewhere) is Not Totally (or Even Substantially) About Analogy
|
Schauer, Frederick
|
|
2008
|
3 |
6 |
p. 454-460
|
artikel
|
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