___

• Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological bulletin, 131(1), 30.
• Alp, I. E., & Özdemir, B. Ö. (2007). Çocuklarda akıcı zekânın (Gf) bilgi isleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22(60), 1.
• Baddeley, A.D., & Hitch, G. (1974). Working memory. In: Bower, G.H. (Ed.), The Psychology of Learning and Motivation. Erlbaum, Hillsdale, NJ, pp. 647 – 667.
• Barnett, L.A., & Fiscella, J. (1985). A child by any other name. A comparison of the playfulness of gifted and nongifted children. Gifted Child Quarterly, 29(2), 61-66.
• Bildiren, A. (2016). Proje temelli yaklaşıma dayalı erken müdahale programının üstün yetenekli çocukların problem çözme becerisine etkisi. Doktora Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Bildiren, A. (2017). Reliability and validity study for the coloured progressive matrices test between the ages of 3-9 for determining gifted children in the pre-school period. Journal of Education and Training Studies, 5(11), 13-20.
• Bildiren, A., Kargın, T., & Korkmaz, M. (2017). Reliability and validity of colored progressive matrices for 4-6 age children. Türk Üstün Zekâ ve Egitim Dergisi, 7(1), 19.
• Bildiren, A., & Bıkmaz Bilgen, Ö. (2018). Okul Öncesi Dönem Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği: Geçerlik ve Güvenirlik Çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 1-21.
• Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 1-360.
• Caropreso, E.J., & White, C.S. (1994). Analogical reasoning and giftedness: A comparison between identified gifted and nonidentified children. Journal of Educational Research, 87(5), 271-279.
• Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental neuropsychology, 28(2), 595-616.
• Case, R. (2005). Moving critical thinking to the main stage. Education Canada, 45(2), 45–49.
• Conway, A. R., Kane, M. J., & Engle, R. W. (2003). Working memory capacity and its relation to general intelligence. Trends in cognitive sciences, 7(12), 547-552. Creswell, J. W., & Sözbilir, M. (2017). Karma yöntem araştırmalarına giriş. Pegem Akademi.
• Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2008). Recognizing giftedness: Defining high ability in young children. Dimensions of early childhood, 36(2), 3-13.
• Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of verbal learning and verbal behavior, 19(4), 450-466.
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, NY), 318(5855), 1387.
• Eby, J.W., & Smutny, J.F. (1991). A thoughtful overview of gifted education. Longman: New York.
• Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
• Ergül, C., Özgür Yılmaz, Ç., & Demir, E. (2018). 5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği. Eğitimde Kuram ve Uygulama, 14(2), 187-214. doi:10.17244/eku.427280
• Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, 20(1), 61–84.
• Feldhusen, J.F., & Kolloff, M.B. (1979). Giftedness: A mixed blessing for the preschool child. In S.M. Long , & B. Batchelor (Eds.). When there is crisis: Helping children cope with change. Terre Haute, IN: Indiana Association for the Education of Young Children.
• Grunewaldt, K. H., Løhaugen, G. C. C., Austeng, D., Brubakk, A. M., & Skranes, J. (2013). Working memory training improves cognitive function in VLBW preschoolers. Pediatrics, peds-2012.
• Hafenstein, N.L., & Tucker, B. (1995). Psychological intensities in young gifted children. Paper presented at the Esther Katz Rosen Symposium on the Psychological Development of Gifted Children. (ERIC Document Reproduction Service No. ED387975)
• Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.
• Harrison, T. L., Shipstead, Z., Hicks, K. L., Hambrick, D. Z., Redick, T. S., & Engle, R. W. (2013). Working memory training may increase working memory capacity but not fluid intelligence. Psychological Science, 24(12), 2409-2419.
• Jackson, N. (1992). Precocious reading of English: Origins, structure, and predictive significance. İçinde P.S. Klein & A.J. Tannenbaum (Eds.). To be young and gifted (pp. 171-203). Norwood, NJ: Ablex
• Jaušovec, N., & Jaušovec, K. (2012). Working memory training: improving intelligence–changing brain activity. Brain and cognition, 79(2), 96-106.
• Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic bulletin & review, 9(4), 637-671.
• Kane, M. J., Hambrick, D. Z., & Conway, A. R. (2005). Working memory capacity and fluid intelligence are strongly related constructs: comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin, 131 (1), 66-71.
• Kargın, T., Ergül, C., Büyüköztürk, Ş., & Güldenoğlu, B. (2015). Anasınıfı Çocuklarına Yönelik Erken Okuryazarlık Testi (EROT) Geliştirme Çalışması. Özel Egitim Dergisi, 16(3).
• Karnes, M. B., & Johnson, L. J. (1991). The preschool/primary gifted child. Journal for the Education of the Gifted, 14(3), 267-283.
• Karnes, M. B., Shwedel, A. M., & Lewis, G. F. (1983a). Long-term effects of early programming for the gifted/talented handicapped. Journal for the Education of the Gifted, 6, 266-278.
• Kennedy, M., Fisher, M. B., & Ennis, R. H. (1991). Critical thinking: Literature review and needed research. In L. Idol & B.F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 11-40). Hillsdale, New Jersey: Lawrence Erlbaum & Associates.
• Kerns, K.A., Eso, K., & Thomson, J. (1999). Investigation of a direct intervention for improving attention in young children with ADHD. Developmental Neuropsychology, 16, 273–295.
• Kitano, M.K. (1982). Young gifted children: Strategies for preschool teachers. Young Children, 37(4), 14-24.
• Kitano, M., & Kirby, D. (1986). Gifted education: A comprehensive view. Boston, MA: Little, Brown and Company.
• Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24, 781–791.
• Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson,P., Dahlström, K., Gillberg, C.G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHD: a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 177–186.
• Kroesbergen, E. H., van’t Noordende, J. E., & Kolkman, M. E. (2014). Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology, 20(1), 23-37.
• Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?!. Intelligence, 14(4), 389-433.
• Leana-Tascılar, M. Z., & Cinan, S. (2014). Üstün ve normal öğrencilerin yönetici işlevlerinin ve çalışma belleklerinin değerlendirilmesi ve ihtiyaçlarına yönelik eğitim programının uygulanması. Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 2(1).
• Lipman, M. (1988). Critical thinking—What can it be? Educational Leadership, 46(1), 38–43.
• Meador, K. S. (1994). The effects of synectics training on gifted and nongifted kindergarten students. Journal for the Education of the Gifted, 18, 55-73.
• Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental psychology, 49(2), 270.
• Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
• Olszewski-Kubilius, P., Limburg-Weber, L., & Pfeiffer, S. (2003). Early gifts: Recognizing and nurturing children’s talent. Prufrock Press: Waco, TX.
• Passolunghi, M. C., & Costa, H. M. (2016). Working memory and early numeracy training in preschool children. Child Neuropsychology, 22(1), 81-98.
• Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 1992(77), 3–24.
• Perez, G.S. (1980). Perceptions of the young gifted child. İçinde R. Brodsky (Ed.). The young gifted child. Roeper Review, 3(2), 5-17.
• Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological science in the public interest, 10(2), 49-88.
• Robinson, N. M. (1993). Parenting the very young gifted child. Parenting researchbased decision making series. Storrs, CT: National Research Center on the Gifted and Talented. (ERIC Document Reproduction Service No. ED301985).
• Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2012). Improving executive functions in 5‐and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21(4), 411-429.
• Rueda, M.R., Rothbart, M.K., McCandliss, B.D., & Posner, P. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences, 102, 14931–14936.
• Saranlı, A. G. (2017). Okul öncesi dönemdeki erken müdahale uygulamalarına farklı bir bakış: Üstün yetenekli çocuklar için erken zenginleştirme. Eğitim ve Bilim, 42(190).
• Schwartz, L. L. (1994). Why give "gifts" to the gifted? Investing in a national resource. Thousand Oaks, CA: Corwin Press.
• Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634.
• Smith, E. E., & Kosslyn, S. M. (2010). Cognitive psychology: Mind and brain (Vol. 6). Upper Saddle River: Pearson/Prentice Hall.
• Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental science, 12(1), 106-113.
• Tindal, G., & Nolet, V. (1995). Curriculum-based measurement in middle and high schools: Critical thinking skills in content areas. Focus on Exceptional Children, 27(7), 1–22.
• Walsh, R. L., Kemp, C. R., Hodge, K. A., & Bowes, J. M. (2012). Searching for evidence-based practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35(2), 103-128.
• Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 8–19.